全文获取类型
收费全文 | 338篇 |
免费 | 25篇 |
专业分类
363篇 |
出版年
2020年 | 7篇 |
2019年 | 6篇 |
2018年 | 6篇 |
2017年 | 6篇 |
2016年 | 9篇 |
2015年 | 16篇 |
2014年 | 6篇 |
2013年 | 48篇 |
2012年 | 8篇 |
2011年 | 12篇 |
2010年 | 8篇 |
2009年 | 16篇 |
2008年 | 12篇 |
2007年 | 16篇 |
2006年 | 9篇 |
2005年 | 15篇 |
2004年 | 11篇 |
2003年 | 15篇 |
2002年 | 14篇 |
2001年 | 9篇 |
2000年 | 5篇 |
1999年 | 4篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1996年 | 4篇 |
1995年 | 6篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1991年 | 4篇 |
1990年 | 6篇 |
1987年 | 5篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1983年 | 4篇 |
1982年 | 6篇 |
1981年 | 7篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 6篇 |
1976年 | 6篇 |
1975年 | 1篇 |
1974年 | 3篇 |
1973年 | 4篇 |
1972年 | 1篇 |
1971年 | 5篇 |
1968年 | 1篇 |
1967年 | 3篇 |
1966年 | 2篇 |
1958年 | 1篇 |
排序方式: 共有363条查询结果,搜索用时 0 毫秒
71.
Behavioral data suggest that distinguishable orientations may be necessary for place learning even when distal cues define different start points in the room and a unique goal location. We examined whether changes in orientation are also important in place learning and navigation in a water T-maze. In Experiment 1, rats were trained to locate a hidden platform and given a no-platform probe trial after 16 and 64 trials with the maze moved to a new position. Direction and response strategies were more prevalent than a place strategy. In Experiment 2, acquisition of place, response and direction strategies was assessed in a water T-maze that was moved between two locations during training. Rats were impaired on the place task when the maze was translated (moved to the L or R) but were successful when the maze was rotated across trials. These data are consistent with findings from appetitive tasks. 相似文献
72.
We tested the combined effects of goal type and cognitive ability on task performance using a moderately complex task. Business
students (N = 105) worked on a 24 min class scheduling task. The results showed that participants with higher cognitive ability benefited
more from the setting of a performance goal as opposed to a learning goal. The reverse pattern was true for participants with
lower cognitive ability. Performance goals were more effective for participants with higher cognitive ability vis-à-vis those
with lower cognitive ability. The correlation between goal commitment and performance was positive and significant as was
the correlation between cognitive ability and performance. 相似文献
73.
74.
Dispute types can roughly be divided in two classes. One class in whichthe notion of justification is fundamental, and one in which thenotion of opposition is fundamental. Further, for every singledispute type there exist various types of protocols to conduct such adispute. Some protocols permit local search (a process in which oneis allowed to justify claims partially, with the possibility to extendjustifications on request later), while other protocols rely on globalsearch (a process in which only entire arguments count as justifications).This paper integrates the two above-mentioned types of dispute withthe use of a protocol that permits local search. The locality aspect isrelatively new to computer scientists, while the detailed computationalelaboration of the approach is relatively new to philosophical logicians.The proposed protocol is demonstrated with the help of eight benchmarks.These benchmarks are centered around the problem that co-concludingarguments sometimes accrue, and sometimes do not. 相似文献
75.
The present study aimed at examining the nature of thinking styles. Six hundred and ninety-four students (ages ranging from 17–45) from the University of Hong Kong participated in the study. The participants responded to the Thinking Styles Inventory and the Self-Esteem Inventory (Adult Form) and provided a range of socio-economic status (SES) indicators. It was found that when age was controlled, thinking styles and self-esteem overlap. Furthermore, regardless of age, those students who reported using thinking styles that are creativity-generating and more complex, and those who reported higher self-esteem tend to be students from higher SES families. Discussion was made in relation to these findings' practical implications for teachers. 相似文献
76.
Rosemary E. Phelps Janice D. Taylor Phyllis A. Gerard 《Journal of counseling and development : JCD》2001,79(2):209-216
Cultural mistrust, ethnic identity, racial identity, and self‐esteem were examined among African (n = 26), African American (n = 110), and West Indian/Caribbean (n = 24) university students. African American students' scores were statistically different from those of African and West Indian/Caribbean students on cultural mistrust, racial identity, and ethnic identity measures. There were no statistically significant differences on self‐esteem among the 3 groups. Results did indicate that cultural mistrust, ethnic identity, and racial identity accounted for 37% of the variance in self‐esteem for African American students. Implications for practice and future research directions are discussed. 相似文献
77.
Theoretical Medicine and Bioethics - 相似文献
78.
79.
80.