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171.
172.
Heidi Lyn Jamie L. Russell David A. Leavens Kim A. Bard Sarah T. Boysen Jennifer A. Schaeffer William D. Hopkins 《Animal cognition》2014,17(1):85-94
Displaced reference is the ability to refer to an item that has been moved (displaced) in space and/or time, and has been called one of the true hallmarks of referential communication. Several studies suggest that nonhuman primates have this capability, but a recent experiment concluded that in a specific situation (absent entities), human infants display displaced reference but chimpanzees do not. Here, we show that chimpanzees and bonobos of diverse rearing histories are capable of displaced reference to absent and displaced objects. It is likely that some of the conflicting findings from animal cognition studies are due to relatively minor methodological differences, but are compounded by interpretation errors. Comparative studies are of great importance in elucidating the evolution of human cognition; however, greater care must be taken with methodology and interpretation for these studies to accurately reflect species differences. 相似文献
173.
B. Heidi Ellis Eva Alisic Amy Reiss Tom Dishion Philip A. Fisher 《Journal of child and family studies》2014,23(6):965-974
Parental emotion coaching involves acknowledging and validating children’s feelings, as well as guiding them on how to manage intense or negative feelings. Although parental emotion coaching has been identified as a potentially important factor for children’s emotional development, research into this topic is scant. The present study examined whether maternal emotion coaching can play a mediational role between family risk (i.e. economic disadvantage, family stress, and maltreatment) and emotion regulation in preschoolers. Seventy-four preschoolers, aged 46–58 months, and their maternal caregivers participated in an observational laboratory study, including a narrative task in which mothers and children reminisced about a mildly upsetting event. We coded these conversations for maternal emotion coaching behaviors with the Family Emotional Communication Scoring System. A family risk score was obtained via the Family Events Checklist and demographic data. We measured children’s emotion regulation with the Emotion Regulation Checklist. Increased family risk was associated with both reduced child emotion regulation and reduced maternal emotion coaching. Maternal emotion coaching partially mediated the relation between family risk and child emotion regulation, in particular child emotional lability. The findings support further research into the possibilities of training mothers in high risk families in emotion coaching skills in order to foster their children’s emotional development. 相似文献
174.
Nanotechnology and nanosciences have recently gained tremendous attention and funding, from multiple entities and directions.
In the last 10 years the funding for nanotechnology research has increased by orders of magnitude. An important part that
has also gained parallel attention is the societal and ethical impact of nanotechnology and the possible consequences of its
products and processes on human life and welfare. Multiple thinkers and philosophers wrote about both negative and positive
effects of nanotechnology on humans and societies. The literature has a considerable amount of views about nanotechnology
that range from calling for the abandonment and blockage of all efforts in that direction to complete support and encouragement
in hopes that nanotechnology will be the next big jump in ameliorating human life and welfare. However, amidst all this hype
about the ethics of nanotechnology, relatively less efforts and resources can be found in the literature to help engineering
professionals and educators, and to provide practical methods and techniques for teaching ethics of nanotechnology and relating
the technical side of it to the societal and human aspect. The purpose of this paper is to introduce strategies and ideas
for teaching ethics of nanotechnology in engineering in relation to engineering codes of ethics. The paper is neither a new
philosophical view about ethics of nanotechnology nor a discussion of the ethical dimensions of nanotechnology. This is an
attempt to help educators and professionals by answering the question of how to incorporate ethics of nanotechnology in the
educational process and practice of engineering and what is critical for the students and professionals to know in that regard.
The contents of the presented strategies and ideas focus on the practical aspects of ethical issues related to nanotechnology
and its societal impact. It also builds a relation between these issues and engineering codes of ethics. The pedagogical components
of the strategies are based on best-practices to produce independent life-long self-learners and critical thinkers. These
strategies and ideas can be incorporated as a whole or in part, in the engineering curriculum, to raise awareness of the ethical
issues related to nanotechnology, improve the level of professionalism among engineering graduates, and apply ABET criteria.
It can also be used in the way of professional development and continuing education courses to benefit professional engineers.
Educators and institutions are welcome to use these strategies, a modified version, or even a further developed version of
it, that suits their needs and circumstances. 相似文献
175.
Birthe Loa Knizek Eugene Kinyanda Charity Sylvia Akotia Heidi Hjelmeland 《Mental health, religion & culture》2013,16(8):767-780
A negative attitude towards suicide is generally assumed to be predominant in low-income countries. In order to understand the negative attitude in general it is necessary to look at how religion and morality influence the attitudes. Our aim in this qualitative interview study was to investigate what attitudes professional mental health workers in Uganda bear towards suicide and suicidal persons. The professionals argue for their attitude by employing religious, communal and medical ethics arguments, which draw both in a negative and positive direction. The professionals are in general unambiguously negative towards suicide and positive towards suicidal people who are mentally ill. In cases other than mental illness non-accepting attitudes surface. This is discussed against previous research showing that effective treatment of suicidal people is to be based on a trusting and accepting relationship. 相似文献
176.
Research indicates both family background and self-efficacy influence academic outcomes; however, family background also impacts
self-efficacy development. The purpose of the current study was to establish whether self-efficacy mediates the relationship
between family background and academic achievement. Results indicated family background features were not robust predictors
of academic achievement in the current sample, which limited testable mediation pathways. Evidence was found that self-efficacy
does mediate the relationship between parental involvement and expectations of academic success. Results also indicated self-efficacy
is a strong and consistent predictor of grade point average and expectations of academic success. Based on these findings,
it is recommended educators utilize previously developed classroom strategies which have been shown to enhance students’ self-efficacy
levels. 相似文献
177.
Ann H. Huffman Satoris S. Culbertson Heidi A. Wayment Louis H. Irving 《Journal of Vocational Behavior》2015
There is an established inverse relationship between unemployment and psychological wellbeing. However, little is known about the processes that underlie this relationship. Using latent deprivation, conservation of resources, and social capital to form a theoretical framework, this study explored the relationship between the latent benefits associated with employment, family support, and financial strain. In a sample of 174 unemployed individuals, latent benefits were shown to partially mediate the relationship between family support and psychological well-being. Additionally, this mediation was moderated by financial strain, with latent benefits being more related to psychological well-being in those with greater financial strain. These findings provide guidance in understanding how to better address the needs that contribute to psychological well-being in those who are unemployed. 相似文献
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