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171.
Jennie Louise 《Ethical Theory and Moral Practice》2009,12(4):345-364
The ‘Wrong Kind of Reason’ problem for buck-passing theories (theories which hold that the normative is explanatorily or conceptually
prior to the evaluative) is to explain why the existence of pragmatic or strategic reasons for some response to an object
does not suffice to ground evaluative claims about that object. The only workable reply seems to be to deny that there are reasons of the ‘wrong kind’ for responses, and to argue that these are really reasons for wanting, trying, or intending to
have that response. In support of this, it is pointed out that awareness of pragmatic or strategic considerations, unlike
awareness of reasons of the ‘right kind’, are never sufficient by themselves to produce the responses for which they are reasons.
I argue that this phenomenon cannot be used as a criterion for distinguishing reasons-for-a-response from reasons-for-wanting-to-have-a-response.
I subsequently investigate the possibility of basing this distinction on a claim that the responses in question (e.g. admiration
or desire) are themselves inherently normative; I conclude that this approach is also unsuccessful. Hence, the ‘direct response’
phenomenon cannot be used to rule out the possibility of pragmatic or strategic reasons for responses; and the rejection of
such reasons therefore cannot be used to circumvent the Wrong Kind of Reason Problem.
相似文献
Jennie LouiseEmail: |
172.
Within cognitive science, mental processing is often construed as computation over mental representations—i.e., as the manipulation
and transformation of mental representations in accordance with rules of the kind expressible in the form of a computer program.
This foundational approach has encountered a long-standing, persistently recalcitrant, problem often called the frame problem;
it is sometimes called the relevance problem. In this paper we describe the frame problem and certain of its apparent morals
concerning human cognition, and we argue that these morals have significant import regarding both the nature of moral normativity
and the human capacity for mastering moral normativity. The morals of the frame problem bode well, we argue, for the claim
that moral normativity is not fully systematizable by exceptionless general principles, and for the correlative claim that
such systematizability is not required in order for humans to master moral normativity.
相似文献
Mark TimmonsEmail: |
173.
We review several instances where cognitive research has identified distinct psychological mechanisms for moral judgment that
yield conflicting answers to moral dilemmas. In each of these cases, the conflict between psychological mechanisms is paralleled
by prominent philosophical debates between different moral theories. A parsimonious account of this data is that key claims
supporting different moral theories ultimately derive from the psychological mechanisms that give rise to moral judgments.
If this view is correct, it has some important implications for the practice of philosophy. We suggest several ways that moral
philosophy and practical reasoning can proceed in the face of discordant theories grounded in diverse psychological mechanisms.
相似文献
Fiery CushmanEmail: |
174.
175.
Execution architectures for program algebra 总被引:2,自引:0,他引:2
We investigate the notion of an execution architecture in the setting of the program algebra PGA, and distinguish two sorts of these: analytic architectures, designed for the purpose of explanation and provided with a process-algebraic, compositional semantics, and synthetic architectures, focusing on how a program may be a physical part of an execution architecture. Then we discuss in detail the Turing machine, a well-known example of an analytic architecture. The logical core of the halting problem—the inability to forecast termination behavior of programs—leads us to a few approaches and examples on related issues: forecasters and rational agents. In particular, we consider architectures suitable to run a Newcomb Paradox system and the Prisoner's Dilemma. 相似文献
176.
通过对40名小学生解决故事问题的过程分析,研究表明:(1)中等生与学困生在解题结果和解题过程2个方面都存在显著差异;(2)中等生和学困生的认知差异体现在,前者的特点主要是"比较"、"编码"和"目标定向",而后者的特点是"联结"和"比较"。 相似文献
177.
178.
179.
John Greco 《Synthese》2007,158(3):299-302
I take issue with two claims that Duncan Pritchard makes in his recent book, Epistemic Luck. The first concerns his safety-based response to the lottery problem; the second his account of the relationship between
safety and intellectual virtue. 相似文献
180.
关系-表征复杂性模型的检验 总被引:20,自引:0,他引:20
目前有关问题难度的观点多是不全面的,在综合前人研究的基础上提出了关系-表征复杂性模型。在该模型里,区分了问题难度和问题解决难度两个概念,二者的本质分别是关系复杂性和表征复杂性;关系复杂性包括水平复杂性和等级复杂性,表征复杂性相应地包括表征广度和表征深度。以172名小学高年级学生为被试,以长方形面积问题方面的三种测验收集的数据对该模型的内部和外部效度进行了检验,结果表明它能够有效解释问题(解决)难度,区分优、中、差三类学生所能达到的表征复杂性。这说明该模型有理论价值 相似文献