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101.
A model is described for implementing a program in research ethics education in the face of federal and institutional mandates and current resource, disciplinary, and infrastructure limitations. Also discussed are the historical background, content and evaluation process of the workshop at the heart of the program, which reaches a diverse group of over 250 students per year—from first-year graduate students in basic research labs to clinical fellows. The workshop addresses central issues in both everyday laboratory ethics and in larger societal questions. Goals include improving overall awareness of ethics guidelines and philosophy and enhancing skills in identifying and then analyzing the ethical components of situations. Pedagogies used and their effectiveness and that of the overall workshop and extended program are addressed. Programs like these have initiated a shift in the culture of basic research, which is a critical need given the current atmosphere.  相似文献   
102.
103.
Interpreting and responding appropriately to facial expressions of emotion are important aspects of social skills. Some children, adolescents, and adults with various psychological and psychiatric disorders recognize facial expressions less proficiently than their peers in the general population. We wished to determine if such deficits existed in a group of 133 children and adolescents with emotional and behavioral disorders (EBD). The subjects were receiving in-patient psychiatric services for at least one of substance-related disorders, adjustment disorders, anxiety disorders, mood disorders or disruptive behavior disorders. After being read stories describing various emotional reactions, all subjects were tested for their ability to recognize the 6 basic facial expressions of emotion depicted in Ekman and Friesen's (1976) normed photographs. Overall, they performed well on this task at levels comparable to those occurring in the general population. Accuracy increased with age, irrespective of gender, ethnicity, or clinical diagnosis. After adjusting for age effects, the subjects diagnosed with either adjustment disorders, mood disorders, or disruptive behavior disorders were significantly more accurate at identifying anger than those without those diagnoses. In addition, subjects with mood disorders identified sadness significantly more accurately than those without this diagnosis, although the effect was greatest with younger children.  相似文献   
104.
In the first study using point-light displays (lights corresponding to the joints of the human body) to examine children's understanding of verbs, 3-year-olds were tested to see if they could perceive familiar actions that corresponded to motion verbs (e.g., walking). Experiment 1 showed that children could extend familiar motion verbs (e.g., walking and dancing) to videotaped point-light actions shown in the intermodal preferential looking paradigm. Children watched the action that matched the requested verb significantly more than they watched the action that did not match the verb. In Experiment 2, the findings of Experiment 1 were validated by having children spontaneously produce verbs for these actions. The use of point-light displays may illuminate the factors that contribute to verb learning.  相似文献   
105.
Hate may be the most dangerous of all emotions for the survival of the planet. The author addresses two questions: What obscures hate when it is actually present? and What masquerades as hate but isn't? Using illustrations from a wide range of fields, the author contends that discerning hate is both essential and far trickier than we think. She concludes by asserting that overcoming hate requires imagination. We must learn to imagine a world without hate and unimagine a world with hate.  相似文献   
106.
Despite nationwide efforts to professionalize public-school teaching, little attention has been given to the matter of standards of professional conduct for teachers. The authors examined teachers' perceptions of the frequency and seriousness of different categories of teacher misconduct. They administered a 34-item questionnaire to 235 school professionals in northwestern South Carolina. For each item, respondents rated the extent to which they agreed or disagreed that the behavior occurred frequently and represented a serious violation of professional ethics. Factor analysis of the ratings of seriousness yielded 3 domains of ethical concerns: (a) student-teacher boundary violations, (b) carelessness in behavior, and (c) subjectivity in grading and instruction. Teachers rated boundary violations as the most serious but least common violations and carelessness in behavior as the most frequent but least serious violation. Problems of subjectivity in grading were rated as moderately frequent and moderately serious. The authors found no differences between male and female teachers or between elementary and secondary teachers in their ratings of the seriousness or frequency of any of the 3 groups of ethical concerns. The authors discuss implications for development of a national code of teacher conduct.  相似文献   
107.
An important function of working memory is the integration of incoming information into an appropriate model of the contextual situation. We hypothesized that individual variability in working-memory function (estimated using Engle's operation-span measure) may lead to differential reactivity to a changing context. We recorded event-related brain potentials (ERPs) and reaction-time measures to stimuli embedded in long stimulus series (two auditory discrimination tasks), and examined the participants' responses in relation to how the current stimuli fit with the context generated by the previous stimuli. In both tasks, participants with low working-memory span scores showed larger brain responses as a function of variations in the local stimulus sequence than participants with high span scores. These data suggest that the low working-memory span group is more affected by the local stimulus sequence than the high span group, possibly because they are more easily swayed by ongoing changes and are therefore less capable of maintaining their attention on the overall sequence.  相似文献   
108.
This paper explores the application of a Western, psychologically-based model of counselling and counselling training in contexts where the social and cultural conditions differ from mainstream Western societies. A group of Kenyan trainee counsellors following such a course are interviewed about their experience of training. The interview data are analysed to provide a tentative answer to the question of the appropriateness in a Kenyan cultural milieu of a humanistic counselling training model developed in the UK. It is concluded that such application is possible and desirable, if it is undertaken as shared and respectful learning between trainers and trainees.  相似文献   
109.
    
Rich learning opportunities in and out of school are critical for children to develop positively. Learning Landscapes is a new initiative that marries the fields of urban design and developmental science to bring playful learning opportunities to places where children and families spend time. Through this initiative, we have transformed parks, bus stops, grocery stores, and other public places into venues for playful learning interactions. In this article, we review the research on these projects, and map the vision and next steps of this initiative. By bringing learning opportunities to children and families who need it most, our goal is to equip parents and educators with the contexts and tools they need to support all children in developing the skills for success in school and life.  相似文献   
110.
    
Temporal orientation refers to individual differences in the relative emphasis one places on the past, present, or future, and it is related to academic, financial, and health outcomes. We propose and evaluate a method for automatically measuring temporal orientation through language expressed on social media. Judges rated the temporal orientation of 4,302 social media messages. We trained a classifier based on these ratings, which could accurately predict the temporal orientation of new messages in a separate validation set (accuracy/mean sensitivity = .72; mean specificity = .77). We used the classifier to automatically classify 1.3 million messages written by 5,372 participants (50% female; ages 13–48). Finally, we tested whether individual differences in past, present, and future orientation differentially related to gender, age, Big Five personality, satisfaction with life, and depressive symptoms. Temporal orientations exhibit several expected correlations with age, gender, and Big Five personality. More future‐oriented people were older, more likely to be female, more conscientious, less impulsive, less depressed, and more satisfied with life; present orientation showed the opposite pattern. Language‐based assessments can complement and extend existing measures of temporal orientation, providing an alternative approach and additional insights into language and personality relationships.  相似文献   
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