全文获取类型
收费全文 | 20362篇 |
免费 | 2篇 |
出版年
2018年 | 3484篇 |
2017年 | 2813篇 |
2016年 | 2244篇 |
2015年 | 191篇 |
2014年 | 71篇 |
2013年 | 65篇 |
2012年 | 560篇 |
2011年 | 2381篇 |
2010年 | 2513篇 |
2009年 | 1468篇 |
2008年 | 1696篇 |
2007年 | 2166篇 |
2006年 | 23篇 |
2005年 | 207篇 |
2004年 | 160篇 |
2003年 | 108篇 |
2002年 | 58篇 |
2001年 | 29篇 |
2000年 | 51篇 |
1999年 | 13篇 |
1998年 | 20篇 |
1997年 | 16篇 |
1996年 | 8篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 8篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1976年 | 1篇 |
1969年 | 1篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
21.
Dorit Bar-On 《Philosophical Studies》1990,60(3):207-231
22.
Rodger Beehler 《Studies in Philosophy and Education》1990,10(4):315-335
The essay examines the argument advanced by E.D. Hirsch, Jr., for instituting ‘cultural literacy’ as a fundamental priority of schools. A number of confusions and equivocations in Hirsch's reasoning are identified, and the propensity of his project to indoctrinate is exposed. Among the features of Hirsch's argument shown to be troubling are his shifting construal of ‘language’, his inconsistency about the requirements of cultural literacy, and his uncritical relation to traditional images of the American past and present. The upshot is to raise the question why Hirsch's project has elicited wide support and praise. 相似文献
23.
24.
Jörg R. J. Schirra 《Kognitionswissenschaft》1997,6(4):177-195
How can we explain that an assertion on something perceived can be understood in the same manner by somebody who cannot perceive that scene? This problem bases the interest in computational linguistics in how listener modeling could possibly be harmonized with reference semantics. Mental images substituting real perception appear as a way out. The architecture of the listener model has to be adapted to the creation and use of such pictorial data structures. Furthermore, the relation between the latter and a verbal (i. e., propositional) representation must be understood. The resulting architecture of a listener model with reference semantics can be employed to solve communicational problems from three general classes in a better way, as is demonstrated by an example implementation. 相似文献
25.
This study assesses the impact of non-specific epistemic needs—the need for structure and the fear of invalidity—on expectancy of control and performance following unsolvable problems. Subjects answered a questionnaire tapping their non-specific epistemic needs and were exposed to either no feedback or failure in unsolvable problems. Then their expectancies of control and performance were assessed. The results showed that a high need for structure was associated with a transfer of the expectancy of uncontrollability and worse performance following failure. The results are discussed in terms of Kruglanski's lay epistemic theory. 相似文献
26.
27.
28.
29.
30.