首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   1159篇
  免费   99篇
  国内免费   7篇
  1265篇
  2025年   1篇
  2024年   15篇
  2023年   23篇
  2022年   3篇
  2021年   51篇
  2020年   38篇
  2019年   50篇
  2018年   56篇
  2017年   60篇
  2016年   37篇
  2015年   44篇
  2014年   38篇
  2013年   141篇
  2012年   38篇
  2011年   47篇
  2010年   45篇
  2009年   46篇
  2008年   55篇
  2007年   41篇
  2006年   41篇
  2005年   34篇
  2004年   47篇
  2003年   31篇
  2002年   39篇
  2001年   24篇
  2000年   24篇
  1999年   24篇
  1998年   22篇
  1997年   16篇
  1996年   18篇
  1995年   12篇
  1994年   11篇
  1993年   10篇
  1992年   11篇
  1991年   12篇
  1990年   10篇
  1989年   10篇
  1988年   6篇
  1987年   6篇
  1986年   4篇
  1985年   5篇
  1984年   6篇
  1983年   3篇
  1982年   4篇
  1980年   2篇
  1979年   1篇
  1978年   2篇
  1977年   1篇
排序方式: 共有1265条查询结果,搜索用时 15 毫秒
141.
142.
    
Traditionally, behavior analysts have studied stimulus equivalence using a matching‐to‐sample (MTS) preparation. Although researchers have shown the utility of MTS to yield equivalence classes, the procedure requires several prerequisite skills for a learner to accurately respond. Previous research with humans and nonhumans has shown that relational responding can be produced via compound stimulus discrimination and successive matching‐to‐sample (S‐MTS). We conducted four experiments with college students to further evaluate the effectiveness of S‐MTS in the establishment of stimulus relations. S‐MTS trials consisted of the presentation of a single sample stimulus followed by one comparison in a fixed location on a computer screen. Depending upon the sample–comparison relation, participants touched (i.e., go) or did not touch (i.e., no‐go) the comparison stimulus. Following training of the baseline relations (AB/BC), we assessed the emergence of symmetry, transitivity, and equivalence performances (i.e., BA/CB and AC/CA). Results support the utility of the S‐MTS procedure as a possible alternative to traditional MTS. This study has direct implications for participants for whom traditional three‐array MTS procedures may be challenging.  相似文献   
143.
    
The present experiment investigated the effects of preliminary training with pictorial stimuli on the subsequent formation of three 5‐member equivalence classes (A?B?C?D?E) in 84 university students assigned to seven groups of 12. In the Abstract (ABS) group, all stimuli were abstract shapes. In the Picture (PIC) group, the C stimuli were pictures, and the remaining stimuli were the same abstract shapes as in the ABS group. For the remaining five groups, all stimuli were the same abstract shapes as in the ABS group. However, across groups, preliminary training involved either the establishment of conditional relations with simultaneous (SMTS) or delayed (DMTS) matching‐to‐sample with 0 s, 3 s, 6 s, or 9 s between the abstract C stimuli and the meaningful pictures. For the ABS and the PIC groups, 16.7% and 83.3% of participants formed classes, respectively. Preliminary training with SMTS and DMTS with 0 s, 3 s, and 6 s produced a linear increase in the likelihood of equivalence class formation, 41.7%, 50%, and 75%, respectively. Increasing the duration of delay further from 6 s to 9 s produced a substantial decline, 50%. This experiment extends knowledge about how including meaningful pictures enhances equivalence class formation.  相似文献   
144.
    
The Social Relations Model (SRM) is a conceptual and analytical approach to examining dyadic behaviors and interpersonal perceptions within groups. In an SRM, the perceiver effect describes a person's tendency to perceive other group members in a certain way, whereas the target effect measures the tendency to be perceived by others in certain ways. In SRM research, it is often of interest to relate these individual SRM effects to covariates. However, the estimated individual SRM effects might not provide a very reliable measure of the true, unobserved SRM effects, resulting in distorted estimates of associations with other variables. This article introduces a plausible values approach that allows users to correct for measurement error when assessing the association of individual SRM effects with other individual difference variables. In the plausible values approach, the latent, true individual SRM effects are treated as missing values and are imputed from an imputation model by applying Bayesian estimation techniques. In a simulation study, the statistical properties of the plausible values approach are compared with two approaches that have been used in previous research. A data example from educational psychology is presented to illustrate how the plausible values approach can be implemented with the software WinBUGS.  相似文献   
145.
    
This research demonstrates a common psychology of outgroup hostility driven by perceived intergroup threat among three groups and seven cultural contexts: non‐Muslim Westerners, Muslims in Western societies, and Muslims in the Middle East. In Study 1, symbolic, but not realistic and terroristic threats, predicted non‐Muslim Norwegians' intentions to join anti‐Islamic movements. In Study 2, symbolic and realistic, but not terroristic threat, predicted non‐Muslim Americans' willingness to persecute Muslims. In Studies 3 and 4, symbolic threat predicted support and behavioral intentions against the West among Swedish and Turkish Muslims. Finally, in Study 5, a comparison demonstrated that symbolic and realistic threats had the same effects on violent intentions among non‐Muslim and Muslim Danes, and Muslims in Afghanistan. Meta‐analysis showed that symbolic threat was most strongly associated with intergroup hostility. Across studies, participants with high religious group identification experienced higher levels of threat. Implications for intergroup research and prejudice reduction are discussed.  相似文献   
146.
    
Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked understanding of students learning over time through careful articulation of a curricular framework and progression, instructional sequence, assessments, and levels of sophistication in student learning. Under this broadened conceptualization, we advance a methodology for developing and validating learning progressions, and advance several design considerations that can guide research concerned with engendering forms of mathematics learning, and curricular and instructional support for that learning. We advance a two-phase methodology of (a) research and development, and (b) testing and revision. Each phase involves iterative cycles of design and experimentation with the aim of developing a validated learning progression. In particular, we gathered empirical data to revise our hypothesized curricular framework and progression and to measure change in students. thinking over time as a means to validate both the effectiveness of our instructional sequence and of the assessments designed to capture learning. We use the context of early algebra to exemplify our approach to learning progressions in mathematics education with a focus on the concept of mathematical equivalence across Grades 3-5. The domain of work on research on learning over time is evolving; our work contributes a broadened role for learning progressions work in mathematics education research and practice.  相似文献   
147.
    
The present study (N = 1074) examined the impact of a theory‐driven media intervention aimed at violence prevention and intergroup reconciliation in Burundi. We used a novel methodology utilizing audio‐based surveys to assess attitudes related to intergroup conflict and reconciliation among community members. We conducted a propensity score analysis to estimate the causal effects of the intervention by examining differences between listeners and non‐listeners of the radio dramas. The results indicated a positive effect of the intervention on several social psychological outcomes (tolerance, in‐group superiority, social distance, intergroup trust, responsibility attributions, trauma disclosure and competitive victimhood). However, listeners and non‐listeners did not differ in obedience toward leaders or historical perspective taking; and the results for active bystandership, one of the main foci of the intervention, were mixed. Furthermore, the results show that the impact of the intervention sometimes depends on listeners' personal experiences of victimization. Copyright © 2015 John Wiley & Sons, Ltd.  相似文献   
148.
This paper is based on research of the published records of Genevan Consistory cases from 1542 to 1555, a time of religious and social upheaval. The Consistory was a church and moral discipline body. This article highlights select marital conflict cases, demonstrating that many people used the Consistory as a forum in which to express their demands and complaints about their partners. In some instances, parties were successful in getting the Consistory to grant them divorces. Thus some Genevans fell short of the ideals of harmonious and permanent matrimony that their reformers proclaimed. The majority were told to remain in their problematic marital unions. This study sheds light on Reformation marriage theology and law, the successes and failures of the Genevan Consistory, the impact of the Protestant Reformation on the population, and gender relations in early-modern Europe.  相似文献   
149.
    
An arguer's position at a given point in an argument can be characterized as a set of commitments. The present study considers the perceptions of ordinary language users about the implications of making a concession for the contents of the conceder's commitment set. In particular, we examine two sources of influence on such lay perceptions—conversational distance (i.e., the number of turns separating the concession from commitments incurred earlier in the argument) and an individual's prior beliefs regarding the content of the argument. Across two studies, college students were administered an argument task assessing the extent to which a concession by the protagonist of an argument on the last move indicated changes to other commitments incurred earlier in the argument. Results indicated that participants were more likely to judge a concession as indicating a change in prior commitments if (a) the commitment was incurred later in the argument than earlier, and (b) the participant disagreed with the protagonists’ thesis in the argument. In addition, performance on deductive reasoning tasks predicted individual differences in the conversational distance effect, but not the belief bias effect.  相似文献   
150.
    
Speaks (2014) defends the view that propositions are properties: for example, the proposition that grass is green is the property being such that grass is green. We argue that there is no reason to prefer Speaks's theory to analogous but competing theories that identify propositions with, say, 2‐adic relations. This style of argument has recently been deployed by many, including Moore (1999) and King (2007), against the view that propositions are n‐tuples, and by Caplan and Tillman (2013) against King's view that propositions are facts of a special sort. We offer our argument as an objection to the view that propositions are unsaturated (non‐0‐adic) relations.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号