全文获取类型
收费全文 | 261篇 |
免费 | 0篇 |
出版年
2020年 | 2篇 |
2019年 | 4篇 |
2018年 | 2篇 |
2017年 | 5篇 |
2016年 | 7篇 |
2014年 | 5篇 |
2013年 | 42篇 |
2012年 | 10篇 |
2011年 | 6篇 |
2010年 | 5篇 |
2009年 | 6篇 |
2008年 | 4篇 |
2007年 | 5篇 |
2006年 | 7篇 |
2005年 | 4篇 |
2004年 | 4篇 |
2003年 | 8篇 |
2002年 | 4篇 |
2001年 | 6篇 |
2000年 | 3篇 |
1999年 | 8篇 |
1998年 | 2篇 |
1997年 | 7篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 5篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1990年 | 3篇 |
1989年 | 4篇 |
1988年 | 7篇 |
1987年 | 4篇 |
1986年 | 5篇 |
1985年 | 3篇 |
1984年 | 5篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 5篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1975年 | 3篇 |
1973年 | 2篇 |
1972年 | 2篇 |
1968年 | 6篇 |
1967年 | 3篇 |
1966年 | 2篇 |
1960年 | 2篇 |
1956年 | 2篇 |
排序方式: 共有261条查询结果,搜索用时 15 毫秒
151.
In a recent article in this journal, Berument, Dogan, and Onar (2010) challenged the existence of the previously documented daylight-saving effect. Kamstra, Kramer, and Levi's original finding (2000) was that average stock market returns on Mondays following time changes are economically and statistically significantly lower than typical Monday returns. Kamstra, et al. hypothesized that the effect may arise due to heightened anxiety or risk aversion on the part of market participants after they experience a 1-hr. disruption in their sleep habits, in accordance with prior findings in the psychology literature linking sleep desynchronosis with anxiety. Berument, et al. replicated the original findings using ordinary least squares estimation, but when they modeled the mean of returns using a method prone to producing biased estimates, they obtained puzzling results. The analysis here, based on standard, unbiased modeling techniques, shows that the daylight-saving effect remains intact in the U.S. 相似文献
152.
Karen R. Chinander Maurice E. Schweitzer 《Organizational behavior and human decision processes》2003,91(2):243-253
In this paper we identify an input bias, the systematic misuse of input information in judgments of outcome quality. In many settings irrelevant input measures, such as the amount of time an employee spends in the office, influence outcome assessments, such as performance reviews. Across four studies we find that input values subtly, but significantly distort judgments of outcome quality. Irrelevant input information predictably influences outcome assessments even when people recognize that input measures should not matter and believe that input information did not matter. We examine the mechanics of the input bias, and suggest that because input measures are often easy to manipulate or misrepresent, the input bias is likely to have broad implications for managerial judgment and decision making. 相似文献
153.
One of the standard principles of rationality guiding traditional accounts of belief change is the principle of minimal change: a reasoner's belief corpus should be modified in a minimal fashion when assimilating new information. This rationality principle
has stood belief change in good stead. However, it does not deal properly with all belief change scenarios. We introduce a
novel account of belief change motivated by one of Grice's maxims of conversational implicature: the reasoner's belief corpus is modified in a minimal fashion to assimilate exactly the new information. In this form of
belief change, when the reasoner revises by new information p ∨ q their belief corpus is modified so that p∨q is believed but stronger propositions like p∧q are not, no matter what beliefs are in the reasoner's initial corpus. We term
this conservative belief change since the revised belief corpus is a conservative extension of the original belief corpus given the new information. 相似文献
154.
Enhancing school-based prevention and youth development through coordinated social,emotional, and academic learning 总被引:10,自引:0,他引:10
Greenberg MT Weissberg RP O'Brien MU Zins JE Fredericks L Resnik H Elias MJ 《The American psychologist》2003,58(6-7):466-474
A comprehensive mission for schools is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens. This mission is supported by the growing number of school-based prevention and youth development programs. Yet, the current impact of these programs is limited because of insufficient coordination with other components of school operations and inattention to implementation and evaluation factors necessary for strong program impact and sustainability. Widespread implementation of beneficial prevention programming requires further development of research-based, comprehensive school reform models that improve social, health, and academic outcomes; educational policies that demand accountability for fostering children's full development; professional development that prepares and supports educators to implement programs effectively; and systematic monitoring and evaluation to guide school improvement. 相似文献
155.
Maurice A. Feldman Christie L. Hancock Nicole Rielly Patricia Minnes Colleen Cairns 《Journal of child and family studies》2000,9(2):247-261
We examined the prevalence of behavior problems and their relationship to child, parent, and family factors in 76 children with or at risk for developmental delay. Parents reported that 42% of the children had behavior problems. Child Behavior Checklist (CBC) scores revealed that 25% of the sample scored above the borderline cutoff. Although the total, externalizing, and internalizing mean CBC scores did not differ from the normative group (same-aged peers without developmental delay), each of the syndrome subscales was significantly higher in the study group. The Reiss Scales for Children's Dual Diagnosis revealed that, as compared to older children (4 years) with developmental delay, the study sample scored significantly lower on the total score and 8 of the 10 subscales. Increased CBC total scores were significantly related to dependency and management of the child, birth weight, gestational length, paternal illness, maternal depression, perceived personal burden of care, maternal escape-avoidance coping strategy, family disharmony, and financial stress. CBC total scores were significantly negatively correlated with being of a multiple birth, paternal education, maternal employment, two-parent family, family social support, and family income. Multiple regression analyses revealed that an empirically-derived combination of child, parent, and family variables accounted for 31% of the variance in CBC total scores. Our findings suggest that 2-year old children with or at-risk for developmental delay may already be showing signs of increased risk of behavior problems relative to peers without developmental delay. We identified several child, parent, and family variables that may help to pinpoint children at increased riskxs for psychopathology. 相似文献
156.
Maurice A. Finocchiaro 《Argumentation》1987,1(3):263-282
I begin by formulating the problem of the nature of fallacy in terms of the logic of the negative evaluation of argument, that is, in terms of a theory of logical criticism; here I discuss several features of my approach and several advantages vis-à-vis other approaches; a main feature of my approach is the concern to avoid both formalist and empiricist excesses. I then define six types of fallaciousness, labeled formal, explanatory, presuppositional, positive, semantical, and persuasive; they all involve arguments whose conclusion may be said not to follow from the premises, that is, they involve the logical evaluation of relationships among propositions. I also provide a set of data consisting of four historical cases or nine specific instances of fallacious arguments; these all pertain to the Copernican controversy about the earth's motion in the seventeenth century. I end with a discussion of further problems and inquiries that deserve attention. 相似文献
157.
Honesty testing for personnel selection is a growing area of research for industrial psychologists. This research note describes the first clear purpose honesty test used for personnel decisions.The authors gratefully acknowledge the review and approval of this article by Dr. Russell Cassel. 相似文献
158.
Maurice A. Finocchiaro 《Argumentation》1988,2(2):175-190
This article examines two problems: the role of argument in philosophy, vis-àÏs other philosophical activities; and the nature of argument in philosophy, vis-à-vis argument in other fields. The examination proceeds by reference to the notion of dialectic, which is regarded by some as offering an alternative to argument, and by reference to Hegel's Preface to the Phenomenology of Spirit, which explicitly discusses these very issues. The latter is reconstructed as the argument that philosophy is dialectical in part because it is pluralistic, conceptual, concrete, self-reflective, spiritual, systematic, negative, and self-referential, and in part because it sublimates the opposition between truth and falsity, method and result, change and permanence, form and content, and subject and predicate. 相似文献
159.
Maurice E. Roberts M. Div. M.A. Edward P. Fody M.D. 《Journal of religion and health》1986,25(2):161-166
Recently the number of autopsies performed in the United States has declined. Although the benefits of the autopsy for physicians are many, we maintain, based on our own experiences, that it helps them accept the reality of loss of a loved one and enables them to begin the process of letting go. Realization of the therapeutic value of the autopsy request should enable those who work with the recently bereaved, such as physicians and clergy, to fulfill more effective roles. 相似文献
160.
Maurice A. Feldman Fay Towns Judith Betel Laurie Case Arnold Rincover Carl A. Rubino 《Journal of applied behavior analysis》1986,19(1):23-37
Two studies are reported on the assessment and training of parent-child interactional skills in developmentally handicapped mothers. Study 1 compared the interactions of eight developmentally handicapped versus eight nonhandicapped mothers during play with their young (6–25 months) children. Results showed that the former group generally interacted much less with their children and that they were less likely to praise appropriate child behavior and imitate child vocalizations. Study 2 attempted to remediate these deficits, using a training package consisting of discussion, modeling, feedback, social reinforcement, and self-recording. Results showed, first, that the training did increase the targeted skills to well within the range found for the nonhandicapped mothers. Second, training effects generalized from the group instructional setting to the mothers' own homes. Third, newly acquired skills were generally maintained at or above levels found for the nonhandicapped mothers over a 5- to 10-month follow-up period. Finally, all seven children showed increases in vocalizations concomitant with parent training. The results suggest that developmentally handicapped mothers can be taught to provide more effective and stimulating interactions to their young children. 相似文献