全文获取类型
收费全文 | 1281篇 |
免费 | 156篇 |
国内免费 | 202篇 |
出版年
2024年 | 2篇 |
2023年 | 22篇 |
2022年 | 42篇 |
2021年 | 39篇 |
2020年 | 76篇 |
2019年 | 93篇 |
2018年 | 90篇 |
2017年 | 96篇 |
2016年 | 106篇 |
2015年 | 44篇 |
2014年 | 79篇 |
2013年 | 264篇 |
2012年 | 69篇 |
2011年 | 70篇 |
2010年 | 41篇 |
2009年 | 50篇 |
2008年 | 58篇 |
2007年 | 63篇 |
2006年 | 38篇 |
2005年 | 44篇 |
2004年 | 41篇 |
2003年 | 31篇 |
2002年 | 40篇 |
2001年 | 20篇 |
2000年 | 14篇 |
1999年 | 8篇 |
1998年 | 18篇 |
1997年 | 12篇 |
1996年 | 11篇 |
1995年 | 5篇 |
1994年 | 8篇 |
1993年 | 7篇 |
1992年 | 3篇 |
1991年 | 1篇 |
1990年 | 6篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 4篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 3篇 |
1980年 | 2篇 |
1978年 | 5篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1975年 | 1篇 |
排序方式: 共有1639条查询结果,搜索用时 328 毫秒
941.
Interspersing easy problems among challenging problems has been shown to both increase students’ preference for completing
math worksheets and the fluency with which they complete challenging problems. Although early research examining the interspersal
procedure in mathematics was conducted with college-age students, there are a growing number of studies utilizing the interspersal
procedure in elementary and secondary school settings. A particular concern with existing research however is whether the
beneficial effects are maintained across multiple sessions and whether effects generalize when implemented with large groups
of students. The current study addressed this concern by administering both control and interspersal math worksheets consisting
of instructionally relevant problems to 75 fourth grade students across four sessions. Because students’ instructional levels
differed, analyses were conducted separately for students identified as fluent and less fluent based upon student performance
on the control worksheet administered during session 1. Dependent measures included digits correct and problems correct as
well as students’ responses to four preference questions following each session. Although results differ from previous research
in that students completed significantly more digits correct on control worksheets, explanations of these differences are
examined and implications are discussed. 相似文献
942.
Anxiety sensitivity and intolerance of uncertainty: requisites of the fundamental fears? 总被引:1,自引:0,他引:1
Fears related to anxiety sensitivity (AS)-illness/injury sensitivity, fear of negative evaluation, and fear of pain-may have important theoretical associations with intolerance of uncertainty (IU). In separate investigations, AS and IU have been independently related to the same anxiety-related psychopathology. AS and IU seem to share a basis in fearing unknown, potentially harmful consequences; however, their inter-relationship remains uncertain. IU regarding a specific stimulus, a physical sensation for example, may result in a variety of interpretations and responses, including the catastrophic appraisals that characterize AS. The association between AS and IU was examined in a sample of 293 undergraduates. Results of confirmatory factor and correlation analyses suggest the two constructs are related, but nonetheless independent. It appears that IU may be a required component of catastrophic misappraisals while being an important construct related to fear and anxiety in its own right. Future research directions and potential applications are discussed. 相似文献
943.
KIHO TANAKA 《The Japanese psychological research》2007,49(4):235-247
Abstract: The purpose of the present study was to examine the influence of goal orientations on ninth-grade students' (54 girls and 55 boys) task-specific appraisals (i.e., anticipated interest, self-efficacy, test anxiety, and physical symptoms) and subsequent task performance. The results of structural equation modeling showed that different goal orientations had different effects on task-specific appraisals. In addition, task performance was directly influenced by self-efficacy and physical symptoms, whereas the goal orientation served as a predictor of task performance indirectly through task-specific appraisals. Students' posttask estimation of success and involvement were differently predicted by the pretask appraisal and actual task performance. Thus self-appraisals that students experience after performing the task are not only influenced by the actual performance, but also by the task-related appraisal they form before the task, which is partially determined by their goal orientations. Cluster analysis revealed students with multiple goals, in whom learning and performance goals can work together to facilitate performance and motivation. 相似文献
944.
Abstract: We used a task facilitation paradigm to examine whether self‐knowledge reference and self‐monitoring have a functional relationship. Eighteen participants performed a series of tasks: self‐knowledge reference, evaluation, self‐monitoring, and semantic. Responses on the self‐knowledge reference task were faster when the previous task was self‐monitoring rather than semantic. However, responses on the self‐monitoring task were similar regardless of whether it was preceded by the self‐knowledge reference task or the evaluation task. Our results suggest that self‐monitoring induces self‐knowledge reference. 相似文献
945.
We argue performance in the serial reaction time (SRT) task is associated with gradations of awareness that provide examples of fringe consciousness [Mangan, B. (1993b). Taking phenomenology seriously: the “fringe” and its implications for cognitive research. Consciousness and Cognition, 2, 89–108, Mangan, B. (2003). The conscious “fringe”: Bringing William James up to date. In B. J. Baars, W. P. Banks & J. B. Newman (Eds.), Essential sources in the scientific study of consciousness (pp. 741–759). Cambridge, MA: The MIT Press.], and address limitations of the traditional SRT procedure, including criticism of exclusion generation tasks. Two experiments are conducted with a modified SRT procedure where irrelevant stimulus attributes obscure the sequence rule. Our modified paradigm, which includes a novel exclusion task, makes it easier to demonstrate a previously controversial influence of response stimulus interval (RSI) on awareness. It also allows identification of participants showing fringe consciousness rather than explicit sequence knowledge, as reflected by dissociations between different awareness measures. The NEO-PI-R variable Openness to Feelings influenced the diversity of subjective feelings reported during two awareness measures, but not the degree of learning and awareness as previously found with traditional SRT tasks [Norman, E., Price, M. C., & Duff, S. C. (2006). Fringe consciousness in sequence learning: the influence of individual differences. Consciousness and Cognition, 15(4), 723–760.]. This suggests possible distinctions between two components of fringe consciousness. 相似文献
946.
Three experiments examined the role of response criteria in a masked semantic priming paradigm using an exclusion task. Experiment 1 used on-line prime-report (“report the prime if you saw it”) and exclusion instructions in which participants were told to avoid completing a word stem (e.g. mo—) with a word related to a prime (e.g. cash) flashed for 0, 38 or 212 ms. Semantic priming (i.e. exclusion failure) was significant in the items analysis, but was moderated by peoples’ ability to report the prime in the participant analysis. Prime-report thresholds in Experiment 2 were made more liberal by instructing participants to guess on every trial. Prime-report increased from Experiment 1 as exclusion failures were eliminated. Experiment 3 clarified the relationship between awareness and prime identification using an on-line measure of confidence and different liberal prime report instructions. The current findings suggest that the ability to act upon (via exclusion performance) and report information in a masked prime is determined by a variable response criterion, which can be manipulated as an independent variable. 相似文献
947.
Hypothetical Retrospection 总被引:2,自引:0,他引:2
Sven Ove Hansson 《Ethical Theory and Moral Practice》2007,10(2):145-157
Moral theory has mostly focused on idealized situations in which the morally relevant properties of human actions can be known
beforehand. Here, a framework is proposed that is intended to sharpen moral intuitions and improve moral argumentation in
problems involving risk and uncertainty. Guidelines are proposed for a systematic search of suitable future viewpoints for
hypothetical retrospection. In hypothetical retrospection, a decision is evaluated under the assumption that one of the branches
of possible future developments has materialized. This evaluation is based on the deliberator’s present values, and each decision
is judged in relation to the information available when it was taken. The basic decision rule is to choose an alternative
that comes out as morally acceptable (permissible) from all hypothetical retrospections.
相似文献
Sven Ove HanssonEmail: |
948.
The trap-tube problem is used to assess whether an individual is able to foresee the outcome of its actions. To solve the
task, an animal must use a tool to push a piece of food out of a tube, which has a trap along its length. An animal may learn
to avoid the trap through a rule based on associative processes, e.g. using the distance of trap or food as a cue, or by understanding
relations between cause and effect. This task has been used to test physical cognition in a number of tool-using species,
but never a non-tool-user. We developed an experimental design that enabled us to test non-tool-using rooks, Corvus frugilegus. Our modification of the task removed the cognitive requirements of active tool use but still allowed us to test whether
rooks can solve the trap-tube problem, and if so how. Additionally, we developed two new control tasks to determine whether
rooks were able to transfer knowledge to similar, but novel problems, thus revealing more about the mechanisms involved in
solving the task. We found that three out of seven rooks solved the modified trap-tube problem task, showing that the ability
to solve the trap-tube problem is not restricted to tool-using animals. We found no evidence that the birds solved the task
using an understanding of its causal properties, given that none of the birds passed the novel transfer tasks. 相似文献
949.
950.
The tendency to fear emotional experiences, such as anxiety, may be an important factor in the maintenance of excessive worry, which is the central feature of generalized anxiety disorder (GAD). The goal of the present study was to clarify the role of fear of anxiety in worry by assessing whether the experimental manipulation of fear of anxiety affects worry level. The study also assessed the combined effects of fear of anxious responding and intolerance of uncertainty (a factor already linked to pathological worry) on level of worry by grouping participants according to their tolerance for uncertainty. The results indicated that participants whose fear of anxiety was increased showed higher levels of worry compared to participants whose fear of anxiety was decreased. This finding provides preliminary support for the causal role of fear of anxiety in worry. Moreover, the results showed that increased fear of anxiety in combination with an intolerance for uncertainty led to the highest levels of worry, which suggests that these constructs have an additive effect on worry. The findings lend support to the integration of new conceptualizations of psychopathology with existing models of excessive worry, which could ultimately increase treatment efficacy for GAD. 相似文献