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131.
A study of the combined influence of prior knowledge and stimulus dimensionality on category learning was conducted. Subjects learned category structures with the same number of necessary dimensions but with more or fewer additional, redundant dimensions and with either knowledge-related or knowledge-unrelated features. Minimal-learning models predict that all subjects, regardless of condition, either should learn the same number of dimensions or should respond more slowly to each dimension. Despite similar learning rates and response times, subjects learned more features in the high-dimensional than in the low-dimensional condition. Furthermore, prior knowledge interacted with dimensionality, increasing what was learned, especially in the high-dimensional case. A second experiment confirmed that the participants did, in fact, learn more features during the training phase, rather than simply inferring them at test. These effects can be explained by direct associations among features (representing prior knowledge), combined with feedback between features and the category label, as was shown by simulations of the knowledge resonance, or KRES, model of category learning. 相似文献
132.
Judith A. Hall Susan A. Andrzejewski Nora A. Murphy Marianne Schmid Mast Brian A. Feinstein 《Journal of research in personality》2008
Tests of accuracy in interpersonal perception take many forms. Often, such tests use designs and scoring methods that produce overall accuracy levels that cannot be directly compared across tests. Therefore, progress in understanding accuracy levels has been hampered. The present article employed several techniques for achieving score equivalency. Mean accuracy was converted to a common metric, pi [Rosenthal, R., & Rubin, D. B. (1989). Effect size estimation for one-sample multiple-choice-type data: Design, analysis, and meta-analysis. Psychological Bulletin, 106, 332–337] in a database of 109 published results representing tests that varied in terms of scoring method (proportion accuracy versus correlation), content (e.g., personality versus affect), number of response options, item preselection, cue channel (e.g., face versus voice), stimulus duration, and dynamism. Overall, accuracy was midway between guessing level and a perfect score, with accuracy being higher for tests based on preselected than unselected stimuli. When item preselection was held constant, accuracy was equivalent for judging affect and judging personality. However, comparisons must be made with caution due to methodological variations between studies and gaps in the literature. 相似文献
133.
Aharon Tziner Kevin Murphy Jeanette N. Cleveland Abigail Yavo Einav Hayoon 《International Journal of Selection & Assessment》2008,16(1):59-67
The personality (dispositional) characteristic of self‐monitoring, beliefs and orientations toward the performance appraisal of 62 peer raters were collected in an attempt to predict peer rating behavior (i.e., mean ratings, rater discrimination, and performance appraisal dimensions discrimination). The beliefs and orientation toward appraisal systems emerged moderately related to rating behavior measures. Specific variables included in the category termed rating context revealed further illuminating effects. Furthermore, the moderating effect of self‐monitoring on the relationship rating the context‐rating behavior of peers was solidly supported. Theoretical interpretations of the results were discussed. 相似文献
134.
Nancey Murphy 《Zygon》2008,43(1):67-73
This article is a brief overview and positive assessment of Arthur Peacocke's essay “A Naturalistic Christian Faith for the Twenty‐First Century.” Here Peacocke further develops his panentheist account of God and provides significant reinterpretations of a number of Christian doctrines using the concept of emergent levels of complex reality with downward efficacy on their constituents. 相似文献
135.
In this paper, we present a Capabilities-based Approach to the acceptability and the tolerability of risks posed by natural and man-made hazards. We argue that judgments about the acceptability and/or tolerability of such risks should be based on an evaluation of the likely societal impact of potential hazards, defined in terms of the expected changes in the capabilities of individuals. Capabilities refer to the functionings, or valuable doings and beings, individuals are able to achieve given available personal, material, and social resources. The likely impact of a hazard on individuals' capabilities should, we argue, be compared against two separate thresholds. The first threshold specifies the minimum level of capabilities attainment that is acceptable in principle for individuals to have in the aftermath of a hazard over any period of time. This threshold captures the level that individuals' capabilities ideally should not fall below. A risk is acceptable if the probability that the attained capabilities will be less than the acceptable level is sufficiently small. In practice, it can be tolerable for some individuals to temporarily fall below the acceptable threshold, provided this situation of lower capabilities attainment is temporary, reversible, and the probability that capabilities will fall below a tolerability threshold is sufficiently small. This second, tolerable threshold delimits an absolute minimum level of capabilities attainment below which no individual in a society should ever fall, regardless of whether that level of capabilities attainment is temporary or reversible. In this paper, we describe and justify this Capabilities-based Approach to the acceptability and tolerability of risks. We argue that the proposed theoretical framework avoids the limitations in current approaches to acceptable risk. The proposed approach focuses the attention of risk analysts directly on what should be our primary concern when judging the acceptability and the tolerability of risks, namely, how risks impact the well-being of individuals in a society. Also, our Capabilities-based Approach offers a transparent, easily communicable way for determining the acceptability and the tolerability of risks. 相似文献
136.
Nostlinger CM Gordillo V Borms R Murphy C Bogner J Csepe P Colebunders R 《Psychology, health & medicine》2008,13(5):516-528
The sexual and reproductive health (SRH)-related needs of people living with HIV/AIDS (PLHA) have not been sufficiently recognised in research and clinical care. Fifteen study sites in 13 European countries participated in this qualitative study to assess differences in perceptions between service providers (SP) and PLHA on SRH-related problems and needs of PLHA. Factors influencing SRH were determined to collect evidence on how to improve service provision. Qualitative data were obtained using an interpretative ethnographical approach. Data were analysed inductively on country level; a cross country data matrix was developed to facilitate the contextual analysis. Thirty-seven FGD discussions were organised with a total of 254 participants. A short survey was distributed to assess demographic characteristics. Results revealed insufficient information and lack of behavioural skills regarding SRH issues among PLHA. Intra- and interpersonal, provider-related, and social factors were found to influence the SRH behaviours of PLHA. Although from patients' perception SRH is a prioritized issue, it rarely comes up during routine HIV clinical care. SP need adequate counseling training to tackle SRH-related issues. A better integration between HIV care programs and SRH care settings is needed to improve effective service provision. 相似文献
137.
Peter Murphy 《Erkenntnis》2006,65(3):365-383
This paper looks at an argument strategy for assessing the epistemic closure principle. This is the principle that says knowledge
is closed under known entailment; or (roughly) if S knows p and S knows that p entails q, then S knows that q. The strategy
in question looks to the individual conditions on knowledge to see if they are closed. According to one conjecture, if all
the individual conditions are closed, then so too is knowledge. I give a deductive argument for this conjecture. According
to a second conjecture, if one (or more) condition is not closed, then neither is knowledge. I give an inductive argument
for this conjecture. In sum, I defend the strategy by defending the claim that knowledge is closed if, and only if, all the
conditions on knowledge are closed. After making my case, I look at what this means for the debate over whether knowledge
is closed. 相似文献
138.
Megan J. Murphy Wan-Juo Cheng Ronald J. Werner-Wilson 《Contemporary Family Therapy》2006,28(4):475-484
Various theoretical approaches to therapy place different emphases on the use of power in therapy. In this study, we explore six master therapists’ use of power via communicational control for theoretical consistency. Results indicate that all therapists, regardless of their stance on power, use the role of therapist to exert power in an initial therapy session. Master therapists, in general, did appear to be theoretically consistent with their stated philosophies of therapy. Suggestions for future studies exploring power therapists have are included. 相似文献
139.
Mary E. Curtner-Smith Ph.D. Anne M. Culp Ph.D. Rex Culp Ph.D. J.D. Carrie Scheib B.S. Kelly Owen B.S. Angela Tilley Molly Murphy Lauren Parkman Peter W. Coleman B.S. 《Journal of child and family studies》2006,15(2):177-189
We examined links between mothers' parenting and children's relational bullying and overt bullying in a sample of children attending a Head Start program. Mothers completed surveys and face-to-face interviews. Head Start teachers completed assessments on children. Results indicated that a small percentage of children in the sample was rated by teachers as engaging in relational bullying “frequently to almost always,” and slightly over half of the sample was rated by teachers as engaging in relational bullying “occasionally to about half of the time.” Similar results were found for the frequency with which children engaged in overt physical bullying. Regarding mothers' parenting, maternal empathy was most strongly correlated with both children's relational bullying and overt physical bullying. In addition, mothers' inappropriate developmental expectations for children and mothers' need to exert power over children rather than grant them independence were related to children's relational bullying. A composite variable for mothering predicted 11% of the variance in children's relational bullying. No gender differences were found for children's relational bullying and children's overt bullying. 相似文献
140.
This study aimed to describe the distribution of positive psychosis symptoms in a large scale, population-based sample. Data from the British Psychiatric Morbidity Survey was used to examine homogeneous sub-types of participants based on their responses to the five probe items of the Psychosis Screening Questionnaire. Latent class analysis was used to identify the underlying class structure of psychosis. Four classes of psychosis were identified. Associations between the latent classes and the demographic risk factors, clinical variables and reports of traumatic experiences showed significantly higher risks for the psychosis class, the paranoid class, and the intermediate class compared to the normative class. Four classes that appeared to represent an underlying continuum could best explain psychosis symptom expression at the population level. 相似文献