全文获取类型
收费全文 | 3499篇 |
免费 | 573篇 |
国内免费 | 209篇 |
专业分类
4281篇 |
出版年
2025年 | 21篇 |
2024年 | 63篇 |
2023年 | 125篇 |
2022年 | 137篇 |
2021年 | 152篇 |
2020年 | 200篇 |
2019年 | 288篇 |
2018年 | 242篇 |
2017年 | 211篇 |
2016年 | 218篇 |
2015年 | 127篇 |
2014年 | 197篇 |
2013年 | 545篇 |
2012年 | 125篇 |
2011年 | 127篇 |
2010年 | 126篇 |
2009年 | 108篇 |
2008年 | 115篇 |
2007年 | 130篇 |
2006年 | 126篇 |
2005年 | 134篇 |
2004年 | 107篇 |
2003年 | 93篇 |
2002年 | 91篇 |
2001年 | 60篇 |
2000年 | 54篇 |
1999年 | 34篇 |
1998年 | 44篇 |
1997年 | 34篇 |
1996年 | 27篇 |
1995年 | 31篇 |
1994年 | 33篇 |
1993年 | 16篇 |
1992年 | 14篇 |
1991年 | 14篇 |
1990年 | 11篇 |
1989年 | 6篇 |
1988年 | 9篇 |
1987年 | 11篇 |
1986年 | 6篇 |
1985年 | 11篇 |
1984年 | 6篇 |
1983年 | 2篇 |
1982年 | 6篇 |
1981年 | 5篇 |
1980年 | 6篇 |
1979年 | 4篇 |
1978年 | 7篇 |
1977年 | 12篇 |
1976年 | 9篇 |
排序方式: 共有4281条查询结果,搜索用时 15 毫秒
181.
AMY COPLAN 《Metaphilosophy》2010,41(1-2):132-151
Abstract: By briefly sketching some important ancient accounts of the connections between psychology and moral education, I hope to illuminate the significance of the contemporary debate on the nature of emotion and to reveal its stakes. I begin the essay with a brief discussion of intellectualism in Socrates and the Stoics, and Plato's and Posidonius's respective attacks against it. Next, I examine the two current leading philosophical accounts of emotion: the cognitive theory and the noncognitive theory. I maintain that the noncognitive theory better explains human behavior and experience and has more empirical support than the cognitive theory. In the third section of the essay I argue that recent empirical research on emotional contagion and mirroring processes provides important new evidence for the noncognitive theory. In the final section, I draw some preliminary conclusions about moral education and the acquisition of virtue. 相似文献
182.
Initial evidence suggests that suppressing a thought prior to sleep results in subsequent dreaming of that thought. The present research examined the influence of cognitive load on dreaming following suppression. In Experiment 1, 100 participants received either a suppression instruction or no instruction for an intrusive thought prior to sleep, and subsequently completed a dream diary. Participants instructed to suppress reported dreaming about the target thought more than controls; dream rebound was predicted by poorer performance on a working memory task. In Experiment 2, 126 participants received either a suppression instruction or no instruction for an intrusive thought prior to sleep, and half of participants also had cognitive load of learning a 9-digit number. Participants receiving the suppression instruction under cognitive load reported greater dream rebound than other participants. These findings indicate that thought suppression prior to sleep leads to dream rebound, and this effect is enhanced by cognitive load. 相似文献
183.
184.
本研究采用事件相关电位(ERP)技术,通过测量由视觉诱发的脑电成分晚正波(LPP)来比较情绪调节策略在生理电特征上的差异,探讨认知重评和表达抑制的优劣。实验结果表明:(1)从波幅的角度来比较:在400—600ms时间窗口内,认知重评条件下恐怖图片诱发的LPP波幅显著小于在自由观看条件下的波幅,而表达抑制和自由观看组所诱发的LPP波幅差异较小。(2)从时间进程的角度来比较:认知重评与自由观看组的差异发生在400ms并持续到600ms;而表达抑制和自由观看之间的差异发生在450ms但是只持续到550ms。这表明认知重评相较于表达抑制,对负性情绪起调节作用开始较早,并且持续时间较长。这为认知重评优于表达抑制策略提供了神经生理学上的证据。 相似文献
185.
186.
成就目标定向与学习策略、学业成绩的关系研究综述 总被引:14,自引:0,他引:14
成就目标理论整合了曾经分离的动机研究和认知研究,是社会认知取向在动机领域中的代表性课题。文章对近十年国内外成就目标定向与学习策略、学业成绩的关系研究进行了综述,认为研究所取得的成果加深了我们对学习内在机制的理解。同时,作者也提出了这一领域应改进测量工具、进行重复验证、跨文化研究以及干预研究的主张。 相似文献
187.
评发生认识论的"反省抽象"范畴 总被引:2,自引:1,他引:2
论文分析了皮亚杰发生认识论中“反省抽象”范畴的发展脉络、主要内涵及其与某些相关概念(如概括化、平衡化、矛盾与否定的构造、意识化与觉知等)的联系。作者认为:反省抽象不仅体现皮亚杰的独创性.而且也是发生认识沦中最为核心和最为重要的概念。它合理地解释了知识创新的源泉,使发生认识论的逻辑一数学范畴研究及认知发展一般规律的研究奠基于科学认识论之上。作者主张应准确继承皮亚杰的学术遗产,深化对认知发展机制的探索。 相似文献
188.
学生学习策略的应用及其教师调控 总被引:7,自引:0,他引:7
学习策略是当前心理学和教育学研究的重点内容。学生学习中对学习策略的运用在内容和程度上都有不同的表现;相应地,教师对学生策略应用的调控也体现出不同的风格。继而,学习策略的应用与教师对学习策略的调控彼此之问经常产生相互的作用与冲突,教师需要在策略指导与教学中注意这一点。 相似文献
189.
Nadya A. Fouad Romila SinghKevin Cappaert Wen-hsin ChangMin Wan 《Journal of Vocational Behavior》2016
The current research examined differences between women engineers who persisted in an engineering career versus those who left engineering using a combination of two prominent theories of career change: social cognitive career theory (SCCT, Lent, Brown & Hackett, 1994; 2002) and integrated model of career change (Rhodes & Doering, 1983). The two groups of women did not differ in three domains of self-confidence or outcome expectations (engineering tasks, navigating organizational climate, or multiple roles), in vocational interests, or in workplace barriers. Women who continue in engineering do differ from those who leave in their experience of workplace supports and their levels of occupational commitment. Engineering turnover intentions and occupational commitment emerged as the two key variables that explained 33.4% of the variance in persistence in engineering careers. We discuss the implications of the results in terms of theoretical development and practical implications for organizations. 相似文献
190.
Dill EJ Vernberg EM Fonagy P Twemlow SW Gamm BK 《Journal of abnormal child psychology》2004,32(2):159-173
This study evaluated the validity of mediating pathways in predicting self-assessed negative affect from shyness/social withdrawal, peer rejection, victimization by peers (overt and relational), and the attitude that aggression is legitimate and warranted. Participants were 296 3rd through 5th graders (156 girls, 140 boys) from 10 elementary schools. Self-report measures of victimization, attitudes, and negative affect, and a teacher-report measure of shyness/social withdrawal and peer rejection were completed during the spring semesters of 2 consecutive years. Hierarchical regression analyses supported the mediational model in predicting negative affect at Time 2. However, an increase in negative affect over the 12-month study period was best accounted for by direct effects of increased victimization and changes in attitudes/attributions regarding aggression. Implications for the planning of school interventions designed to interrupt these victimization-maladjustment pathways are discussed. 相似文献