全文获取类型
收费全文 | 1500篇 |
免费 | 74篇 |
专业分类
1574篇 |
出版年
2024年 | 2篇 |
2023年 | 18篇 |
2022年 | 16篇 |
2021年 | 28篇 |
2020年 | 48篇 |
2019年 | 49篇 |
2018年 | 70篇 |
2017年 | 59篇 |
2016年 | 61篇 |
2015年 | 53篇 |
2014年 | 50篇 |
2013年 | 185篇 |
2012年 | 112篇 |
2011年 | 94篇 |
2010年 | 49篇 |
2009年 | 60篇 |
2008年 | 69篇 |
2007年 | 72篇 |
2006年 | 72篇 |
2005年 | 56篇 |
2004年 | 53篇 |
2003年 | 44篇 |
2002年 | 59篇 |
2001年 | 22篇 |
2000年 | 21篇 |
1999年 | 17篇 |
1998年 | 16篇 |
1997年 | 8篇 |
1996年 | 15篇 |
1995年 | 16篇 |
1994年 | 16篇 |
1993年 | 5篇 |
1992年 | 16篇 |
1991年 | 5篇 |
1990年 | 3篇 |
1989年 | 6篇 |
1988年 | 4篇 |
1987年 | 4篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1978年 | 2篇 |
排序方式: 共有1574条查询结果,搜索用时 0 毫秒
951.
Human resource management (HRM) education has tended to focus on specific functions and tasks within organizations, such as compensation, staffing, and evaluation. This task orientation within HRM education fails to account for the bigger questions facing human resource management and employment relationships, questions which address the roles and responsibilities of the HR function and HR practitioners. An educational focus on HRM that does not explicitly address larger ethical questions fails to equip students to address stakeholder concerns about how employees are treated or the ethical dilemmas facing employers with regard to the employment relationship, and ironically makes the HRM function less strategic to the organization. In this paper, we identify some of the key ethical issues within the employment relationship, discuss how extant HRM education often fails to address these issues or help students to become aware of them, and offer a framework for integrating ethics into HRM education. 相似文献
952.
Watching another person take actions to complete a goal and making inferences about that person's knowledge is a relatively natural task for people. This ability can be especially important in educational settings, where the inferences can be used for assessment, diagnosing misconceptions, and providing informative feedback. In this paper, we develop a general framework for automatically making such inferences based on observed actions; this framework is particularly relevant for inferring student knowledge in educational games and other interactive virtual environments. Our approach relies on modeling action planning: We formalize the problem as a Markov decision process in which one must choose what actions to take to complete a goal, where choices will be dependent on one's beliefs about how actions affect the environment. We use a variation of inverse reinforcement learning to infer these beliefs. Through two lab experiments, we show that this model can recover people's beliefs in a simple environment, with accuracy comparable to that of human observers. We then demonstrate that the model can be used to provide real‐time feedback and to model data from an existing educational game. 相似文献
953.
954.
Andre?PittigEmail author Stephan?Stevens Bram?Vervliet Michael?Treanor Christopher C.?Conway Tomislav?Zbozinek Michelle G.?Craske 《Psychotherapeut》2015,60(5):401-418
Exposure is an effective approach for treating anxiety disorders, although a substantial number of individuals fail to benefit or experience a return of fear. Research results suggest that anxious individuals show deficits in the mechanisms underlying exposure therapy, such as inhibitory learning. Targeting these processes may help improve the efficacy of exposure; however, there has been little discussion of how to implement this model in clinical practice. The primary aim of this paper is to provide examples to clinicians for how to apply this model to optimize exposure therapy, in ways that distinguish it from a fear habituation approach and a belief disconfirmation approach. Optimization strategies include (1) expectancy violation, (2) deepened extinction, (3) occasional reinforced extinction, (4) removal of safety signals, (5) variability, (6) retrieval cues, (7) multiple contexts and (8) affect labeling. Case studies illustrate methods of applying these techniques with a variety of anxiety disorders. 相似文献
955.
956.
957.
A growing body of research has shown that context manipulations can have little or no impact on accuracy performance, yet still significantly influence metacognitive performance. For example, participants in a test-list context paradigm study one list of words with a medium levels-of-processing task and a second word list with either a shallow or deep task: Recognition for medium words does not differ across conditions, however medium words are significantly more likely to be labeled as “remembered” (vs. merely familiar) if they had been studied with a shallow word list (Bodner & Lindsay, 2003). The goal of the current studies was to extend the test-list context paradigm to strategic regulation (report/withhold recognition test), and broaden it to incorporate different types of stimuli (i.e., face stimuli in place of a medium word list). The paradigm also was modified to include separate answer (studied/new) confidence and decision (report/withhold) confidence ratings at test. Results showed that context did not impact recognition accuracy for faces across the context conditions, however participants were more likely to report (i.e., volunteer) their face responses if they had studied the shallow word list. The results also demonstrated a difference between answer confidence and decision confidence, and the pattern of this difference depended on whether responses were reported or withheld (Experiment 1). Overall, the data are presented as support for the functional account of memory, which views memory states as inferential and attributional rather than static categories. 相似文献
958.
959.
960.