全文获取类型
收费全文 | 20727篇 |
免费 | 19篇 |
专业分类
20746篇 |
出版年
2018年 | 3486篇 |
2017年 | 2818篇 |
2016年 | 2242篇 |
2015年 | 195篇 |
2014年 | 77篇 |
2013年 | 98篇 |
2012年 | 568篇 |
2011年 | 2385篇 |
2010年 | 2514篇 |
2009年 | 1475篇 |
2008年 | 1705篇 |
2007年 | 2179篇 |
2006年 | 30篇 |
2005年 | 223篇 |
2004年 | 171篇 |
2003年 | 117篇 |
2002年 | 72篇 |
2001年 | 42篇 |
2000年 | 62篇 |
1999年 | 21篇 |
1998年 | 28篇 |
1997年 | 20篇 |
1996年 | 16篇 |
1995年 | 5篇 |
1994年 | 6篇 |
1992年 | 9篇 |
1991年 | 10篇 |
1990年 | 16篇 |
1989年 | 5篇 |
1986年 | 3篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1983年 | 13篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1980年 | 7篇 |
1979年 | 6篇 |
1978年 | 6篇 |
1977年 | 8篇 |
1976年 | 9篇 |
1975年 | 6篇 |
1974年 | 6篇 |
1973年 | 7篇 |
1972年 | 3篇 |
1971年 | 4篇 |
1970年 | 8篇 |
1969年 | 3篇 |
1968年 | 4篇 |
1967年 | 11篇 |
1962年 | 3篇 |
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
91.
Joelle C. Ruthig Tara L. Haynes Raymond P. Perry Judith G. Chipperfield 《Social Psychology of Education》2007,10(1):115-137
Although optimism has several benefits, there are potential drawbacks associated with “too much of a good thing”. Within an
academic context, a possible determinant of the adaptiveness of optimistic bias is whether students have a sense of control
over academic outcomes: optimistically-biased (OB) achievement expectations paired with perceptions of academic control may
enhance performance and well-being; optimistic bias in the absence of perceived control may result in disappointment, poor
performance, and diminished well-being. The current longitudinal study examined academic control cognitions (ACC) among OB
college students (n = 319) versus non-optimistically biased (non-OB) students (n = 321). We also examined the effects of academic optimistic bias on composite measures of college performance (perceived
success, final psychology course grades, cumulative GPA, course attrition) and well-being (positive and negative emotions,
health behaviors, future optimism) 6 months later; and determined whether ACC accounted for those associations. Significant
MANCOVAs showed OB students had greater ACC, better subsequent well-being, and outperformed their non-OB counterparts. These
well-being and performance differences remained significant after statistically accounting for initial aptitude and ACC. Overall,
academic optimistic bias was accompanied by perceived controllability over scholastic outcomes, yet beyond the effects of
ACC, optimistic bias was associated with better year-end performance and well-being. Findings have implications for maximizing
the successful transition of first-year college students. 相似文献
92.
Richard Bradley 《Synthese》2007,156(3):513-535
Richard Jeffrey regarded the version of Bayesian decision theory he floated in ‘The Logic of Decision’ and the idea of a probability
kinematics—a generalisation of Bayesian conditioning to contexts in which the evidence is ‘uncertain’—as his two most important
contributions to philosophy. This paper aims to connect them by developing kinematical models for the study of preference
change and practical deliberation. Preference change is treated in a manner analogous to Jeffrey’s handling of belief change:
not as mechanical outputs of combinations of intrinsic desires plus information, but as a matter of judgement and of making
up one’s mind. In the first section Jeffrey’s probability kinematics is motivated and extended to the treatment of changes
in conditional belief. In the second, analogous kinematical models are developed for preference change and in particular belief-induced
change that depends on an invariance condition for conditional preference. The two are the brought together in the last section
in a tentative model of pratical deliberation.
This paper is one of a pair dedicated to Richard Jeffrey and prepared for a workshop held in his memory at the 26th International
Wittgenstein Symposium. My thanks to the organisers of, and the participants in, this workshop and to two anonymous referees
for their comments. 相似文献
93.
Stuart Brock 《Philosophical Studies》2007,132(2):211-242
Many philosophers suggest (1) that our emotional engagement with fiction involves participation in a game of make-believe,
and (2) that what distinguishes an emotional game from a dispassionate game is the fact that the former activity alone involves
sensations of physiological and visceral disturbances caused by our participation in the game. In this paper I argue that
philosophers who accept (1) should reject (2). I then illustrate how this conclusion illuminates various puzzles in aesthetics
and the philosophy of mind. 相似文献
94.
Silvia Benso 《Continental Philosophy Review》2007,40(3):307-330
What is Levinas's relation to Hegel, the thinker who seems to summarize everything which Levinas's philosophy opposes, yet with whom Levinas never enters a sustained philosophical engagement? An answer can be found through an analysis of the concept of work, understood both as activity of labor and product thereof. The concept of work reveals that, despite the apparent (but superficial) sense of opposition, Levinas's philosophy works in a deliberately noncommittal, or, to use a Levinasian expression, ``dis-interested'' mode with respect to Hegel. Such mode of disinterstedness expresses an ethical gesture of joyful hospitality that neither confirms nor refutes the German philosopher but rather opens him up to an eschatological dimension. 相似文献
95.
Torbjörn Tännsjö 《Philosophical Studies》2007,135(2):123-143
Moral relativism comes in many varieties. One is a moral doctrine, according to which we ought to respect other cultures,
and allow them to solve moral problems as they see fit. I will say nothing about this kind of moral relativism in the present
context. Another kind of moral relativism is semantic moral relativism, according to which, when we pass moral judgements,
we make an implicit reference to some system of morality (our own). According to this kind of moral relativism, when I say
that a certain action is right, my statement is elliptic. What I am really saying is that, according to the system of morality
in my culture, this action is right. I will reject this kind of relativism. According to yet another kind of moral relativism,
which we may call epistemic, it is possible that, when one person (belonging to one culture) makes a certain moral judgement,
such as that this action is right, and another person (belong to another culture) makes the judgement that the very same action
is wrong, they may have just as good reasons for their respective judgements; it is even possible that, were they fully informed
about all the facts, equally imaginative, and so forth, they would still hold on to their respective (conflicting) judgements.
They are each fully justified in their belief in conflicting judgements. I will comment on this form of moral relativism in
passing. Finally, however, there is a kind of moral relativism we could call ontological, according to which, when two persons
pass conflicting moral verdicts on a certain action, they may both be right. The explanation is that they make their judgements
from the perspective of different, socially constructed, moral universes. So while it is true in the first person's moral
universe that a certain action is right, it is true in the second person's moral universe that the very same action is wrong.
I explain and defend this version of ontological moral relativism. 相似文献
96.
What accounts for individual differences in the sort of knowledge that people may draw on in everyday cognitive tasks, such as deciding whom to vote for in a presidential election, how to invest money in the stock market, or what team to bet on in a friendly wager? In a large sample of undergraduate students, we investigated correlates of individual differences in recently acquired knowledge of current events in domains such as politics, business, and sports. Structural equation modeling revealed two predictive pathways: one involving cognitive ability factors and the other involving two major nonability factors (personality and interests). The results of this study add to what is known about the sources of individual differences in knowledge and are interpreted in the context of theoretical conceptions of adult intelligence that emphasize the centrality and importance of knowledge (e.g., Ackerman, 1996; Cattell, 1971). 相似文献
97.
We report the results of four experiments in which we explored the flexibility and fallibility of associative recognition memory. In each experiment, pairs were studied one or more times, and the task was to discriminate intact from rearranged pairs. The critical findings are that the pattern of false alarm rates was dependent on the nature of the recognition procedure (e.g., ratings vs. yes-no) and the situation in which the task was performed. The specific pattern of findings suggest that subjects adopt different recognition strategies in order to achieve a desired level of performance in the most efficient manner possible by varying the degree to which they base their decisions on familiarity versus recollected information. Implications for theories of recognition memory are discussed. 相似文献
98.
Melissa C. Gilbert 《Sex roles》1996,35(7-8):489-506
A culturally and economically diverse group of fifth to seventh graders (n = 361) from Boston-area public schools rated their perceptions for liking and difficulty of core academic subjects, including math and science, and their attributions for explaining performance on a math test. Inconsistent with earlier work, girls and boys reported similar perceptions of core subjects, with all students reporting a relatively high liking of math and science. Girls' and boys' attributional patterns for success in math were somewhat consistent with earlier findings, but not their attributions for lack of success. Observations of the math and science classrooms in the study indicated that most teachers, aware of gender equity issues, attempted to teach their students in a gender-fair manner. This factor may account for differences between current findings and those from past studies.Special thanks to Dr. Adele Wolfson for her advice and support. Thanks also to Dr. Lee Cuba and Lillian Sun for their assistance with statistical analyses; to Dr. Beth Hennessey for help with the measure; to Drs. Ken Hawes, Barbara Beatty, and Susan Reverby for connections into schools; to Dr. Martha Pott for suggestions on the original document; to the teachers and principals who granted permission to conduct the research; and to the student participants. Appreciation is also extended to an anonymous reviewer for insightful comments. 相似文献
99.
Michael A. Gilbert 《Argumentation》1995,9(5):837-852
Coalescent argumentation is a normative ideal that involves the joining together of two disparate claims through recognition and exploration of opposing positions. By uncovering the crucial connection between a claim and the attitudes, beliefs, feelings, values and needs to which it is connected dispute partners are able to identify points of agreement and disagreement. These points can then be utilized to effect coalescence, a joining or merging of divergent positions, by forming the basis for a mutual investigation of non-conflictual options that might otherwise have remained unconsidered. The essay proceeds by defining and discussing argument, position and understanding. These notions are then brought together to outline the concept of coalescent reasoning. 相似文献
100.