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71.
Hongcui Du;Alexandra List; 《Applied cognitive psychology》2024,38(5):e4238
In two studies, we develop and evaluate an intervention focused on one significant challenge that undergraduate students have with evidence-based reasoning—reasoning about different evidence types. Our Evidence-Based Reasoning intervention teaches students about three common evidence types—comparative, correlational, and causal—often discussed in the popular press. In Study 1, using a within-subjects design, we find students' performance on an objective evidence-based reasoning (OEBR) measure to be significantly improved post-intervention (Cohen's d = 2.05). In Study 2, we add two open-ended measures to examine the effects of the intervention on students' evaluations of evidence-based conclusions. We again find students to perform significantly better on the OEBR measure (Cohen's d = 0.96), as well as on two open-ended conclusion evaluation tasks (Cohen's d = 0.97 and d = 0.69). Moreover, we find some of these benefits to persist on a delayed post-test, administered three weeks after intervention. 相似文献
72.
Marianna Y. Zhang;J. Nicky Sullivan;Ellen M. Markman;Steven O. Roberts; 《Child Development Perspectives》2024,18(1):19-25
Across development, young children reason about why social inequities exist. However, when left to their own devices, young children might engage in internal thinking, reasoning that the inequity is simply a justified disparity explained by features internal to social groups (e.g., genetics, intellect, abilities, values). Internal thinking could lead them to support and reinforce the inequity (e.g., by blaming the disadvantaged). In contrast, structural thinking, which appeals to relatively stable features external to social groups (e.g., environments, policies, economic systems), could lead to more prosocial outcomes (e.g., support for social interventions). While researchers have examined adolescents' and adults' structural thinking about social inequities, in this article, we review recent research that suggests that even children as young as 5 can engage in structural thinking. We conclude with suggestions for future studies, particularly research related to how to foster young children's structural thinking in the context of real-world social inequities. 相似文献
73.
The Violation-of-Expectation paradigm is a widespread paradigm in infancy research that relies on looking time as an index of surprise. This methodological review aims to increase the reliability of future VoE studies by proposing to standardize reporting practices in this literature. I review 15 VoE studies on false-belief reasoning, which used a variety of experimental parameters. An analysis of the distribution of p-values across experiments suggests an absence of p-hacking. However, there are potential concerns with the accuracy of their measures of infants’ attention, as well as with the lack of a consensus on the parameters that should be used to set up VoE studies. I propose that (i) future VoE studies ought to report not only looking times (as a measure of attention) but also looking-away times (as an equally important measure of distraction); (ii) VoE studies must offer theoretical justification for the parameters they use, and (iii) when parameters are selected through piloting, pilot data must be reported in order to understand how parameters were selected. Future VoE studies ought to maximize the accuracy of their measures of infants’ attention since the reliability of their results and the validity of their conclusions both depend on the accuracy of their measures. 相似文献
74.
Numerous studies have demonstrated that sanctions can promote cooperation. However, it is important to know not only that sanctions can work but also under what conditions people are actually willing to sanction cooperation positively (i.e., reward) or noncooperation negatively (i.e., punish). In this article, we demonstrate that people use sanctions less often and sanction more mildly when they decide about sanctioning before (instead of after) the occurrence of others' (non)cooperation (Experiments 1 and 2), regardless of whether they decide directly afterwards or after a time delay (Experiment 2). Moreover, we reveal that beforehand (as compared with afterwards) people have not yet formed clear sanctioning preferences (Experiment 3). These findings corroborate our reasoning that the decision environment beforehand induces nonconsequential reasoning and thereby hampers people's willingness to sanction. We discuss the theoretical, methodological, and practical implications of our work. 相似文献
75.
Deanna Kuhn Davidella Floyd Peter Yaksick Mariel Halpern Whitney Ricks 《Thinking & reasoning》2019,25(3):365-382
Is there reason to be concerned about what has been seen as an increasing trend for discourse on complex issues to be confined to an “echo chamber” of like-minded individuals? To investigate how thinking regarding an issue changes in form following concentrated discourse with like-minded peers, we undertook a qualitative examination of changes in the reasoning that 34 older adults used to justify their positions prior to and following such discourse. They showed a divergence of patterns. A minority abandoned mention of previously expressed ideas at odds with their own positions or otherwise narrowed the reasoning used to justify their positions. Consistent with findings from previous studies, only a minority showed increased certainty and/or extremity (polarisation) on quantitative scales. Countering this minority were a larger proportion whose thinking appeared to benefit from such engagement in several respects that we describe. A follow-up study compares results for a sample of young adults. 相似文献
76.
Andreas Müller 《Philosophical explorations》2019,22(1):2-15
Does reasoning to a certain conclusion necessarily involve a normative belief in support of that conclusion? In many recent discussions of the nature of reasoning, such a normative belief condition is rejected. One main objection is that it requires too much conceptual sophistication and thereby excludes certain reasoners, such as small children. I argue that this objection is mistaken. Its advocates overestimate what is necessary for grasping the normative concepts required by the condition, while seriously underestimating the importance of such concepts for our most fundamental agential capacities. Underlying the objection is the observation that normative thoughts do not necessarily cross our minds during reasoning. I show that proponents of the normative belief condition can accommodate this observation by taking the required normative belief to guide the reasoning process and offer a novel account of what such guidance consists in. 相似文献
77.
The cognitive system is an artificial intelligence product that integrates natural language processing techniques. The biggest d on logical reasoning, which can help users improve exploration and accelerate discovery. On the basis of natural language processing and logical reasoning, the paper adopts similarity algorithm bas difference between big data analysis systems and cognitive systems is that cognitive systems can directly deal with the problems raised by natural language forms and provide predictions baseded on question sentences, designs a cognitive system for specific domains, and finally realizes it on the NAO robot platform. 相似文献
78.
When reasoning counterfactually, we think of alternative possibilities to what we know to be true about the world by imagining what would have happened had a situation been different. Research has yielded mixed findings and substantial debate over when this ability develops, how it is best conceptualized, and what functions it serves. In this article, we propose a framework of counterfactual reasoning in development. We argue that counterfactual reasoning is best understood by looking both at the representations of reality children manipulate counterfactually, and the cognitive processes that make up and contribute to counterfactual reasoning. In so doing, we highlight the fact that many of the component skills are present in early childhood. This framework yields testable predictions about children’s counterfactual reasoning across a range of situations. We also discuss recent work that examines the contribution of counterfactual reasoning to learning in childhood. 相似文献
79.
Misinformation often continues to influence people’s memory and inferential reasoning after it has been retracted; this is known as the continued influence effect (CIE). Previous research investigating the role of attitude‐based motivated reasoning in this context has found conflicting results: Some studies have found that worldview can have a strong impact on the magnitude of the CIE, such that retractions are less effective if the misinformation is congruent with a person’s relevant attitudes, in which case the retractions can even backfire. Other studies have failed to find evidence for an effect of attitudes on the processing of misinformation corrections. The present study used political misinformation—specifically fictional scenarios involving misconduct by politicians from left‐wing and right‐wing parties—and tested participants identifying with those political parties. Results showed that in this type of scenario, partisan attitudes have an impact on the processing of retractions, in particular (1) if the misinformation relates to a general assertion rather than just a specific singular event and (2) if the misinformation is congruent with a conservative partisanship. 相似文献
80.
Caterina Primi Maria Anna Donati Francesca Chiesi Kinga Morsanyi 《Thinking & reasoning》2018,24(2):258-279
ABSTRACTCognitive reflection is recognized as an important skill, which is necessary for making advantageous decisions. Even though gender differences in the Cognitive Reflection test (CRT) appear to be robust across multiple studies, little research has examined the source of the gender gap in performance. In Study 1, we tested the invariance of the scale across genders. In Study 2, we investigated the role of math anxiety, mathematical reasoning, and gender in CRT performance. The results attested the measurement equivalence of the Cognitive Reflection Test – Long (CRT- L), when administered to male and female students. Additionally, the results of the mediation analysis showed an indirect effect of gender on CRT-L performance through mathematical reasoning and math anxiety. The direct effect of gender was no longer statistically significant after accounting for the other variables. The current findings suggest that cognitive reflection is affected by numerical skills and related feelings. 相似文献