全文获取类型
收费全文 | 754篇 |
免费 | 35篇 |
专业分类
789篇 |
出版年
2024年 | 1篇 |
2022年 | 11篇 |
2021年 | 2篇 |
2020年 | 12篇 |
2019年 | 13篇 |
2018年 | 24篇 |
2017年 | 25篇 |
2016年 | 39篇 |
2015年 | 20篇 |
2014年 | 26篇 |
2013年 | 55篇 |
2012年 | 35篇 |
2011年 | 55篇 |
2010年 | 27篇 |
2009年 | 38篇 |
2008年 | 52篇 |
2007年 | 40篇 |
2006年 | 47篇 |
2005年 | 23篇 |
2004年 | 33篇 |
2003年 | 28篇 |
2002年 | 15篇 |
2001年 | 14篇 |
2000年 | 12篇 |
1999年 | 6篇 |
1998年 | 12篇 |
1997年 | 7篇 |
1996年 | 11篇 |
1995年 | 12篇 |
1994年 | 12篇 |
1993年 | 8篇 |
1992年 | 6篇 |
1991年 | 7篇 |
1990年 | 2篇 |
1989年 | 1篇 |
1988年 | 7篇 |
1986年 | 3篇 |
1985年 | 8篇 |
1984年 | 1篇 |
1983年 | 4篇 |
1982年 | 4篇 |
1981年 | 7篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1978年 | 4篇 |
1977年 | 8篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1972年 | 1篇 |
1967年 | 1篇 |
排序方式: 共有789条查询结果,搜索用时 15 毫秒
771.
David W. Bauer Jeff Miller 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1982,34(3):367-380
Three experiments examined stimulus-response (S--R) compatibility relationships with the stimulus array perpendicular to the response array. In Experiments I and II, stimuli indicated right and left positions, while the responses were movements up and down. The mapping right/up and left/down was preferable for the right hand, but the reverse mapping was preferable for the left hand. In Experiment III, the stimuli indicated up and down positions, while the responses were movements to the right and left. In this case, the mapping up/left and down/right was preferable for the right hand, and the reverse mapping was preferable for the left hand. The results are most easily explained by assuming that counterclockwise rotational movements are preferable for the right hand, while clockwise is preferable for the left. These preferences are manifest through combinations of implicit movements towards the stimulus and explicit movements towards the response key. This principle is shown to provide a simpler explanation for some previously reported S-R compatibility effects. 相似文献
772.
773.
774.
Suicide Ideations,Suicide Attempts,and Completed Suicide in Persons with Pathological Gambling and Their First‐Degree Relatives 下载免费PDF全文
Donald W. Black MD William Coryell MD Raymond Crowe MD Brett McCormick MA Martha Shaw BA Jeff Allen PhD 《Suicide & life-threatening behavior》2015,45(6):700-709
We examined the relationship between suicidal ideations and attempts in 95 probands with pathological gambling (PG), 91 controls, and 1075 first‐degree relatives. The results were analyzed using logistic regression with generalized estimating equations. Thirty‐four PG probands (35.8%) and 4 controls (4.4%) had attempted suicide (OR = 12.12, p < .001); in 13 probands, the attempt occurred before PG onset. Lifetime suicidal ideations occurred in 60 PG probands (63.2%) and 12 controls (13.2%) (OR = 11.29, p < .001). Suicidality in PG probands is a marker of PG severity and is associated with greater psychiatric comorbidity. Offspring of PG probands had significantly higher rates of suicide attempts than control offspring. 相似文献
775.
Jeff Malpas 《International Journal of Philosophical Studies》2020,28(2):299-312
ABSTRACT Diego Bubbio, Ingo Farin and Glenda Satne have advanced a range of comments, questions and challenges relating to the ideas and arguments set out in the new edition of my Place and Experience (2018). Rather than address each of my interlocutors separately, my responses here are organized around four main topics: the relation between space and place, including the nature of space; the relation between place and subjectivity, and the foundational role of place; the relation between place and conceptuality; and the relation between place and normativity. 相似文献
776.
777.
778.
779.
780.
Jeff Frank 《Studies in Philosophy and Education》2012,31(4):327-338
This paper begins with a discussion of Stanley Cavell??s philosophy of language learning. Young people learn more than the meaning of words when acquiring language: they learn about (the quality of) our form of life. If we??as early childhood educators??see language teaching as something like handing some inert thing to a child, then we unduly limit the possibilities of education for that child. Cavell argues that we must become poets if we are to be the type of representatives of language that education calls for. In the final section of the paper I discuss the work of Lucy Sprague Mitchell, someone who developed an approach to language teaching that overlaps in interesting ways with Cavell??s approach in The Claim of Reason. 相似文献