全文获取类型
收费全文 | 385篇 |
免费 | 25篇 |
国内免费 | 16篇 |
出版年
2024年 | 1篇 |
2023年 | 1篇 |
2022年 | 11篇 |
2021年 | 18篇 |
2020年 | 17篇 |
2019年 | 18篇 |
2018年 | 13篇 |
2017年 | 14篇 |
2016年 | 17篇 |
2015年 | 7篇 |
2014年 | 17篇 |
2013年 | 54篇 |
2012年 | 9篇 |
2011年 | 12篇 |
2010年 | 11篇 |
2009年 | 32篇 |
2008年 | 38篇 |
2007年 | 33篇 |
2006年 | 18篇 |
2005年 | 12篇 |
2004年 | 17篇 |
2003年 | 12篇 |
2002年 | 8篇 |
2001年 | 8篇 |
2000年 | 3篇 |
1999年 | 7篇 |
1998年 | 4篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1991年 | 3篇 |
1990年 | 1篇 |
1988年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
排序方式: 共有426条查询结果,搜索用时 78 毫秒
381.
DING Ji 《Frontiers of Philosophy in China》2012,7(2):217
Zhuzi (Zhu Xi), Zhang Nanxuan and Lü Donglai continued a discussion begun by Hu Wufeng and his disciples on the subject of “knowing the form of benevolence,” and “seeking for a true mind in an absent one.” One result of their discussion was to make people realize that innately good knowledge and ability are not only manifested in loving one’s parents and respecting one’s elders, but also in the simple acts of drinking when thirsty and eating when hungry. This generated the idea of “manifestation range of innately good knowledge and ability.” However, another conclusion of this discussion claimed that if the desire to drink and eat or the king of Qi’s grudging an ox are included in this range, there would be a danger of viewing innately good knowledge and ability merely as inborn human nature or instinct. This discussion reveals an unsteady relationship between innately good knowledge and ability and the feeling of commiseration, which are sometimes united and sometimes separate. 相似文献
382.
Rapid automatized naming (RAN) of visual items is a powerful predictor of reading skills. However, the direction and locus of the association between RAN and reading is still largely unclear. Here, we investigated whether literacy acquisition directly bolsters RAN efficiency for objects, adopting a strong methodological design, by testing three groups of adults matched in age and socioeconomic variables, who differed only in literacy/schooling: unschooled illiterate and ex‐illiterate, and schooled literate adults. To investigate in a fine‐grained manner whether and how literacy facilitates lexical retrieval, we orthogonally manipulated the word‐form frequency (high vs. low) and phonological neighborhood density (dense vs. spare) of the objects' names. We observed that literacy experience enhances the automaticity with which visual stimuli (e.g., objects) can be retrieved and named: relative to readers (ex‐illiterate and literate), illiterate adults performed worse on RAN. Crucially, the group difference was exacerbated and significant only for those items that were of low frequency and from sparse neighborhoods. These results thus suggest that, regardless of schooling and age at which literacy was acquired, learning to read facilitates the access to and retrieval of phonological representations, especially of difficult lexical items. 相似文献
383.
384.
Habermas,lifelong learning and citizenship education 总被引:1,自引:0,他引:1
Citizenship and its education is again gaining importance in many countries. This paper uses England as its primary example
to develop a Habermasian perspective on this issue. The statutory requirements for citizenship education in England imply
that significant attention be given to the moral and social development of the learner over time, to the active engagement
of the learner in community and to the knowledge skills and understanding necessary for political action. This paper sets
out a theoretical framework that offers a perspective on learning suitable for these far-reaching aims. We argue that schools
need to shift from the currently dominant discourse of accountability to incorporate a discourse of care in order to make
room for an effective and appropriate pedagogy for citizenship. Habermas’s social theory gives us a theoretical framework
that properly locates schools within the lifeworld as part of civil society. Schools should therefore attend to hermeneutical
and emancipatory concerns, not only to strategic interests. We put these in the context of Habermas’s social theory to paint
an alternative vision learning for citizenship education which is based in developing the dispositions, values and attitudes
necessary for lifelong learning with a view to developing ongoing communicative action.
相似文献
Clarence W. Joldersma (Corresponding author)Email: |
385.
There is some consensus that for S to know that p, it cannot be merely a matter of luck that S’s belief that p is true. This consideration has led Duncan Pritchard and others to propose a safety condition on knowledge. In this paper, we argue that the safety condition is not a proper formulation of the intuition that
knowledge excludes luck. We suggest an alternative proposal in the same spirit as safety, and find it lacking as well. 相似文献
386.
The present research tested the notion that perceived target knowledge can be affected by the amount of information one has about other recently encountered stimuli—whether that information is relevant or not. Furthermore, the present research tested the implications of this effect for persuasion. In 4 experiments, participants were presented with a persuasive message promoting a fictitious department store, but first received another message containing more or less information about something else (e.g., another store, a car, or a person). Regardless of the type or valence of initial information received, the initial message had a contrast effect on perceived target knowledge, which influenced target attitudes. The less information the initial message contained, the more persuasive knowledge participants thought they received from the target message, and the more their attitudes agreed with that message. These findings suggest that the perceived amount of persuasive information one has about a target stimulus can be manipulated to increase persuasion, even when the actual amount of information about the target stimulus does not vary. 相似文献
387.
388.
As social and cultural psychologists of learning, we are persuaded of the crucial role of interaction in development and learning. But how do we experience this assumption in our own research practices and in our collaboration with colleagues? Taking as our object of study our own participation in a European Research and Development project that aimed to enhance interactive and argumentative skills in learning settings, this study shows how collaboration among project partners is not something that is to be taken for granted, but something that is elaborated and evolves in time, takes diverse forms, and is mediated by multiple tools. The psychological processes—more particularly tensions and negotiation—involved in collaboration are developed and discussed. The study explores the processes of establishing collaboration and, through the analysis of specific zones of tensions, sheds light on the way new knowledge (on how to do research, how to communicate, how to work together) is constructed. It contributes to the understanding of the issues and conditions for the development of a community of practice. 相似文献
389.
Dissociations between implicit and explicit memory in children: the role of strategic processing and the knowledge base 总被引:4,自引:0,他引:4
A review of the literature shows that explicit memory develops substantially from three years of age to adulthood, while implicit memory remains stable across this age range. Previously, this developmental dissociation has been attributed to different memory systems, or to confounds with perceptual vs. conceptual processing. Prompted by an alternative developmental framework, the experiments reported here provide evidence against both interpretations. Instead, it will be argued that (a) the implicit-explicit developmental dissociation reflects differences in strategic processing (strategy use and metamemory) across childhood and (b) that implicit memory can show development if a child's knowledge base in the tested domain is developing with age. 相似文献
390.
The increased availability of and access to the Internet has resulted in online psychological assessment becoming an attractive mode of collecting data. However, equivalence between online measures and their offline counterpart cannot be assumed. The aim of the current study was to examine for the first time the online and offline equivalence of a commonly employed measure of gender role orientation: the Bem Sex Role Inventory (BSRI) short-form. Participants (N = 372) completed the BSRI short-form either online (n = 244) or offline (n = 128). Equivalence was assessed through reliability measures and mean differences. Reliability analyses indicated good and comparable levels of internal consistency. There was no significant difference between femininity scores depending on mode of administration. However, masculinity scores were significantly higher when the BSRI short-form was administered offline. An additional and unexpected finding was that there was no significant difference between men and women’s masculinity scores. Explanations for the pattern of results seen are considered, including the possible role of social desirability. Future research should further consider conceptualisations of gender in the online environment. Given the findings reported here, it is recommended that researchers collecting gender role data online interpret their findings mindful of possible administration mode effects. 相似文献