全文获取类型
收费全文 | 852篇 |
免费 | 58篇 |
国内免费 | 1篇 |
专业分类
911篇 |
出版年
2022年 | 4篇 |
2021年 | 11篇 |
2020年 | 10篇 |
2019年 | 18篇 |
2018年 | 32篇 |
2017年 | 30篇 |
2016年 | 33篇 |
2015年 | 14篇 |
2014年 | 22篇 |
2013年 | 111篇 |
2012年 | 35篇 |
2011年 | 31篇 |
2010年 | 21篇 |
2009年 | 23篇 |
2008年 | 41篇 |
2007年 | 27篇 |
2006年 | 43篇 |
2005年 | 22篇 |
2004年 | 22篇 |
2003年 | 25篇 |
2002年 | 23篇 |
2001年 | 20篇 |
2000年 | 16篇 |
1999年 | 11篇 |
1998年 | 6篇 |
1996年 | 9篇 |
1995年 | 8篇 |
1994年 | 14篇 |
1992年 | 14篇 |
1991年 | 12篇 |
1990年 | 14篇 |
1989年 | 13篇 |
1988年 | 10篇 |
1987年 | 16篇 |
1986年 | 13篇 |
1985年 | 15篇 |
1984年 | 6篇 |
1983年 | 7篇 |
1981年 | 4篇 |
1979年 | 14篇 |
1978年 | 9篇 |
1977年 | 7篇 |
1976年 | 5篇 |
1974年 | 4篇 |
1973年 | 12篇 |
1972年 | 9篇 |
1970年 | 5篇 |
1969年 | 4篇 |
1967年 | 5篇 |
1966年 | 9篇 |
排序方式: 共有911条查询结果,搜索用时 15 毫秒
231.
232.
233.
The Dimensional Change Card Sort (DCCS) task requires children to switch from sorting cards based on shape or color to sorting based on the other dimension. Typically, 3-year-olds perseverate, whereas 4-year-olds flexibly sort by different dimensions. Zelazo and colleagues (1996, Cognitive Development, 11, 37-63) asked children questions about the postswitch rules and found an apparent dissociation between rule knowledge and rule use, namely that 3-year-olds demonstrate accurate knowledge of the postswitch rules despite sorting cards incorrectly. Here, we show that children's success with these questions is grounded in their use of available visual cues; children who fail sorting use the target cards to correctly answer questions, and when the cards are unavailable they guess. This suggests that there might not be a dissociation between children's rule knowledge and rule use in the DCCS. 相似文献
234.
Quayshawn Spencer 《Philosophical Studies》2012,159(2):181-204
A curious ambiguity has arisen in the race debate in recent years. That ambiguity is what is actually meant by ??biological racial realism??. Some philosophers mean that ??race is a natural kind in biology??, while others mean that ??race is a real biological kind??. However, there is no agreement about what a natural kind or a real biological kind should be in the race debate. In this article, I will argue that the best interpretation of ??biological racial realism?? is one that interprets ??biological racial realism?? as ??race is a genuine kind in biology??, where a genuine kind is a valid kind in a well-ordered scientific research program. I begin by reviewing previous interpretations of ??biological racial realism?? in the race debate. Second, I introduce the idea of a genuine kind and compare it to various notions of natural and real biological kinds used in the race debate. Third, I present and defend an argument for my view. Fourth, I provide a few interesting consequences of my view for the race debate. Last, I provide a summary of the article. 相似文献
235.
James Scott Johnston 《Studies in Philosophy and Education》2012,31(2):109-122
Education is oftentimes understood as a deeply ethical practice for the development of the person. Alternatively, education
is construed as a state-enforced apparatus for inculcation of specific codes, conventions, beliefs, and norms about social
and political practices. Though holding both of these beliefs about education is not necessarily mutually contradictory, a
definite tension emerges when one attempts to articulate a cogent theory involving both. I will argue in this paper that Habermas’s
theory of discourse ethics, when combined with his statements on constitutional democracy and law, manifests this tension
for formal education. Through a contrast with Dewey’s social-liberal view of education on the one hand, and the procedural
liberalism and its associated view of education, common to Rawls and others writing in the contemporary Anglo-American tradition
on the other, the questions of what this means for education and why it matters are raised and addressed. 相似文献
236.
237.
James Spencer 《Teaching Theology & Religion》2012,15(2):184-185
238.
Bradley S. O'Hara James S. Boles Mark W. Johnston 《Journal of Personal Selling & Sales Management》2013,33(1):61-67
Customer oriented selling, defined as practicing the marketing concept at the level of the individual salesperson and customer (Saxe and Weitz 1982), is important in selling situations yet has received relatively little attention from marketers. As such, job tenure, gender, organizational commitment, work involvement, and supervisory support are all examined as potential antecedent variables to customer oriented selling. The study, conducted on two different samples of sales personnel, revealed that organizational commitment is significantly related to selling style. However, the significance of the other variables differed among these two groups, suggesting that the antecedents of a customer oriented selling approach may indeed be product/service specific, job specific, or some combination thereof. 相似文献
239.
This study investigated whether Negative Affectivity (NA) causes bias in self-report measures of activity limitations or whether NA has a real, non-artifactual association with activity limitations. The Symptom Perception Hypothesis (NA negatively biases self-reporting), Disability Hypothesis (activity limitations cause NA) and Psychosomatic Hypothesis (NA causes activity limitations) were examined longitudinally using both self-report and objective activity limitations measures. Participants were 101 stroke patients and their caregivers interviewed within two weeks of discharge, six weeks later and six months post-discharge. NA and self-report, proxy-report and observed performance activity (walking) limitations were assessed at each interview. NA was associated with activity limitations across measures. Both the Disability and Psychosomatic Hypotheses were supported: initial NA predicted objective activity limitations at six weeks but, additionally, activity limitations at six weeks predicted NA at six months. These results suggest that NA both affects and is affected by activity limitations and does not simply influence reporting. 相似文献
240.
Abstract The effectiveness of a stress management intervention designed to reduce affective distress in 79 student nurses who previously reported significant distress, was evaluated by comparing stress management with wait-list control. The intervention had reliable, positive effects on affective outcomes including General Health Questionnaire-30, State and Trait Anxiety Inventory, Beck Depression Inventory, and a measure of domestic satisfaction. The intervention also led to an increase in Direct Coping use. State Anxiety immediately preceding two important examinations, i.e. at 3 and 18 month follow-up, was lower for students receiving stress management. However, no effect was detected on sickness, absence and examination performance following this intervention. Stress management delivered in groups reduces affective distress and increases adaptive coping use in both clinical and academic settings. 相似文献