全文获取类型
收费全文 | 304篇 |
免费 | 15篇 |
出版年
2020年 | 5篇 |
2019年 | 8篇 |
2018年 | 6篇 |
2017年 | 8篇 |
2016年 | 3篇 |
2014年 | 4篇 |
2013年 | 22篇 |
2012年 | 5篇 |
2011年 | 8篇 |
2009年 | 2篇 |
2008年 | 7篇 |
2007年 | 5篇 |
2006年 | 5篇 |
2005年 | 6篇 |
2004年 | 4篇 |
2003年 | 6篇 |
2002年 | 9篇 |
2001年 | 7篇 |
2000年 | 4篇 |
1999年 | 6篇 |
1997年 | 7篇 |
1995年 | 6篇 |
1993年 | 4篇 |
1992年 | 4篇 |
1991年 | 6篇 |
1990年 | 4篇 |
1989年 | 4篇 |
1988年 | 10篇 |
1987年 | 6篇 |
1986年 | 7篇 |
1985年 | 9篇 |
1984年 | 2篇 |
1983年 | 3篇 |
1981年 | 5篇 |
1980年 | 2篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1977年 | 10篇 |
1976年 | 6篇 |
1975年 | 4篇 |
1974年 | 8篇 |
1973年 | 10篇 |
1972年 | 5篇 |
1971年 | 6篇 |
1970年 | 5篇 |
1969年 | 10篇 |
1968年 | 11篇 |
1967年 | 5篇 |
1966年 | 5篇 |
1965年 | 3篇 |
排序方式: 共有319条查询结果,搜索用时 15 毫秒
151.
Harvey Siegel 《Synthese》1989,80(1):9-41
This paper considers two philosophical problems and their relation to science education. The first involves the rationality of science; it is argued here that the traditional view, according to which science is rational because of its adherence to (a non-standard conception of) scientific method, successfully answers one central question concerning science's rationality. The second involves the aims of education; here it is argued that a fundamental educational aim is the fostering of rationality, or its educational cognate, critical thinking. The ramifications of these two philosophical theses for science education are then considered, and a science education which takes reasons in science as its fundamental feature is sketched.It is notwhat the man of science believes that distinguishes him, buthow andwhy he believes it. His beliefs are tentative, not dogmatic; they are based on evidence, not on authority or intuition (Russell 1945, p. 527).I believe ... that all teaching [in science] on the University level (and if possible below) should be training and encouragement in critical thinking (Popper 1970, pp. 52–53).This paper is mainly drawn from other publications. The first section is taken from my (1985); the second from (1988), Chapter 2; and the third from (1988), Chapter 6. Since what appears here are truncated versions of those discussions, I urge interested readers to look to those other works for fuller treatments of the issues here discussed. 相似文献
152.
153.
Orientation-contingent color aftereffects have been interpreted by nonassociative mechanisms (adaptation of neural units that are both color and orientation specific) and by associative mechanisms (conditioning resulting from the pairing of pattern and hue). To evaluate associative accounts, contingent aftereffects were induced by exposing subjects to compound chromatic grid patterns consisting of two component gratings: one was horizontal or vertical, and the other a left- or right-learning diagonal. The ability of a component grating to elicit a color aftereffect depended on the relative salience and the aftereffect training history of the grating components. That is, orientation-contingent color aftereffects, like other conditional responses, display overshadowing and blocking. The results suggest that conditioning contributes to these aftereffects. 相似文献
154.
The effects of naloxone on social play and feeding behaviors of postweanling and adult Long-Evans hooded rats were studied. Administration of 1.0, 5.0, or 10.0 mg/kg naloxone reduced play in a dose-related fashion. The effects of a 5.0-mg/kg dose of naloxone could be detected at least 3 h after administration, in terms of both a decrease in social behavior and decreased food consumption, indicating that the behavioral time course of naloxone effects is greater than some reports in the pharmacokinetic literature suggest. 相似文献
155.
156.
157.
Three experiments tested whether the Implicit Association Test (IAT) is sensitive to the perceived accuracy of newly learned associations. In experiment 1, participants learned to associate positive or negative attributes with two novel groups. Participants in one condition were told that the attributes accurately described the groups; in a second condition, prior to learning, they were made aware that the attributes were randomly assigned to the groups. Participants were given an IAT and an explicit measure testing attitudes towards the two groups. When the participants were told that the attributes were accurate, their IAT performance and explicit measure responses indicated a preference for the more positively described group but when the attributes were known to be arbitrary, preferences were reduced according to both measures. Experiment 2 replicated these results and demonstrated that the associations were learned even in the random condition. Experiment 3 included a condition that placed “not” before each attribute, which demonstrated that people can incorporate a negative modifier into a learned association. Explicit attitudes and the IAT showed reversed preferences in this negation condition. These experiments imply that the IAT is sensitive to the perceived accuracy of learned associations. Copyright © 2011 John Wiley & Sons, Ltd. 相似文献
158.
Matthew P. Siegel Robert T. Carter 《Journal of multicultural counseling and development》2014,42(4):218-231
Relationships between emotional states and White racial identity status attitudes (Helms, 1984 , 1990) were tested on a sample of 286 White students. The stimulus was a vignette in which one condition involved explicit racial information and one did not. Participants rated baseline and posttest emotions and completed the White Racial Identity Attitude Scale (Helms & Carter, 1990 ). In the race condition, levels of posttest fear decreased as levels of autonomy status attitudes increased. Se realizó un test sobre las relaciones entre los estados emocionales y las actitudes de estado de identidad racial blanca (Helms, 1984 , 1990) en una muestra de 286 estudiantes blancos. El estímulo fue una viñeta en la cual una de las condiciones incluía información racial explícita y otra no. Los participantes evaluaron las emociones de referencia y con posterioridad al test, y completaron la Escala de Actitudes de Identidad Racial Blanca (Helms & Carter, 1990 ). En la condición de raza explícita, los niveles de miedo con posterioridad al test disminuyeron, mientras que los niveles de actitudes de estado de autonomía aumentaron. 相似文献
159.
Andrew L. Thomson Jeanne Nakamura Jason T. Siegel Mihaly Csikszentmihalyi 《The journal of positive psychology》2014,9(5):402-413
Mentoring is a prosocial behavior in which an experienced person guides someone with less experience. Elevation refers to the responses elicited when a person witnesses others upholding the highest standards of moral virtue. Three experimental studies bring these two domains together. For all three studies, participants were randomly assigned to either read a story of someone exhibiting moral excellence or to a control condition. Participants in the elevation condition reported feeling more elevated, more positive attitudes toward mentoring, less negative attitudes toward mentoring, greater intentions to become a mentor (Study 1); an increased proclivity to gather information about becoming a mentor (Study 2a); and, an increased tendency to engage in mentoring directly via submitting advice to students (Study 2b). In their totality, the current studies link another prosocial outcome with elevation and demonstrate a condition under which individuals are more likely to be motivated to become a mentor. 相似文献
160.
Jeffrey Schatz Suzanne Craft Myles Koby Marilyn J. Siegel Linda Resar Roland R. Lee Jen-Yih Chu 《Child neuropsychology》2013,19(2):92-103
Little is known about the correlation between the location and size of cerebral infarction in children and neuropsychologic deficits. We related lesion location and volume on magnetic resonance exams to neuropsychologic performance in 28 children with cerebral infarcts due to sickle cell disease. Seventeen healthy siblings served as a comparison group. Children with anterior cerebral infarcts (n = 7) showed deficits in attention and executive skills, whereas children with more widespread cerebral infarcts (n = 18) showed additional deficits in spatial skills. The volume of cerebral infarction was associated with spatial and language performance, but minimally related to performance in other cognitive domains. The location and volume of cerebral infarction are both important for defining the type and magnitude of cognitive sequelae in childhood stroke. 相似文献