全文获取类型
收费全文 | 319篇 |
免费 | 2篇 |
国内免费 | 1篇 |
专业分类
教育 | 245篇 |
科学研究 | 11篇 |
各国文化 | 6篇 |
体育 | 13篇 |
文化理论 | 3篇 |
信息传播 | 44篇 |
出版年
2022年 | 1篇 |
2019年 | 6篇 |
2018年 | 8篇 |
2017年 | 7篇 |
2016年 | 9篇 |
2015年 | 4篇 |
2014年 | 5篇 |
2013年 | 76篇 |
2012年 | 5篇 |
2011年 | 12篇 |
2010年 | 15篇 |
2009年 | 5篇 |
2008年 | 3篇 |
2007年 | 8篇 |
2006年 | 7篇 |
2005年 | 5篇 |
2004年 | 12篇 |
2003年 | 6篇 |
2002年 | 5篇 |
2001年 | 3篇 |
2000年 | 5篇 |
1999年 | 3篇 |
1998年 | 5篇 |
1997年 | 10篇 |
1996年 | 12篇 |
1995年 | 7篇 |
1994年 | 8篇 |
1993年 | 4篇 |
1992年 | 4篇 |
1991年 | 6篇 |
1990年 | 1篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 1篇 |
1985年 | 5篇 |
1984年 | 3篇 |
1983年 | 4篇 |
1982年 | 1篇 |
1981年 | 6篇 |
1980年 | 3篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1977年 | 5篇 |
1976年 | 4篇 |
1975年 | 2篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1969年 | 2篇 |
排序方式: 共有322条查询结果,搜索用时 0 毫秒
151.
152.
Stuart Yager Roger T. Johnson David W. Johnson Bill Snider 《Contemporary educational psychology》1985,10(2):127-138
The effects of cooperative and individualistic learning contingencies on interpersonal attraction, social acceptability, and self-esteem between handicapped and nonhandicapped fourth-grade students were tracked and compared. Sixty-nine students were assigned to conditions on a stratified random basis controlling for handicap, sex, and age. They participated in the study for 45 min a day for 54 instructional days during science class. Nonhandicapped peer ratings of the social acceptability of each handicapped student and several attitude measures were obtained four separate times at 18-day intervals. The results indicate that continued use of cooperative learning contingencies promote positive growth in interpersonal attraction, social acceptability, and self-esteem between handicapped and nonhandicapped students. The results also indicate that when cooperative learning contingencies are replaced with individualized learning contingencies, decay in the above-mentioned variables occurs. 相似文献
153.
Donald Kennedy John Perky Carolyn Lougee Marsh McCall Paul Robinson James Gibb Clara N. Bush Judith Brown George Dekker Bill King William Chace Carlos Camargo J. Martin Evans Ronald Rebholz Carl Degler Barbara Gelpi Renato Rosaldo Clara N. Bush William Mahrt Halsey Rayden Herbert Lindenberger Albert Gelpi Gregson Davis Diane Middlebrook David Kennedy Dennis Phillips Harry Papasotiriou Paul Robinson Martin Evans Ron Rebholz George Dekker Bill Chace Van Harvey Jim Sneehan David Riggs Clara N. Bush 《Minerva》1989,27(2-3):223-411
154.
Bright light may be a danger signal for rats because they are more vulnerable to predators in bright environments. We examined
the fear-evoking properties of bright light with a novel open-field procedure that confronts a rat with the sudden onset or
termination of a bright light gradient. The rats did not freeze but exhibited a transient increase in locomotion to light
onset and termination, which we call theactivity response (AR). This finding suggests that the AR is an exploratory response geared at investigating stimulus change. The rats also
displayed a preference for dark to the lighting differential that was not due to the novelty or slight heating differential
supplied by the lamps. These experiments demonstrate that the sudden onset of bright light engages preencounter defensive
behavior, as described by the predatory imminence model (Fanselow & Lester, 1988). This task is amenable to studying light-evoked
defensive responses. 相似文献
155.
Although a new institution, the University of Namibia is facing the same problems of curriculum, funding, and access which hinder academic effectiveness elsewhere. Research on the future prospects for the university was facilitated by the senior authors prior involvement in the effort to construct a modern Namibia in the post-colonial period. Such involvement included several advisory assignments relating to the emerging university. This shared experience provided unusual access for in-depth and confidential interviews with national and university decision-makers. Based on these discussions and previous research, the authors outline a process for facilitating the government and academic leadership so crucial to evolving a responsive university. They discern that success for higher education in the Namibian context will require merging the roles of the University and the Polytechnic and transcending imported models to develop an institution responsive to Namibian needs. 相似文献
156.
157.
158.
159.
160.
Dysconscious racism is generally defined as the unquestioned acceptance of culturally dominant norms and privileges, with three categories used to describe college students’ reasoning for enduring racial inequity. These range from the historical determinism of slavery to racially exploitive standards inherent in American society. However, few studies have fully utilized these categories. This article has sought to encourage a renewed interest into the student categories by considering them as more of a progressive, developmental continuum. 相似文献