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991.
How does improving children's ability to label set sizes without counting affect the development of understanding of the cardinality principle? It may accelerate development by facilitating subsequent alignment and comparison of the cardinal label for a given set and the last word counted when counting that set (Mix et al., 2012). Alternatively, it may delay development by decreasing the need for a comprehensive abstract principle to understand and label exact numerosities (Piantadosi et al., 2012). In this study, preschoolers (N = 106, Mage = 4;8) were randomly assigned to one of three conditions: (a) count‐and‐label, wherein children spent 6 weeks both counting and labeling sets arranged in canonical patterns like pips on a die; (b) label‐first,wherein children spent the first 3 weeks learning to label the set sizes without counting before spending 3 weeks identical to the count‐and‐label condition; (c) print referencing control. Both counting conditions improved understanding of cardinality through increases in children's ability to label set sizes without counting. In addition to this indirect effect, there was a direct effect of the count‐and‐label condition on progress toward understanding of cardinality. Results highlight the roles of set labeling and equifinality in the development of children's understanding of number concepts. 相似文献
992.
In this article, we explore the ways that the traditional nursing oath ceremony might serve as a reflective transformative moment for first-year students as they take their first tentative steps in a developmental journey of being and becoming registered nurses. Traditions in professional programs act as a rite of passage and hold the promise of an invitation and a new sense of belonging. This discussion explores the possibilities that exist within reflective transformative learning moments. The discussion unfolds through our eyes as nursing faculty teaching in an undergraduate nursing program. We recall our experience of practicing with first-year nursing students, and discuss the age-old debate: is the focus of teaching delivering content, or the formation of practitioners? 相似文献
993.
What is the relationship between ethnolinguistic communities and ways of speaking? Who is an authentic speaker of an ethnolinguistic variety? In a time where scholarly and public conceptualizations of race and ethnicity are variable and rapidly changing, potential effects on both self‐identification and ways of speaking present an area ripe for study. However, linguistics and allied fields have often overlooked individuals and communities that do not neatly conform to well‐defined racial categories. As multiracially identified individuals are one of the fastest growing demographic groups in the United States, researchers will necessarily need to address the way that traditional methodologies have excluded individuals and groups who fall outside of these racial and ethnic categories. This presents a unique challenge for sociolinguistics in particular, since we are interested in how people draw on linguistic variation to perform aspects of their identities, including their races and ethnicities. This study examines the ways in which race and ethnicity have been traditionally conceptualized in linguistics and allied fields, and draws on research from other social sciences to see how they have begun to study individuals who fall outside of traditionally pre‐existing social categories. The study also briefly discusses the results of one of the first major sociolinguistic studies on multiracially identified participants, which found substantial effects of self‐conceptualization and self‐identification on linguistic behavior of these participants. Finally, it will address future questions and directions for research at the intersection of personal identity, race, and language. This article is categorized under:
- Linguistics > Evolution of Language
- Linguistics > Linguistic Theory
- Linguistics > Computational Models of Language
- Linguistics > Language Acquisition
994.
Nicole L. Hausman John C. Borrero Alyssa Fisher SungWoo Kahng 《Behavioral Interventions》2017,32(2):121-132
The prevalence of obesity among children and adolescents has increased over the past four decades. Obesity can be conceptualized as a problem related to energy balance, where more energy is consumed than is expended through physical activity. One way that children may have a positive energy balance is through the overconsumption of foods (i.e., eating large portion sizes). Therefore, interventions that teach children to make accurate portion size estimations may be important to maintain overall health. In the current study, seven children between the ages of 4 and 7 years were taught to make accurate portion size estimations using a stimulus equivalence paradigm. Results suggested that the stimulus equivalence paradigm was effective in teaching five of seven participants to make more accurate portion size estimations during posttraining. Furthermore, five of seven participants estimated the target portion size of a novel food during extension sessions. These findings extend the current literature related to teaching children to make accurate portion size estimations. Although this was a translational study, results might help to inform existing nutrition education programs aimed at teaching children healthier eating habits. 相似文献
995.
Chiara Sabina Nicole Verdiglione Elizabeth Zadnik 《Journal of aggression, maltreatment & trauma》2017,26(1):88-102
Universities have an obligation to provide student victims with services that are easily accessible. This study focused on the provision of sexual assault and dating violence services of large, public 4-year institutions, as reported by university representatives. The sample included security officers from 45 universities who completed phone interviews between February and May 2013. Phone interviews consisted of 15 open-ended questions. The findings point to highly variable practices and services offered across campuses. The services most frequently reported by university representatives include counseling and police services. The findings also suggest that public 4-year institutions not only offer varied levels of services, but such services might not be readily available to student victims. Although many representatives identified underserved groups and suggestions for improvement, a sizable portion did not acknowledge any. Further, university representatives did not distinguish between services provided for dating violence and sexual assault. 相似文献
996.
Nerina L. Jimmieson Michelle K. Tucker Alexandra J. Walsh 《Anxiety, stress, and coping》2017,30(3):317-332
Background and Objectives: Simultaneous exposure to time, cognitive, and emotional demands is a feature of the work environment for healthcare workers, yet effects of these common stressors in combination are not well established. Design: Survey data were collected from 125 hospital employees (Sample 1, Study 1), 93 ambulance service employees (Sample 2, Study 1), and 380 aged care/disability workers (Study 2). Methods: Hierarchical multiple regressions were conducted. Results: In Sample 1, high cognitive demand exacerbated high emotional demand on psychological strain and job burnout, whereas the negative effect of high emotional demand was not present at low cognitive demand. In Sample 2, a similar pattern between emotional demand and time demand on stress-remedial intentions was observed. In Study 2, emotional demand?×?time demand and time demand?×?cognitive demand interactions again revealed that high levels of two demands were stress-exacerbating and low levels of one demand neutralized the other. A three-way interaction on job satisfaction showed the negative impact of emotional demand was exacerbated when both time and cognitive demands were high, creating a “triple disadvantage” of job demands. Conclusions: The results demonstrate that reducing some job demands helps attenuate the stressful effects of other job demands on different employee outcomes. 相似文献
997.
Elizabeth Burns Coleman 《Journal of Contemporary Religion》2017,32(3):369-385
Recent scholars of religion have begun to explore the relationship between religion and fiction. Within this context, Johan Huizinga’s theory of religion as make believe or play has received considerable attention. James Cameron’s film Avatar (2009) has inspired behaviour that can be thought of as religious, despite the film’s clear foundations in fiction. Scholarship on fan communities has debated whether such groups can be considered religions. This article develops Huizinga’s account using Kendall Walton’s theory of make believe. Walton’s theory enables the interpretation of fiction into overlapping games of make believe in fan communities. The conversational threads on Avatar Forums show how norms of discourse that preclude disagreement allow the frames of reality and fiction to blur. These norms of discourse provide a means of understanding the process by which media myths can become the basis of fiction-based value structures within the cultic milieu. However, the theory also presents significant problems for theorists of religion in terms of the structure of religious belief and religious experience. 相似文献
998.
Social media technologies offer several features that allow users to monitor other people’s opinions on public issues. Initial research showed that user-generated content can shape recipients’ perceptions of the majority opinion on societal problems. Still, it remains largely unexplored under which circumstances people gauge other users’ opinions through social media and whether perceived opinion climates affect people’s opinions and communication behavior in these environments. Results of a two-session experiment revealed that people’s fear of isolation sharpens their attention toward user-generated comments on Facebook which, in turn, affect recipients’ public opinion perceptions. The latter influenced subjects’ opinions and their willingness to participate in social media discussions. These findings are discussed in light of the spiral of silence theory and the social projection hypothesis. 相似文献
999.
The purpose of the present study was to explore the detection of prosocial lying in children. Six‐ to 11‐year‐olds and adults were videotaped telling the truth or a lie about the desirability of an object, sometimes being asked a follow‐up question (i.e., elaborative trials) and other times not (i.e., regular trials). A different group of adults and children then judged the veracity of the individuals' statements in the video clips. Adults and children performed significantly better than chance at detecting lies in the youngest age group, and children's detection performance was unrelated to their age. Child lie detectors, unlike the adults, were also able to discriminate between adults' truthful and untruthful statements in the regular trials, but misidentified adults' truthful responses as lies. They appeared to be more trusting of other children. Copyright © 2016 John Wiley & Sons, Ltd. 相似文献
1000.
Joni W. Splett Kelly Perales Colleen A. Halliday-Boykins Callie E. Gilchrest Nicole Gibson Mark D. Weist 《Journal Of Applied School Psychology》2017,33(4):347-368
The Interconnected Systems Framework (ISF) blends school mental health practices, systems, and resources into all levels of a multitiered system of supports (e.g., positive behavior interventions and supports). The ISF aims to improve mental health and school performance for all students by emphasizing effective school-wide promotion and prevention; early identification; and social-emotional, behavioral, and mental health intervention. Teaming is 1 of 3 foundational components of quality ISF implementation at school, district, and state levels. After introducing the ISF, the authors highlight the core implementation components (i.e., teaming, data-based decision making, and evidence-based practices) and then elaborate on characteristics of well-functioning ISF teams. The authors provide a case example to illustrate each characteristic and review 5 measures teams may consider using to evaluate their functioning and SF implementation. 相似文献