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111.
Susanna Siegel 《Australasian journal of philosophy》2013,91(3):429-430
I argue that there are phenomenological constraints on what it is to see an object, and that these are overlooked by some theories that offer allegedly sufficient causal and counterfactual conditions on object-seeing. 相似文献
112.
Love for a Marriage Story: The Association Between Love and Marital Satisfaction in Middle Adulthood
Journal of Child and Family Studies - The present study examined the associations between perceptions of love and marital satisfaction and gender moderations among Korean middle-aged married men... 相似文献
113.
Carla Tinti Susanna Schmidt Igor Sotgiu Silvia Testa Antonietta Curci 《Applied cognitive psychology》2009,23(2):236-253
This study investigates how flashbulb memories (FBMs) relative to the death of Pope John Paul II vary according to the persons' evaluation of the event's importance and consequences. In particular, FBMs were investigated in persons who were expected to attribute different degrees of importance/consequentiality to the event as a function of two factors: (1) religious involvement, (2) nationality (Polish, Italian, Swiss). The comparison was made with respect to the following hypothesized determinants of FBMs: surprise, emotional reaction, rehearsal, event memory and especially the attitudes towards the Pope and the appraisal of the importance and the consequences of his death. Structural equation modelling indicates that importance/consequentiality is a fundamental determinant of FBM and is influenced by antecedent personal and social characteristics reflected in the person's attitudes. Moreover, memory consistency seems to be both directly influenced by emotional intensity and indirectly through rehearsal, whereas surprise seems not a critical determinant of FBM. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
114.
The goal of this study was to determine whether intensive training can ameliorate cognitive skills in children. Children aged 7 to 9 from low socioeconomic backgrounds participated in one of two cognitive training programs for 60 minutes/day and 2 days/week, for a total of 8 weeks. Both training programs consisted of commercially available computerized and non-computerized games. Reasoning training emphasized planning and relational integration; speed training emphasized rapid visual detection and rapid motor responses. Standard assessments of reasoning ability - the Test of Non-Verbal Intelligence (TONI-3) and cognitive speed (Coding B from WISC IV) - were administered to all children before and after training. Neither group was exposed to these standardized tests during training. Children in the reasoning group improved substantially on TONI (Cohen's d = 1.51), exhibiting an average increase of 10 points in Performance IQ, but did not improve on Coding. By contrast, children in the speed group improved substantially on Coding (d = 1.15), but did not improve on TONI. Counter to widespread belief, these results indicate that both fluid reasoning and processing speed are modifiable by training. 相似文献
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Susanna Rinard 《Thought: A Journal of Philosophy》2014,3(2):110-114
Sometimes different partitions of the same space each seem to divide that space into propositions that call for equal epistemic treatment. Famously, equal treatment in the form of equal point‐valued credence leads to incoherence. Some have argued that equal treatment in the form of equal interval‐valued credence solves the puzzle. This paper shows that, once we rule out intervals with extreme endpoints, this proposal also leads to incoherence. 相似文献
120.
Susanna Saracco 《Metaphilosophy》2016,47(3):467-476
Contemporary societies require citizens and workers to face unexpected challenges. This calls for a shift of emphasis from individualistic competence to the importance of collective intelligence. This article describes a plan for a project in which students who are eight to twelve years old will not only realize that difference is a crucial resource in problem solving and decision making but also live out their personal value as thinking, active beings. They will participate in an online dialogue that takes place among children who attend schools in under‐resourced communities and in middle‐class and upper‐class communities. The students will work on learning units based on philosophical content designed to stimulate their critical ability. The philosophical scenarios will be related to the everyday lives of the children through concrete examples. These examples will be followed by questions that aim to promote the advancement of the students’ thinking skills. 相似文献