全文获取类型
收费全文 | 1161篇 |
免费 | 122篇 |
国内免费 | 63篇 |
专业分类
1346篇 |
出版年
2024年 | 7篇 |
2023年 | 36篇 |
2022年 | 33篇 |
2021年 | 44篇 |
2020年 | 73篇 |
2019年 | 57篇 |
2018年 | 62篇 |
2017年 | 63篇 |
2016年 | 48篇 |
2015年 | 49篇 |
2014年 | 68篇 |
2013年 | 151篇 |
2012年 | 32篇 |
2011年 | 39篇 |
2010年 | 39篇 |
2009年 | 61篇 |
2008年 | 70篇 |
2007年 | 60篇 |
2006年 | 44篇 |
2005年 | 40篇 |
2004年 | 26篇 |
2003年 | 32篇 |
2002年 | 31篇 |
2001年 | 10篇 |
2000年 | 20篇 |
1999年 | 13篇 |
1998年 | 19篇 |
1997年 | 13篇 |
1996年 | 14篇 |
1995年 | 12篇 |
1994年 | 17篇 |
1993年 | 8篇 |
1992年 | 6篇 |
1991年 | 7篇 |
1990年 | 1篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1985年 | 5篇 |
1984年 | 7篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 5篇 |
1980年 | 1篇 |
1979年 | 4篇 |
1977年 | 2篇 |
1975年 | 2篇 |
1973年 | 1篇 |
排序方式: 共有1346条查询结果,搜索用时 0 毫秒
41.
Endre Begby 《Ratio》2020,33(4):295-306
This paper aims to show that the Knowledge Norm of Assertion (KNA) can lead to trouble in certain dialectical contexts. Suppose a person knows that p but does not know that they know that p. They assert p in compliance with the KNA. Their interlocutor responds: ‘but do you know that p?’ It will be shown that the KNA blocks the original asserter from providing any good response to this perfectly natural follow-up question, effectively forcing them to retract p from the conversational scoreboard. This finding is not simply of theoretical interest: I will argue that the KNA would allow the retort ‘but do you know that p?’ to be weaponized in strategic communication, serving as a tool for silencing speakers without having to challenge their testimonial contributions on their own merits. Our analysis can thereby provide a new dimension to the study of epistemic injustice, as well as underscoring the importance of considering the norms governing speech acts also from the point of view of non-ideal social contexts. 相似文献
42.
43.
Selina N. Emhardt Ellen M. Kok Halszka Jarodzka Saskia Brand-Gruwel Christian Drumm Tamara van Gog 《Cognitive Science》2020,44(9):e12893
Domain experts regularly teach novice students how to perform a task. This often requires them to adjust their behavior to the less knowledgeable audience and, hence, to behave in a more didactic manner. Eye movement modeling examples (EMMEs) are a contemporary educational tool for displaying experts’ (natural or didactic) problem-solving behavior as well as their eye movements to learners. While research on expert-novice communication mainly focused on experts’ changes in explicit, verbal communication behavior, it is as yet unclear whether and how exactly experts adjust their nonverbal behavior. This study first investigated whether and how experts change their eye movements and mouse clicks (that are displayed in EMMEs) when they perform a task naturally versus teach a task didactically. Programming experts and novices initially debugged short computer codes in a natural manner. We first characterized experts’ natural problem-solving behavior by contrasting it with that of novices. Then, we explored the changes in experts’ behavior when being subsequently instructed to model their task solution didactically. Experts became more similar to novices on measures associated with experts’ automatized processes (i.e., shorter fixation durations, fewer transitions between code and output per click on the run button when behaving didactically). This adaptation might make it easier for novices to follow or imitate the expert behavior. In contrast, experts became less similar to novices for measures associated with more strategic behavior (i.e., code reading linearity, clicks on run button) when behaving didactically. 相似文献
44.
Luis-Alberto Casado-Aranda Vinod Venkatraman Juan Sánchez-Fernández Teodoro Luque-Martínez 《Political psychology》2020,41(1):145-164
Daily worldwide newspapers print articles exposing government corruption. Yet these messages do not lead to a loss of votes for the corrupt parties. Sympathizers’ partisan bias, which respectively minimizes and maximizes corruption and positive messages of their own parties respectively, is widely considered the main cause of the loss of effectiveness of political communications. Despite the well-established existence of such bias when processing political information, little is known as to its psychological origin. Through the use of neuroscience (fMRI), this study explores the underlying brain mechanisms of negative (corruption) and positive political messages related to a conservative and a socialist Spanish political party, as well as the differences between their sympathizers. The findings reveal that negative (vs. positive) political messages exert the greatest neuroimaging impact on the electorate, as shown in aversive, risk, and disappointment-related brain regions. Interestingly, we show that there exists a main partisan bias against opposite parties (and not a positive bias toward one’s own party) that stems from a higher risk, ambiguity, and disbelief provoked by both positive and negative information about rival parties. Furthermore, this bias was more pronounced among conservative supporters. The current findings provide valuable insights for political parties to improve their communication campaigns. 相似文献
45.
采用“中国学校课程教学调查项目”中1811名八年级学生及其家长作为样本进行调查,探讨家庭社会经济地位与数学成绩的关系,考察亲子沟通和学业自我效能感的作用机制。结果显示:(1)家庭社会经济地位显著正向影响数学成绩;(2)亲子沟通、学业自我效能感在家庭社会经济地位与数学成绩之间起部分中介作用;(3)亲子沟通、学业自我效能感在家庭社会经济地位与数学成绩之间具有链式中介作用。 相似文献
46.
Cline Hinnekens Alan Sillars Lesley L. Verhofstadt William Ickes 《Personal Relationships》2020,27(1):102-131
Empathic accuracy research indicates that partners achieve only moderate success at reading each other's thoughts. The current study identifies specific patterns of online thought that contribute to empathic inaccuracy during conflict interactions. Married/cohabiting partners completed a conflict interaction and reported their own thoughts during video‐assisted recall of the interaction, also inferring the thoughts of the other partner. Content analysis of these online thoughts demonstrated a high degree of mindfulness about the process of communication, along with a perspective bias, in which partners tended to construe their own communication as constructive and the other partner's communication as avoidant and confrontational. Specific mind‐reading errors linked to both the thematic content and affective tone of online thought predicted lower overall empathic accuracy. 相似文献
47.
A driver’s license is key to independence for many young adults, including those with autism spectrum disorders (ASDs). However, individuals with ASDs may face special challenges when learning to drive. If effective driver training is to be devised for this demographic, it is important to determine the nature of these challenges. Driving inherently requires multitasking (e.g. steering, speed maintenance, navigation, hazard detection) and drivers are routinely obligated to combine driving with the demands of listening and responding to others, as occurs during driving lessons. Given that individuals who display traits associated with ASDs may have special difficulties with secondary tasks and especially those that involve socialization, we examined the effects of secondary tasks that involve listening and responding to questions while driving. We compared performance when simply driving (the control condition), driving while listening (the audiobook condition), and driving while listening and speaking (the prompt: answer condition). The autism spectrum quotient (AQ:Baron-Cohen, Wheelwright, Skinner, Martin, & Clubley, 2001), a commonly used self-report questionnaire intended to measure traits associated with ASDs in research, was used to identify young drivers with more and fewer traits related to ASDs in a community sample, (None had a clinical diagnosis of ASD.) Consistent with studies of drivers clinically diagnosed with ASDs, we found that high AQ scorers reported greater mental and physical demand, effort, and frustration when driving, and showed more moment-to-moment variability in lane position and hazard reaction compared to low AQ scorers as measured in a driving simulator. Differences between the low and high scorers were typically largest when secondary tasks were imposed, but the predicted interaction between drive condition and AQ group only emerged in terms of steering variability. 相似文献
48.
Autonomous vehicle (AV) technology is becoming one of the most promising alternatives to improve mobility for people with disabilities. Nevertheless, how people with disabilities perceive AV as transportation services has not been explored. Also, limited information exists about how public transit agencies comprehend and perceive autonomous vehicle transportation (AVT) services. This study discusses mobility issues for people with disabilities and explores the potential of AVT to serve that population, particularly those with visual impairments or physical disabilities. Researchers conducted six focus groups comprising people with disabilities (N = 23) and public transit service experts (N = 10) in Austin, Texas and Houston, Texas. Each session was audio-recorded and analyzed using conventional content analysis. This study identified people with disabilities’ mobility issues related to: (1) current transit services (including fixed-route and paratransit services) and (2) the quality of neighborhood built environments. Both people with disabilities and transit experts expected that AVT could mitigate current mobility issues, especially in improved built environments. However, participants with disabilities also expressed concerns and anxieties regarding AVT. Transit experts agreed that more targeted strategies would be needed to overcome possible barriers to AVT for people with disabilities. This study provides insights on shaping AVT strategies and policies relevant to improving mobility for people with disabilities. 相似文献
49.
Previous research has indicated that in several domains, women and men may use different cognitive processes along with different neurophysiological activation to achieve similar behavioral performance. The present study extended this line of research to the novel field of soccer playing. In female and male active soccer players, we investigated patterns of brain activation and functional connectivity of brain networks during imagination of creative soccer moves, using EEG methods that are well established in creativity research. Participants were presented with scenarios taken from real soccer games. Female and male soccer players showed comparable creative performance in their imagined moves to score a goal, which was rated by top qualified experts (UEFA A licensed soccer coaches). Notwithstanding, they differed with respect to their brain activation and functional connectivity of brain networks. While men exhibited relatively higher parietal/occipital task-related EEG alpha power, women showed significantly higher within-hemisphere functional coupling in the upper alpha band. The findings add important new evidence to the field of cognitive gender research in an applied, sports-related domain of creative cognition. 相似文献
50.
教育传播学属于跨学科研究领域,在我国尚属新兴学科。从传播学的角度解读孔子的教育传播思想,可以发现其教育传播思想中教育传播平民化;以文字传播作为主要的教育传播媒介;严格的传者自律;强烈的受众意识等诸多方面的内容。 相似文献