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Hans Radder 《国际科学哲学研究》2015,29(2):149-165
The main question of this article is given by its title: how inclusive is European philosophy of science? Phrased in this way, the question presupposes that, as a mature discipline, philosophy of science should provide an inclusive account of its subject area. I first provide an explanation of the notion of an inclusive (in contrast to a restricted) philosophy of science. This notion of an inclusive philosophy of science is specified by discussing three general topics that seem to be missing from, or are quite marginal in, restricted philosophy of science. These topics are the philosophy of historical inquiry, the role of technology in science, and the socio-political and moral dimensions of science. On this basis, I address the question whether European philosophy of science qualifies as more inclusive as compared with Anglo-American philosophy of science. 相似文献
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Amber de Wilde Hans M. Koot Pol A. C. van Lier 《Journal of abnormal child psychology》2016,44(1):19-30
This study assessed the developmental links between children’s working memory development and their relations with teachers and peers across 2 years of kindergarten and early elementary school. Kindergarten and first grade children, N?=?1109, 50 % boys, were followed across 2 school-years. Children were assessed across 3 waves, in the fall and spring of the first school-year (within school-year), and finally in the spring of the second school-year. Working memory was assessed using a visuo-spatial working memory task. The developmental links between working memory and child-reported teacher-child relationship quality (warmth and conflict) and peer-nominated likeability and friendedness were assessed using autoregressive cross-lagged models. Lower working memory scores were related to increases in teacher-child conflict and decreases in teacher-child warmth one school-year later, in addition to decreases in likeability by peers within the same school-year. Conversely, teacher-child conflict was negatively associated with the development of working memory across the studied period. Path estimates between working memory and social relational factors were similar for boys and girls. Findings show developmental links between working memory and social-relational factors and vice versa. These results suggest that children’s working memory development can be fostered through pro-social relations with teachers in early elementary school children. 相似文献
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In secularising Germany the aim of religious education (RE) is under discussion. The churches opt for denominational education familiarising the students with their own religious tradition. Humanists claim an ethical education, giving students objective information about different religions. Which perspective do students who will become RE teachers take in this discussion? Does their religiosity affect this perspective? All over Germany 1828 first-year students (with an average age of 21; 81% females; 72% Catholic and 28% Protestant) completed a relevant questionnaire. The respondents favour a RE which offers objective information. Most of them are pluralist thinkers in religious terms and show a moderate religious practice. The more relativist the students are thinking in religious terms, the more they tend to favour objective information. These findings challenge the churches’ perspective on RE, because even future RE teachers do not agree with the churches’ ideal on RE. A reformulation of this approach on cognitive level will be discussed. 相似文献
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Wendelien Vantieghem Hans Vermeersch Mieke Van Houtte 《Social Psychology of Education》2014,17(3):357-381
Educational gender gap research tries to explain the differential achievement of boys and girls at secondary school, which manifests in many western countries. Several explanatory frameworks are used for this purpose, such as masculinities theory. In this review article, the history of educational gender gap research in Anglo-Saxon literature and problems with the contemporary approach are discussed. It is argued that gender identity theory could prove valuable both in furthering educational gender gap research and mitigating several problems with masculinities theory. To this end, an overview of the history and recent developments in gender identity theory is given. The scarce research combining educational gender gap research with gender identity theory is reviewed. Possible contributions, assets and research questions from gender identity theory to educational gender gap research are discussed. 相似文献
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Research shows that the human brain encodes faces in terms of how they relate to a prototypical face, a phenomenon referred to as norm-based encoding. The goal of this study was to examine the effect of short-term exposure on the development of the norm, independently of global, long-term exposure. We achieved this by varying the sequence of presentation of the stimuli while keeping global exposure constant. We found that a systematic manipulation of the average face in a set of 10 preceding trials can shift this norm toward that average. However, there was no effect of order or recency among these trials; thus, there was no evidence that the last faces mattered more than the first. This suggests that the position of the face norm is modified by information that is integrated across multiple recent faces. 相似文献