全文获取类型
收费全文 | 246篇 |
免费 | 42篇 |
国内免费 | 52篇 |
出版年
2024年 | 1篇 |
2023年 | 6篇 |
2022年 | 6篇 |
2021年 | 5篇 |
2020年 | 15篇 |
2019年 | 21篇 |
2018年 | 22篇 |
2017年 | 21篇 |
2016年 | 12篇 |
2015年 | 15篇 |
2014年 | 17篇 |
2013年 | 54篇 |
2012年 | 13篇 |
2011年 | 6篇 |
2010年 | 8篇 |
2009年 | 9篇 |
2008年 | 11篇 |
2007年 | 11篇 |
2006年 | 8篇 |
2005年 | 15篇 |
2004年 | 9篇 |
2003年 | 12篇 |
2002年 | 11篇 |
2001年 | 2篇 |
2000年 | 8篇 |
1999年 | 6篇 |
1998年 | 3篇 |
1996年 | 4篇 |
1995年 | 1篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1990年 | 2篇 |
1989年 | 1篇 |
1988年 | 2篇 |
1979年 | 1篇 |
排序方式: 共有340条查询结果,搜索用时 15 毫秒
331.
Matthew Lindauer 《Ratio》2020,33(3):155-162
In the burgeoning philosophical literature on conceptual engineering improving our concepts is typically portrayed as the hallmark activity of the field. However, Herman Cappelen has challenged the idea that we can know how and why conceptual changes occur well enough to actively intervene in revising our concepts; the mechanisms of conceptual change are typically inscrutable to us. If the ‘inscrutability challenge’ is correct, the practical aspect of conceptual engineering may seem to be undermined, but I argue that endorsing such pessimism would be a mistake. Even if the inscrutability challenge is correct, conceptual engineers often have good reasons to try to preserve existing concepts. I examine several cases where concept preservation is important and draw lessons about this activity for conceptual engineers. 相似文献
332.
ABSTRACTThis study examined whether images facilitate contextual grouping as effectively as words. College students (N?=?102) read RSVP paragraphs with topics located at the beginning, middle, or end of the paragraph. Paragraph topic was presented as a topic-related image, topic-unrelated image, or written explicitly in text. Topic identification was equally accurate for topic-related images and topic sentences, and less accurate for unrelated images. Paragraphs from the text condition were recalled more accurately than the related and unrelated image conditions. Further, recognition of unrelated images was a positive predictor of the number of logical errors committed during recall. Therefore, related images did not improve memory and comprehension as much as text, and paragraphs with unrelated images negatively affected understanding of the meaning of the paragraph, but not recall. These findings have implications for multimedia information sources such as textbooks or articles that use images to clarify the meaning of the material. 相似文献
333.
Christine Howe Joana Taylor Tavares Amy Devine 《The British journal of developmental psychology》2014,32(2):141-162
The conceptual understanding that children display when predicting physical events has been shown to be inferior to the understanding they display when recognizing whether events proceed naturally. This has often been attributed to differences between the explicit engagement with conceptual knowledge required for prediction and the tacit engagement that suffices for recognition, and contrasting theories have been formulated to characterize the differences. Focusing on a theory that emphasizes omission at the explicit level of conceptual elements that are tacitly understood, the paper reports two studies that attempt clarification. The studies are concerned with 6‐ to 10‐year‐old children's understanding of, respectively, the direction (141 children) and speed (132 children) of motion in a horizontal direction. Using computer‐presented billiards scenarios, the children predicted how balls would move (prediction task) and judged whether or not simulated motion was correct (recognition task). Results indicate that the conceptions underpinning prediction are sometimes interpretable as partial versions of the conceptions underpinning recognition, as the omission hypothesis would imply. However, there are also qualitative differences, which suggest partial dissociation between explicit and tacit understanding. It is suggested that a theoretical perspective that acknowledges this dissociation would provide the optimal framework for future research. 相似文献
334.
335.
SUMMARY While more and more clinicians are practicing a relational-cultural approach to therapy, many work in settings that continue to reinforce the normative values of separation and disconnection. Consequently, practitioners face the challenges of helping clients heal and grow-through-connection while navigating work settings that are all too often professionally disempowering, disconnecting, and isolating, i.e., “cultures of disconnection.” This article begins a conversation about the complexities of practicing Relational-Cultural Theory in nonrelational work situations and explores new possibilities for creating movement and change in these settings. 相似文献
336.
The Welch Emotional Connection Screen (WECS) is a novel instrument that is a brief, practicable, evidenced-based observational screening tool for assessing relationship health between parent and child. The WECS requires observing 2−3 min of face-to-face interactions between parent and child, without toys, prompts, paradigms or technology. Here, we describe a translational project from the coding lab to the primary care provider via a residency training program conducted with 50 residents during a 30-day developmental and behavioral pediatrics medical resident education rotation. The aims of this study were to evaluate the efficacy of WECS pediatric resident training: 1) to improve residents' accuracy in recognizing the dyadic behaviors of emotional connection (EC) via WECS training; and 2) to improve residents' attitudes, self-efficacy, and perceived professional norms (ASPPN) pertaining to Early Relational Health in Pediatrics. Results indicate that using a rapid prototyping approach to training, residents improved in their identification of dyads showing low to midrange levels of emotional connection. As well, resident attitudes about the importance of relationship health in pediatrics and their self-efficacy in identifying emotional connection improved significantly after this brief resident training. 相似文献
337.
Jean Baker Miller MD 《Women & Therapy》2013,36(2-4):145-161
SUMMARY In this culture, those in power do not usually talk about it and the rest of us tend not to recognize it either. A similar situation exists in therapy, where the therapist herself may not be aware of her own power-over tactics. This article suggests methods that may help therapists to acknowledge their power and also to change from power-over actions to mutually empowering relationships. From this line of thinking, there follows an exploration of altering the concept of boundaries in therapy into mutually constructed agreements between patient and therapist. This article was presented at the Summer Training Institute of the Jean Baker Miller Training Institute, June, 2003. 相似文献
338.
Eduard Glas 《Journal for General Philosophy of Science》1999,30(1):37-58
A philosophically comprehended account is given of the genesis and evolution of the concept of protein. Characteristic of
this development were not shifts in theory in response to new experimental data, but shifts in the range of questions that
the available experimental resources were fit to cope with effectively. Apart from explanatory success with regard to its
own range of questions, various other selecting factors acted on a conceptual variant, some stemming from a competing set
of research questions, others from an altogether different field of inquiry, and still others from the external environment.
These results are best explained on, hence support, an evolutionary model of the progress of experimental investigation, whose
outlines are briefly discussed.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
339.
Judith V. Jordan PhD 《Women & Therapy》2013,36(2-4):209-233
SUMMARY In a dominant, Western culture that celebrates strength in separation and holds unrealistic expectations for independent, autonomous functioning, vulnerability is seen as a handicap. This system creates the illusion of an invulnerable and separate self, and uses individualistic standards to measure a person's worth. Since these unrealistic expectations cannot be humanly attained, these controlling images become the source of shame and disconnection. RCT suggests that there is value in embracing vulnerability and in providing support, both at an individual and a societal level, for the inevitable vulnerability of all people. Rather than espousing the individual, mostly mythical, traits of a “lone hero,” RCT moves us toward new and important pathways to resilience and courage through connection. A version of this article was originally presented at the 2002 Learning from Women Conference, co-sponsored by Harvard Medical School and the Jean Baker Miller Training Institute. 相似文献
340.
In recent years, there has been growing discussion amongst philosophers about “conceptual engineering”. Put roughly, conceptual engineering concerns the assessment and improvement of concepts, or of other devices we use in thought and talk (e.g., words). This often involves attempts to modify our existing concepts (or other representational devices), and/or our practices of using them. This paper explores the relation between conceptual engineering and conceptual ethics, where conceptual ethics is taken to encompass normative and evaluative questions about concepts, words, and other broadly “representational” and/or “inferential” devices we use in thought and talk. We take some of the central questions in conceptual ethics to concern which concepts we should use and what words should mean, and why. We put forward a view of conceptual engineering in terms of the following three activities: conceptual ethics, conceptual innovation, and conceptual implementation. On our view, conceptual engineering can be defined in terms of these three activities, but not in a straightforward, Boolean way. Conceptual engineering, we argue, is made up of mereologically complex activities whose parts fall into the categories associated with each of these three different activities. 相似文献