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61.
This study deals with information management and reference encoding modes in oral discourse production. Three potentially influential factors were the distance between the first occurrence of an item and its later occurrences, a topic change that takes the focus off that item, and the span of the conceptual information available for verbalization. French-speaking adult subjects were asked to tell stories from comic strips to a listener who was unfamiliar with them. The frames in each strip were presented simultaneously or in succession. Four versions were generated for each comic strip: a given version was either short (three frames) or long (eight frames), and either did or did not have a topic change. The results showed that the target character was usually marked as a given, regardless of the version. This was more often true, however, when the topic did not change. When the character was treated as a given, referent accessibility marking was dependent on (1) topic change alone when the frames were presented simultaneously, and (2) topic change and comic strip length when the frames were presented in succession. The discussion analyzes the results in terms of the allocation of cognitive resources to maintaining coreference and to assisting addressees in their processing. 相似文献
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Monique Boekaerts 《欧洲人格杂志》1996,10(5):377-404
The aim of this article is to examine the interaction between personality and learning in order to find clues to the role that a student's personality plays in the process of adaptation and learning. To scrutinize such an expansive area requires that I cover a lot of territory in a small space, condensing many components and processes. Wherever meaningful, I will direct readers to sources that provide greater depth of coverage. The article is divided into four sections. The first section covers personality theories and models based on a structure-oriented view of personality. The second section addresses personality from a process-oriented viewpoint. Current research findings that relate personality characteristics explicitly to learning processes, strategy use, and metacognition are briefly reviewed. The third section goes one step further and discusses second-generation process-oriented personality models. These models are applied to student behaviour during actual learning episodes. A general outline of my model of the adaptable learning process is given and it is argued that the quality of subjective experience is not just an outcome of personality characteristics. It is influenced by student * situation transactions. In the fourth section, conclusions and suggestions for future research are given. 相似文献
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The goal of the current research was to assess whether children can make strategic use of morphological relations among words to spell. French-speaking children in Grade 4 spelled three word types: (a) phonological words that had regular phoneme-grapheme correspondences, (b) morphological words that had silent consonant endings for which a derivative revealed the silent ending, and (c) lexical words that had silent consonant endings for which no familiar derivative revealed the ending. Children were also asked to provide immediate retrospective reports of the strategies used to spell each word. Two experiments (Ns = 46 and 39) were conducted. As expected, children in Grade 4 spelled phonological words more accurately than they did words with silent consonant endings. In addition, children spelled morphological words more accurately than they did lexical words. Reports of using retrieval were associated with accurate performance across word types. Importantly, reports of using morphological strategies to spell morphological words were associated with a similar level of accuracy, as were reports of using retrieval. Even though children reported using a phonological strategy frequently across all word types, this strategy was associated with accurate performance only for spelling phonological words. Experiment 2 replicated the results of Experiment 1 with another set of stimuli and also showed that children's morphological awareness predicted their spelling accuracy for morphological words as well as the reported frequency of morphological strategy use. In sum, the findings revealed that most children showed evidence of adaptive strategy use. 相似文献
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Identity centrality moderates the relationship between acceptance of group‐based stressors and well‐being 下载免费PDF全文
Monique Frances Crane Winnifred R. Louis Jacqueline K. Phillips Catherine E. Amiot Niklas K. Steffens 《European journal of social psychology》2018,48(6):866-882
Two two‐wave studies were used to examine the proposition that identity centrality enhances the effectiveness of stressor acceptance in the face of group‐based stressors. Study 1 was conducted in newly commencing psychology students (N = 154). Stressor intensity, psychology student identity centrality, and attempted stressor acceptance were measured at two‐time points over 6‐weeks. Study 2 was conducted in a group of early to late career veterinarians (N = 92) and extended Study 1 by assessing stressor frequency as an indicator of the level of demand. Veterinarian identity centrality and stressor acceptance were measured twice over 12‐months. Both studies provided support for the predicted three‐way interaction. Only when Time 1 stressors and identity centrality were both high was stressor acceptance related to a reduction in perceived stressor intensity (Study 1) or burnout symptoms (Study 2) at Time 2. These findings suggest that identity centrality enhances the effectiveness of stressor acceptance for supporting wellbeing and resilience. 相似文献
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Monique Lisa Wonderly 《Philosophical Studies》2016,173(1):223-242
We often use the term “attachment” to describe our emotional connectedness to objects in the world. We become attached to our careers, to our homes, to certain ideas, and perhaps most importantly, to other people. Interestingly, despite its import and ubiquity in our everyday lives, the topic of attachment per se has been largely ignored in the philosophy literature. I address this lacuna by identifying (a type of) attachment as a rich “mode of mattering” that can help to inform certain aspects of agency and emotion. First, drawing on insights from Ancient stoicism and developmental and clinical psychology, I suggest that the relevant form of attachment involves a felt need for its object and a particular relationship between the object and the attached agent’s sense of security. I then argue that these features serve to distinguish the attitude from the more philosophically familiar notion of caring. Finally, I show that recognizing this form of attachment as a distinct mode of mattering has important implications for understanding grief. 相似文献
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Monique Roelofs 《希帕蒂亚:女权主义哲学杂志》2016,31(2):370-387
Address figures prominently in contemporary (Latina) feminism, yet calls for further theorizing. Modes of address are forms of signification we direct at people, objects, and places, and they at us. Address constitutes a vital dimension of our corporeal interactions with persons and the material world. Our relationships are in motion as we adopt modes of address toward one another or fail to do so. Clarifying address through examples from Gloria Anzaldúa, this essay reveals its importance in María Lugones's writings. The essay thereby highlights underexplored aspects of Lugones's texts, identifies continuities between Lugones's philosophy and (Latina) feminist work that comprehends address as a carrier of aesthetic and political meanings, and illuminates the resources of a remarkably fruitful concept. Address, in Lugones, is the centerpiece of a quotidian cultural politics. Principal concepts she introduces (concerning subjectivity, critique and transformation, social categorization and interaction, the role of language, bodies, objects, and places) recruit address. Yet, by foregrounding address, the essay also brings into view unforeseen obstructions in the paths of address that Lugones champions, and an enlarged playing field that we can activate to realize desirable frames of address and derail objectionable structures. Avenues open up for further development of Lugones's insights and for inquiries into address. 相似文献