全文获取类型
| 收费全文 | 800篇 |
| 免费 | 166篇 |
| 国内免费 | 59篇 |
专业分类
| 1025篇 |
出版年
| 2025年 | 3篇 |
| 2024年 | 13篇 |
| 2023年 | 11篇 |
| 2022年 | 32篇 |
| 2021年 | 45篇 |
| 2020年 | 47篇 |
| 2019年 | 45篇 |
| 2018年 | 36篇 |
| 2017年 | 43篇 |
| 2016年 | 38篇 |
| 2015年 | 31篇 |
| 2014年 | 31篇 |
| 2013年 | 70篇 |
| 2012年 | 45篇 |
| 2011年 | 64篇 |
| 2010年 | 49篇 |
| 2009年 | 49篇 |
| 2008年 | 30篇 |
| 2007年 | 72篇 |
| 2006年 | 65篇 |
| 2005年 | 35篇 |
| 2004年 | 42篇 |
| 2003年 | 17篇 |
| 2002年 | 17篇 |
| 2001年 | 12篇 |
| 2000年 | 13篇 |
| 1999年 | 11篇 |
| 1998年 | 13篇 |
| 1997年 | 9篇 |
| 1996年 | 3篇 |
| 1995年 | 3篇 |
| 1994年 | 1篇 |
| 1993年 | 2篇 |
| 1992年 | 3篇 |
| 1991年 | 2篇 |
| 1990年 | 4篇 |
| 1989年 | 4篇 |
| 1988年 | 1篇 |
| 1986年 | 2篇 |
| 1985年 | 3篇 |
| 1983年 | 2篇 |
| 1982年 | 3篇 |
| 1981年 | 2篇 |
| 1980年 | 1篇 |
| 1979年 | 1篇 |
排序方式： 共有1025条查询结果，搜索用时 0 毫秒
921.
Shu Wang;Fei Hu;Zhiyong Yang;Libei Gao;Li Wang; 《Journal of Consumer Behaviour》2024,23(3):1219-1233
The traditional lead user theory proposes that lead users are an important source of innovation. However, little is known about how lead users influence other users in online brand communities. Based on the uses and gratifications theory, we introduce ordinary user-perceived benefits—including cognitive benefits, social integrative benefits, personal integrative benefits, and hedonic benefits—as mediators to explain the relationship between lead users' characteristics and ordinary users' participation in an online brand community. Furthermore, we introduce the hosting type of the brand community (consumer-run vs. company-managed brand community) and explain its moderating effect on the relationship between lead users' characteristics and ordinary users' participation. The finding reveals that lead users' characteristics have a significant positive effect on ordinary users' participation, and that the effect is partially mediated by cognitive benefits, social integrative benefits, and personal integrative benefits. Besides, the relationship between lead users' characteristics and ordinary users' participation is stronger for consumer-run brand communities than for company-managed brand communities. 相似文献
922.
923.
The frequent and fluent use of symbols is a distinguishing characteristic of human thought and communication. Symbols free us from the bounds of our own direct experience and allow us to learn about the world from others. To use a symbol, children need to (1) understand the intention that led to the creation and use of the symbol, and (b) how the symbol relates to its referent. For example, to use a map, children need to know that it is intended to communicate spatial information, and how locations on the map correspond to locations in the world. In some cases, even very young children are capable of meeting both requirements. For example, infants quickly learn that people intend to communicate when they use words. Moreover, they quickly learn the meanings of many specific words and the objects or concepts that they stand for. In other cases, such as learning to use maps of large‐scale space, children may struggle to understand what the symbol is intended to communicate and the specific relations between elements of the symbol and their referents in the world. Here we review the development of children's understanding of words, photographs, scale models, maps, and text. We consider when and how children gain insight into the communicative intent of each of these symbols and how they learn to establish connections between the symbol and what it represents. This review helps to integrate research on the development of children's understanding of a variety of symbol systems. This article is categorized under:
- Linguistics > Language in Mind and Brain
- Psychology > Development and Aging
- Psychology > Learning
924.
Qin Gao Hong Li Hong Zou Wendi Cross Ran Bian Yan Liu 《Scandinavian journal of psychology》2015,56(4):384-390
The present study aims to understand the mental health status of an understudied group of migrant children – children of migrant workers in China. A total of 1,466 children from Beijing participated in the study that compared migrant children (n = 1,019) to their local peers (n = 447) in public and private school settings. Results showed that overall, migrant children reported more internalizing and externalizing mental health problems and lower life satisfaction than local peers. However, public school attendance served as a protective factor for migrant children's mental health. The mental health status of migrant children attending public schools, including externalizing problems as well as friend and school satisfaction, was not different from local children. In addition, our data indicates that the protective effect of public school attendance for migrant children may be even more salient among girls than boys, and for younger children than older children. 相似文献
925.
The Internet has been building a new context, in which adolescents and young people complete their academic tasks, do their work, engage in social interaction, and even conduct anonymous identity experimentation. Therefore, it becomes very significant to assess psychological need satisfaction online, and to relate it to well‐being. This study investigated the influence on well‐being of psychological need satisfaction perceived online and the regulatory role in this relationship of psychological need satisfaction perceived in daily life. A total of 1,727 students from junior and senior high schools and universities in China were surveyed using the Basic Psychological Needs in General scale, the Basic Psychological Needs in the Online World scale, and the Index of Well‐Being, Index of General Affect scale. The mean age of the adolescent sample was 17.47 years (ranging from 12.50 to 25.42 years). The results indicated that both need satisfaction perceived online and that perceived in daily life positively predicted psychological well‐being, and psychological need satisfaction in daily life qualified the association between psychological need satisfaction perceived online and well‐being. In particular, students who perceived higher psychological need satisfaction in daily life were found to benefit from psychological need satisfaction perceived online, but students with low psychological need satisfaction perceived in daily life did not. We suggest that people who perceive lower basic need satisfaction in daily life are more likely to use the Internet for socioaffective regulation and to consider cyberspace as a new world. Thus, need satisfaction perceived online may not transform into “real” happiness. 相似文献
926.
927.
知觉学习是指由于训练或经验而引起的长期稳定的知觉变化,是一种内隐性的学习。近20年来,视知觉学习的大量研究结果提示大脑皮层的各个区域,甚至包括初级感觉皮层,在成熟之后仍然具有一定的可塑性。该文根据近年来的研究进展,对视知觉学习在大脑的什么地方,什么时候,以何种方式发生等热点问题进行了探讨。研究提示,视知觉学习涉及了包括初级视皮层在内的多个大脑皮层,并且存在一种自上而下的调控机制;视知觉学习可以在不同的时间尺度上发生,快速学习之后将伴随着慢速学习;通过视知觉学习,人们对于复杂物体的表征将从高级皮层区域移向低级皮层区域,任务执行也将趋于自动化 相似文献
928.
929.
930.
采用Rosenberg自尊量表(RSES)对425名在校大学生进行施测,应用项目反应理论的Rasch模型对项目指标进行分析及DIF检验。结果表明,Rosenberg自尊量表具有单维性,量表的信度为0.84; 除项目8以外,其他项目拟合指标良好,较适用来区分中等及偏低自尊水平的个体,项目功能差异检验发现在项目1和项目5上存在DIF,表现为男生自尊水平要高于女生。相对于经典测量理论,应用Rasch模型分析Rosenberg自尊量表具有优势,为进一步的完善和使用该自尊量表提供依据。 相似文献