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A method is presented for generalized canonical correlation analysis of two or more matrices with missing rows. The method
is a combination of Carroll’s (1968) method and the missing data approach of the OVERALS technique (Van der Burg, 1988). In
a simulation study we assess the performance of the method and compare it to an existing procedure called GENCOM, proposed
by Green and Carroll (1988). We find that the proposed method outperforms the GENCOM algorithm both with respect to model
fit and recovery of the true structure.
The research of Michel van de Velden was partly funded through EU Grant HPMF-CT-2000-00664. The authors would like to thank
the associate editor and three anonymous referees for their constructive comments and suggestions that led to a considerable
improvement of the paper. 相似文献
605.
Peter Fischer Tobias Greitemeyer Fabian Pollozek Dieter Frey 《European journal of social psychology》2006,36(2):267-278
Previous research in bystander intervention found that the presence of other bystanders reduces helping behaviour in an emergency (bystander effect). This research was mainly conducted in the context of non‐dangerous, non‐violent emergencies. We hypothesize that the classic bystander effect does not occur in more dangerous situations because: a) they are faster and more clearly recognized as emergency situations; and b) higher costs for refusing help increase the accepted costs for helping. Following this line of reasoning, the present research tests whether the bystander effect is affected by the degree of the emergency's potential danger. Results supported our expectations: In situations with low potential danger, more help was given in the solitary condition than in the bystander condition. However, in situations with high potential danger, participants confronted with an emergency alone or in the presence of another bystander were similarly likely to help the victim. Copyright © 2005 John Wiley & Sons, Ltd. 相似文献
606.
Michel Alhadeff-Jones 《Studies in Philosophy and Education》2010,29(5):477-490
The position adopted in this paper is inspired by Edgar Morin’s paradigm of complexity and his critique of scientific and
philosophical forms of reductionism. This paper is based on research focusing on the diversity of conceptions of critique
developed in academic discourses. It aims to challenge the fragmentation and the reduction framing the understanding of this
notion in educational sciences. The reflection begins with the introduction of some of Morin’s assumptions concerning the
paradigm of complexity. The next section provides a definition of the idea of critique and explores some limits associated
with contemporary references framing this notion. Theories of critique are at the core of several educational theories. Based
on the literature identified in French-speaking and English-speaking critical traditions in education, several factors determining
the way the idea of critique is reduced in education are highlighted. Stressing the tacit character of those variables challenges
the limits of traditional conceptions of critique in contemporary education. The position adopted denounces therefore the
fact that the current development of theories of critique in education does not provide a framework considering more systematically
their conditions of emergence, their own limitations, as well as the antagonistic, complementary and contradictory relationships,
which connect them to one another. Based on this position, this paper finally suggests that a distinction be made between
“hypocritique” and “hypercritique” as a semantic artifact, stressing the importance of challenging existing theories of critique
in education according to the level of complexity that one may attribute to them. 相似文献
607.
Fabian Jintae Froese Anne Vo Tony C. Garrett 《International Journal of Selection & Assessment》2010,18(3):271-281
Attracting high‐quality applicants is a crucial activity for the success of an organization. In today's globalized world, multinational enterprises need to attract talent not only in the domestic market but also in overseas markets. This exploratory study introduces the country of origin image framework from marketing literature to the context of recruitment in order to examine why foreign companies are (not) attractive to local job seekers, exemplified by the case of Japanese and US companies in Vietnam. Survey results of more than 300 participants confirmed the robustness of our postulated framework. Symbolic images such as the technological development and images of people of a country predicted the attractiveness of foreign companies above and beyond instrumental images of job characteristics. Detailed explanations and practical implications are provided. 相似文献
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Frédéric Guay Julien Chanal Catherine F. Ratelle Herbert W. Marsh Simon Larose Michel Boivin 《The British journal of educational psychology》2010,80(4):711-735
Background. There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school subject differentiation). These two differential approaches have led to important discoveries and provided a better understanding of student motivational dynamics. However, little research has combined these two approaches. Aims. This study examines young elementary students' motivations across school subjects (writing, reading, and maths) from the stance of self‐determination theory. First, we tested whether children self‐report different levels of intrinsic, identified, and controlled motivation towards specific school subjects. Second, we verified whether children self‐report differentiated types of motivation across school subjects. Sample. Participants were 425 French‐Canadian children (225 girls, 200 boys) from three elementary schools. Children were in Grades 1 (N=121), 2 (N=126), and 3 (N=178). Results. Results show that, for a given school subject, young elementary students self‐report different levels of intrinsic, identified, and controlled motivation. Results also indicate that children self‐report different levels of motivation types across school subjects. Our findings also show that most differentiation effects increase across grades. Some gender effects were also observed. Conclusion. These results highlight the importance of distinguishing among types of school motivation towards specific school subjects in the early elementary years. 相似文献
610.
Philosophical Studies - Opponents to consciousness in fish argue that fish do not feel pain because they do not have a neocortex, which is a necessary condition for feeling pain. A common... 相似文献