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101.
Shown commensurate actions and information by an adult, preschoolers’ causal learning was influenced by the pedagogical context in which these actions occurred. Four-year-olds who were provided with a reason for an experimenter’s action relevant to learning causal structure showed more accurate causal learning than children exposed to the same action and data accompanied by an inappropriate rationale or accompanied by no explanatory information. These results suggest that children’s accurate causal learning is influenced by contextual factors that specify the instructional value of others’ actions. 相似文献
102.
The ability to differentiate possible events from impossible ones is an invaluable skill when reasoning about claims that transcend the perceptual evidence at hand, yet preschool-aged children do not readily make this differentiation when reasoning about physically extraordinary events [Shtulman, A., &; Carey, S. (2007). Improbable or impossible? How children reason about the possibility of extraordinary claims. Child Development, 78, 1015–1032]. The present study sought to determine whether this failure stems from deficits in domain-specific knowledge or deficits in the domain-general procedure by which possibility judgments are made. Participants (48 children aged 4-9 years olds and 16 adults) were asked to judge the possibility of three types of extraordinary events – physical, psychological, and biological – and to justify their judgments of impossibility. Developmental changes in the ability to differentiate improbable events from impossible events were qualitatively similar across domains. Moreover, participants’ propensity to judge improbable events possible was significantly correlated with the quality of their justifications, both within and across domains. These findings suggest that modal development involves a domain-general change in how modal claims are evaluated. 相似文献
103.
104.
Stefan Kaufmann 《Journal of Philosophical Logic》2009,38(1):1-53
The fact that the standard probabilistic calculus does not define probabilities for sentences with embedded conditionals is
a fundamental problem for the probabilistic theory of conditionals. Several authors have explored ways to assign probabilities
to such sentences, but those proposals have come under criticism for making counterintuitive predictions. This paper examines
the source of the problematic predictions and proposes an amendment which corrects them in a principled way. The account brings
intuitions about counterfactual conditionals to bear on the interpretation of indicatives and relies on the notion of causal
(in)dependence. 相似文献
105.
Christopher Hitchcock 《Philosophical Studies》2009,144(3):391-401
Hall [(2007), Philosophical Studies, 132, 109–136] offers a critique of structural equations accounts of actual causation, and then offers a new theory of his own.
In this paper, I respond to Hall’s critique, and present some counterexamples to his new theory. These counterexamples are
then diagnosed.
相似文献
Christopher HitchcockEmail: |
106.
Category learning can be achieved by identifying common features among category members, distinctive features among non-members, or both. These processes are psychologically and computationally distinct, and may have implications for the acquisition of categories at different hierarchical levels. The present study examines an account of children’s difficulty in acquiring categories at the subordinate level grounded on these distinct comparison processes. Adults and children performed category learning tasks in which they were exposed either to pairs of objects from the same novel category or pairs of objects from different categories. The objects were designed so that for each category learning task, two features determined category membership whereas two other features were task irrelevant. In the learning stage participants compared pairs of objects noted to be either from the same category or from different categories. Object pairs were chosen so that the objective amount of information provided to the participants was identical in the two learning conditions. We found that when presented only with object pairs noted to be from the same category, young children (6 ? YO ? 9.5) learned the novel categories just as well as older children (10 ? YO ? 14) and adults. However, when presented only with object pairs known to be from different categories, unlike older children and adults, young children failed to learn the novel categories. We discuss cognitive and computational factors that may give rise to this comparison bias, as well as its expected outcomes. 相似文献
107.
Accounts of the scalar inference from ‘some X-ed’ to ‘not all X-ed’ are central to the debate between contemporary theories of conversational pragmatics. An important contribution to this debate is to identify contexts that decrease the endorsement rate of the inference. We suggest that the inference is endorsed less often in face-threatening contexts, i.e., when X implies a loss of face for the listener. This claim is successfully tested in Experiment 1. Experiment 2 rules out a possible confound between face-threatening contexts and lower-bound contexts. Experiment 3 shows that whilst saying ‘some X-ed’ when one knew for a fact that all X-ed is always perceived as an underinformative utterance, it is also seen as a nice and polite thing to do when X threatens the face of the listener. These findings are considered from the perspective of Relevance Theory as well as that of the Generalized Conversational Inference approach. 相似文献
108.
Can psychological distance affect how much perceivers form spontaneous trait inferences (STI) from others’ behaviors? On the basis of construal level theory (CLT) which posits that distant (vs. near) entities are represented more in terms of their abstract, global, and decontextualized features, we predicted that perceived distance would increase the tendency for perceivers to draw spontaneous trait inferences from behavioral information about actors. In two experiments, participants learned about people who were perceived as being distant or proximal to the self, and STI formation was subsequently assessed. We found that perceivers were more likely to form STIs about distant vs. near actors from the same behavioral information. These findings generalized across two distance dimensions: space and time. In addition, we found that priming individuals to adopt a high-level (vs. low-level) construal mindset also resulted in increased STI (Experiment 3). In sum, psychological distance facilitates STI formation, and this occurs via high-level construal of actors and their behaviors. 相似文献
109.
Not a lot of work on theistic arguments has been devoted to drawing connections between a necessary being and theistic properties.
In this paper, I identify novel paths from a necessary being to certain theistic properties: volition, infinite power, infinite
knowledge, and infinite goodness. The steps in those paths are an outline for future work on what William Rowe (The Cosmological
Argument, 1975, p. 6) has called “stage II” of the cosmological argument. 相似文献
110.