全文获取类型
收费全文 | 6785篇 |
免费 | 1512篇 |
专业分类
8297篇 |
出版年
2024年 | 13篇 |
2023年 | 62篇 |
2022年 | 65篇 |
2021年 | 169篇 |
2020年 | 195篇 |
2019年 | 482篇 |
2018年 | 460篇 |
2017年 | 561篇 |
2016年 | 520篇 |
2015年 | 432篇 |
2014年 | 412篇 |
2013年 | 970篇 |
2012年 | 544篇 |
2011年 | 495篇 |
2010年 | 425篇 |
2009年 | 276篇 |
2008年 | 441篇 |
2007年 | 289篇 |
2006年 | 284篇 |
2005年 | 203篇 |
2004年 | 175篇 |
2003年 | 158篇 |
2002年 | 153篇 |
2001年 | 100篇 |
2000年 | 106篇 |
1999年 | 61篇 |
1998年 | 22篇 |
1997年 | 16篇 |
1996年 | 9篇 |
1995年 | 7篇 |
1994年 | 13篇 |
1993年 | 10篇 |
1992年 | 16篇 |
1991年 | 10篇 |
1990年 | 15篇 |
1989年 | 9篇 |
1988年 | 7篇 |
1987年 | 12篇 |
1986年 | 6篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1981年 | 4篇 |
1974年 | 5篇 |
1973年 | 8篇 |
1971年 | 10篇 |
1969年 | 5篇 |
1968年 | 12篇 |
1966年 | 7篇 |
1965年 | 5篇 |
1963年 | 3篇 |
排序方式: 共有8297条查询结果,搜索用时 15 毫秒
901.
902.
Susana Nascimento Alexandre Pólvora Alexandra Paio Sancho Oliveira Vasco Rato Maria João Oliveira 《Science as culture》2016,25(4):520-537
This paper argues for hands-on, contextual and problem-solving collaborations, that is, for a transdisciplinary approach that establishes direct connections between social and technical disciplines. It is based on our experience as a team of researchers at the Vitruvius Fab Lab (Digital Fabrication Laboratory) of ISCTE-IUL (University Institute of Lisbon, Portugal). The paper presents a particular research and learning initiative–STTF2013 Summer School ‘Sustainable Technologies and Transdisciplinary Futures: From Collaborative Design to Digital Fabrication’, which served as a testbed for our transdisciplinary, critical and open approach. We address its rationale and main challenges, while also discussing recommendations for other transdisciplinary projects striving to integrate social and technical disciplines in research and innovation. 相似文献
903.
Víctor M. Verdejo 《International Journal of Philosophical Studies》2016,24(2):183-200
It seems uncontroversial that Dalton wrongly believed that atoms are indivisible. However, the correct analysis of Dalton’s belief and the way it relates to contemporary beliefs about atoms is, on closer inspection, far from straightforward. In this paper, I introduce four features that any candidate analysis is plausibly bound to respect. I argue that theories that individuate concepts at the level of understanding are doomed to fail in this endeavor. I formally sketch an alternative and suggest that cases such as the one presented provide support for the claim that the genuine source for concept individuation is public sharable thought. 相似文献
904.
Mothers' Attention‐getting Utterances During Shared Book Reading: Links to Low‐income Preschoolers' Verbal Engagement,Visual Attention,and Early Literacy 下载免费PDF全文
This study examined associations among low‐income mothers' use of attention‐getting utterances during shared book reading, preschoolers' verbal engagement and visual attention to reading, and their early literacy skills (N = 51). Mother–child shared book reading sessions were videotaped and coded for each utterance, including attention talk, contextualized talk, de‐contextualized talk, and print talk. Preschoolers' attention during book reading was assessed using two measures: verbal engagement by using a rating scale of preschoolers' involvement in book reading discussion and visual attention by coding visual gaze. Findings indicated that mothers' attention talk was positively associated with children's verbal engagement, while maternal print talk was associated with children's visual attention. Further, low‐level maternal print talk was associated with higher early decoding scores of children when it was accompanied with high‐level maternal attention talk. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
905.
906.
907.
908.
909.
Empowering and legitimizing the fundamental attribution error: Power and legitimization exacerbate the translation of role‐constrained behaviors into ability differences 下载免费PDF全文
Our daily interactions are influenced by the social roles we endorse. People however underestimate these role constraints in their everyday explanation relying on individual dispositions to make sense of behaviors. Two studies investigated whether this bias is exacerbated when role structure is legitimated and when power matches the advantages conferred by the social roles of a quiz game. Legitimacy as well as power increased the tendency for both advantaged (questioner) and disadvantaged (answerer) actors (Study 1) as well as naïve observers of the quiz game (Study 2) to attribute to ability the behaviors elicited by social roles. These results extend previous findings. People are more prone to explain constrained behaviors by differences in ability when role structure is legitimated and when power asymmetry matches role structure. Legitimacy and power may then play an important role in the translation of role constraints into inferences about ability. 相似文献
910.
Faking revisited: Exerting strategic control over performance on the Implicit Relational Assessment Procedure 下载免费PDF全文
Sean Hughes Ian Hussey Bethany Corrigan Katie Jolie Carol Murphy Dermot Barnes‐Holmes 《European journal of social psychology》2016,46(5):632-648
Across four studies, we demonstrate that effects obtained from the Implicit Relational Assessment Procedure, like those obtained from other indirect procedures, are not impervious to strategic manipulation. In experiment 1, we found that merely informing participants to “fake” their performance without providing a concrete strategy to do so did not eliminate, reverse, or in any way alter the obtained outcomes. However, when those same instructions orientated attention toward the core parameters of the task, participants spontaneously derived a strategy that allowed them to eliminate their effects (experiment 2). When the participants were provided with a viable response strategy, they successfully reversed the direction of their overall Implicit Relational Assessment Procedure effect (experiment 3). By refining the nature of those instructions, we managed to target and alter individual trial‐type effects in isolation with some success (experiment 4). 相似文献