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171.
George Voutsadakis 《Studia Logica》2007,85(2):215-249
Two classes of π are studied whose properties are similar to those of the protoalgebraic deductive systems of Blok and Pigozzi. The first
is the class of N-protoalgebraic π-institutions and the second is the wider class of N-prealgebraic π-institutions. Several characterizations are provided. For instance, N-prealgebraic π-institutions are exactly those π-institutions that satisfy monotonicity of the N-Leibniz operator on theory systems and N-protoalgebraic π-institutions those that satisfy monotonicity of the N-Leibniz operator on theory families. Analogs of the correspondence property of Blok and Pigozzi for π-institutions are also introduced and their connections with preand protoalgebraicity are explored. Finally, relations of
these two classes with the (, N)-algebraic systems, introduced previously by the author as an analog of the -algebras of Font and Jansana, and with an analog of the Suszko operator of Czelakowski for π-institutions are also investigated.
Presented by Josep Maria Font 相似文献
172.
Lou Goble 《Studia Logica》2007,85(2):171-197
The results of this paper extend some of the intimate relations that are known to obtain between combinatory logic and certain
substructural logics to establish a general characterization theorem that applies to a very broad family of such logics. In
particular, I demonstrate that, for every combinator X, if LX is the logic that results by adding the set of types assigned to X (in an appropriate type assignment system, TAS) as axioms
to the basic positive relevant logic B∘T, then LX is sound and complete with respect to the class of frames in the Routley-Meyer relational semantics for relevant and substructural
logics that meet a first-order condition that corresponds in a very direct way to the structure of the combinator X itself.
Presented by Rob Goldblatt 相似文献
173.
Phiniki Stouppa 《Studia Logica》2007,85(2):199-214
We present a cut-admissible system for the modal logic S5 in a formalism that makes explicit and intensive use of deep inference.
Deep inference is induced by the methods applied so far in conceptually pure systems for this logic. The system enjoys systematicity
and modularity, two important properties that should be satisfied by modal systems. Furthermore, it enjoys a simple and direct
design: the rules are few and the modal rules are in exact correspondence to the modal axioms.
Presented by Heinrich Wansing 相似文献
174.
Yoshihito Tanaka 《Studia Logica》2007,86(1):111-131
It is known that for any subdirectly irreducible finite Heyting algebra A and any Heyting algebra B, A is embeddable into a quotient algebra of B, if and only if Jankov’s formula χ
A
for A is refuted in B. In this paper, we present an infinitary extension of the above theorem given by Jankov. More precisely, for any cardinal
number κ, we present Jankov’s theorem for homomorphisms preserving infinite meets and joins, a class of subdirectly irreducible
complete κ-Heyting algebras and κ-infinitary logic, where a κ-Heyting algebra is a Heyting algebra A with # ≥ κ and κ-infinitary
logic is the infinitary logic such that for any set Θ of formulas with # Θ ≥ κ, ∨Θ and ∧Θ are well defined formulas. 相似文献
175.
Denis Béchet 《Studia Logica》2007,87(2-3):199-224
The paper presents a way to transform pregroup grammars into contextfree grammars using functional composition. The same technique can also be used for the proof-nets of multiplicative cyclic linear logic and for Lambek calculus allowing
empty premises. 相似文献
176.
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178.
Richard W. Paul 《Argumentation》1989,3(2):197-235
The pace of change in the world is accelerating, yet educational institutions have not kept pace. Indeed, schools have historically been the most static of social institutions, uncritically passing down from generation to generation outmoded didactic, lecture-and-drill-based, models of instruction. Predictable results follow. Students, on the whole, do not learn how to work by, or think for, themselves. They do not learn how to gather, analyze, synthesize and assess information. They do not learn how to analyze the diverse logic of the questions and problems they face and hence how to adjust their thinking to those problems. They do not learn how to enter sympathetically into the thinking of others, nor how to deal rationally with conflicting points of view. They do not learn to become critical readers, writers, speakers and listeners. They do not learn how to use their native languages clearly, precisely, or persuasively. They do not, therefore, become literate, in the proper sense of the word. Neither do they gain much in the way of genuine knowledge since, for the most part, they could not explain the basis for what they believe. They would be hard pressed to explain, for example, which of their beliefs were based on rational assent and which on simple conformity to what they have been told. They have little sense as to how they might critically analyze their own experience, or identify national or group bias in their own thinking. They are much more apt to learn on the basis of irrational than rational modes of thought. They lack the traits of mind of a genuinely educated person: intellectual humility, courage, integrity, perseverance, and faith in reason.Happily, there is a movement in education today striving to address these problems in a global way, with strategies and materials for the modification of instruction at all levels of education. At its foundation is an emerging new theory of knowledge, learning, and literacy, one which recognizes the centrality of independent critical thinking to all substantial learning, one which recognizes that higher-order, multilogical thinking is as important to childhood as to adult learning, and as important to foundational learning in monological as in multilogical disciplines. This educational reform movement is not proposing an educational miracle cure, for its leading proponents recognize that many social and historical forces must come together before the ideals of the critical thinking movement will become a full academic reality. Schools do not exist in a social vacuum. To the extent that the broader society is uncritical so, on the whole, will be society's schools. Nevertheless, the social conditions necessary for fundamental changes in schooling are increasingly apparent. The pressure for fundamental change is growing. Whether and to what extent these needed basic changes will be delayed or side-tracked, thus requiring new periodic resurgences of this movement, with new, more elaborate articulations of its ideals, goals, and methods — only time will tell. 相似文献
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