全文获取类型
| 收费全文 | 942篇 |
| 免费 | 135篇 |
| 国内免费 | 40篇 |
专业分类
| 1117篇 |
出版年
| 2024年 | 10篇 |
| 2023年 | 19篇 |
| 2022年 | 27篇 |
| 2021年 | 30篇 |
| 2020年 | 53篇 |
| 2019年 | 38篇 |
| 2018年 | 47篇 |
| 2017年 | 39篇 |
| 2016年 | 41篇 |
| 2015年 | 42篇 |
| 2014年 | 48篇 |
| 2013年 | 88篇 |
| 2012年 | 64篇 |
| 2011年 | 67篇 |
| 2010年 | 37篇 |
| 2009年 | 50篇 |
| 2008年 | 54篇 |
| 2007年 | 59篇 |
| 2006年 | 53篇 |
| 2005年 | 39篇 |
| 2004年 | 31篇 |
| 2003年 | 18篇 |
| 2002年 | 27篇 |
| 2001年 | 11篇 |
| 2000年 | 15篇 |
| 1999年 | 2篇 |
| 1998年 | 8篇 |
| 1997年 | 6篇 |
| 1996年 | 3篇 |
| 1995年 | 7篇 |
| 1994年 | 5篇 |
| 1993年 | 6篇 |
| 1992年 | 7篇 |
| 1991年 | 10篇 |
| 1990年 | 3篇 |
| 1989年 | 8篇 |
| 1988年 | 7篇 |
| 1987年 | 2篇 |
| 1986年 | 2篇 |
| 1985年 | 2篇 |
| 1984年 | 2篇 |
| 1983年 | 2篇 |
| 1982年 | 2篇 |
| 1981年 | 5篇 |
| 1980年 | 2篇 |
| 1972年 | 2篇 |
| 1965年 | 2篇 |
| 1950年 | 2篇 |
| 1931年 | 1篇 |
| 1921年 | 2篇 |
排序方式： 共有1117条查询结果，搜索用时 15 毫秒
351.
Felix Trojan 《Synthese》1959,11(2):137-149
Ohne Zusammenfassung 相似文献
352.
Niklas K. Steffens;Katharine H. Greenaway;Sam Moore;Katie A. Munt;Felix Grundmann;S. Alexander Haslam;Jolanda Jetten;Tom Postmes;Daniel P. Skorich;Srinivasan Tatachari; 《European journal of social psychology》2024,54(1):341-363
In the present research, we introduce and develop the concept of meta-identification – perceptions of others’ identification with a group – and examine its capacity to shape group life. Across two cross-sectional studies and three experiments (Ntotal = 3992), we investigate the relationship between participants’ meta-identification in an intragroup context and their group meaningfulness, collective self-efficacy, organisational citizenship behaviour and (perceived and behavioural) performance. Results indicate that perceiving other group members to be highly identified with a group promotes perceptions of group meaningfulness and collective self-efficacy, promotes organisational citizenship behaviour and enhances perceived, and in some contexts actual, group performance. Furthermore, results show that individuals’ meta-identification makes a unique contribution to outcomes above and beyond their social identification. We discuss implications for social identity theorising and the role of meta-identification in supporting meaningful and functional group life. 相似文献
353.
Previous meta‐analytic studies have revealed that set‐shifting ability contributes to achievement in math and reading equally during childhood, but less is known about whether set‐shifting ability plays an equally important role in achievement in different school subjects during high‐school learning. To fill this research gap, the current study examined the association between set‐shifting ability and academic achievement among 10th‐grade Chinese adolescents who attended high school (N = 221). Meanwhile, we further explored the possible mechanisms underlying this association by testing the mediating role of math abilities (i.e., arithmetic and algebraic ability). Set‐shifting ability was measured through a task‐switching task in which participants continuously change task rules based on color and shape sets. Academic achievement was indexed by curriculum‐based examination scores. Based on exploratory factor analyses, the achievement scores could be classified into two categories: (a) science and math achievement, including math, physics, chemistry, biology, and geography scores; and (b) humanities achievement, comprising Chinese, English, history, and politics scores. Arithmetic ability and algebraic ability were measured by participants' ability to perform calculations and solve algebraic equations, respectively. Correlation and regression analyses found that set‐shifting ability was related to science and math achievement, but not to humanities achievement. Furthermore, the association between set‐shifting ability and science and math achievement is partly mediated by algebraic ability. Together, these results suggest that set‐shifting ability plays a domain‐specific role in achievement. That is, set‐shifting ability is specifically linked to science and math achievement in Chinese adolescents, and this specific link may be partly mediated by algebraic ability. 相似文献
354.
Although previous studies have demonstrated that identity‐based repetition inhibition could occur across modalities, whether the modality processing difference or attentional set caused differences between the unimodal and cross‐modal conditions was unknown. To investigate this question in both visual–auditory and auditory–visual patterns, the present study adopted a cross‐modal “prime‐neutral cue‐target” priming paradigm, in which a neutral event was presented between the prime and the target. The relationships of the identities and modalities between the prime and the target were manipulated such that their modalities and identities could either be the same or different. Our results showed that (a) identity‐based repetition inhibition occurred under both unimodal and cross‐modal conditions, (b) response times to auditory targets were slower than those to visual targets, and (c) identity‐based repetition inhibition was larger while discriminating repeated auditory targets than visual targets regardless of whether the prime was visual or auditory. These results suggested that nonspatial repetition inhibition can occur across modalities and that it was not in general larger or smaller than unimodal repetition inhibition, as this difference was due to modality processing differences. 相似文献
355.
Creativity is linked to broad scope of attention, a state or trait that allocates attentional resources over a wide range of perceptual stimuli. According to the attentional priming hypothesis, a mechanism underlying the creativity–attention link is that broad perceptual attention scope primes broad conceptual attention scope—the activation of a wide range of memory contents—which therefore facilitates creative ideation. This study aimed to test the hypothesis in three experiments using three manipulations and two creativity tasks. Experiment 1 used the Navon letter task to prime attention to global patterns or local details of composite stimuli and measured creativity via the task to generate alternative uses of daily objects. Experiment 2 modified a cue-size procedure in which participants repeatedly attended to large or small visual cues before a target stimulus appeared. Experiment 3 devised a manipulation that required participants to view and visualize images associated with broad or narrow attention and adopted the alternative uses task and the task to invent alien creatures. Across the experiments, although the results were in the predicted direction, they were non-significant. This study found no evidence that broadness of perceptual attention affects creativity. 相似文献
356.
Although numerous studies have indicated the significance of parental support and parent–child communication in alleviating the adverse effects of parental departure on left‐behind children, researchers have rarely addressed the impact of parent education on migrant parents. On the basis of the results of a pilot randomized controlled trial, the study reported here involved examining the possible outcomes and feasibility of a parent education program for rural‐to‐urban migrant mothers of left‐behind children in China. Informed by an existential–narrative approach to parent education, the program was composed of six 2.5‐hour sessions. The sample included 56 migrant mothers recruited from a social service center in Shenzhen, China, who were randomly assigned to either the immediate group (n = 28, M = 34.82 years, SD = 4.12, aged 23–43) or the waitlist control group (n = 28, M = 34.68 years, SD = 4.53, aged 28–43). The hypotheses of the trial were twofold: that the program would positively affect participants’ parental identity and that it would improve mother–child relationships and parenting practices. The results revealed no significant difference in parental identity between the intervention group and the waitlist control group at the post‐test assessment after ruling out the effects of pretest survey scores. However, significant differences did emerge in parent–child relationships and parenting practices. Overall, the results corroborate the feasibility of examining the current program for migrant mothers in China in a full trial. The findings also offer insights into developing empirically supported parent education programs for migrant parents. 相似文献
357.
The analysis of variance (ANOVA) is still one of the most widely used statistical methods in the social sciences. This article is about stochastic group weights in ANOVA models – a neglected aspect in the literature. Stochastic group weights are present whenever the experimenter does not determine the exact group sizes before conducting the experiment. We show that classic ANOVA tests based on estimated marginal means can have an inflated type I error rate when stochastic group weights are not taken into account, even in randomized experiments. We propose two new ways to incorporate stochastic group weights in the tests of average effects – one based on the general linear model and one based on multigroup structural equation models (SEMs). We show in simulation studies that our methods have nominal type I error rates in experiments with stochastic group weights while classic approaches show an inflated type I error rate. The SEM approach can additionally deal with heteroscedastic residual variances and latent variables. An easy-to-use software package with graphical user interface is provided. 相似文献
358.
There are a growing number of item response theory (IRT) studies that calibrate different patient-reported outcome (PRO) measures, such as anxiety, depression, physical function, and pain, on common, instrument-independent metrics. In the case of depression, it has been reported that there are considerable mean score differences when scoring on a common metric from different, previously linked instruments. Ideally, those estimates should be the same. We investigated to what extent those differences are influenced by different scoring methods that take into account several levels of uncertainty, such as measurement error (through plausible value imputation) and item parameter uncertainty (through full Bayesian IRT modeling). Depression estimates from different instruments were more similar, and their corresponding confidence/credible intervals were larger when plausible value imputation or Bayesian modeling was used, compared to the direct use of expected a posteriori (EAP) estimates. Furthermore, we explored the use of Bayesian IRT models to update item parameters based on newly collected data. 相似文献
359.
In typical statistical learning studies, researchers define sequences in terms of the probability of the next item in the sequence given the current item (or items), and they show that high probability sequences are treated as more familiar than low probability sequences. Existing accounts of these phenomena all assume that participants represent statistical regularities more or less as they are defined by the experimenters—as sequential probabilities of symbols in a string. Here we offer an alternative, or possibly supplementary, hypothesis. Specifically, rather than identifying or labeling individual stimuli discretely in order to predict the next item in a sequence, we need only assume that the participant is able to represent the stimuli as evincing particular similarity relations to one another, with sequences represented as trajectories through this similarity space. We present experiments in which this hypothesis makes sharply different predictions from hypotheses based on the assumption that sequences are learned over discrete, labeled stimuli. We also present a series of simulation models that encode stimuli as positions in a continuous two‐dimensional space, and predict the next location from the current location. Although no model captures all of the data presented here, the results of three critical experiments are more consistent with the view that participants represent trajectories through similarity space rather than sequences of discrete labels under particular conditions. 相似文献
360.