全文获取类型
收费全文 | 2513篇 |
免费 | 100篇 |
国内免费 | 1篇 |
专业分类
2614篇 |
出版年
2020年 | 31篇 |
2019年 | 58篇 |
2018年 | 50篇 |
2017年 | 55篇 |
2016年 | 65篇 |
2015年 | 28篇 |
2014年 | 38篇 |
2013年 | 304篇 |
2012年 | 89篇 |
2011年 | 81篇 |
2010年 | 56篇 |
2009年 | 58篇 |
2008年 | 97篇 |
2007年 | 76篇 |
2006年 | 61篇 |
2005年 | 72篇 |
2004年 | 79篇 |
2003年 | 56篇 |
2002年 | 58篇 |
2001年 | 49篇 |
2000年 | 46篇 |
1999年 | 43篇 |
1997年 | 34篇 |
1996年 | 23篇 |
1995年 | 27篇 |
1994年 | 27篇 |
1993年 | 23篇 |
1992年 | 36篇 |
1991年 | 29篇 |
1990年 | 25篇 |
1989年 | 27篇 |
1988年 | 29篇 |
1987年 | 33篇 |
1986年 | 24篇 |
1985年 | 25篇 |
1984年 | 36篇 |
1983年 | 27篇 |
1982年 | 28篇 |
1981年 | 34篇 |
1980年 | 23篇 |
1979年 | 30篇 |
1978年 | 30篇 |
1977年 | 27篇 |
1976年 | 27篇 |
1975年 | 29篇 |
1974年 | 30篇 |
1973年 | 36篇 |
1972年 | 29篇 |
1971年 | 31篇 |
1966年 | 23篇 |
排序方式: 共有2614条查询结果,搜索用时 15 毫秒
241.
242.
Engineering ethics, individuals, and organizations 总被引:1,自引:0,他引:1
Davis M 《Science and engineering ethics》2006,12(2):223-231
This article evaluates a family of criticism of how engineering ethics is now generally taught. The short version of the criticism
might be put this way: Teachers of engineering ethics devote too much time to individual decisions and not enough time to social context. There are at least six version of this criticism, each corresponding to a specific subject omitted. Teachers of engineering
ethics do not (it is said) teach enough about: 1) the culture of organizations; 2) the organization of organizations; 3) the
legal environment of organizations; 4) the role of professions in organizations; 5) the role of organizations in professions;
or 6) the political environment of organizations. My conclusion is that, while all six are worthy subjects, there is neither
much reason to believe that any of them are now absent from courses in engineering ethics nor an obvious way to decide whether
they (individually or in combination) are (or are not) now being given their due. What we have here is a dispute about how
much is enough. Such disputes are not to be settled without agreement concerning how we are to tell we have enough of this
or that. Right now we seem to lack that agreement—and not to have much reason to expect it any time soon.
An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, CA, USA, 9–10 June 2005. 相似文献
243.
Davis M 《Science and engineering ethics》2006,12(4):717-730
Perhaps the most common reason science and engineering faculty give for not including “ethics” (that is, research ethics,
engineering ethics, or some discussion of professional responsibility) in their technical classes is that “there is no room”.
This article 1) describes a technique (“micro-insertion”) that introduces ethics (and related topics) into technical courses
in small enough units not to push out technical material, 2) explains where this technique might fit into the larger undertaking
of integrating ethics into the technical (scientific or engineering) curriculum, and 3) concludes with some quantified evidence
(collected over more than a decade) suggesting success. Integrating ethics into science and engineering courses is largely
a matter of providing context for what is already being taught, context that also makes the material already being taught
seem “more relevant”. 相似文献
244.
Previous research suggests that chimpanzees understand single invisible displacement. However, this Piagetian task may be solvable through the use of simple search strategies rather than through mentally representing the past trajectory of an object. Four control conditions were thus administered to two chimpanzees in order to separate associative search strategies from performance based on mental representation. Strategies involving experimenter cue-use, search at the last or first box visited by the displacement device, and search at boxes adjacent to the displacement device were systematically controlled for. Chimpanzees showed no indications of utilizing these simple strategies, suggesting that their capacity to mentally represent single invisible displacements is comparable to that of 18-24-month-old children. 相似文献
245.
Schumm WR 《Psychological reports》2006,98(1):274-276
Discriminant analyses of data on 6 dimensions from Whissell's analyses of 27 books of an English translation of the New Testament seem to support Clement of Alexandria's contention that Luke was involved in the authorship, but it is difficult after centuries to rule out definitively a few other contenders. 相似文献
246.
Age differences in fluid intelligence: contributions of general slowing and frontal decline 总被引:2,自引:0,他引:2
The current study examined the contributions of general slowing and frontal decline to age differences in fluid intelligence. Participants aged 20-89 years completed Block Design, Matrix Reasoning, simple reaction time, choice reaction time, Wisconsin Card Sorting, and Tower of London tasks. Age-related declines in fluid intelligence, speed of processing, and frontal function were observed. Hierarchical regression analyses showed that the processing speed and frontal function measures accounted for significant variance in fluid intelligence performance, but there was also a residual effect of age after controlling for each variable individually as well as both variables. An additional analysis showed that the variance in fluid intelligence that was attributable to processing speed was not fully shared with the variance attributable to frontal function. These findings suggest that the age-related decline in fluid intelligence is due to general slowing and frontal decline, as well as other unidentified factors. 相似文献
247.
The Roelofs effect is a distortion of perceived space that occurs when a large frame whose center is offset left or right from the objective midline is presented visually to an observer and causes a bias in the observer's subjective judgment of midline. Experiments were designed to test whether an isolated fragment (left or right end) of a Roelofs-inducing frame was capable of generating the Roelofs effect and to determine whether prior experience with intact frames would provide a top-down influence that would bias the Roelofs effect resulting from fragment presentation. Although the fragments did induce an effect, top-down information did not play a significant role even after a 5-day training paradigm. Instead, we found that the effect generated by an intact frame was equal in magnitude to the sum of the effects generated by the individual fragments. In addition, perception was found to be differentially affected by the two ends of the frame, with fragments falling in the right visual field causing a larger effect than those falling in the left. 相似文献
248.
Claes L Vandereycken W Luyten P Soenens B Pieters G Vertommen H 《Journal of personality disorders》2006,20(4):401-416
A three factor model of personality pathology was investigated in a clinical sample of 335 female eating disordered patients. Cluster analysis of the Big Five NEO-FFI scales (Costa & McCrae, 1992) yielded three distinct personality profiles, which were consistent with previous studies: (1) a resilient/high functioning cluster with no clinical elevations on the NEO-FFI scales; (2) an undercontrolled/emotionally dysregulated cluster with elevated scores on the Neuroticism scale and low scores on Conscientiousness and Agreeableness; (3) an overcontrolled/constricted cluster showing high scores on Neuroticism and Conscientiousness and low scores on Openness to Experience. Comparing the three personality prototypes with respect to Axis I and Axis II disorders,resilients reported systematically less clinical and personality problems than both undercontrollers and overcontrollers. Compared to the latter, undercontrollers showed more impulsive personality features and behaviors. Finally, cluster membership was not clearly associated with eating disorder subtypes, suggesting that there is considerable variance in personality features and/or pathology within the various eating disorder categories. 相似文献
249.
A content analysis of research published in the Journal of Counseling Psychology (JCP) was conducted for Volumes 46 (1999) through 56 (2009). The analysis involved the placement of 514 articles in 15 substantive content categories. In addition, we identified the most frequently published authors, most frequent institutional affiliations, and several reported demographic characteristics. The principal areas of research activity in the JCP were multiculturalism and/or diversity, research on development and evaluation of tests and measures, personality and adjustment, outcome research, and interpersonal and/or social support and/or attachment, with these categories accounting for 57% of the articles published. Over 40% of the samples reported were college students, with a large number of samples including both genders and indicating the ethnic breakdown. This content analysis revealed that the JCP has remained consistent with its stated mission while incorporating changes in the field in its publications. 相似文献
250.
Russell Lang Tonya Davis Mark O'Reilly Wendy Machalicek Mandy Rispoli Jeff Sigafoos Giulio Lancioni April Regester 《Journal of applied behavior analysis》2010,43(1):113-118
The elopement of a child with Asperger syndrome was assessed using functional analyses and was treated in two school settings (classroom and resource room). Functional analyses indicated that elopement was maintained by access to attention in the resource room and obtaining a preferred activity in the classroom. Attention- and tangible-based interventions were compared in an alternating treatments design in both settings. Results validated the findings of the functional analyses. Implications for the assessment and treatment of elopement are discussed. 相似文献