全文获取类型
收费全文 | 376篇 |
免费 | 8篇 |
国内免费 | 1篇 |
专业分类
教育 | 249篇 |
科学研究 | 18篇 |
各国文化 | 7篇 |
体育 | 66篇 |
综合类 | 1篇 |
文化理论 | 6篇 |
信息传播 | 38篇 |
出版年
2023年 | 1篇 |
2022年 | 4篇 |
2021年 | 3篇 |
2020年 | 11篇 |
2019年 | 20篇 |
2018年 | 28篇 |
2017年 | 13篇 |
2016年 | 21篇 |
2015年 | 16篇 |
2014年 | 14篇 |
2013年 | 85篇 |
2012年 | 17篇 |
2011年 | 23篇 |
2010年 | 12篇 |
2009年 | 10篇 |
2008年 | 14篇 |
2007年 | 8篇 |
2006年 | 9篇 |
2005年 | 13篇 |
2004年 | 4篇 |
2003年 | 5篇 |
2002年 | 4篇 |
2001年 | 4篇 |
2000年 | 1篇 |
1999年 | 5篇 |
1998年 | 5篇 |
1997年 | 2篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1988年 | 4篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1984年 | 1篇 |
1982年 | 2篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1921年 | 1篇 |
排序方式: 共有385条查询结果,搜索用时 31 毫秒
41.
Reading and Writing - The assessment of argumentative writing generally includes analyses of the specific linguistic and rhetorical features contained in the individual essays produced by students.... 相似文献
42.
43.
44.
In two conditioned lick-suppression experiments with rats, the interaction of preexposure to a target stimulus and subsequent overshadowing of conditioned inhibition treatment was examined. Blaisdell, Bristol, Gunther, and Miller (1998) have demonstrated that stimulus preexposure and overshadowing counteract each other in their effects on Pavlovian excitation, producing strong excitatory responding to the target stimulus. In the present experiments, a conditioned inhibition analogue of this effect was examined. Overshadowing of conditioned inhibition (i.e., attenuation of inhibitory control of behavior by the target stimulus) was demonstrated when a more salient stimulus was compounded with the target inhibitor during conditioned inhibition training. However, the overshadowing deficit was attenuated by preexposing the target stimulus prior to overshadowing treatment. To account for this phenomenon, we contrast the comparator hypothesis (Miller & Matzel, 1988) with contemporary models that focus on associative acquisition. 相似文献
45.
With the help of a team of expert biologist judges, the TREC Genomics track has generated four large sets of “gold standard”
test collections, comprised of over a hundred unique topics, two kinds of ad hoc retrieval tasks, and their corresponding
relevance judgments. Over the years of the track, increasingly complex tasks necessitated the creation of judging tools and
training guidelines to accommodate teams of part-time short-term workers from a variety of specialized biological scientific
backgrounds, and to address consistency and reproducibility of the assessment process. Important lessons were learned about
factors that influenced the utility of the test collections including topic design, annotations provided by judges, methods
used for identifying and training judges, and providing a central moderator “meta-judge”. 相似文献
46.
Judith G. Smetana Marina Tasopoulos-Chan Denise C. Gettman Myriam Villalobos Nicole Campione-Barr and Aaron Metzger 《Child development》2009,80(1):280-294
A sample of 118 predominantly European American families with early and middle adolescents ( M ages = 12.32 and 15.18 years) and 1 parent evaluated hypothetical conflicts between adolescents' and parents' requests for assistance versus the other's personal desires. Evaluations differed by level of need, but in low-need situations, adolescents viewed teens as more obligated to help parents than did parents, whereas parents rated it as more permissible for teens to satisfy personal desires than did teenagers. Justifications for helping focused on concern for others, role responsibilities, and among parents, psychological reasons. Middle adolescents reasoned about role responsibilities more and viewed satisfying personal desires as less selfish than did early adolescents, but satisfying personal desires was seen as more selfish by parents of middle than early adolescents. Implications for adolescent–parent relationships are discussed. 相似文献
47.
The Effect of Two-dimensional and Stereoscopic Presentation on Middle School Students’ Performance of Spatial Cognition Tasks 总被引:1,自引:1,他引:0
We investigated whether and how student performance on three types of spatial cognition tasks differs when worked with two-dimensional
or stereoscopic representations. We recruited nineteen middle school students visiting a planetarium in a large Midwestern
American city and analyzed their performance on a series of spatial cognition tasks in terms of response accuracy and task
completion time. Results show that response accuracy did not differ between the two types of representations while task completion
time was significantly greater with the stereoscopic representations. The completion time increased as the number of mental
manipulations of 3D objects increased in the tasks. Post-interviews provide evidence that some students continued to think
of stereoscopic representations as two-dimensional. Based on cognitive load and cue theories, we interpret that, in the absence
of pictorial depth cues, students may need more time to be familiar with stereoscopic representations for optimal performance.
In light of these results, we discuss potential uses of stereoscopic representations for science learning. 相似文献
48.
Todd Campbell Shaing Kwei Wang Hui-Yin Hsu Aaron M. Duffy Paul G. Wolf 《Journal of Science Education and Technology》2010,19(5):505-511
This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous
potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry.
This paper serves to challenge teacher-held assumptions about students learning science ‘from technology’ with a framework
and examples of students learning science ‘with technology’. Whereas a high percentage of students are finding their way in
using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful
and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how
students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical
and pedagogical foundation for better connecting the two worlds of students’ lives: life in school and life outside of school.
This position paper is in response to the changing landscape of students’ lives. The position is transformative in nature
because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning
‘with technology’ to enhance science learning. 相似文献
49.
Aaron J. Beach René E. D. Ferdinands Peter J. Sinclair 《Journal of sports sciences》2018,36(10):1127-1134
The techniques of spin bowling in cricket have been largely formulated from the collective intuitions of past players. A standard model of bowling technique has been generally prescribed for both off-spin and leg-spin bowlers, but there has been no biomechanics research to validate this approach. This study measured 20 Type-2 off-spin and 15 Type-2 leg-spin bowlers using a 3D Cortex motion analysis system. Correlation coefficients between segmental kinematic variables and spin rate in the off-spin and leg-spin bowlers revealed that off-spin bowling was associated with an earlier movement time of the thorax, whereas leg-spin bowling was associated with a greater magnitude and earlier movement time of pelvis rotation, as well as a greater magnitude of pelvis-shoulder separation movement. The maximum velocity of rear hip flexion differentiated between both groups of bowlers. The GLM suggested that for off-spinners, rear hip flexion velocity significantly explained the variance in spin rate (subject to sequential timing constraints), while for leg-spinners, the time of maximum rear hip flexion and maximum arm circumduction velocity significantly explained variance in spin rate. This study supports the notion that off-spinners and leg-spinners have significant differences in their joint kinematics, and should not be coached under a one-size-fits-all technical model. 相似文献
50.
Associations Between Sexting Behaviors and Sexual Behaviors Among Mobile Phone‐Owning Teens in Los Angeles 下载免费PDF全文
Eric Rice Jaih Craddock Mary Hemler Joshua Rusow Aaron Plant Jorge Montoya Timothy Kordic 《Child development》2018,89(1):110-117
The implications of teen sexting for healthy development continue to concern parents, academics, and the general public. Using a probability sample of high school students (N = 1,208) aged 12–18, the prevalence of sexting, associations with sexting, and associations between sexing and sexual activity were assessed. Seventeen percent both sent and received sexts, and 24% only received sexts. Sending and receiving sexts were positively associated with each other and both behaviors were associated with having peers who sext. Lifetime reports of sexual intercourse, anal sex, oral sex, and recent unprotected sex were positively associated with reports of texting 300 or more times per day, only receiving sexts, and both sending and receiving sexts. 相似文献