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131.
132.
The aim of this study was to show how a nurses negative evaluation of a blood pressure (BP) reading can cause an increase in BP in the following reading. Twenty-five subjects with normal pressure who had been informed that they were to participate in an epidemiological BP study took part and they were divided into two groups. After taking the first BP reading, participants from the experimental group were informed that their pressure was normal but high for their age, whereas those in the control group were told that their pressure was normal for their age. The results showed that this comment caused a significant increase in the diastolic BP of the experimental group. The theoretical and clinical implications of this reaction are discussed in relation to the phenomenon known as White-Coat Hypertension from the perspective of the theory of incubation. 相似文献
133.
本研究采用创造力量表对990名不同学业成就中学生的创造性思维进行研究,结果发现:(1)高学业成就组中学生的创造性思维、发散思维和聚合思维显著高于低学业成就组.(2)高低学业成就组中学生创造性思维、发散思维和聚合思维表现出年级差异性.(3)高低学业成就组中学生的创造性思维都随着年级发展而上升,但是两组的高峰期却出现差异,高学业成就组创造力高峰出现在初二和高二,而低学业成就组出现在高一.(4)发散思维的发展趋势上,高学业成就组呈现出曲折上升的趋势,而低学业成就组整体的发展趋势平稳.(5)高低学业成就组中学生聚合思维的发展趋势相似,都呈现出在初中阶段上升到高中阶段趋于稳定,并且在高中阶段两组的水平接近. 相似文献
134.
考察解题反思对数学学业优生和差生解题结果及所用策略的不同影响。选取初一至初三年级的数学学业优生和差生为被试,以一套连加数问题为实验材料,进行一对一的测试,前后进行两次测试。对反思组优差生(优生12人,差生10人)和无反思组优差生(优生14人,差生14人)解题过程的比较,发现:1)解题后立即进行反思能够提高差生的解题正确率,但是延长解题时间;2)先前的解题反思对优生和差生后续解题时的正确率和解题时间均不产生明显影响;3)解题后立即进行反思能够促进优生和差生使用高效策略,放弃低效策略;4)先前的解题反思在后续解题中仍然促进学生使用高效策略,对优生的促进作用比对差生更明显。 相似文献
135.
知识与发散思维之间存在密切的关系.研究抽取小学四年级到高三397名学生,采用言语和图形任务探讨知识经验对发散思维的影响.以及两类任务条件下发散思维的年级和性别差异.结果显示:学生的知识水平对两类任务条件下发散思维产生不同的影响作用,知识经验与发散思维呈现倒U型变化关系;研究只在言语任务条件下发现小学四年级创造力低谷;两类任务条件下发散思维警现出不同的发展趋势,言语任务条件下,发散思维随着年级的升高呈现出曲线上升的趋势,而在图形任务条件下,发散思维呈现随年级升高先上升后下降的趋势;两类任务条件下都发现发散思维存在性别差异,但是不同任务条件下性别差异存在维度上差异性;女生在发散思维某些方面好于男生. 相似文献
136.
137.
In the current paper we consider theories with vocabulary containing a number of binary and unary relation symbols. Binary relation symbols represent labeled edges of a graph and unary relations represent unique annotations of the graph’s nodes. Such theories, which we call annotation theories, can be used in many applications, including the formalization of argumentation, approximate reasoning, semantics of logic programs, graph coloring, etc. We address a number of problems related to annotation theories over finite models, including satisfiability, querying problem, specification of preferred models and model checking problem. We show that most of considered problems are NPTime- or co-NPTime-complete. In order to reduce the complexity for particular theories, we use second-order quantifier elimination. To our best knowledge none of existing methods works in the case of annotation theories. We then provide a new second-order quantifier elimination method for stratified theories, which is successful in the considered cases. The new result subsumes many other results, including those of [2, 28, 21]. 相似文献
138.
Ayda Büyükşahin 《Sex roles》2009,60(9-10):708-720
The purpose of this study was to investigate the effects of self monitoring and gender on coping strategies in intimate relationships. The Self Monitoring Scale and Multidimensional Intimate Coping Questionnaire were given to 224 heterosexual Turkish undergraduate students. Results showed that high self monitors had higher scores on focusing on relationship, seeking external support, alcohol and drug use, self-bolstering, and humor coping than low self monitors. Females reported greater negative and passive coping, positive and active coping, self-bolstering, religious coping and seeking external support than males did. Males reported greater alcohol and drug use than females did. Consequently, this study showed that both self monitoring (high–low) and gender affect on coping strategies among Turkish undergraduate sample. 相似文献
139.
Phonological and visual theories propose different primary deficits as part of the explanation for dyslexia. Both theories were put to test in a sample of Spanish dyslexic readers. Twenty-one dyslexic and 22 typically-developing children matched on chronological age were administered phonological discrimination and awareness tasks and coherent motion perception tasks. No differences were found between groups on the coherent motion tasks, whereas dyslexic readers were impaired relative to controls on phonological discrimination tasks. Gender differences followed the opposite pattern, with no differences on phonological tasks, and dyslexic girls performing significantly worse than dyslexic boys in coherent motion perception. These results point to the importance of phonological deficits related to speech perception in Spanish, and to possible gender differences in the neurobiological bases for dyslexia. 相似文献
140.
Jan Woleński 《Studia Logica》2007,86(3):479-497
This paper proposes a formal framework for the cognitive relation understood as an ordered pair with the cognitive subject
and object of cognition as its members. The cognitive subject is represented as consisting of a language, conequence relation
and a stock of accepted theories, and the object as a model of those theories. This language allows a simple formulation of
the realism/anti-realism controversy. In particular, Tarski’s undefinability theorem gives a philosophical argument for realism
in epistemology.
Special Issue Formal Epistemology II. Edited by Branden Fitelson 相似文献