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181.
Xiongzhao Zhu Randy P. Auerbach John R. Z. Abela Jing Xiao Xi Tong 《Cognition & emotion》2013,27(2):288-307
The aim of the present study was to develop a Chinese version of the Cognitive Emotion Regulation Questionnaire (CERQ-C) and to examine its psychometric properties in a sample of Chinese university students. The English version of the Cognitive Emotion Regulation Questionnaire was translated and back-translated prior to its administration to 791 participants recruited from two universities in Changsha, Hunan (China). Internal consistency, test–retest reliability, inter-scale reliability, and factorial validity were analysed. The CERQ-C exhibited: (1) moderate internal consistency (Cronbach's α=.83); (2) a mean inter-class correlation coefficient of .79; (3) a mean inter-item correlation coefficient of .09; and (4) moderate test–retest reliability (.64). Confirmatory factor analyses supported the original CERQ nine-factor model. Finally, with respect to criterion validity, several CERQ-C subscales were uniquely associated with symptoms of depression and anxiety. 相似文献
182.
In practice, many prominent electronic retailers (e-tailers) offer consumers both self-run (i.e., reselling mode) and third-party (i.e., agency selling mode) sales channels. However, previous research has not explained how consumers choose between these two channels and the potential moderating factors of that choice. To narrow this gap in the literature, we conducted a cognitive neuroscience-based experiment and a scenario-based experiment to investigate how the consumers' purchase intention is impacted by e-commerce sales channels (self-run vs. third-party) and review volume (low vs. high). As per the results of the experiments, the participants were more likely to buy from the self-run (vs. third-party) channel when the review volume was low; however, they did not differ in their purchase intention between the self-run and third-party channels when the review volume was high (Studies 1 and 2). The neuroscience data yielded similar findings: When the review volume was low, the self-run channel elicited more pronounced electroencephalography activity regarding the late positive potential (LPP) than the third-party channel; when the review volume was high, there was no difference in the LPP induced by the two sales channels (Study 1). In addition, the interaction effect between sales channel and review volume on purchase intention was mediated by perceived product quality (Study 2). Based on these findings, we discussed the theoretical and practical implications of the research. 相似文献
183.
Xinyao Xiao;Jian Wang;Yanyan Shu;Junying Tan; 《创造性行为杂志》2024,58(3):460-477
Multisensory environments rich in modal integration provide cues from various sensory modalities including visually, auditorily, and tactilely. Such modal integration plays a crucial role in cognitive processing, specifically in fostering creativity. Numerous studies highlight that emotional coherence through cross-modal affective integration enhances cognitive competencies such as memory, attention, and the capacity to generate original, fluent ideas. Nonetheless, current research lacks comparative studies pinpointing how different sensory modalities impact individual creativity. We addressed this research void by employing a cross-model matching paradigm, anchored on the concept of emotional coherence. Our investigation evaluated the impact of varying emotional stimuli (both positive and negative) on creativity performance, considering single sensory modalities (visual and auditory), as well as their cross. Our study participants were 119 Chinese university students who completed a creative task under varying emotional stimulation modality conditions. We observed that the bimodal audiovisual integration of positive emotional stimuli most effectively enhanced creativity as compared to solely auditory modality. The visual modality seemed the least effective, underscoring the impact of multichannel integration. Interestingly, the bimodal audiovisual integration of negative emotional stimuli significantly boosted originality, albeit with little difference in fluency relative to the auditory modality. Based on the theoretical significance of multimodal emotional integration, our interpretation of these findings suggests that audiovisual cross-modal emotional integration, with its rich emotional information, serves as a catalyst for enhancing originality. However, we observed that the facilitative effect on overall creativity and fluency is primarily observed in the context of positive emotions. It is important to note that we carefully controlled for participants' creative personality factors and conducted three types of emotional evaluations across modalities to ensure the validity of our results. Furthermore, the impact of cross-modal audiovisual emotional integration on creativity, both in terms of originality and fluency, is influenced by the distinct emotional perceptual characteristics inherent to each modality. 相似文献
184.
Ryan Y. Hong;Xiao Pan Ding;Kelly M. Y. Chan;Wei-Jun Jean Yeung; 《British journal of psychology (London, England : 1953)》2024,115(3):535-554
The influence of socio-economic status (SES) on child temperament and psychological symptoms was examined using a nationally representative sample in Singapore. Data were available for 2169 children from 1987 families. Caregivers' reports were obtained on children aged 4–6. SES was operationalized as an aggregation of household income per capita, parental education level and housing type. Compared to their counterparts from higher SES families, children from low-SES families tended to exhibit (a) higher negative affectivity but lower effortful control, and (b) higher internalizing and externalizing symptoms. In addition, children with a ‘resilient’ temperamental profile (i.e. low negative affectivity and high effortful control) were more likely to come from families with much higher SES, relative to children with other profiles. Children with high internalizing symptoms tended to come from low-SES backgrounds, regardless of their externalizing symptoms. Among children with low internalizing symptoms, those with high externalizing symptoms came from lower SES backgrounds compared to those with low externalizing symptoms. Parental warmth and distress mediated the association between SES and child temperament and symptom profiles, with the exception of distress in the SES–temperament link. These findings supported the family stress model and highlighted the novel perspective of SES's influence on configurations of child temperament and symptom characteristics. 相似文献
185.
Mo Pareles 《Religion Compass》2023,17(12):e12479
This essay traces the far-reaching legend of Maria/Miriam of Bethezuba, sometimes called Mary, Marie, or Marion, a starving Jewish woman who (according to Flavius Josephus's The Jewish War) ate her own baby during the 70 CE Roman Siege of Jerusalem. This episode of maternal infanticide and cannibalism under occupation is the culmination of Biblical curses and prophecies, a complicated reference to the Eucharist, and an emblem of Jewish (women's) suffering and culpability across time. It is also a key to Jewish-Christian arguments about futurity and the writing of history. Scholarly developments in the past decade prompt a new look at this episode. These include research on Greek, Latin, Hebrew, Arabic and other translations of Josephus that demonstrate complex relationships among Jewish, Christian, and Muslim readerships and modern English translations of key Hebrew, Arabic, Ge'ez (Ethiopic), and Middle English versions of the story. This essay provides a brief literary and theological history of Maria's story informed by the new scholarship, with particular attention to medieval Jewish-Christian relations, and suggests additional directions for research. 相似文献
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188.
This study examined the relationship between family context of middle school students on their educational and occupational ideals. Middle school students (N = 2000) responded to questions assessing family location, family structure, parental educational level and family economic status, as well as to the Middle School Students' Ideals Questionnaire. Multivariate analysis of variance indicated that life, educational and occupational ideals of female students and students in lower grades were higher than that of male students and students in higher grades. Regression analysis indicated that paternal education level have a positive association with educational and occupational ideals, but not life ideals, and family economic status have a positive relation to life ideals, but not educational and occupational ideals. Moreover, the interaction between family economic status and family location has a negative association with students' life, educational and occupational ideals. These results suggest that different factors predicted different ideals of adolescents, and that family economic status had a negative moderating effect on the relationship between family location and ideals of students. 相似文献
189.
Junhua Dang Shanshan Xiao Ting Zhang Ying Liu Bin Jiang Lihua Mao 《Scandinavian journal of psychology》2016,57(4):288-291
Recent research has shown that poverty directly impeded cognitive functions because the poor could be easily distracted by monetary concerns. We argue that this effect may be limited to functions relying on working memory. For functions that rely on proceduralized processes however, monetary concerns elicited by reminding of financial demands would be conducive rather than harmful. Our results supported this hypothesis by showing that participants with lower income reached the learning criterion of the information‐integration categorization task faster than their more affluent counterparts after reminding of financial demands. 相似文献
190.
Nadia Rehman;Xiao Huang;Amir Mahmood;Samra Maqbool;Saima Javed; 《New directions for child and adolescent development》2021,2024(1):1271802
The role of peer feedback in academic writing has garnered increasing attention from educators and research supervisors in recent years. Nevertheless, limited information exists about the perceptions and experiences of international doctoral students concerning the learning outcomes derived from giving and receiving feedback on research synopsis writing. This case study employs a variety of data sources, including research synopsis drafts, written peer evaluations, and semistructured interviews, to explore how 11 junior and seven senior doctoral candidates at Chinese universities benefit from receiving and providing feedback on their peers’ research synopses, respectively. Through the analysis of the interview data, four emergent themes related to student learning were generated through the exchange of peer feedback: (1) enhancing research synopsis writing awareness, (2) progressing in synopsis writing drafts, (3) improving research skills with peer feedback, and (4) fostering reflective and critical learning. These findings contribute to a deeper understanding of the potential educational opportunities that arise from exchanging peer evaluations in scholarly work. 相似文献