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J. Thomas Dalby David Gibson Vittorio Grossi Richard D. Schneider 《Journal of motor behavior》2013,45(4):292-297
A group of individuals conversing in natural dyads and a group of lecturers were observed for lateral hand movement patterns during speech. Right-handed individuals in both groups displayed a significant right hand bias for gesture movements but no lateral bias for self-touching movements. The study provides external validity for previous laboratory studies of lateralized hand gesture. The results were interpreted as evidence of a central processor for both spoken and gestural communication. 相似文献
134.
‘The ‘exotic’ is uncannily close …’1 ‘Anthropologists in particular are viewed with profound distrust by ever-growing segments of the Candomblé2community …’3 相似文献
135.
Ralph Gibson Patrick Sherry Hamish F.G Swanston John M Mackenzie Robert Morgan Ursula King 《Religion》2013,43(3):301-310
John McManners, Death and the enlightenment. Changing attitudes to death among Christians and unbelievers in eighteenth-century France, Oxford University Press 1981, vii + 619 pp. £17.50 Richard Swinburne, Faith and reason, Oxford, The Clarendon Press 1981, 206 pp. £16.00 John Coulson, Religion and imagination, Oxford, The Clarendon Press 1981, 193 pp. £12.50 Irving Hexham, The irony of apartheid, the struggle for national independence of Afrikaner calvinism against British imperialism, New York, Edwin Mellen Press 1981, 239 pp David Tracy, The analogical imagination, London, SCM Press 1981, xii + 467 pp. £12.50 K. D. Sethna Rutherford, The spirituality of the future, a search apropos of R. C. Zaehner's study in Sri Aurobindo and Teilhard de Chardin, Madison, Teaneck: Fairleigh Dickinson University Press; London and Toronto: Associated University Presses 1981. 314 pp. $28.50 相似文献
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137.
Mastery of the logic of natural numbers is not the result of mastery of counting: evidence from late counters
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![点击此处可从《Developmental science》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Julian Jara‐Ettinger Steve Piantadosi Elizabeth S. Spelke Roger Levy Edward Gibson 《Developmental science》2017,20(6)
To master the natural number system, children must understand both the concepts that number words capture and the counting procedure by which they are applied. These two types of knowledge develop in childhood, but their connection is poorly understood. Here we explore the relationship between the mastery of counting and the mastery of exact numerical equality (one central aspect of natural number) in the Tsimane’, a farming‐foraging group whose children master counting at a delayed age and with higher variability than do children in industrialized societies. By taking advantage of this variation, we can better understand how counting and exact equality relate to each other, while controlling for age and education. We find that the Tsimane’ come to understand exact equality at later and variable ages. This understanding correlates with their mastery of number words and counting, controlling for age and education. However, some children who have mastered counting lack an understanding of exact equality, and some children who have not mastered counting have achieved this understanding. These results suggest that understanding of counting and of natural number concepts are at least partially distinct achievements, and that both draw on inputs and resources whose distribution and availability differ across cultures. 相似文献
138.
Joni W. Splett Kelly Perales Colleen A. Halliday-Boykins Callie E. Gilchrest Nicole Gibson Mark D. Weist 《Journal Of Applied School Psychology》2017,33(4):347-368
The Interconnected Systems Framework (ISF) blends school mental health practices, systems, and resources into all levels of a multitiered system of supports (e.g., positive behavior interventions and supports). The ISF aims to improve mental health and school performance for all students by emphasizing effective school-wide promotion and prevention; early identification; and social-emotional, behavioral, and mental health intervention. Teaming is 1 of 3 foundational components of quality ISF implementation at school, district, and state levels. After introducing the ISF, the authors highlight the core implementation components (i.e., teaming, data-based decision making, and evidence-based practices) and then elaborate on characteristics of well-functioning ISF teams. The authors provide a case example to illustrate each characteristic and review 5 measures teams may consider using to evaluate their functioning and SF implementation. 相似文献
139.
“Hammered down on every side” versus “just being positive”: A critical discursive approach to health inequality
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Socio‐economic and health inequality are strongly linked and are increasingly perpetuated by discourses of individual responsibility. However, little research from a critical discursive perspective has addressed how people affected themselves may account for this relationship. This research examined the ways in which people who are in debt, unemployed, or in insecure, minimum‐wage employment construct health and negotiate identities around it. Data from semistructured interviews with 6 participants were analysed and 3 main interpretative repertoires were identified: a medical repertoire of health as a lack of illness; health as adopting the “right” behaviours and attitudes; and health as being heavily influenced by external factors, such as income and life circumstances. The analysis focuses on how participants managed the tension between these latter 2 repertoires by adopting various subject positions around health: that it is “slipping” away from them; that it requires motivation; and that it is unattainable. Underpinning this is a “common‐sense” idea of health as something that is worked towards through culturally approved actions and attitudes. 相似文献
140.
Priming insight in groups: Facilitating and inhibiting solving an ambiguously worded insight problem
We extend research on the priming of insight by studying group problem solving. Groups of 2–4 participants tried to solve
an ambiguously worded problem in the presence of a prime that reinforced the dominant but incorrect interpretation of the
problem, a prime that reinforced the uncommon but correct interpretation, or no prime. The paradigm involved participants
asking questions of the experimenter that could only be answered “yes” or “no.” In Experiment 1, the prime was present throughout
the solving period; in Experiment 2, it was removed prior to the solving period. In both experiments, the primes had their
predicted effects. Patterns in the time taken to solve the problem supported the idea that groups stuck at the impasse were
more or less able to restructure the problem, depending on the environmental context. Data from the questions asked and questionnaires
converged with time taken to solve the problem, consistent with the view that restructuring a problem is an automatic process
that produces insight. A comparison of the group data in Experiment 1 with individually tested participants’ data revealed
that the insight of the groups benefited from their being able to recognize lines of questions to follow, to listen to answers
to questions asked, and to evaluate and reject errors or assumptions. 相似文献