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181.
Eschatological beliefs have matured alongside both biblical composition and Christian history. This evolution can be traced using cultural evolutionary studies. The process reflects attempts to adapt to new conditions and challenges—sometimes giving place to more focused views, but also sometimes to failures and dysfunctional forms or fruitless variations. It becomes a theological duty to assess this evolution better. The key element is the reception of these eschatological beliefs, to discern what expressions of them are more helpful in encouraging Christian fidelity, coping with distress, and engaging with individual and societal challenges. In this article, we outline a research programme that links eschatology to anthropology, and that tries to analyse beliefs according to state-of-the-art methods, such as evolutionary cultural studies and research on the believing process. We also contribute a case study based on the concept of hell to test the proposed approach. 相似文献
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Lara Fontanella Sara Fontanella Nickolay Trendafilov 《Multivariate behavioral research》2019,54(1):100-112
In modern validity theory, a major concern is the construct validity of a test, which is commonly assessed through confirmatory or exploratory factor analysis. In the framework of Bayesian exploratory Multidimensional Item Response Theory (MIRT) models, we discuss two methods aimed at investigating the underlying structure of a test, in order to verify if the latent model adheres to a chosen simple factorial structure. This purpose is achieved without imposing hard constraints on the discrimination parameter matrix to address the rotational indeterminacy. The first approach prescribes a 2-step procedure. The parameter estimates are obtained through an unconstrained MCMC sampler. The simple structure is, then, inspected with a post-processing step based on the Consensus Simple Target Rotation technique. In the second approach, both rotational invariance and simple structure retrieval are addressed within the MCMC sampling scheme, by introducing a sparsity-inducing prior on the discrimination parameters. Through simulation as well as real-world studies, we demonstrate that the proposed methods are able to correctly infer the underlying sparse structure and to retrieve interpretable solutions. 相似文献
185.
Sara Abercrombie Carolyn J. Hushman Kira J. Carbonneau 《Applied cognitive psychology》2019,33(1):38-47
This study tests if the seductive details effect on transfer is mitigated by signaling. Preservice teachers (N = 73) were randomly assigned on the basis of two factors, signaling and seductive details. After learning about principles of effective feedback, participants reflected on a narrative text case illustrating the instructional material that either contained or did not contain signals (highlighting key base text) and/or seductive details (interesting but extraneous details). Whereas no group differences for signaling, or signaling by seductive details interaction were found, a significant main effect for seductive details on transfer was found, Cohen's d = 0.51. These results suggest seductive details embedded in narrative cases negatively impact analogical transfer, and the effect is not mitigated by the inclusion of signaling. This lends support to the diversion hypothesis of seductive details, which suggests that seductive details damage learning by preventing meaningful encoding in appropriate schema. 相似文献
186.
Recent work has documented that despite preschool‐aged children's understanding of social norms surrounding sharing, they fail to share their resources equally in many contexts. Here we explored two hypotheses for this failure: an insufficient motivation hypothesis and an insufficient cognitive resources hypothesis. With respect to the latter, we specifically explored whether children's numerical cognition—their understanding of the cardinal principle—might underpin their abilities to share equally. In Experiment 1, preschoolers’ numerical cognition fully mediated age‐related changes in children's fair sharing. We found little support for the insufficient motivation hypothesis—children stated that they had shared fairly, and failures in sharing fairly were a reflection of their number knowledge. Numerical cognition did not relate to children's knowledge of the norms of equality (Experiment 2). Results suggest that the knowledge–behavior gap in fairness may be partly explained by the differences in cognitive skills required for conceptual and behavioral equality. 相似文献
187.
In 1990, when Earth Day was set to go international, the iconic Mister Rogers’ Neighborhood – which ran for 900 episodes from 1968 to 2001 and won a Peabody Award and 4 Emmy Awards and received 25 Emmy Award nominations – ran a series of episodes on ‘Caring for the Environment.’ The show grappled with how children might face the looming environmental crisis. In these episodes, Rogers offers a spirituality for children that enables them to grasp the severity of the issue but does so by situating the concern in a hopeful worldview and indicating ways that children can take action. Instead of instilling fear and apathy as popular environmental apocalypticism does, Rogers prepares children for the new social order that must emerge to address the environmental crisis. It is an approach that prevents children from being overwhelmed by anxiety in the face of the environmental crisis but instead develops in them a sense of responsibility for the environment. 相似文献
188.
Lynn Germeys Sara De Gieter 《European Journal of Work and Organizational Psychology》2017,26(3):457-467
This study investigates the daily relationship between experiencing home–work conflict (HWC) and an employee’s performance of counterproductive work behaviour (CWB) directed towards the individual (CWBI) and CWB directed towards the organization (CWBO). Moreover, we examine whether these relationships are buffered by family supportive supervisor behaviour. Finally, we investigate whether CWBs directed towards the individual and the organization are related to feelings of work–home conflict (WHC). We examined the daily diary data using multilevel path analyses. We found support for a significant positive relation between HWC and same as well as next-day CWB enacted towards the individual, and same-day CWB directed towards the organization. General levels of family supportive supervisor behaviour buffered an employee’s daily relationship between experiencing HWC and enacting counterproductive work behaviour towards the individual, and are directly and negatively related with enacting CWB towards the individual and the organization. Furthermore, daily CWB enacted towards the individual was significantly positive, whereas CWB enacted towards the organization was significantly negatively related to WHC. Future research would benefit from examining buffering effects on the resource-depleting relationship between counterproductive work behaviour enacted towards the individual and WHC. 相似文献
189.
Genetic and environmental influences on early literacy skills across school grade contexts 下载免费PDF全文
Rasheda Haughbrook Sara A. Hart Christopher Schatschneider Jeanette Taylor 《Developmental science》2017,20(5)
Recent research suggests that the etiology of reading achievement can differ across environmental contexts. In the US, schools are commonly assigned grades (e.g. ‘A’, ‘B’) often interpreted to indicate school quality. This study explored differences in the etiology of early literacy skills for students based on these school grades. Participants included twins drawn from the Florida Twin Project on Reading (n = 1313 pairs) aged 4 to 10 years during the 2006–07 school year. Early literacy skills were assessed with DIBELS subtests: Oral Reading Fluency (ORF), Nonsense Word Fluency (NWF), Initial Sound Fluency (ISF), Letter Naming Fluency (LNF), and Phoneme Segmentation Fluency (PSF). School grade data were retrieved from the Florida Department of Education. Multi‐group analyses were conducted separately for subsamples defined by ‘A’ or ‘non‐A’ schools, controlling for school‐level socioeconomic status. Results indicated significant etiological differences on pre‐reading skills (ISF, LNF, and PSF), but not word‐level reading skills (ORF and NWF). There was a consistent trend of greater environmental influences on pre‐reading skills in non‐A schools, arguably representing ‘poorer’ environmental contexts than the A schools. Importantly, this is the case outside of resources linked with school‐level SES, indicating that something about the direct environment on pre‐reading skills in the non‐A school context is more variable than for A schools. 相似文献
190.
Elena Solesio-Jofre José María López-Frutos Nathan Cashdollar Sara Aurtenetxe Ignacio de Ramón Fernando Maestú 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2017,24(3):299-320
Normal aging is associated with deficits in working memory processes. However, the majority of research has focused on storage or inhibitory processes using unimodal paradigms, without addressing their relationships using different sensory modalities. Hence, we pursued two objectives. First, was to examine the effects of aging on storage and inhibitory processes. Second, was to evaluate aging effects on multisensory integration of visual and auditory stimuli. To this end, young and older participants performed a multimodal task for visual and auditory pairs of stimuli with increasing memory load at encoding and interference during retention. Our results showed an age-related increased vulnerability to interrupting and distracting interference reflecting inhibitory deficits related to the off-line reactivation and on-line suppression of relevant and irrelevant information, respectively. Storage capacity was impaired with increasing task demands in both age groups. Additionally, older adults showed a deficit in multisensory integration, with poorer performance for new visual compared to new auditory information. 相似文献