全文获取类型
收费全文 | 378篇 |
免费 | 3篇 |
专业分类
教育 | 296篇 |
科学研究 | 7篇 |
各国文化 | 6篇 |
体育 | 45篇 |
信息传播 | 27篇 |
出版年
2023年 | 3篇 |
2022年 | 1篇 |
2021年 | 14篇 |
2020年 | 15篇 |
2019年 | 19篇 |
2018年 | 25篇 |
2017年 | 15篇 |
2016年 | 15篇 |
2015年 | 12篇 |
2014年 | 13篇 |
2013年 | 95篇 |
2012年 | 16篇 |
2011年 | 7篇 |
2010年 | 11篇 |
2009年 | 10篇 |
2008年 | 6篇 |
2007年 | 11篇 |
2006年 | 5篇 |
2005年 | 6篇 |
2004年 | 8篇 |
2003年 | 8篇 |
2002年 | 6篇 |
2001年 | 5篇 |
2000年 | 4篇 |
1999年 | 5篇 |
1997年 | 1篇 |
1996年 | 6篇 |
1995年 | 4篇 |
1994年 | 4篇 |
1993年 | 4篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1990年 | 3篇 |
1988年 | 3篇 |
1985年 | 2篇 |
1983年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 3篇 |
1976年 | 1篇 |
1969年 | 1篇 |
排序方式: 共有381条查询结果,搜索用时 9 毫秒
81.
Paul Craddock Jessica S. Wasserman Cody W. Polack Thierry Kosinski Charlotte Renaux Ralph R. Miller 《Learning & behavior》2018,46(2):171-181
Second-order conditioning (SOC; i.e., conditioned responding to S2 as a result of S1–US pairings followed by S2–S1 pairings) is generally explained by either a direct S2→US association or by an associative chain (i.e., S2→S1→US). Previous research found that differences in responses to S2 after S1 was extinguished often depended on the nature of the S2–S1 pairings (i.e., sequential or simultaneous). In two experiments with human participants, we examined the possibility that such differences result from S1 evoking S2 during extinction of S1 following simultaneous but not sequential S2–S1 pairings. This evocation of S2 by S1 following simultaneous pairings may have paired the evoked representation of S2 with absence of the outcome, thereby facilitating mediated extinction of S2. Using sequential S2-S1 pairings, both Experiments 1 and 2 failed to support this account of how extinction of S1 reduced responding to S2. Experiment 1 found that extinguishing S1 reduced responding to S2, while extinguishing S2 had little effect on responses to S1, although forward evocation of S1 during extinction of S2 paired the evoked representation of S1 with absence of the outcome. In Experiment 2, evocation of S2 during S1 nonreinforced trials was prevented because S2–S1 pairings followed (rather than proceeded) S1-alone exposures. Nevertheless, responding to S2 at test mimicked S1 responding. Responding to S2 was high in the context in which S1 had been reinforced and low in the context in which S1 had been nonreinforced. Collectively, these experiments provide additional support for the associative-chain account of SOC. 相似文献
82.
Behavioral synchronization is evolutionary adaptive, fostering social cohesion. In humans, affiliation between partners is associated with a high level of behavioral synchronization; people show increased affiliation towards people who synchronize with them. Surprisingly, until recently, little was known about these phenomena at an interspecific level, which is, however, essential to better understand the respective roles of evolution and ontogeny. After presenting why dog–human dyads are a relevant biological model to study this field of social cognition, we review the recent findings about dog–human behavioral synchronization. We summarize recently published findings on behavioral synchronization and affiliation between dogs and humans. We also review results showing that genetic selection modulates behavioral synchronization propensity in dogs, emphasizing the role of genetic selection on dog’s social behaviors towards humans. Finally, we discuss the possible evolutionary influences and proximate mechanisms of this phenomenon. We conclude that, as in humans, behavioral synchronization acts as a social glue between dogs and humans. After dogs’ ability to use human-directional cues or to produce referential cues towards humans, we evidenced a new human-like social process in the dog, at the interspecfic level with humans. 相似文献
83.
Charlotte A. Otto Gail R. Luera Susan A. Everett 《Journal of Science Teacher Education》2009,20(6):537-552
In this article, we describe an innovative capstone course for preservice K-8 teachers integrating action research and a unifying
theme in science (AAAS in Science for all Americans. Oxford University Press, New York, 1989; NRC in National science education standards. National Academy Press, Washington, DC, 1996). The goals of the capstone course are to increase student knowledge of the unifying theme, improve written communication
skills, and introduce students to educational research. We provide evidence that each of these goals is met. Student growth
in theme knowledge is demonstrated through concept maps, questionnaires, and previously reported assessments. Improved writing
ability is demonstrated using the spelling and grammar checking feature of Microsoft Word. The analysis of action research
reports demonstrates that students are able to connect their action research project results to previous research. 相似文献
84.
85.
Anita Munnelly Georgina Martin Charlotte Dack Ann Zedginidze Louise McHugh 《Learning & behavior》2014,42(3):270-280
Previous studies have found that social exclusion can cause distress to those excluded. One method used to study social exclusion is through a virtual ball-toss game known as Cyberball. In this game, participants may be excluded from or included in the ball-toss game and typically report lower feelings of self-esteem, control, belonging, and meaningful existence following exclusion. Experiments 1 and 2 sought to explore the transfer of feelings of exclusion and inclusion through stimulus equivalence classes. In both experiments, participants were trained to form two three-member equivalence classes (e.g., A1–B1, B1–C1; A2–B2, B2–C2) and were tested with novel stimulus combinations (A1–C1, C1–A1, A2–C2, C2–A2). Thereafter, participants were exposed to the Cyberball exclusion and inclusion games. In these games, one stimulus (C1) from one equivalence class was assigned as the Cyberball inclusion game name, whereas one stimulus (C2) from the other equivalence class was assigned as the Cyberball exclusion game name. In Experiment 2, participants were only exposed to the Cyberball exclusion game. During a subsequent transfer test, participants were asked to rate how included in or excluded from they thought they would be in other online games, corresponding to members of both equivalence classes. Participant reported that they felt they would be excluded from online games if the games were members of the same equivalence class as C2. In contrast, participants reported that they felt they would be included in online games if the games were members of the same equivalence class as C1. Results indicated the transfer of feelings of inclusion (Experiment 1) and feelings of exclusion (Experiments 1 and 2) through equivalence classes. 相似文献
86.
Charlotte Johnston Laura Belschner Joanne L. Park Kurtis Stewart Amira Noyes Mark Schaller 《Parenting, science and practice》2017,17(1):51-72
Objective. Parenting behavior is presumed to be related to the thoughts about child behavior that parents report in a controlled and explicit manner and to more implicit parent cognitions that occur outside of conscious awareness and are less accessible to verbal report. Design. We examined mothers’ attitudes toward their children as correlates of self-reported parenting behavior. We used a combination of a self-report questionnaire and a reaction-time method (the Implicit Association Test) to assess explicit and implicit attitudes, respectively. We also assessed mothers’ implicit and explicit attributions for child misbehavior in relation to parenting, using a questionnaire measure of attributions completed under high-cognitive load (implicit attributions) or under low-cognitive load (explicit attributions). Mothers of 124, 6- to 10-year-olds (52% male) participated. Results. Attitudes assessed by self-report questionnaire and the Implicit Association Test were uniquely associated with negative parenting. The cognitive load manipulation moderated associations between attributions and parenting, such that child-blaming attributions were inversely associated with positive parenting only under conditions of high-cognitive load. Conclusions. Compared to traditional self-report questionnaires, methods such as the Implicit Association Test or cognitive load manipulations may more effectively assess implicit parent cognitions. 相似文献
87.
88.
While student parents now represent a significant proportion of the higher education population in England, this group has been given limited consideration in policy circles. Using a social constructivist and feminist theoretical framework, this paper draws on a research project investigating the role of higher education policies in supporting student parents in England. It focuses on findings from 40 interviews conducted with student parents enrolled on university programmes. It shows that, in the context of the default construction of the university student as carefree, student parents often describe their experience of navigating academia as a struggle, in which time-related, financial, health and emotional problems prevail. However, the stories they tell also emphasise the benefits associated with their dual status. By doing so, they resist the discourse of deficit typically applied to ‘non traditional’ students and produce a counter-discourse that disturbs the long-lived binary opposition between care and academia. 相似文献
89.
90.
Charlotte Jones 《International Journal of Early Years Education》2019,27(2):153-169
This case study attempts to capture the way gender is constructed and experienced in the social world of the nursery school. It presents findings from a staff survey, structured and unstructured observations of one male’s and one female’s professional practice and one-to-one interviews with children aged three to four years. Despite practitioners’ reported intentions to challenge traditional notions of gender, construction of traditional gender distinctions was not problematised by staff and was upheld by comments of children. Children appeared to construct themselves in terms of gender stereotypes and were offered only limited alternative gender positions by the male and female practitioners. 相似文献