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41.
This article describes a simple, yet effective way to introduce and also review the concepts of ‘sample’ and ‘population’ using a Sample and Population Diagram. 相似文献
42.
This article addresses the importance of obtaining a sample of an adequate size for the purpose of testing hypotheses. The
logic underlying the requirement for a minimum sample size for hypothesis testing is discussed, as well as the criteria for
determining it. Implications for researchers working with convenient samples of a fixed size are also considered, and suggestions
are given about the steps that should be taken when they are not able to obtain a large enough sample. Finally, the implications
of not having an adequate sample size for hypothesis testing are discussed to highlight the importance of determining sample
size prior to conducting one’s study. 相似文献
43.
Steven J. Haggbloom LaNeel Lovelace Vickie R. Brewer Shelia M. Levins James D. Owens 《Learning & behavior》1990,18(3):315-322
Event-generated memory refers to the memory of a reinforcement (R) or nonreinforcement (N) event from an immediately preceding trial;signal-generated memory refers to the memory of a temporally remote R or N, retrieval of which is generated by presentation of a signal with which the memory is associated (Haggbloom, 1988). In each of three experiments, Group Signal-R received runway discrimination training in Phase 1 to establish a stimulus as a signal for R, and partial reinforcement training in Phase 2. An extinction test measured learning about the memory of nonreward (SN)—learning that occurs when SN is retrieved on R trials that follow N trials. In Group Signal-H, those R trials were accompanied by the signal for R, a treatment we hypothesized would generate retrieval of the memory of reinforcement (SR) so that signal-generated SR would replace event-generated SN as the operative memory, thereby eliminating the increased resistance to extinction normally produced by PRF training. In each experiment, Group Signal-R was less resistant to extinction than was a control group conditioned to respond to-event-generated SN. Extinction was as rapid in Group Signal-R as it was in a consistent reinforcement control group (Experiment 1) and in a group given intertrial reinforcements to interfere with learning about SN (Experiment 3). Experiment 2 tested two alternative interpretations of the failure to learn about SN in Group Signal-R. Those alternatives were found to be less viable than the hypothesis that the signal for R actively recruited retrieval of a competing memory. 相似文献
44.
Susan Brewer James D. Klein 《Educational technology research and development : ETR & D》2006,54(4):331-354
In this study, we investigated the effect of type of positive interdependence (roles, rewards, roles-plus-rewards, or no structure)
and affiliation motives (high vs. low) in an asynchronous, collaborative learning environment. College reentry students worked
together in small, fully online discussion groups that lasted for seven days. Results indicated that participants in groups
given roles plus rewards interacted with their teammates significantly more than those given rewards only or no-structured-interdependence
conditions. A significant positive correlation suggested that participants with higher numbers of interactions attained higher
posttest scores. However, no significant differences were found in achievement by type of interdependence or by affiliation
motive. Results also revealed that type of interdependence and affiliation motive had a significant impact on student attitudes.
Implications for integrating small group work in online higher education settings are discussed. 相似文献
45.
Undergraduate students are often expected to be participants in academic research. However, decisions relating to student participation in research are typically based on speculation or educator assumptions rather than a solid research base. We conducted three studies to investigate student experiences of research participation. These included online surveys (Study 1), semi-structured interviews (Study 2), and analysis of reflective essays (Study 3). A range of pedagogic and ethical issues were considered including motivation to participate, distress, and the educational value of participation. Findings suggest that the experience provides students with important opportunities to learn about research methodology and ethical issues which inform their own research practice. Further, students cite additional non-academic benefits of research participation such as self-discovery and networking opportunities. Negative experiences typically consisted of nervousness prior to the first laboratory study or boredom, though for some students (e.g. those uncomfortable in social situations) engagement in research may lead to anxiety. We conclude that participation in research has pedagogic value to students, and educators should promote those elements of the research experience (e.g. critiquing studies, networking with researchers) that are most beneficial. However, researchers and educators should also actively work to reduce apprehension and minimise potential distress. 相似文献
46.
Does it pay to attend an elite private college? Evidence on the effects of undergraduate college quality on graduate school attendance 总被引:1,自引:0,他引:1
Much attention has recently focused on the rapidly rising costs of a college education, and whether the benefits of attending an elite private college have kept pace with the increasing costs. In this paper we analyze whether undergraduate college quality affects the likelihood that an individual attends graduate school. Using data on three cohorts of students from the National Longitudinal Study of the High School Class of 1972 and High School and Beyond, we find that on balance attendance at an elite private college significantly increases the probability of attending graduate school, and more specifically, graduate school at a major research institution. 相似文献
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The purpose of this study was to test a taxonomy of seven proposed responses to anomalous data. Our results generally supported the taxonomy but indicated that one additional type of response should be added to the taxonomy. We conclude that there are eight possible responses to anomalous data: (a) ignoring the data, (b) rejecting the data, (c) professing uncertainty about the validity of the data, (d) excluding the data from the domain of the current theory, (e) holding the data in abeyance, (f) reinterpreting the data, (g) accepting the data and making peripheral changes to the current theory, and (h) accepting the data and changing theories. We suggest that this taxonomy could help science teachers in two ways. First, science teachers could use the taxonomy to try to anticipate how students might react to anomalous data so as to make theory change more likely. Second, science teachers could use the taxonomy as a framework to guide classroom discussion about the nature of scientific rationality. In addition, the taxonomy suggests directions for future research. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 623–654, 1998. 相似文献
50.
Donald R. Atkinson Jos M. Abreu Yvonne Ortiz-Bush Scott Brewer 《Journal of College Counseling》1998,1(1):66-80
Mexican American and European American college students rated an empirically derived list of the causes, cures, and sources of help for anxiety. Main effects were obtained for ethnicity on ratings related to cures and one source of help for anxiety. There were also significant differences in ratings of cause and cure beliefs for anxiety between men and women. Level of acculturation, however, was not found to be related to ratings among the Mexican American participants. 相似文献