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Lori Watson 《The Southern journal of philosophy》2019,57(2):165-193
This article aims to present “the state of the question” concerning prostitution. It is organized around an analysis of the various questions that current theorists take themselves to be answering when they defend decriminalization, some form of legalization, or the so‐called “Nordic model” of sex equality. By assessing these “framing questions,” as I shall call them, and the arguments stemming from them, we gain a powerful basis for understanding and critiquing the literature as a whole. In the end, I argue that the Nordic Model is superior in both its orienting method and its solution. 相似文献
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Lori G. Beaman 《宗教、国家与社会》2016,44(2):185-186
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Guy A. Boysen Raina A. Isaacs Lori Tretter Sydnie Markowski 《The Journal of social psychology》2020,160(3):346-356
ABSTRACTPeople with mental illness face stigma, and due to their low social status, they may also face blatant dehumanization that denies their status as fully evolved human beings. In the current research, three studies documented the existence of blatant dehumanization of mental illness. Study 1 (N = 112) showed that participants rated people with mental illness in general as being significantly less human than other dehumanized social groups such as Mexican immigrants and Muslims. Study 2 (N = 158) showed that dehumanization occurs for specific mental disorders but that the level of dehumanization varies widely among disorders. Study 3 (N = 223) documented significant correlations between dehumanization of mental illness and standard measures of stigma such as fear, pity, and social distance. Overall, the results establish the relevance of blatant dehumanization to mental illness stigma and suggest new directions for understanding stigma. 相似文献
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The purpose of this study was to describe what three first grade teachers and their students in a Midwestern school learned when engaged in the writing process. The teachers and their students were observed for one year while engaged in the writing process via a workshop environment. Different data sources were collected over time, i.e., individual interviews (teacher and student), student writing samples and anecdotal observational notes. From an analysis of the data, three categories emerged that described what the teachers and students learned: (a) First grade children can and do want to write; (b) Learning is a messy process that takes time; and (c) Empowerment is important for all. This study supported what is known about the importance of professional development that allows for individual learning over time. The teachers had time to reflect on their learning in a collaborative teaching environment. Their successes greatly affected the students' interest and engagement in their writing programs. 相似文献
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Lori E. Koelsch 《Journal of constructivist psychology》2013,26(2):225-229
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ABSTRACTStarting in the preschool years, children show socially exclusive behaviors, such as intentionally leaving out another child from a ball game. Prior research investigating social exclusion understanding in preschoolers primarily used interview methods and it is clear that the verbal and cognitive skills necessary to identify and reason about social exclusion become more sophisticated with age. Yet it is unknown how children’s ability to identify social exclusion relates to their own behavior, such as their social preference for socially inclusive or exclusive individuals. Further, whether such social preferences remain stable or change across development is an open question. Thus, the current study investigated whether the ability to identify social exclusion develops in tandem with social preference behavior by assessing 3- to 6-year-old children’s (N = 256) identification of social exclusion and preferences between socially exclusive and inclusive agents. Five- to six-year-old children correctly identified social exclusion and preferred inclusive agents over exclusive agents across two experiments. Three- to four-year-old children could correctly identify social exclusion, but did not show evidence of a preference for inclusive agents over exclusive agents. Children were also able to detect implicit, nonverbalized social exclusion equally well as explicit, verbalized social exclusion across development. These findings suggest that young children’s social preferences are not wholly dictated by their ability to identify socially exclusive agents. This divergent pattern of social preference from identification has implications for interpreting social preference behavior in young children. 相似文献