全文获取类型
收费全文 | 1664篇 |
免费 | 72篇 |
出版年
2024年 | 5篇 |
2023年 | 24篇 |
2022年 | 36篇 |
2021年 | 57篇 |
2020年 | 47篇 |
2019年 | 53篇 |
2018年 | 107篇 |
2017年 | 82篇 |
2016年 | 74篇 |
2015年 | 52篇 |
2014年 | 60篇 |
2013年 | 206篇 |
2012年 | 128篇 |
2011年 | 125篇 |
2010年 | 95篇 |
2009年 | 40篇 |
2008年 | 107篇 |
2007年 | 75篇 |
2006年 | 71篇 |
2005年 | 39篇 |
2004年 | 37篇 |
2003年 | 25篇 |
2002年 | 26篇 |
2001年 | 11篇 |
2000年 | 18篇 |
1999年 | 19篇 |
1998年 | 8篇 |
1995年 | 3篇 |
1994年 | 5篇 |
1993年 | 5篇 |
1992年 | 7篇 |
1989年 | 4篇 |
1987年 | 6篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1974年 | 3篇 |
1973年 | 7篇 |
1972年 | 3篇 |
1971年 | 8篇 |
1969年 | 3篇 |
1968年 | 11篇 |
1966年 | 4篇 |
1965年 | 4篇 |
1963年 | 3篇 |
1962年 | 2篇 |
1961年 | 2篇 |
1960年 | 2篇 |
排序方式: 共有1736条查询结果,搜索用时 109 毫秒
121.
122.
123.
Supported by easier and cheaper access to tools and expanding communities, maker cultures are pointing towards the ideas of (almost) everyone designing, creating, producing and distributing renewed, new and improved products, machines, things or artefacts. A careful analysis of the assumptions and challenges of maker cultures emphasizes the relevance of what may be called technological action, that is, active and critical interventions regarding the purposes and applications of technologies within ordinary lives, thus countering the deterministic trends of current directions of technology. In such transformative potential, we will explore a set of elements what is and could be technological action through snapshots of maker cultures based on the empirical research conducted in three particular contexts: the Fab Lab Network, Maker Media core outputs and initiatives such as Maker Faires, and the Open Source Hardware Association (OSHWA). Elements such as control and empowerment through material engagement, openness and sharing, and social, cultural, political and ethical values of the common good in topics such as diversity, sustainability and transparency, are critically analysed. 相似文献
124.
Liliana Meira João Salgado Inês Sousa António P. Ribeiro 《Journal of constructivist psychology》2018,31(3):257-272
The innovative moments model was used in a pilot study that aimed to explore the change processes involved in everyday change outside psychotherapy. According to this model, the emergence and development of innovative moments (IMs) as exceptions to a problematic pattern are closely associated with psychological change. A longitudinal design covering 4 months of interviews was implemented with 13 adults who were coping with significant personal problems without clinical psychopathological complaints. Semistructured interviews were used to explore participants' personal accounts of their problems, and change was assessed using a scaling task at the end of the study. A total of 114 interviews were analyzed using the innovative moments coding system. A general linear model showed that higher levels of change were associated with higher proportions of complex IMs over time. Moreover, lower levels of change were associated with an increase in elementary IMs. These results support the idea that successful psychological change in everyday life shares similarities with the change pattern found in psychotherapy using the innovative moments model. 相似文献
125.
126.
Academic self-handicapping is a very popular subject of research in educational psychology, in which a growing number of related findings are reported. However, apart from a recent meta-analysis (Schwinger et al. in J Educ Psychol 106(3):744–761, 2014), the last comprehensive review of the subject was published 17 years ago (Urdan and Midgley in Educ Psychol Rev 13(2):115–138, 2001). This paper integrates relevant findings accumulated since then, which are discussed in a coherent interpretive framework. The first part of the paper discusses the definition and theoretical grounds of academic self-handicapping, then its manifestations in an academic context are enumerated. The second part of the study focuses on the self-protective function of stereotypes based on self-handicapping as well as on the impressions self-handicapping students may make on others at school. A summary of the contributions of goal orientation theory is provided in relation to self-handicapping, and the effects of various goal orientations and goal structures on academic performance are analysed. Based on an analysis of interactions between self-handicapping and academic performance, the authors argue for the importance of prevention and suggest possible ways to prevent self-handicapping. In conclusion, measurement issues of academic self-handicapping and the methodological paradox inherent in questionnaire measures are discussed. 相似文献
127.
It has been argued that some animals are moral subjects, that is, beings who are capable of behaving on the basis of moral motivations (Rowlands 2011, 2012, 2017). In this paper, we do not challenge this claim. Instead, we presuppose its plausibility in order to explore what ethical consequences follow from it. Using the capabilities approach (Nussbaum 2004, 2007), we argue that beings who are moral subjects are entitled to enjoy positive opportunities for the flourishing of their moral capabilities, and that the thwarting of these capabilities entails a harm that cannot be fully explained in terms of hedonistic welfare. We explore the implications of this idea for the assessment of current practices involving animals. 相似文献
128.
Verónica Mäki-Marttunen Thomas Hagen Samira Aminihajibashi Maja Foldal Maria Stavrinou Jens H. Halvorsen Bruno Laeng Thomas Espeseth 《Cognitive, affective & behavioral neuroscience》2018,18(5):1049-1063
During the execution of a cognitive task, the brain maintains contextual information to guide behavior and achieve desired goals. The AX-Continuous Performance Task is used to study proactive versus reactive cognitive control. Young adults tend to behave proactively in standard testing conditions. However, it remains unclear how interindividual variability (e.g., in cognitive and motivational factors) may drive people into more reactive or proactive control under the same task demands. We investigated the use of control strategies in a large population of healthy young adults. We computed the proactive behavioral index and consequently divided participants into proactive, reactive, and intermediate groups. We found that reactive participants were generally slower, presented lower context sensitivity, and larger response variability. Pupillary changes and blink rate index cognitive effort allocation. We measured, concomitantly to the task, the pupil size and frequency of blinks associated with the cue maintenance and response intervals. During the cue period, nonfrequent, nontarget cues led to increased pupil dilation and number of blinks in all participants. During the response interval, we found more errors and increased pupil dilation to the probe when all participants had to overcome a response bias generated by the frequent cue. Only reactive participants showed larger response-related pupil when they had to overcome a response bias related to the frequent probe. Contrary to expectations, groups did not differ in ocular measures in the cue period. In conclusion, interindividual differences in cognitive control between healthy adults can be mapped onto different patterns of effort allocation indexed by the pupil. 相似文献
129.
Paloma Alonso-Stuyck Juan José Zacarés Adoración Ferreres 《Journal of child and family studies》2018,27(5):1373-1383
Adolescence is critical for learning autonomous behavior; however, little research is available on the most appropriate balance of the emotional and behavioral dimensions of autonomy for psychosocial adjustment during this period. In this study we present a novel autonomy typology that combines both these aspects, which can be implemented as autonomy in decision-making and emotional separation. Specifically, examined age differences in emotional separation and autonomy in decision-making during adolescence. We also assessed differences in psychosocial adjustment associated with profiles of autonomy typology, sex, and age. The participants were 567 adolescents (296 males and 271 females), aged between 12 and 18 years (M?=?14.48; SD?=?1.69), recruited in Spanish high schools. Each participant filled out questionnaires on identity commitment, self-esteem, emotional separation and autonomy in decision-making. The results showed that the most advantageous autonomy profile is ‘autonomous in decisions’ (those showing low emotional separation combined with autonomous behavior in decisions) which was associated with higher levels of self-esteem and occupational and ideological identity commitment. In addition, we also concluded that the balance of autonomy affects adjustment throughout adolescence, although early adolescence may be an especially critical period. 相似文献
130.
Juan Carlos Sierra Nieves Moyano Pablo Vallejo-Medina Carmen Gómez-Berrocal 《International Journal of Clinical and Health Psychology》2018,18(1):69-80