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921.
922.
近来, 教育心理学领域开始关注情绪因素对多媒体学习的影响, 其中诱发情绪逐渐成为研究者关注的指导设计形式。已有研究主要通过外部情绪诱发和内部情绪设计来考察诱发的积极情绪在学习过程中的作用, 并发现外部情绪诱发和内部情绪设计能够成功诱发积极情绪, 但由于情绪诱发方式的多样性和多媒体学习过程的复杂性, 诱发的积极情绪对学习效果的促进作用比较微弱。综述发现, 7项涉及外部情绪诱发的实验在学习结果上产生的效应量中值分别为d保持 = -0.25, d理解 = 0.04, d迁移 = 0.30; 14项涉及内部情绪设计的实验在学习结果上产生的效应量中值分别为d保持 = 0.27, d理解 = 0.36, d迁移 = 0.29。诱发的情绪对学习过程的主观体验影响很小。多媒体学习认知情感理论认为诱发的积极情绪会通过动机的中介作用进而促进学习; 相反, 认知负荷理论认为诱发的积极情绪会增加学习者的外在认知负荷从而阻碍学习。未来研究仍需关注情绪的操纵方法、效果评定以及潜在调节变量的作用等。 相似文献
923.
Two decades ago, Alexander George observed a growing gap between academic theorists and practitioners in the formulation of foreign policy. The significance of the gap has been debated, but trends in the academy, society, and government suggest it is likely to grow. 相似文献
924.
Peter J. Riggs 《Erkenntnis》2008,68(1):21-39
The deBroglie–Bohm quantum potential is the potential energy function of the wave field. The quantum potential facilitates
the transference of energy from wave field to particle and back again which accounts for energy conservation in isolated quantum
systems. Factors affecting energy exchanges and the form of the quantum potential are discussed together with the related
issues of the absence of a source term for the wave field and the lack of a classical back reaction. 相似文献
925.
The ideas of Vygotsky [Vygotsky, L. S. (1987). Thinking and speech. In The collected works of L. S. Vygotsky, (Vol. 1). New York: Plenum. (Original work published 1934.)] have been increasingly influential in accounting for social–environmental influences on the development of social understanding (SU). In the first part of this article, I examine how Vygotskian ideas have to date been recruited to explanations of the development of SU. Next, I present a model of SU development which draws on two implications of Vygotsky’s ideas: the importance of semiotic mediation for mental functioning, and the dialogic nature of the higher mental functions. I then consider the value of the proposed model in accounting for evidence from three areas of enquiry: the typical development of SU in infancy and early childhood, relations between individual differences in SU and social–environmental variables, and atypical development. The model is suggested to be particularly helpful in understanding the transition from intentional-agent to mental-agent understanding, and the role of language in SU. Remaining challenges include a need to specify further the cognitive processes underlying internalization, and to gather more extensive evidence on the roles of typical and atypical social experience in SU development. 相似文献
926.
Research on objectification theory (Fredrickson and Roberts in Psychology of Women Quarterly 21:173–206, 1997) has demonstrated
relations among self-objectification, body shame, and negative health outcomes. Less research has focused on the relation
of self-objectification to indicators of well-being. We examined associations among self-objectification, body shame, and
two indicators of well-being (i.e., self-esteem and satisfaction with life) in a path analytic model. We also tested explicitly
whether body shame mediated the relation between self-objectification and self-esteem and whether self-esteem mediated the
relation between body shame and life satisfaction. Female undergraduates (N = 227) from the United States completed questionnaires assessing the constructs of interest. Results indicated that the proposed
model fit the data and that body shame and self-esteem mediated as predicted. Implications of these findings are discussed. 相似文献
927.
This study addresses self-categorization theory's contention that stereotype content varies as a function of the comparative context within which a given group is considered. A sample of 5-, 7- and 10-year-old children (n = 192) made judgments about gender ingroup behavior in one of two comparative contexts: either adults of the same sex as self or children of the opposite sex. Specifically, judgments were either of the perceived stereotypicality or central tendency of 12 types of behavior. Both types of judgment were found to differ as a function of comparative context in ways predicted by self-categorization theory. However, contrary to prediction, there was no effect of age on the extent of stereotype variability. 相似文献
928.
Brian Hill 《Studia Logica》2008,89(1):81-109
It is well-known that classical models of belief are not realistic representations of human doxastic capacity; equally, models
of actions involving beliefs, such as decisions based on beliefs, or changes of beliefs, suffer from a similar inaccuracies.
In this paper, a general framework is presented which permits a more realistic modelling both of instantaneous states of belief,
and of the operations involving them. This framework is motivated by some of the inadequacies of existing models, which it
overcomes, whilst retaining technical rigour in so far as it relies on known, natural logical and mathematical notions. The
companion paper (Towards a “sophisticated” model of belief dynamics. Part II) contains an application of this framework to the particular case of belief revision.
Presented by Hannes Leitgeb 相似文献
929.
930.
Kalle Puolakka 《Philosophia》2008,36(1):29-41
This article considers the validity and strength of Richard Rorty’s pragmatist theory of interpretation in the light of two
ethical issues related to literature and interpretation. Rorty’s theory is rejected on two grounds. First, it is argued that
his unrestrained account of interpretation is incompatible with the distinctive moral concerns that have been seen to restrict
the scope and nature of valid approaches to artworks. The second part of the paper claims that there is no indispensable relationship
between supporting Rorty’s pragmatist theory of interpretation and the important place that is attached to literature in the
liberal society outlined by him. A reading of Donald Davidson’s texts on literary language and interpretation implies that
an intentionalist theory of interpretation can accommodate those features that Rorty values in literature as well.
相似文献
Kalle PuolakkaEmail: |