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181.
Although there is a growing body of evidence indicating that divergent-thinking skills may be very task specific, there has been no research testing how narrowly divergent-thinking training can be targeted. Seventy-nine seventh-grade students received training in poetry-relevant divergent-thinking skills. These subjects and a matched control group later wrote poems and stories, the creativity of which was judged by experts. There was a significantly greater impact on poetry-writing creativity. Implications for creativity theory and training programs are discussed. Numerous research reports (Baer, 1991, 1992, 1993, 1994a, 1994b, in press-a; Runco, 1987, 1989) have shown that the skills underlying creative performance may be quite task specific, and this suggests possible limitations on the potential benefits of divergent-thinking training. One response to this task-specific understanding of divergent thinking has been to design divergent-thinking training programs that include practice in a wide range of task-specific divergent-thinking skills. This approach has been shown to have a general effect of enhancing creativity in diverse domains (Baer, 1988, 1992, 1993). An alternate approach would be to target training to specific kinds of creativity; however, there has been no research investigating just how narrowly such divergent-thinking training can be targeted. The present investigation was designed to test what effect divergent-thinking training focusing on a single task would have on creative performance on that task and on a different, but closely related, task. The larger goals were (a) to help creativity researchers better understand the nature of divergent thinking as it impacts creative performance and (b) to be of practical value in helping educators design training programs better suited to specific training objectives. Seventh-grade students were trained in divergent- thinking skills hypothesized to be related to poetry — writing creativity. Following this training, trained subjects and a matched sample of untrained subjects wrote both poems and stories in their regular English classes. Poems and stories were judged for creativity by experts who did not know the subjects. It was predicted that training in poetry-relevant divergent thinking would result in a greater increase in creativity on a poetry-writing task than on a story-writing task. 相似文献
182.
JOHN MARTIN FISCHER 《The Journal of Ethics》1997,1(1):45-64
Previously, I have argued that moral responsibility for actions is associated with guidance control. This sort of control does not necessarily involve the freedom to do otherwise. In this paper I extend the view to apply to omissions. That is, moral responsibility for an omission is associated with guidance control of that omission. This helps to provide a systematic, unified account of moral responsibility. 相似文献
183.
JOHN M. SCHULTE 《Counseling and values》1990,34(2):103-118
It is the author's intention to help counselors think through the various ways in which they influence their clients and assess the morality of various alternative counseling decisions. The task is a complex one because of the widely varied counseling situations. To consider a wide variety of contexts simultaneously, the author formulates a matrix of influencing that is used to generate a series of questions that have moral significance in counseling contexts. Each question is given extensive discussion. Alternative answers and their moral implications are considered. Examples are used throughout to clarify moral problems and the moral implications of counseling decisions. 相似文献
184.
JOHN B. BISHOP 《Journal of counseling and development : JCD》1990,68(4):408-413
Changes in higher education will hold special relevance for university counseling centers in the 1990s. Opportunities will exist for counseling center personnel to help institutions deal with some emerging problems. Research is reviewed that indicates that crisis management services, career development concerns, a changing student population, and issues related to retention all represent areas in which contemporary counseling centers could make significant contributions. Recommendations are made about how counseling centers might prepare themselves for such involvement. 相似文献
185.
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187.
Magic, Witchcraft, and Science 总被引:1,自引:0,他引:1
JOHN W. COOK 《Philosophical Investigations》1983,6(1):2-36
188.
This article presents an overview of the development, implementation, and struggle to maintain guidance and counseling services at various levels within the Federal Republic of Germany. 相似文献
189.
JOHN W. BOUDREAU 《Personnel Psychology》1983,36(3):551-576
Three economic concepts (variable costs, taxes, and discounting) are applied and incorporated into the previous utility formulas proposed by Brogden (1946, 1949), Cronbach and Gleser (1965), and Schmidt, et al. (1979, 1982). The resulting utility model indicates that the previous formulas are deficient and can produce upwardly biased utility estimates. Empirical examples based on published research (e.g., Schmidt, et al., 1982) are presented indicating the substantial magnitude of the bias given realistic levels of variable costs, taxes, and discount rates. The present utility model is used to adjust for such bias and is shown to provide a more complete and precise utility definition. Implications for future research are discussed. 相似文献
190.
JOB SATISFACTION: ARE ALL THE PARTS THERE? 总被引:3,自引:0,他引:3
Empirical data indicate that global measures of job satisfaction are not equivalent to the sum of the facet satisfactions. The purposes of this study were to explore the usefulness of single-item global measures of job satisfaction for job satisfaction research and also to explore whether global assessments of job satisfaction include consideration of variables typically not measured by job satisfaction instruments. Subjects are 185 employees working within two research and development units of two multinational corporations. The short-form Minnesota Satisfaction Questionnaire was used to obtain the sum of the facet satisfactions. Two single-item global questions of overall satisfaction were also used. One required a yes-no response and the second, a 1–5 rating response. Information about perceived determinants of job satisfaction, overall satisfaction with the job, satisfaction with occupational choice, career progress, and overall satisfaction with non-job related events was obtained through semi-structured interviews. Results indicate that defining overall job satisfaction as the sum of the evaluations of the discrete elements of which the job is composed, may lead to neglect of major determinants of job satisfaction. The "whole" appears to be more complex than the sum of the presently measured parts. Results also suggest that the 1–5 global rating of overall job satisfaction may be a more inclusive measure of overall job satisfaction than summation of many facet responses. 相似文献