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931.
ObjectivesAnalogy instruction has an advantage on motor skill learning. The effect of analogy instructional type on kinematics, particularly on inter-joint coordination, is an extremely understudied area of research. Against this background, this paper experimentally controlled the quality and quantity of the to-be-learned information included in instruction and applied principal component analysis (PCA) to time-series data of joint angles to examine whether different instruction methods could change inter-joint coordination structure.Methods and designForty-five novice participants, fifteen each for three independent groups, performed dart-throwing training with either explicit, rule-based biomechanical metaphor (RBM), or information-integrated biomechanical metaphor (IIM) instructions. Performance and kinematics were evaluated in pre-test, retention test, and transfer test that can increase psychological pressure. The dependent variables were performance outcome, joint variability, and measurements derived from PCA.ResultsAnalyses revealed a significant test effect for the performance outcome, joint variability, and PCA measurements. No significant group effect or group–test interaction was found for the performance outcome and joint variability. Significant test effect and test–group interaction were found for the wrist PC1 loading. The IIM group means significantly increased in the retention and transfer tests. The explicit and RBM group means showed no significant effects of the test. These results suggest that IIM learners significantly changed the PCA structure in the retention test and maintained it in the transfer test, whereas explicit and RBM learners did not.ConclusionsThe findings provide the first insight into the effects of information-integrated biomechanical metaphors on the acquisition of inter-joint coordination structures for novice learners. 相似文献
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934.
Can a set of musical metaphors in a treatise on ethics reveal something about the nature and source of moral autonomy? This article argues that it can. It shows how metaphorical usage of words like tone, pitch , and concord in Adam Smith's Theory of Moral Sentiments can be understood as elements of an analogical model for morality. What this model tells us about morality depends on how we conceptualise music. In contrast to earlier interpretations of Smith's metaphors that have seen music as an aesthetic object, this article sees music as a practice. Understood in this way, the analogy allows us to see morality too as a practice––as moral tuning . This in turn reveals a novel answer to the intractable problem of conventionalism: moral autonomy consists in the freedom inherent in the constant need to interpret and reinterpret the strictly formal ideal of perfect propriety. 相似文献
935.
Hand Position and Response Assignment Modulate the Activation of the Valence‐Space Conceptual Metaphor
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Emilia Castaño Elizabeth Gilboy Sara Feijóo Elisabet Serrat Carles Rostan Joseph Hilferty Toni Cunillera 《Cognitive Science》2018,42(7):2342-2363
Conceptual metaphor is ubiquitous in language and thought, as we usually reason and talk about abstract concepts in terms of more concrete ones via metaphorical mappings that are hypothesized to arise from our embodied experience. One pervasive example is the conceptual projection of valence onto space, which flexibly recruits the vertical and lateral spatial frames to gain structure (e.g., good is up ‐bad is down and good is right ‐bad is left ). In the current study, we used a valence judgment task to explore the role that exogenous bodily cues (namely response hand positions) play in the allocation of spatial attention and the modulation of conceptual congruency effects. Experiment 1 showed that congruency effects along the vertical axis are weakened when task conditions (i.e., the use of vertical visual cues, on the one hand, and the horizontal alignment of responses, on the other) draw attention to both the vertical and lateral axes making them simultaneously salient. Experiment 2 evidenced that the vertical alignment of participants’ hands while responding to the task—regardless of the location of their dominant hand—facilitates the judgment of positive and negative‐valence words, as long as participants respond in a metaphor–congruent manner (i.e., up responses are good and down responses are bad). Overall, these results support the claim that source domain representations are dynamically activated in response to the context and that bodily states are an integral part of that context. 相似文献
936.
The Use of Relational‐Cultural Theory in Counseling Clients Who Have Traumatic Stress Disorders
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Victoria E. Kress Maria Haiyasoso Chelsey A. Zoldan Jessica A. Headley Heather Trepal 《Journal of counseling and development : JCD》2018,96(1):106-114
Counseling scholarship has increasingly demonstrated the utility of relational‐cultural theory (RCT) in promoting the relationship‐building and growth‐fostering connections many clients require to manage problems in living. The authors applied RCT to counseling clients with traumatic stress disorders rooted in traumas of an interpersonal nature (e.g., child abuse, interpersonal partner violence, sexual assault). An overview of traumatic stress disorders and RCT, as well as the ways in which RCT can inform trauma conceptualization and treatment approaches with victims, is provided. 相似文献
937.
J. Richelle Joe 《Journal of counseling and development : JCD》2018,96(2):197-205
In the decades since HIV/AIDS was first identified, medical discoveries have advanced prevention and treatment, and shifting demographics have changed the face of the illness. Despite these changes, the counseling literature on HIV/AIDS and its ethical implications for counselors have remained limited and stagnant. Whereas past discussions have focused primarily on issues of confidentiality, this article addresses multiple ethical implications of HIV/AIDS to reflect current knowledge about the illness and its effects on clients. 相似文献
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939.
为揭示文化疏离感与汉区高校少数民族大学生幸福感的关系,以及压力性生活事件的调节效应和基本心理需要的中介效应,采用文化疏离感量表、压力量表、基本心理需要量表和幸福感问卷对汉区高校少数民族大学生幸福感进行研究。结果显示:(1)文化疏离感会降低汉区高校少数民族大学生幸福感;(2)压力性生活事件对文化疏离感与汉区高校少数民族大学生幸福感的关系具有调节效应;(3)这一调节效应是以基本心理需要为中介变量。因此,文化疏离感对汉区高校少数民族大学生幸福感的影响是有中介的调节效应。 相似文献
940.
Shen Zhang 《Journal of experimental social psychology》2008,44(3):489-500
Stereotype rebound occurs when people experience an increase in stereotype use following attempts to suppress them. Two studies were conducted to examine cultural variability in the rebound effect. We hypothesized that, due to their experience suppressing unwanted thoughts, people from collectivist cultures would be less likely to experience the rebound effect than would people from individualist cultures. In both studies, U.S. and Chinese participants wrote two stories about gay men that were coded for stereotype use. Participants in the suppression condition were instructed to not to use stereotypes in their first story. As predicted, in both studies, U.S. participants in the suppression condition showed an increase in stereotype use in the second story, but Chinese participants did not. Potential explanations for cultural differences in the stereotype rebound effect are discussed. 相似文献