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  相似文献   
952.
    
ABSTRACT

Appraisal theories of emotion, and particularly the Component Process Model, have claimed over the past three decades that the different components of the emotion process (action tendencies, physiological reactions, expressions, and feeling experiences) are essentially driven by the results of multi-level cognitive appraisals and that the feeling component constitutes a central integration and representation of these processes. Given the complexity of the proposed architecture of emotion generation, comprehensive experimental tests of these predictions are difficult to perform and thus evidence has been slow to appear. Complementing earlier work on self-reported appraisal, a massive amount of empirical results from studies with experimental designs based on appraisal manipulation, using electroencephalographic and electromyographic measures, now confirms many of the theoretical predictions with respect to the effect of different appraisal checks, their interactions, and their exact timing. A major issue for future research is the nature of the coherence or synchronisation of the appraisal-driven components in the unfolding emotion process. It is suggested that interdisciplinary multi-team research will be needed to face the theoretical and methodological challenges of experimentally investigating the dynamics of the emotion process.  相似文献   
953.
    
Existing research shows that people can improve their decision skills by learning what experts paid attention to when faced with the same problem. However, in domains like financial education, effective instruction requires frequent, personalized feedback given at the point of decision, which makes it time‐consuming for experts to provide and thus, prohibitively costly. We address this by demonstrating an automated feedback mechanism that allows amateur decision‐makers to learn what information to attend to from one another, rather than from an expert. In the first experiment, eye movements of N = 100 subjects were recorded while they repeatedly performed a standard behavioral finance investment task. Consistent with previous studies, we found that a significant proportion of subjects were affected by decision bias. In the second experiment, a different group of N = 100 subjects faced the same task but, after each choice, they received individual, machine learning‐generated feedback on whether their pre‐decision eye movements resembled those made by Experiment 1 subjects prior to good decisions. As a result, Experiment 2 subjects learned to analyze information similarly to their successful peers, which in turn reduced their decision bias. Furthermore, subjects with low Cognitive Reflection Test scores gained more from the proposed form of process feedback than from standard behavioral feedback based on decision outcomes.  相似文献   
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The aim of this study was to determine whether client therapeutic alliance ratings and client symptom severity were predictors of counseling outcomes among Canadian Indigenous clients. Participants included 179 Canadian Indigenous clients who completed an outcome measure at the 1st and last sessions and an alliance measure at both the 2nd and 3rd sessions. Results indicated that higher client alliance ratings at Sessions 2 and 3 and baseline client symptom severity were significant predictors of outcome. El objetivo de este estudio fue determinar si las valoraciones del cliente de la alianza terapéutica y la severidad de los síntomas del cliente fueron indicadores de los resultados de la consejería entre clientes indígenas canadienses. Los participantes incluyeron 179 clientes indígenas canadienses que completaron una medida de resultados en la primera y última sesión, además de una medida de la alianza en la segunda y tercera sesión. Los resultados indicaron que unas valoraciones del cliente más altas de la alianza en las sesiones 2 y 3 y la severidad preliminar de los síntomas del cliente fueron indicadores significativos del resultado.  相似文献   
955.
    
This exploratory study compared the effects of two different teaching methods (teacher‐directed vs. choice‐based) on the overall art skills, realistic drawing ability, intrinsic motivation to pursue art, and creativity in art productions in children attending the two art programs. The sample consisted of 83 third graders who completed two art exercises and an intrinsic motivation questionnaire. Using the Consensual Assessment Technique, 20 undergraduate art majors rated each drawing on creativity, overall artistic skill, and realistic drawing ability; these scores showed high‐internal consistency and served as measures for art skills and creativity. Children from the teacher‐directed program scored significantly higher on art skill (M = 3.09) than the children from the choice‐based program (M = 2.53, p = .025). Children from the teacher‐directed program also performed better on realistic drawing (M = 3.7, p = .038) than the children from the choice‐based program (M = 2.99). Art teaching method did not predict intrinsic motivation or creativity. Further analyses showed significant correlations between intrinsic motivation scores and overall art skill (r = .376, p = .002) and realistic drawing skill (r = .335, p = .007). Participating in the teacher‐directed program is associated with higher levels of artistic skill and realistic drawing ability, which are correlated with increased intrinsic motivation.  相似文献   
956.
    
Reflection is widely endorsed by professional bodies and practitioners are required to document professional learning to evidence standards of professionalism. Due to the lack of a consensual definition for reflection, there is confusion regarding ‘what reflection is’. Prior to the development of an empirical evidence base that explores reflection, it is important to develop a consensually agreed concept and definition to guide experimental research. The aim of this systematic review is to understand the concept of reflection by performing a synthesis of existing conceptually oriented qualitative studies. Fourteen sources were included in a thematic synthesis that resulted in the construction of four analytical themes: cognitive, integrative, iterative and active. These themes were explored in relation to existing research and a novel definition of reflection was proposed. It is hoped that this review will encourage further enquiry into the concept and process of reflection.  相似文献   
957.
    
Abstract

Background: Canadian specialty clinics offering gender-affirming care to trans and gender diverse children and youth have observed a significant increase in referrals in recent years, but there is a lack of information about the experiences of young people receiving care. Furthermore, treatment protocols governing access to gender-affirming medical interventions remain a topic of debate.

Aims: This qualitative research aims to develop a deeper understanding of experiences of trans youth seeking and receiving gender-affirming care at Canadian specialty clinics, including their goals in accessing care, feelings about care and medical interventions they have undergone, and whether they have any regrets about these interventions.

Methods: The study uses an adapted Grounded Theory methodology from social determinants of health perspective. Thirty-five trans and gender diverse young people aged 9 to 17?years were recruited to participate in semi-structured interviews through the specialty clinics where they had received or were waiting for gender-affirming medical interventions such as puberty blockers, hormone therapy, and surgery.

Results: Young people felt positively overall about the care they had received and the medical interventions they had undergone, with many recounting an improvement in their well-being since starting care. Most commonly shared frustrations concerned delays in accessing interventions due to clinic waiting lists or treatment protocols. Some youth described unwanted medication side-effects and others said they had questioned their transition trajectory at certain moments in the past, but none regretted their choice to undergo the interventions.

Discussion: The results suggest that trans youth and gender diverse children are benefiting from medical gender-affirming care they receive at specialty clinics, providing valuable insight into their decision-making processes in seeking care and specific interventions. Providers might consider adjusting aspects of treatment protocols (such as age restrictions, puberty stage, or mental health assessments) or applying them on a more flexible, case-by-case basis to reduce barriers to access.  相似文献   
958.
    
This study investigated preferences for types of fairness applied in resource distribution. We consider two types of equal distribution: according to the equal-allocation principle (new resources are distributed evenly without considering currently possessed resources) or the equal-outcome principle (equal outcome amounts result after distribution because current resources are considered). Children aged 5–6 and adults participated. The participant initially had two sets of two marbles (participant condition) or each of two puppets initially had two marbles (puppet condition). Then one puppet distributed new marbles between itself and the participant by equal-outcome. Next, the other puppet distributed new marbles by equal-allocation. The results showed that the majority of children and adults selected the distribution by equal-outcome for both conditions. This suggests that people prefer distribution by equal-outcome to distribution by equal-allocation. However, some children aged 5–6 thought that distribution by equal-allocation was better only when they already had resources.  相似文献   
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