全文获取类型
收费全文 | 1093篇 |
免费 | 130篇 |
国内免费 | 86篇 |
出版年
2023年 | 20篇 |
2022年 | 19篇 |
2021年 | 22篇 |
2020年 | 42篇 |
2019年 | 62篇 |
2018年 | 57篇 |
2017年 | 58篇 |
2016年 | 63篇 |
2015年 | 44篇 |
2014年 | 46篇 |
2013年 | 191篇 |
2012年 | 31篇 |
2011年 | 46篇 |
2010年 | 25篇 |
2009年 | 59篇 |
2008年 | 53篇 |
2007年 | 71篇 |
2006年 | 68篇 |
2005年 | 58篇 |
2004年 | 43篇 |
2003年 | 49篇 |
2002年 | 30篇 |
2001年 | 22篇 |
2000年 | 17篇 |
1999年 | 20篇 |
1998年 | 17篇 |
1997年 | 11篇 |
1996年 | 8篇 |
1995年 | 10篇 |
1994年 | 10篇 |
1993年 | 10篇 |
1992年 | 7篇 |
1991年 | 4篇 |
1990年 | 5篇 |
1989年 | 4篇 |
1988年 | 4篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1981年 | 1篇 |
排序方式: 共有1309条查询结果,搜索用时 15 毫秒
961.
Straatemeier M van der Maas HL Jansen BR 《Journal of experimental child psychology》2008,100(4):276-296
In the field of children’s knowledge of the earth, much debate has concerned the question of whether children’s naive knowledge—that is, their knowledge before they acquire the standard scientific theory—is coherent (i.e., theory-like) or fragmented. We conducted two studies with large samples (N = 328 and N = 381) using a new paper-and-pencil test, denoted the EARTH (EArth Representation Test for cHildren), to discriminate between these two alternatives. We performed latent class analyses on the responses to the EARTH to test mental models associated with these alternatives. The naive mental models, as formulated by Vosniadou and Brewer, were not supported by the results. The results indicated that children’s knowledge of the earth becomes more consistent as children grow older. These findings support the view that children’s naive knowledge is fragmented. 相似文献
962.
Anna Mahtani 《Philosophical Studies》2008,139(2):171-180
Timothy Williamson claims that margin for error principles govern all cases of inexact knowledge. I show that this claim is
unfounded: there are cases of inexact knowledge where Williamson’s argument for margin for error principles does not go through.
The problematic cases are those where the value of the relevant parameter is fixed across close cases. I explore and reject
two responses to my objection, before concluding that Williamson’s account of inexact knowledge is not compelling.
相似文献
Anna MahtaniEmail: |
963.
Staffan Selander 《Studies in Philosophy and Education》2008,27(4):267-281
In this article, the formation and transformation of knowledge and the role of designs for learning will be elaborated and
discussed in relation to the introduction of national curricula and school textbooks during the beginning of the industrialized
era vs. the introduction of individual curricula and new digital learning resources in the post-industrialized era of globalization
and multiculturalism. Quite different teaching and learning strategies have been emphasized, which I will call here “designed
information and teaching” vs. “designs for learning”. It seems obvious that our current society is in a stage of change that
requires a new understanding of knowledge, learning and identity formation. The new position and role of the learner underlines
the productive and constructive aspect of learning. Pupils not only read texts, they also produce texts, pictures, film and
music and they compile and edit virtual texts. Multimodal texts, as well as the information flow of the Internet, are the
consequences of, and at the same time a vehicle for, new social patterns. “Learning Design Sequences” (LDS) is introduced
as a theoretical map for the purpose of analyzing critical incidents in (a creative) learning process, using different genres,
modes and media in a process of meaning-making.
相似文献
Staffan SelanderEmail: |
964.
Propositional knowledge and know-how 总被引:1,自引:0,他引:1
John N Williams 《Synthese》2008,165(1):107-125
This paper is roughly in two parts. The first deals with whether know-how is constituted by propositional knowledge, as discussed
primarily by Gilbert Ryle (1949) The concept of mind. London: Hutchinson, Jason Stanley and Timothy Williamson (2001). Knowing
how. Journal of Philosophy, 98, pp. 411–444 as well as Stephen Hetherington (2006). How to know that knowledge-that is knowledge-how. In S. Hetherington
(Ed.) Epistemology futures. Oxford: Oxford University Press. The conclusion of this first part is that know-how sometimes does and sometimes does not
consist in propositional knowledge. The second part defends an analysis of know-how inspired by Katherine Hawley’ (2003).
Success and knowledge-how. American Philosophical Quarterly, 40, pp. 19–31, insightful proposal that know-how requires counterfactual success. I conclude by showing how this analysis helps
to explain why know-how sometimes does and sometimes does not consist of propositional knowledge. 相似文献
965.
Adrian Haddock 《Philosophia》2008,36(4):483-493
Arthur C. Danto’s Analytical Philosophy of History has a Kantian ambition: to state the conditions that make historical knowledge possible and to show “the unhappy destiny”
that attends attempts to extend modes of representation beyond these conditions. Even though Danto’s book fails to achieve
this ambition, it succeeds in making a number of important—if neglected—suggestions in the course of its attempt. One concerns
the significance of the progressive tense for our thinking about human agency. Another concerns the way agency can impact
negatively on the possibility of foreknowledge.
相似文献
Adrian HaddockEmail: |
966.
Previous studies have suggested that children as young as 9 years old have developed an understanding of non-linear growth processes prior to formal education. The present experiment aimed at investigating this competency in even younger samples (i.e., in kindergartners, first, and third graders, ages 6, 7 and 9, respectively). Children (N = 90) solved non-verbal inductive reasoning tasks by forecasting linear and exponential growth. While children of all ages forecasted linear growth adequately, exponential growth was also estimated remarkably well. Surprisingly, kindergartners and third graders showed similar high achievement concerning the magnitude and curve shape of forecasts, whereas first graders performed significantly worse. We concluded that primary knowledge of both linearity and non-linearity exists even in kindergartners. However, children's understanding is quite fragile, as their performance was strongly affected by task sequence: Children underestimated exponential growth when the previous task required a forecast of linear growth, and overestimated linear growth when the previous task required forecasting of exponential growth. 相似文献
967.
以90名4-6岁学前儿童作为研究对象,考察了这一年龄段儿童在言语理解中对世界知识的运用能力及其发展特点。实验要求被试确定测试句中代词TA的回指名词,该回指名词需要被试依据相关的世界知识进行判断。实验发现:(1)4-6岁儿童在言语理解中对于世界知识的运用能力随年龄的增长而不断提高。(2)4岁组儿童对世界知识的运用能力水平较低,与其他两组儿童相比存在较显著的差异性;5岁组和6岁组儿童对世界知识的运用能力差异较小。(3)儿童在言语理解中对于不同类型的世界知识的运用能力存在显著性差异。与对现实生活相关的世界知识的运用能力相比,各组儿童对童话语境相关的世界知识的运用能力更为灵活。这一差异性在4-5岁组儿童表现得更为显著。 相似文献
968.
969.
Forbidding Science: Some Beginning Reflections 总被引:2,自引:2,他引:0
Leon R. Kass 《Science and engineering ethics》2009,15(3):271-282
Growing powers to manipulate human bodies and minds, not merely to heal disease but to satisfy desires, control deviant behavior,
and to change human nature, make urgent questions of whether and how to regulate their use, not merely to assure safety and
efficacy but also to safeguard our humanity. Oversight in democratic societies rightly belongs to the polity, not merely to
self-appointed experts, scientific or ethical. Yet the task of governing the uses of dangerous knowledge is daunting, and
there is little evidence that we have the will or the wisdom to do it well.
相似文献
Leon R. KassEmail: |
970.
归纳推理多样性效应的发展及其争论 总被引:1,自引:0,他引:1
归纳推理多样性效应指的是在归纳论断中,前提项目数量越多、越多样,将能构成归纳力度越强的推理。已有研究表明成人的归纳推理明显受到前提项目多样性的影响,而幼儿的相关研究却存在着两种对立的观点:一是认为幼儿不能基于多样性进行推理,二是认为5岁左右的幼儿就能够基于多样性进行推理。出现此争论的原因可能与研究方法方面的差异有关,如实验范式与前提组间差异、实验材料类别与概念范畴、属性特征及呈现方式、推理形式;此外,儿童的知识经验也是一个影响因素。未来研究可以结合相关领域的研究范式;深入挖掘影响儿童表现出多样性效应的因素;将任务设计多样化;将实验任务的计分方式多样化;开展相关的应用研究。 相似文献