全文获取类型
收费全文 | 366篇 |
免费 | 15篇 |
专业分类
381篇 |
出版年
2023年 | 2篇 |
2022年 | 4篇 |
2021年 | 4篇 |
2020年 | 5篇 |
2019年 | 11篇 |
2018年 | 14篇 |
2017年 | 14篇 |
2016年 | 9篇 |
2015年 | 8篇 |
2014年 | 14篇 |
2013年 | 35篇 |
2012年 | 26篇 |
2011年 | 15篇 |
2010年 | 17篇 |
2009年 | 7篇 |
2008年 | 15篇 |
2007年 | 17篇 |
2006年 | 11篇 |
2005年 | 4篇 |
2004年 | 10篇 |
2003年 | 16篇 |
2002年 | 8篇 |
2001年 | 4篇 |
2000年 | 7篇 |
1999年 | 8篇 |
1998年 | 7篇 |
1997年 | 5篇 |
1996年 | 4篇 |
1995年 | 3篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1990年 | 4篇 |
1989年 | 6篇 |
1988年 | 4篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1985年 | 3篇 |
1983年 | 5篇 |
1982年 | 2篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1977年 | 3篇 |
1976年 | 4篇 |
1975年 | 2篇 |
1974年 | 4篇 |
1971年 | 4篇 |
1969年 | 2篇 |
1968年 | 2篇 |
1965年 | 4篇 |
1950年 | 2篇 |
排序方式: 共有381条查询结果,搜索用时 0 毫秒
51.
Karen M. Schmidt Patricia Lee Llewellyn Gloria J. Taylor Phyllis G. Weber Barry Hong Robert Sellers Cherry Wise Colleen Wolak Lin McGaw Susan Nielson 《Journal of clinical psychology in medical settings》2003,10(3):173-185
Temperament and Character Inventory (TCI) and background questionnaire data were collected from a sample of men and women organ donation advocates (N = 362) as part of a national study to investigate their personality characteristics, temperaments, and attitudes about organ donation advocacy. Goals included identifying unique traits for advocates, and response consistency between the TCI and questionnaire. The TCI results included high scores on Cooperativeness and Self-Directedness, and low on Harm Avoidance dimensions. The questionnaire results indicated that most advocates were White, married, college-educated females, who typically spent less than 2 hr with potential donor families, were satisfied with life and job, and believed they would be in a donation position 2 years from the time surveyed. TCI and questionnaire measures were correlated for Self-Transcendence and Spirituality, Helpfulness and Job Satisfaction, and Compassion and Identification variables. 相似文献
52.
Philosophical Studies - 相似文献
53.
Gerhard Weber 《Cognitive Science》1996,20(2):195-236
Modeling the learner is a central aspect of intelligent tutoring systems and knowledge-based help systems that support learners in complex problem-solving domains. In this article, the episodic learner model ELM is introduced as a hybrid system that analyses novices' solutions to programming tasks based on both rule-based and case-based reasoning. ELM behaves like to a human tutor. Initially, ELM is able to analyze problem solutions based only on its domain knowledge. With increasing knowledge about a particular learner captured in a dynamic episodic case base, it adapts to the learner's individual problem-solving behavior. Two simulation studies were performed to validate the system. The first study shows that the system can learn which rules are applied successfully to diagnose code produced by programmers and that using this information reduces the computational effort of diagnoses. Using information from the episodic learner model additionally speeds up the diagnostic process. The second study shows that ELM is able to predict individual solutions. Finally, correspondences and differences to related systems are discussed. 相似文献
54.
55.
Gerhard Blickle Julia John Gerald R. Ferris Tassilo Momm Yongmei Liu Rabea Haag Gesine Meyer Katharina Weber Katharina Oerder 《Psychologie appliquee》2012,61(2):295-322
A two‐study investigation was designed to examine the role of job type (i.e. fit of political skill to work context) as a contextual moderator of the political skill–job performance relationship. Specifically, it was hypothesised that political skill operates most effectively in enterprising job contexts, and thus is most predictive of job performance in such contexts, but political skill would demonstrate no relationship with job performance in job contexts that did not emphasise interpersonal interaction and effectiveness. In Study 1, enterprising job demands interacted with political skill to affect job performance. That is, political skill positively and significantly predicted job performance in enterprising job contexts, as hypothesised. Study 2 selected one specific job context (i.e. insurance sales) high in enterprising job demands, and hypothesised that political skill would significantly predict objective measures of insurance sales (i.e. sales volume, performance‐based income, performance‐based commission rate, and performance‐based status). The results demonstrated significant predictive effects of political skill (i.e. beyond age, sex, education level, tenure on the job, and experience in sales) on all four measures of sales performance. Contributions and implications of this research, strengths and limitations, and directions for future study are discussed. 相似文献
56.
A general class of labeled sequent calculi is investigated, and necessary and sufficient conditions are given for when such a calculus is sound and complete for a finite-valued logic if the labels are interpreted as sets of truth values (sets-as-signs). Furthermore, it is shown that any finite-valued logic can be given an axiomatization by such a labeled calculus using arbitrary "systems of signs," i.e., of sets of truth values, as labels. The number of labels needed is logarithmic in the number of truth values, and it is shown that this bound is tight. 相似文献
57.
58.
The present study was designed to examine the relationships between students’ character strengths, school-related affect, positive school functioning (i.e., motivation to learn, interest, and engagement at class), and school achievement following the “engine model of well-being” that is focusing on inputs (e.g., personality traits), processes (e.g., moods, emotions), and outcomes (e.g., engagement, accomplishments) within the context of well-being research. A sample of 196 children completed the Values in Action Inventory of Strengths for Youth, which assesses 24 character strengths, and the PANAS-C that assesses school-related positive and negative affect. Additionally, homeroom teachers rated students’ positive school functioning (i.e., motivation, engagement, and interest at school) and their overall school achievement. The character strengths of zest, love of learning, perseverance, and social intelligence showed the strongest positive correlations with school-related positive affect. Teamwork, hope, self-regulation, and love were substantially negatively correlated with school-related negative affect. Certain character strengths showed positive relationships with positive school functioning and overall school achievement. A path model, testing the “engine model of well-being”, found—additionally to direct effects—indirect relationships between character strengths and positive school functioning (through school-related positive affect), which in turn leads to higher school achievement. The presented findings show character strengths as meaningful resources in the schooling context. Character strengths emerge to be crucial for students to experience school-related positive affect, which in turn supports students’ positive school functioning and their overall school achievement. The results demonstrate the complex interplay between students’ personality traits, affect, school functioning, and achievement at school. 相似文献
59.
60.
Journal of Philosophical Logic - A Correction to this paper has been published: https://doi.org/10.1007/s10992-022-09665-5 相似文献