全文获取类型
收费全文 | 535篇 |
免费 | 24篇 |
国内免费 | 2篇 |
专业分类
561篇 |
出版年
2022年 | 4篇 |
2021年 | 8篇 |
2020年 | 10篇 |
2019年 | 13篇 |
2018年 | 20篇 |
2017年 | 11篇 |
2016年 | 9篇 |
2015年 | 10篇 |
2014年 | 10篇 |
2013年 | 46篇 |
2012年 | 20篇 |
2011年 | 20篇 |
2010年 | 13篇 |
2009年 | 10篇 |
2008年 | 17篇 |
2007年 | 15篇 |
2006年 | 20篇 |
2005年 | 19篇 |
2004年 | 12篇 |
2003年 | 10篇 |
2002年 | 17篇 |
2001年 | 14篇 |
2000年 | 13篇 |
1999年 | 12篇 |
1998年 | 11篇 |
1997年 | 6篇 |
1996年 | 8篇 |
1995年 | 6篇 |
1994年 | 8篇 |
1993年 | 10篇 |
1992年 | 7篇 |
1991年 | 15篇 |
1990年 | 9篇 |
1989年 | 5篇 |
1987年 | 7篇 |
1986年 | 6篇 |
1984年 | 6篇 |
1983年 | 8篇 |
1982年 | 8篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 5篇 |
1977年 | 4篇 |
1973年 | 7篇 |
1972年 | 3篇 |
1971年 | 5篇 |
1969年 | 3篇 |
1968年 | 5篇 |
1967年 | 9篇 |
排序方式: 共有561条查询结果,搜索用时 0 毫秒
71.
Abstract The authors underscore that construing is not simply a matter of passively anticipating events. Meaning making is understood more fully as a dialectic involving anticipation as well as participation, accommodation as well as assimilation. Factors that may obscure this more active view of the meaning-making process are discussed, and illustrations of the role of activity in construing are presented. 相似文献
72.
Reid B. Locklin 《Teaching Theology & Religion》2013,16(3):201-220
In this article I propose a method of selecting and assigning readings in the religious studies or theology classroom, such that these readings complicate one another, rather than standing in opposition or as simple alternatives. Such a strategy emulates key pedagogical insights of twelfth‐century sentence collection, an activity at the very heart of the earliest universities in Europe. It also draws support from the theories of intellectual development advanced by William G. Perry, Jr. and the Women's Ways of Knowing Collaborative. Both precedents suggest a principle of “complicating views” that can be flexibly employed in a variety of ways and diverse pedagogical contexts, as illustrated by examples from several classes. Such strategies aim to avoid reinforcing intellectual patterns of dualism or undifferentiated relativism; instead, they attempt to promote students' ability to integrate discordant voices and to appreciate diverse points of view, while also staking their own claims relative to them. 相似文献
73.
Michael Williams believes that scepticism about the externalworld seems compelling only because the considerations that underpin it are thoughtto be ``mere platitudes' about e.g., the nature and source of human knowledge, and hence,that if it shown through a ``theoretical diagnosis' that it does not rest upon suchplatitudes, but contentious theoretical considerations that we are no means bound toaccept, we can simply dismiss the absurd sceptical conclusion. Williams argues thatscepticism does presuppose two extremely contentious doctrines, however, he admits thatif these doctrines are themselves motivated by ``platitudes' then scepticism follows. Iaddress Williams's arguments for thinking scepticism must presuppose these doctrines,and argue that he overlooks a way that they can be seen as motivated by mere platitudes.Thus, I conclude that William's novel rejection of scepticism fails. 相似文献
74.
The relationship among parasomnias, sleep-related violence (SRV), and psychosis has neither been reported nor studied. The authors introduce the phenomenon of psychotic dream-related aggression (PDRA) and, through a review of the research on manifest dreams, the continuity of thinking across the sleep–wake cycle, and SRV, argue for its inclusion alongside the parasomnias of DSM-IV. Five cases are presented that illustrate this phenomenon, usually a male diagnosed with paranoid schizophrenia whose violent act toward another was closely associated with the manifest content of his nocturnal dreams and his inability to test reality. Differential diagnostic criteria are proposed to separate PDRA from other parasomnias that may be related to violence. Treatment and forensic implications are discussed. 相似文献
75.
76.
77.
J. Raymond Reid 《Journal of psycholinguistic research》1974,3(3):233-245
An aural conjunctive concept formation experiment used as stimuli sentences varying systematically in Voice (active/passive), Mood (declarative/interrogative), Modality (affirmative/negative), tense, and lexical content. Target classes were the eight sentence types defined by all combinations of the first three syntactic variables. Aural processing was more difficult than visual, but higher education level facilitated concept acquisition for males and females equally (cf. Bakeret al., 1973). The 64 undergraduate subjects tended to avoid syntactic analysis in depth, classifying sentences on as cursory a basis as the task allowed. The simple, unequivocal syntactic signals of Mood and Modality meaning were readily apparent, but the discrimination of Voice was complicated by ambiguous syntactosemantic associations and lack of discourse context. Voice is thus not seen as a determinant of utterance type, but as a context- and content-dependent realization of agent or object focus in transitive messages.This report is based on an M.Sc. thesis completed at the University of Alberta (Edmonton, Canada), in 1972 相似文献
78.
R. L. Reid 《Quarterly journal of experimental psychology (2006)》1952,4(2):49-56
Sixteen pigeons were used in an experiment designed to show the sensory preconditioning effect as originally reported by Brogden. An experimental group received 200 simultaneous presentations of a buzzer paired with a light stimulus. They were then trained to respond to one of these stimuli alone and tested for response to the other. A control group received the same treatment except in the initial stage when 200 presentations of the test stimulus only were given. The results provided no evidence that the pairing of stimuli affected behaviour during the critical test.
Both groups responded to the test stimulus to a similar degree in this experiment, whereas in Brogden's original study with dogs experimental animals responded significantly more frequently than did their controls. The discrepancy in results can be attributed to the use of different control procedures in the two experiments. Brogden's controls were not exposed to presentations of the test stimulus before training. Differences in familiarity with this stimulus may have produced the differences between the behaviour of his control and experimental animals. This interpretation is supported by the result of a preliminary experiment with pigeons in which Brogden's control procedure was used and his original results confirmed.
With human subjects there is some evidence that pairing procedures may result in enhanced generalization, alterations in sensory thresholds or hallucinations. However, these effects are little understood and difficult to predict. Although no functional relationships like those found in ordinary conditioning have yet been shown to apply, the terms “sensory conditioning” and “sensory pre-conditioning” have been widely used and the data have been quoted in support of theories of learning that require the setting up of direct sensory-sensory relationships.
Until there is unequivocal evidence of pairing effects with animals or fuller knowledge of the occurrence of such effects with human subjects, it is considered unadvisable to link them even by name with basic learning mechanisms such as conditioning. 相似文献
Both groups responded to the test stimulus to a similar degree in this experiment, whereas in Brogden's original study with dogs experimental animals responded significantly more frequently than did their controls. The discrepancy in results can be attributed to the use of different control procedures in the two experiments. Brogden's controls were not exposed to presentations of the test stimulus before training. Differences in familiarity with this stimulus may have produced the differences between the behaviour of his control and experimental animals. This interpretation is supported by the result of a preliminary experiment with pigeons in which Brogden's control procedure was used and his original results confirmed.
With human subjects there is some evidence that pairing procedures may result in enhanced generalization, alterations in sensory thresholds or hallucinations. However, these effects are little understood and difficult to predict. Although no functional relationships like those found in ordinary conditioning have yet been shown to apply, the terms “sensory conditioning” and “sensory pre-conditioning” have been widely used and the data have been quoted in support of theories of learning that require the setting up of direct sensory-sensory relationships.
Until there is unequivocal evidence of pairing effects with animals or fuller knowledge of the occurrence of such effects with human subjects, it is considered unadvisable to link them even by name with basic learning mechanisms such as conditioning. 相似文献
79.
Members of eight single‐sex groups each consisting of three pro‐ and three anti‐capital punishment adherents discussed their views for 30 minutes, and afterwards individually rated ingroup and outgroup members on social influence ranking, prototypicality, and social attractiveness. From the intragroup hypothesis that speaking turns are a resource for influence (Ng & Bradac, 1993), we predicted and found that turns were correlated strongly with influence in the intergroup context. Further, using self‐categorization theory (SCT; Turner, 1985), we hypothesized that social identity processes would interact with turns, especially with turns obtained through interruptions. Interruptions encoded in prototypical utterances were more strongly correlated with social influence and prototypicality, but not social attraction, than interruptions encoded in non‐prototypical utterances. Further, interruption attempts enacted in prototypical utterances were found to be more likely to be successful than unsuccessful in obtaining turns, while those enacted in non‐prototypical utterances were more likely to be unsuccessful than successful. Additionally, interruption turns were longer when enacted in prototypical over non‐prototypical utterances. Overall, the findings suggest that the power/influence of language is interactively organized and constructed around salient self‐categorizations. Copyright © 2000 John Wiley & Sons, Ltd. 相似文献
80.
Previous research suggests that by 4 months of age infants use the eye gaze of adults to guide their attention and facilitate processing of environmental information. Here we address the question of how infants process the relation between another person and an external object. We applied an ERP paradigm to investigate the neural processes underlying the perception of the direction of an adult's eye gaze in 4-month-old infants. Infants showed differential processing of an adult's eye gaze, which was directed at a simultaneously presented object compared to non-object-directed eye gaze. This distinction was evident in two ERP components: The Negative component, reflecting attentional processes, and the positive slow wave, which is involved in memory encoding. The implications of these findings for the development of joint attention and related social cognitive functions are discussed. 相似文献