首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   12819篇
  免费   70篇
  国内免费   10篇
教育   8418篇
科学研究   2147篇
各国文化   112篇
体育   862篇
综合类   6篇
文化理论   81篇
信息传播   1273篇
  2021年   115篇
  2020年   180篇
  2019年   271篇
  2018年   336篇
  2017年   320篇
  2016年   256篇
  2015年   187篇
  2014年   247篇
  2013年   2354篇
  2012年   256篇
  2011年   234篇
  2010年   224篇
  2009年   206篇
  2008年   212篇
  2007年   216篇
  2006年   165篇
  2005年   183篇
  2004年   174篇
  2003年   160篇
  2002年   156篇
  2001年   191篇
  2000年   195篇
  1999年   168篇
  1998年   94篇
  1997年   109篇
  1996年   130篇
  1995年   98篇
  1994年   115篇
  1993年   111篇
  1992年   142篇
  1991年   158篇
  1990年   158篇
  1989年   172篇
  1988年   128篇
  1987年   121篇
  1986年   170篇
  1985年   163篇
  1984年   148篇
  1983年   136篇
  1982年   129篇
  1981年   106篇
  1980年   117篇
  1979年   147篇
  1978年   124篇
  1977年   115篇
  1976年   110篇
  1975年   87篇
  1974年   123篇
  1973年   99篇
  1971年   112篇
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
91.
In 2 experiments we asked whether training in multiple contexts could eliminate context-dependent memory retrieval at 6 months as it does for adults. We found that 24-hour retention was disrupted when infants were trained in one context and tested in another but not when they were trained in multiple contexts prior to testing in a novel context (Experiment 1). After a long delay, however, training in multiple contexts did not facilitate memory retrieval in a novel context: An otherwise effective retrieval cue (the training mobile) did not alleviate forgetting 3 weeks later when it was presented in a novel context (Experiment 2). These findings demonstrate that multiple learning contexts can override the debilitating effects of an altered context on memory retrieval at 6 months, but only over the short term. The resistance of older memories to retrieval in novel contexts after long periods of disuse may be adaptive, insuring that potentially inappropriate or irrelevant memories will not be expressed.  相似文献   
92.
93.
    
This study aimed to test a four-wave sequential mediation model linking mother–child attachment to children's school readiness through child executive functioning (EF) and prosociality in toddlerhood and the preschool years. Mother–child attachment security was assessed when children (= 255) were aged 15 months and 2 years, child EF at age 2, prosocial behavior at age 4, and finally cognitive school readiness in kindergarten (age 6). The results revealed three indirect pathways linking attachment to school readiness: one through EF only, one through prosocial behavior only, and a last pathway involving both EF and prosocial behavior serially. These findings suggest that secure attachment may equip children with both cognitive and social skills that are instrumental to their preparedness for school.  相似文献   
94.
95.
This paper investigates the stability and stabilizability of complex-valued memristive neural networks (CVMNNs) with random time-varying delays via non-fragile sampled-data control. Taking the influence of gain fluctuations into account, a non-fragile sampled-data controller is designed for CVMNNs. Compared with the existing control schemes, the one here is more applicable and can effectively save the communication resources. The assumption on activation functions of CVMNNs is relaxed by only needing the complex-valued activation functions satisfying the Lipschitz condition. By constructing a suitable Lyapunov–Krasovskii functional (LKF), new stability and stabilizability criteria are derived for CVMNNs. Different from the existing results with the maximum absolute values of memristive connection weights, our ones are based on the average values of the maximum and minimum of the memristive connection weights. Finally, numerical simulations are given to validate the effectiveness of the theoretical results.  相似文献   
96.
97.
    
The authors evaluated the effectiveness of the Skilled Counselor Training Model (SCTM; M. H. Smaby, C. D. Maddux, E. Torres‐Rivera, & R. Zimmick, 1999) in teaching counseling skills and in fostering counselor cognitive complexity. Counselor trainees who completed the SCTM had better counseling skills and higher levels of cognitive complexity than did counselor trainees who did not receive the training. Before training, both experimental and control group participants overestimated their skills performance. The control group persisted in this overestimation after training, whereas students who completed the SCTM had a much more accurate self‐assessment. Results suggest that skills‐based training may improve counseling skills and cognitive complexity in counselor trainees.  相似文献   
98.
    
  相似文献   
99.
    
This study aims to explore (1) whether pupils with high emotional intelligence (EI) cope better with the transition to high school; and (2) whether the introduction of an intervention programme to support the development of EI competencies can increase EI and self‐worth, and so ease the negative effects of transition. Results suggest that pupils with high/average levels of EI cope better with transition in terms of grade point average, self‐worth, school attendance and behaviour than pupils with low EI. In addition, pupils with low baseline EI scores responded positively to the intervention programme, although a negative change was noted in pupils with high baseline emotional intelligence. Results are considered in terms of implications for educational practice.  相似文献   
100.
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号