全文获取类型
收费全文 | 169篇 |
免费 | 39篇 |
国内免费 | 80篇 |
专业分类
288篇 |
出版年
2024年 | 1篇 |
2023年 | 4篇 |
2022年 | 4篇 |
2021年 | 10篇 |
2020年 | 8篇 |
2019年 | 5篇 |
2018年 | 10篇 |
2017年 | 7篇 |
2016年 | 11篇 |
2015年 | 10篇 |
2014年 | 13篇 |
2013年 | 22篇 |
2012年 | 13篇 |
2011年 | 13篇 |
2010年 | 10篇 |
2009年 | 9篇 |
2008年 | 17篇 |
2007年 | 15篇 |
2006年 | 16篇 |
2005年 | 18篇 |
2004年 | 16篇 |
2003年 | 14篇 |
2002年 | 11篇 |
2001年 | 7篇 |
2000年 | 4篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1987年 | 1篇 |
1985年 | 3篇 |
排序方式: 共有288条查询结果,搜索用时 15 毫秒
171.
172.
皮亚杰晚年的“新理论”及其思考 总被引:3,自引:0,他引:3
皮亚杰的经典认知发展理论堪称典范,但也并非尽如人意,以致20世纪60、70年代其理论经常遭受抨击。文章以对皮亚杰经典理论的批评和质疑为起点,重点介绍皮亚杰在生命的最后阶段所进行的理论建设,并试图对皮亚杰的新理论做出初步评价。作者认为,皮亚杰晚年的新理论建立在对应性、态射、范畴、转换等新的概念体系之上,并将发展视为从心理内态射到心理间态射,再到超态射的演变过程。由此,新理论强调了“水平”概念和“意义逻辑”,弱化了早期的“阶段”概念和“命题逻辑”。 相似文献
173.
Three classes of polytomous IRT models are distinguished. These classes are the adjacent category models, the cumulative probability
models, and the continuation ratio models. So far, the latter class has received relatively little attention. The class of
continuation ratio models includes logistic models, such as the sequential model (Tutz, 1990), and nonlogistic models, such
as the acceleration model (Samejima, 1995) and the nonparametric sequential model (Hemker, 1996). Four measurement properties
are discussed. These are monotone likelihood ratio of the total score, stochastic ordering of the latent trait by the total
score, stochastic ordering of the total score by the latent trait, and invariant item ordering. These properties have been
investigated previously for the adjacent category models and the cumulative probability models, and for the continuation ratio
models this is done here. It is shown that stochastic ordering of the total score by the latent trait is implied by all continuation
ratio models, while monotone likelihood ratio of the total score and stochastic ordering on the latent trait by the total
score are not implied by any of the continuation ratio models. Only the sequential rating scale model implies the property
of invariant item ordering. Also, we present a Venn-diagram showing the relationships between all known polytomous IRT models
from all three classes. 相似文献
174.
175.
176.
177.
Brendan Hyde 《Journal of Beliefs & Values》2013,34(1):36-45
Assuming religious education to be the same as other subject areas of a Catholic school’s curriculum by, for example, applying the outcomes based philosophy and language of other subject areas to religious education renders a category mistake. A prominent notion in the work of metaphysical philosopher Gilbert Ryle, a category mistake arises when facts of one kind are presented as if they belong to another. This is significant. When Australian Catholic diocesan syllabus documents treat and describe religious education as being like other subjects comprising the curriculum, a category mistake is made, the effects of which may be damaging for student learning. Following an examination of relevant Church documents to describe its purpose, a brief analysis of contemporary Australian Catholic diocesan religious education syllabi (cases in point) indicates that a series of category mistakes have been made. These findings have significance in informing the development and refinement of theory, policy and practice in religious education. 相似文献
178.
Cultural identity refers to the psychological connection between an individual's self and a culture. In this paper, we identify three components that make up an individual's cultural identity – cultural knowledge, category label, and social connections. The cultural knowledge component connects an individual with a culture through the individual's direct endorsement of what are widely known to be the culture's central characteristics. The category label component connects an individual with a culture through the individual's depersonalized membership in a cultural collective. The social connections component connects an individual with a culture through networks of specific social relationships. The three components are conceptually distinct, and yet may have interconnections in influencing the development of cultural identity. We examine the implications of the three components on cultural identification processes in the context of multiculturalism and global cultural contact. 相似文献
179.
采用“学习-迁移”范式 ,探讨了学习条件和样例相似性对类别学习元认知监控的影响。实验选取虚构动物材料,采用2(学习条件:规则、无规则)×3(样例相似性:低、中、高)×2(匹配类型:正向匹配、反向匹配)混合实验设计,结果显示,在规则条件下,高样例相似性组正向匹配新项目的分类正确率显著高于反向匹配新项目的分类正确率;在无规则条件下,样例相似性越高,正向匹配新项目的分类准确率越高,所有项目的信心值也越高。这表明,规则和样例相似性是类别学习元认知判断的线索;在同一任务中,分类会涉及基于规则和基于相似性两个过程。 相似文献
180.
Relational structure is important for various cognitive tasks, such as analogical transfer, but its role in learning of new relational concepts is poorly understood. This article reports two experiments testing people’s ability to learn new relational categories as a function of their relational structure. In Experiment 1, each stimulus consisted of 4 objects varying on 2 dimensions. Each category was defined by two binary relations between pairs of objects. The manner in which the relations were linked (i.e., by operating on shared objects) varied between subjects, producing 3 logically different conditions. In Experiment 2, each stimulus consisted of 4 objects varying on 3 dimensions. Categories were defined by three binary relations, leading to six logically different conditions. Various learning models were compared to the behavioral data, based on the theory of schema refinement. The results highlight several shortcomings of schema refinement as a model of relational learning: (1) it can make unreasonable demands on working memory, (2) it does not allow schemas to grow in complexity, and (3) it incorrectly predicts learning is insensitive to relational structure. We propose schema elaboration as an additional mechanism that provides a more complete account, and we relate this mechanism to previous proposals regarding interactions between analogy and representation construction. The current findings may advance understanding of the cognitive mechanisms involved in learning and representing relational concepts. 相似文献