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991.
In formal reasoning, the quantifier "some" means "at least one and possibly all." In contrast, reasoners often pragmatically interpret "some" to mean "some, but not all" on both immediate-inference and Euler circle tasks. It is still unclear whether pragmatic interpretations can explain the high rates of errors normally observed on syllogistic reasoning tasks. To address this issue, we presented participants (reasoners) in the present experiments either standard quantifiers or clarified quantifiers designed to precisely articulate the quantifiers' logical interpretations. In Experiment 1, reasoners made significantly more logical responses and significantly fewer pragmatic responses on an immediate-inference task when presented with logically clarified as opposed to standard quantifiers. In Experiment 2, this finding was extended to a variant of the immediate-inference task in which reasoners were asked to deduce what followed from premises they were to assume to be false. In Experiment 3, we used a syllogistic reasoning task and observed that logically clarified premises reduced pragmatic and increased logical responses relative to standard ones, providing strong evidence that pragmatic responses can explain some aspects of the errors made in the syllogistic reasoning task. These findings suggest that standard quantifiers should be replaced with logically clarified quantifiers in teaching and in future research. 相似文献
992.
We evaluated the effectiveness of group safety training and in situ feedback and response interruption to teach preschool children to avoid consuming potentially hazardous substances. Three children ingested ambiguous substances during a baited baseline assessment condition and continued to ingest these substances following group safety training. In situ feedback and response interruption resulted in a decrease in opening ambiguous containers; this decrease was maintained when ambiguous novel containers were presented and when assessments occurred in a novel setting and with a novel experimenter. For 2 children, these gains were also maintained during a brief follow-up period. Twelve children did not ingest ambiguous substances prior to training, and group safety training did not evoke inappropriate ingestion. 相似文献
993.
Studies have reported high correlations in accuracy across estimation contexts, robust transfer of estimation training to novel numerical contexts, and adults drawing mistaken analogies between numerical and fractional values. We hypothesized that these disparate findings may reflect the benefits and costs of learning linear representations of numerical magnitude. Specifically, children learn that their default logarithmic representations are inappropriate for many numerical tasks, leading them to adopt more appropriate linear representations despite linear representations being inappropriate for estimating fractional magnitude. In Experiment 1, this hypothesis accurately predicted a developmental shift from logarithmic to linear estimates of numerical magnitude and a negative correlation between accuracy of numerical and fractional magnitude estimates (r = −.80). In Experiment 2, training that improved numerical estimates also led to poorer fractional magnitude estimates. Finally, both before and after training that eliminated age differences in estimation accuracy, complementary sex differences were observed across the two estimation contexts. 相似文献
994.
J. Robert Thompson 《Synthese》2008,161(2):283-308
In this paper, I lend novel support to H. P. Grice’s account of speaker meaning (GASM) by blunting the force of a significant
objection. Stephen Schiffer has argued that in order to make GASM sufficient, one must add restrictions that are psychologically impossible to fulfill, thereby making GASM untenable. In what follows, I explain the elements of GASM that require it to invoke these
psychologically unrealizable restrictions. I then accept Schiffer’s criticism, but modify its significance to GASM. I argue
that the problem that Schiffer notes is not a reason to reject GASM, but a reason to embrace it. GASM shows that meaning is
best understood as an absolute concept—an unrealizable ideal limit. Taking some inspiration from contextualist theories of
knowledge attribution, I argue that my version of GASM offers a useful contextualist account of meaning attribution. Hence, pragmatic theories of meaning and communication should not wholly exclude GASM from their theorizing,
at least not for the reasons that are commonly given. 相似文献
995.
The effect of visual search efficiency on response preparation: neurophysiological evidence for discrete flow 总被引:1,自引:0,他引:1
Most models assume that response time (RT) comprises the time required for successive processing stages, but they disagree about whether information is transmitted continuously or discretely between stages. We tested these alternative hypotheses by measuring when movement-related activity began in the frontal eye field (FEF) of macaque monkeys performing visual search. Previous work showed that RT was longer when visual neurons in FEF took longer to select the target, a finding consistent with prolonged perceptual processing during less efficient search. We now report that the buildup of saccadic movement-related activity in FEF is delayed in inefficient visual search. Variability in the delay of movement-related activity accounted for the difference in RT between search conditions and for the variability of RT within conditions. These findings provide neurophysiological support for the hypothesis that information is transmitted discretely between perceptual and response stages of processing during visual search. 相似文献
996.
David V. Powers Larry W. Thompson Dolores Gallagher-Thompson 《Cognitive and behavioral practice》2008,15(2):194-202
It has long been assumed that one of the reasons clients maintain improvement after psychotherapy is that they learn skills during the course of therapy and continue to apply them once therapy has ended. While research on homework completion and psychotherapy outcome provides support for this assumption, there has been no direct examination of “afterwork,” the use of skills learned in therapy after therapy has ended, or how those posttherapy skills differ across different theoretical approaches. The purpose of this study is to test a skills hypothesis of long-term psychotherapeutic benefit in a sample of 90 older adults who have completed psychotherapy for depression. Helpfulness of the techniques learned in therapy was negatively associated with depressive symptoms up to 2 years after treatment. The number of techniques used was positively correlated with depressive symptoms within 6 months of treatment once helpfulness was controlled, indicating that skills learned in therapy are used when symptoms return. There were also between-group differences in which skills were reported to be covered and used by patients after therapy ended. These findings support the expectation that the benefits of therapy are extended by continuing to use helpful skills learned in therapy. 相似文献
997.
Social cognition in aggressive children: A metaanalytic review 总被引:1,自引:0,他引:1
Jina Yoon Jan Hughes Archna Gaur Bruce Thompson 《Cognitive and behavioral practice》1999,6(4):320-331
998.
999.
Sanna J. Thompson Kimberly Bender Janet Lantry Patrick M. Flynn 《Contemporary Family Therapy》2007,29(1-2):39-55
Client engagement is an essential yet challenging ingredient in effective therapy. Engaged clients are more likely to bond
with therapists and counselors, endorse treatment goals, participate to a greater degree, remain in treatment longer, and
report higher levels of satisfaction. This study explored the process of engaging high-risk youth and their parents in a unique
home-based family therapy intervention. Qualitative interviews were conducted with 19 families who completed family therapy
sessions that included a core component aimed at increasing treatment engagement. Parents’ and youths’ perceptions of engagement
suggest the importance of developing therapeutic alliance with therapists, who facilitated building a shared alliance among
family members. Implications for improving client engagement are discussed within the context of alliance building with the
therapist and among family members. 相似文献
1000.
Two studies with college student participants (n's=262, 239) examined the relation between perceptions of threat (i.e., perceptions of the probabilities and costs of future undesirable outcomes) and: (a) worry; and (b) hypothesized antecedents of perceived threat. In both studies, higher levels of worrying were associated with higher perceived probability and cost. In Study 2, the association between perceived threat and worrying remained even when taking into account maladaptive worry beliefs and the desire for predictability; in fact, the relation between worrying and worry beliefs and desire for predictability were moderated by perceptions of threat. Higher levels of perceived probability were associated with perceiving oneself and others less favorably, whereas higher levels of perceived cost were associated with higher standards. 相似文献