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191.
Ten males and ten females served as both senders and receivers of nonverbal expressions in an experiment designed to examine various kinds of sending-receiving relationships. While the overall sending-receiving relationship for five types of expressions combined was positive and nearly statistically significant (.10 > p > .05), the category-specific sending-receiving relationships were near zero in magnitude or slightly negative. Sending-receiving relationships that were category specific and involved same-sex communication attempts only were found to be more negative with some being statistically significant. Females were found to be significantly better receivers but not significantly better senders than males. The results were discussed in terms of recent theoretical notions concerning sending and receiving processes. 相似文献
192.
James J. Gallagher 《Journal of counseling and development : JCD》1966,45(3):248-253
This study was a comparison of 92 high-achieving gifted girls with 97 high-achieving gifted boys on measures of cognitive thinking, classroom expressiveness, self-concept, and attitudes. These secondary school boys were significantly more expressive than the girls on all classroom variables. Written tests of similar abilities revealed no differences except that the girls were better at giving solutions to hypothetical problems. Differences found in self-concept and attitudes of the present sample supported the conclusions drawn by Kagan that intellectual aggressiveness is seen, in part, as a masculine counterpart and that this type of behavior when visible, as in the classroom discussion, may well raise anxiety and inhibit the gifted girl from full expression. The part played by sex-role expectations in inhibiting the free expression of intellectual power of girls in academic settings and later life would seem to warrant much further investigation. The expressive range of performance within sex groups also represents an important area for investigation. 相似文献
193.
The Art of God: The Making of Christians and the Meaning of Worship. By
Christopher Irvine. Pp. xii, 148, Chicago,Liturgy Training Publications. 2006, $8.95.
The Substance of Things Seen: Art,Faith, and the Christian Community. By
Robin M. Jensen. Pp. xi, 152, Grand Rapids/Cambridge,Eerdmans, 2004, $15.93.
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Daniel B. Gallagher 《Heythrop Journal》2017,58(6):971-972
194.
Matthew W. Gallagher Susana C. Marques Shane J. Lopez 《Journal of Happiness Studies》2017,18(2):341-352
Previous longitudinal studies of student hope have established a connection between how people think about the future and their college achievement. This study examined the role of hope in predicting the achievement and retention of college students while controlling for educational history and two other psychological constructs, academic self-efficacy and engagement. Hope, self-efficacy, engagement were all correlated with both the number of semesters enrolled and cumulative grade point averages (GPAs) for the first 4 years of college. Hope was the only factor that had unique effects when examining predictors simultaneously and controlling for academic history. Hope uniquely predicted the number of enrolled semesters, whether students returned for the 2nd semester of college, whether students graduated in 4 years, and students’ GPAs across 4 years of college. Results therefore indicate that hope was the most robust predictor of academic achievement in college after controlling for educational history. These findings point to a need to help students develop the capacity to initiate and sustain movement toward goals in the pursuit of higher academic achievement. 相似文献
195.
Eugene V. Gallagher 《Teaching Theology & Religion》2009,12(1):24-36
The first seven volumes of the American Academy of Religion's “Teaching Religious Studies” series provide informative glimpses of how teachers in very different contexts understand the intellectual decisions, strategies, and actions that constitute their craft. Although individual volumes have different formats, the dominant image of good teaching that emerges is that it is founded on deep and sophisticated knowledge of the particular subject matter. Beyond that, many essays provide instructive anatomies of particular syllabi, moments in the classroom, or other aspects of teaching. Much of the material in the essays comes from reflective practitioners and there is relatively little sustained engagement with the contemporary literature on teaching and learning. Nonetheless, virtually any teacher can find in these volumes stimulating reflections on the intersections of substantive research and pedagogy in a variety of classroom contexts. 相似文献
196.
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198.
Mental Institutions 总被引:1,自引:0,他引:1
We propose to extend Clark and Chalmer’s concept of the extended mind to consider the possibility that social institutions
(e.g., legal systems, museums) may operate in ways similar to the hand-held conveniences (notebooks, calculators) that are
often used as examples of extended mind. The inspiration for this suggestion can be found in the writings of Hegel on “objective
spirit” which involves the mind in a constant process of externalizing and internalizing. For Hegel, social institutions are
pieces of the mind, externalized in their specific time and place. These institutions are the products of shared mental processes.
We then use these institutions instrumentally to do further cognitive work, for example, to solve problems or to control behavior.
相似文献
Shaun GallagherEmail: |
199.
Cole Jonathan Gallagher Shaun McNeill David 《Phenomenology and the Cognitive Sciences》2002,1(1):49-67
Empirical studies of gesture in a subject who has lost proprioception and the sense of touch from the neck down show that specific aspects of gesture remain normal despite abnormal motor processes for instrumental movement. The experiments suggest that gesture, as a linguistic phenomenon, is not reducible to instrumental movement. They also support and extend claims made by Merleau-Ponty concerning the relationship between language and cognition. Gesture, as language, contributes to the accomplishment of thought. 相似文献
200.
The current study examined the interactive effects of an environment high in political decision making and political skill on job satisfaction. We predicted that as perceptions of political decision making increase, the satisfaction of individuals low in political skill would decrease. Conversely, the negative effects of political decision making on job satisfaction would be minimized among individuals high in political skill. Data were gathered from 105 managerial employees of a financial‐services organization. Results provided strong support for the hypothesized political decision‐making/political‐skill relationship. Implications, strengths and limitations, and avenues for future research are discussed. 相似文献