全文获取类型
收费全文 | 20450篇 |
免费 | 5篇 |
专业分类
20455篇 |
出版年
2023年 | 2篇 |
2021年 | 1篇 |
2020年 | 6篇 |
2019年 | 2篇 |
2018年 | 3487篇 |
2017年 | 2816篇 |
2016年 | 2243篇 |
2015年 | 187篇 |
2014年 | 71篇 |
2013年 | 76篇 |
2012年 | 561篇 |
2011年 | 2384篇 |
2010年 | 2511篇 |
2009年 | 1470篇 |
2008年 | 1698篇 |
2007年 | 2172篇 |
2006年 | 28篇 |
2005年 | 210篇 |
2004年 | 161篇 |
2003年 | 112篇 |
2002年 | 64篇 |
2001年 | 29篇 |
2000年 | 53篇 |
1999年 | 15篇 |
1998年 | 20篇 |
1997年 | 17篇 |
1996年 | 12篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 2篇 |
1990年 | 8篇 |
1989年 | 4篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1982年 | 4篇 |
1981年 | 3篇 |
1980年 | 1篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1969年 | 1篇 |
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
11.
12.
Toni Carbo Bearman 《Knowledge, Technology, and Policy》1988,1(1):27-53
The entire life cycle of scientific, technical, and societal information is changing, due both to new technologies and to enhanced awareness of the importance of information in everyday life. This article describes features undergoing change within the life cycle and presents two examples, illustrating how information is used in policy setting. Possible measures of the way in which the public policy development process uses scientific, technical, and societal information are proposed. 相似文献
13.
Rhonda P. Ross Toni Campbell John C. Wright Aletha C. Huston Mabel L. Rice Peter Turk 《Journal of applied developmental psychology》1984,5(3):185-202
Two studies tested the effects of TV ads with celebrity endorsement on the product preference and understanding of 8- to 14-year-old boys. Study 1 compared two ads for a model racer. One had celebrity endorsement (by a famous race driver) and footage of real automobile racing featuring the celebrity (live action); the second had neither feature. Study 2 employed one ad for a different brand of model racer edited to generate a 2 (endorser presence) by 2 (inclusion of live racetrack action) factorial design. A total of 415 boys were exposed to one of the experimental ads or a control ad, embedded in a new animated children's adventure program. Preference for the advertised brand of model racer (pre- and postviewing) and a number of cognitive variables were assessed. Exposure to endorsement led to increased preference for the toy and belief that the celebrity was expert about the toy. Live action led to exaggerated estimates of the physical properties of the toy and the belief that the ad was not staged. The 8- to 10-year-olds associated the glamour of the endorser with the toy and were more reliant on his advice than were 11- to 14-year-olds. However, the two age groups were not differentially affected by the ads. Contrary to the speculation of many researchers, understanding about advertising intent and techniques and cynicism about ads had almost no influence on product preference after viewing. 相似文献
14.
Rodger Beehler 《Studies in Philosophy and Education》1990,10(4):315-335
The essay examines the argument advanced by E.D. Hirsch, Jr., for instituting ‘cultural literacy’ as a fundamental priority of schools. A number of confusions and equivocations in Hirsch's reasoning are identified, and the propensity of his project to indoctrinate is exposed. Among the features of Hirsch's argument shown to be troubling are his shifting construal of ‘language’, his inconsistency about the requirements of cultural literacy, and his uncritical relation to traditional images of the American past and present. The upshot is to raise the question why Hirsch's project has elicited wide support and praise. 相似文献
15.
16.
Jörg R. J. Schirra 《Kognitionswissenschaft》1997,6(4):177-195
How can we explain that an assertion on something perceived can be understood in the same manner by somebody who cannot perceive that scene? This problem bases the interest in computational linguistics in how listener modeling could possibly be harmonized with reference semantics. Mental images substituting real perception appear as a way out. The architecture of the listener model has to be adapted to the creation and use of such pictorial data structures. Furthermore, the relation between the latter and a verbal (i. e., propositional) representation must be understood. The resulting architecture of a listener model with reference semantics can be employed to solve communicational problems from three general classes in a better way, as is demonstrated by an example implementation. 相似文献
17.
Alan C. Repp Ph.D. Kathryn G. Karsh Ed.D. Jesse W. Johnson Ed.D. Toni VanLaarhoven Ed.D. 《Journal of Behavioral Education》1996,6(2):213-230
In teaching discriminations to persons with retardation, we often presume we will improve acquisition and generalization if we use multiple examples of boththe correct and incorrect stimuli. Two experiments were conducted to test this hypothesis. In the first experiment, 7 persons with moderate retardation learned to discriminate between functional words under two conditions. In one condition, Multiple Example of S- Only,1 example of the correct stimulus (S+) and 10 examples of the incorrect stimulus (S-) were used during acquisition. In the other condition, Multiple Examples of S+ and S-,10 examples of the S+ and 10 examples of the S- were used. Results showed that the condition which presented only a single example of S+ was superior 16 times and inferior 4 times during acquisition, generalization, and maintenance. A second experiment was conducted to (a) replicate the methodology and procedures in Experiment 1 with different participants, (b) determine whether the results were replicable, and (c) obtain efficiency data. Results replicated the findings of the first experiment. The condition which presented only a single example of S+ was superior on measures of (a) trials to criterion, (b) percent correct during acquisition, and (c) minutes to criterion. On measures of generalization, the two conditions were relatively equal. Thus, the condition which presented only a single example of the correct stimulus was more efficient and was just as effective in generalization as the condition which presented multiple examples of both the S+ and S-. These surprising results were discussed in terms of stimulus control, why students performed just as well during generalization when only one example of the S+ was used, why acquisition was also poorer for this condition, and how future studies might address these points. 相似文献
18.
19.
20.
Naive psychology and the attributional model of achievement 总被引:1,自引:0,他引:1
Open-ended explanations for the success and failure outcomes of others were obtained from (N= 226) undergraduates. Only 23% of the 2,495 explanations generated by these naive psychologists could be readily categorized as one of the four causal elements of the Weiner model of achievement attributions. An individual difference model of multidimensional scaling of the explanations for success and failure was performed separately. Because the explanations for success and failure were generally asymmetrical, the three dimensions of success explanations had little resemblance to the three dimensions of failure explanations. The success dimensions were labelled Achievement Orientation, Vitality, and Mastery. The failure dimensions were labelled Insufficient Energy, Poor Work Attitude, und Lack Ability. 相似文献