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121.
122.
Paul Jefferson 《Journal of social philosophy》1989,20(3):99-109
Philosophy Born of Struggle is an ambitious undertaking. It is explicitly conceived, the editor explains, as "a guide to the ideas of modern Afro-American philosophers," and "a historical resource directory for their works."1 An anthology of texts with bibliographical apparatus, the volume has an implicit hortatory purpose as well. In representing Afro-American philosophy as a "unidimensional text of divergent components"—concerned with the meaning of democracy and the human costs of "capitalism, colonial domination, and ontological designation by race"—the editor dignifies Afro-American philosophy conceptually, as a subject in its own right, calling in effect for its sustained historical treatment as such.2 相似文献
123.
A critical examination of the concept of gender 总被引:1,自引:0,他引:1
Although psychologists have become increasingly interested in such areas as sex differences, gender identity, and sex roles, the concept of gender remains ill defined. We undertake a critical review of this concept and try to show that (a) if the term gender is taken to refer to a set of biological and psychological variables which are related to one another in a complex way, and (b) if gender differences are treated as differences in degree and not in kind, then the concept of gender can be used in a meaningful way to make sense of the things we observe about people.This article is based in part on a symposium entitled Psychosexual Development and the Nature of Androgyny presented at the annual meeting of the Association for Women in Psychology, Pittsburgh, March 1978. Since both authors contributed equally to the conceptualization and writing of this paper, the order of authorship was determined by the toss of a coin. The authors would like to thank James Laird, Dennis Wixon, and Roger Bibace, Clark University, who read and commented on an earlier draft of this paper, and several anonymous reviewers whose comments helped us to clarify our presentation. 相似文献
124.
An outcome-expectancy mediation theory of learning was tested in a series of transfer experiments with pigeons. The principal technique employed was a delayed two-choice conditional discrimination in which the subject's correct choice yielded a food reward on one kind of trial and a feedback tone on the other. According to the theory, this task engenders two-link mediational chains in that each conditional cue controls a particular outcome expectancy (S-E link) and the expectancy, in turn, cues a specific choice response (E-R link). Relative to the hypothetical mediators established by preceding training, transfer problems required either the same mediational chains, the alteration of one link in each chain, or the alteration of both links in both chains for optimal performance. The results of four separate transfer experiments confirmed detailed theoretical predictions, including that of an unusual nonmonotonic transfer effect. The relation of the present theory to earlier mediation theories is discussed. 相似文献
125.
Three cases of semantic aphasia are reported. Computerized brain tomography showed bilateral temporo-parieto-occipital junction hemorrhages in one patient, and left parieto-occipital junction infarctions in the other two patients. The auditory comprehension defect of the three patients was characterized by preserved understanding of single words and impaired understanding of grammatically complex constructions. It is suggested that this comprehension defect reflects an inability to fully grasp the meaning of words and grammatical constructions imbued with spatial or quasi-spatial significance. Each of the three patients showed a complex spatial disorder that included constructional apraxia, spatial agnosia, and elements of Gerstmann's syndrome. The aphasic as well as the spatial disorder of semantic aphasics may be manifestations of a common defect in the perception of spatial relationships produced by left temporo-parieto-occipital region damage. 相似文献
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127.
Gail G. McGee Patricia J. Krantz Lynn E. McClannahan 《Journal of applied behavior analysis》1985,18(1):17-31
In a comparison of incidental teaching and traditional training procedures, three language-delayed autistic children were taught expressive use of prepositions to describe the location of preferred edibles and toys. Traditional highly structured training and incidental teaching procedures were used in a classroom setting, and generalization was assessed during free-play sessions. Results clearly indicate that incidental teaching promoted greater generalization and more spontaneous use of prepositions. These findings have important implications for language programming and teacher training, suggesting that incidental teaching should be included as a standard component of language development curricula for autistic and other developmentally delayed children. 相似文献
128.
129.
False memories in children and adults: age,distinctiveness, and subjective experience 总被引:4,自引:0,他引:4
This study investigated developmental trends associated with the Deese/Roediger-McDermott false-memory effect, the role of distinctive information in false-memory formation, and participants' subjective experience of true and false memories. Children (5- and 7-year-olds) and adults studied lists of semantically associated words. Half of the participants studied words alone, and half studied words accompanied by pictures. There were significant age differences in recall (5-year-olds evinced more false memories than did adults) but not in recognition of critical lures. Distinctive information reduced false memory for all age groups. Younger children provided with distinctive information, and older children and adults regardless of whether they viewed distinctive information, expressed higher levels of confidence in true than in false memories. Source attributions did not significantly differ between true and false memories. Implications for theories of false memory and memory development are discussed. 相似文献
130.