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221.
Studies of monolingual speakers have shown a strong association between lexical learning and short-term memory (STM) capacity, especially STM for serial order information. At the same time, studies of bilingual speakers suggest that phonological knowledge is the main factor that drives lexical learning. This study tested these two hypotheses simultaneously in participants with variable levels of English-French bilingual proficiency. A word-nonword paired-associate learning task was administered, with nonwords obeying French phonotactic patterns. French phonological knowledge was estimated by a composite French proficiency score summarizing productive and receptive French vocabulary knowledge as well as quantitative and qualitative measures of French exposure. STM measures maximized retention of order information (serial order reconstruction) or retention of phonological item information (single nonword delayed repetition). The French proficiency score and the serial order STM measure independently predicted performance on the paired-associate learning task. These results highlight the conjoined role of phonological knowledge and serial order STM in lexical learning. Importantly, serial order STM remains a strong predictor of lexical learning, even for bilingual individuals who have broad phonological knowledge. 相似文献
222.
ABSTRACT It has been suggested that there are two forms of narcissism: a grandiose subtype and a vulnerable subtype. Although these forms of narcissism share certain similarities, it is believed that these subtypes may differ in the domains upon which their self-esteem is based. To explore this possibility, the present study examined the associations between these narcissistic subtypes and domain-specific contingencies of self-worth. The results show that vulnerable narcissism was positively associated with contingencies of self-worth across a variety of domains. In contrast, the associations between grandiose narcissism and domain-specific contingencies of self-worth were more complex and included both positive and negative relationships. These results provide additional support for the distinction between grandiose and vulnerable narcissism by showing that the domains of contingent self-esteem associated with grandiose narcissism may be more limited in scope than those associated with vulnerable narcissism. 相似文献
223.
Brendan Hyde 《International Journal of Children's Spirituality》2008,13(2):117-127
In taking its theoretical impetus from hermeneutic phenomenology, the qualitative research reported in this paper aimed to identify characteristics of children’s spirituality in Australian Catholic primary schools. The videotaped life expressions of two groups of six children in each of three Australian Catholic primary schools formed the texts of this study. A reflection upon the texts, guided by van Manen’s lifeworld existentials, resulted in the identification of four characteristics of these children’s spirituality – the felt sense, integrating awareness, weaving the threads of meaning, and spiritual questing. In the light of these findings, some pedagogical implications for nurturing spirituality through the primary religious education curriculum in Catholic schools are proposed. 相似文献
224.
225.
Learning beyond the surface: engaging the cognitive,affective and spiritual dimensions within the curriculum 总被引:2,自引:0,他引:2
Michael T. Buchanan Brendan Hyde 《International Journal of Children's Spirituality》2008,13(4):309-320
In Australia the separation of mind, body and spirit by secular society has had a significant influence on educational trends. An outcomes‐based approach to education, with an emphasis on cognitive learning, has meant that the affective and spiritual dimensions of students' lives have often been understated. Classroom programs in religious education have been affected by this educational climate where the pendulum has swung in favour of the achievement of cognitive learning outcomes. The cognitive dimension of learning is an integral part of the learning dynamic. However the roles of thinking, feeling and reflecting/intuiting are complementary within this process. Religious education is one curriculum area that can effectively address the interplay between the cognitive, affective and spiritual dimensions of learning. This paper outlines a model explored with pre‐service teachers at a publicly funded Catholic university. This model addresses the complementarity of the cognitive, affective and spiritual dimensions of learning. Examples of pre‐service teachers' work are drawn upon to demonstrate the interplay of these dimensions and to show how in practice this might be achieved within school curricula. 相似文献
226.
Children with reading comprehension difficulties display impaired performance on semantic processing tasks. These impairments are assumed to reflect weaker knowledge about abstract semantic associations between words in poor comprehenders [Nation, K., and Snowling, M. (1999). Developmental differences in sensitivity to semantic relations among good and poor comprehenders: evidence from semantic priming. Cognition, 19, B1-B13.]. We examined the performance of poor comprehenders on the Deese/Roediger/McDermott (DRM) paradigm. Children studied spoken words that were semantic associates (e.g., bed, rest, and awake) or phonological associates (e.g., pole, bowl, and hole) followed by free recall and a recognition test containing nonstudied critical words (e.g., sleep and roll). Results showed reduced recall and recognition of critical words in the semantic condition but not in the phonological condition for poor comprehenders. We argue that poor comprehenders are less sensitive to abstract semantic associations between words because of reduced gist memory. 相似文献
227.
We report normative data collected from Mainland Chinese speakers for 232 objects taken from Snodgrass and Vanderwart (1980).
These data include adult ratings of concept familiarity, age of acquisition (AoA), printedword frequency, and word length
(in syllables), as well as measures of rated visual complexity, image agreement, and name agreement. We then examined timed
picture naming of these objects with native Chinese speakers in Beijing in two experiments using line drawings and colored
pictures. In both experiments, the variables name agreement, rated concept familiarity, and AoA made significant independent
contributions to naming latency in multiple regression analyses. We observed a correlation ofr=.85 between naming latency with line drawings and colored pictures and a reduced effect of image agreement on naming when
colored pictures were presented. We discuss the implications of our findings for the study of lexical processing in Chinese.
Normative data for 232 Chinese nouns may be downloaded from www.psychonomic.org/archive 相似文献
228.
229.
Brendan O'Sullivan 《The Southern journal of philosophy》2006,44(4):657-675
A sizable literature exists concerning the structure of Socrates' argument at Euthyphro 9d–11b. Although there is some dispute, a substitutional reading has emerged as a leading interpretation. However, some rear‐guard maneuvers are in order to defend this reading against its competitors. In this paper, I articulate a substitutional reading and argue that it is invalid on two counts: one, Socrates oversteps the logic of his reductio ad absurdum, and two, he illicitly substitutes coreferring expressions in explanatory contexts. Next, I defend the substitutional reading by (1) rebutting its leading contender, Sharvy's formal causation interpretation, and (2) showing how a similar substitutional argument is made in the Protagoras. 相似文献
230.