全文获取类型
收费全文 | 1955篇 |
免费 | 44篇 |
国内免费 | 2篇 |
专业分类
教育 | 1446篇 |
科学研究 | 77篇 |
各国文化 | 19篇 |
体育 | 242篇 |
综合类 | 2篇 |
文化理论 | 17篇 |
信息传播 | 198篇 |
出版年
2023年 | 7篇 |
2022年 | 16篇 |
2021年 | 32篇 |
2020年 | 38篇 |
2019年 | 83篇 |
2018年 | 104篇 |
2017年 | 107篇 |
2016年 | 87篇 |
2015年 | 71篇 |
2014年 | 69篇 |
2013年 | 434篇 |
2012年 | 55篇 |
2011年 | 58篇 |
2010年 | 50篇 |
2009年 | 58篇 |
2008年 | 61篇 |
2007年 | 57篇 |
2006年 | 38篇 |
2005年 | 43篇 |
2004年 | 52篇 |
2003年 | 39篇 |
2002年 | 40篇 |
2001年 | 25篇 |
2000年 | 31篇 |
1999年 | 22篇 |
1998年 | 21篇 |
1997年 | 28篇 |
1996年 | 26篇 |
1995年 | 19篇 |
1994年 | 20篇 |
1993年 | 24篇 |
1992年 | 18篇 |
1991年 | 12篇 |
1990年 | 15篇 |
1989年 | 10篇 |
1988年 | 13篇 |
1987年 | 14篇 |
1986年 | 6篇 |
1985年 | 6篇 |
1984年 | 8篇 |
1983年 | 9篇 |
1982年 | 8篇 |
1981年 | 4篇 |
1980年 | 11篇 |
1979年 | 6篇 |
1978年 | 5篇 |
1977年 | 11篇 |
1976年 | 6篇 |
1975年 | 5篇 |
1974年 | 3篇 |
排序方式: 共有2001条查询结果,搜索用时 15 毫秒
171.
Bobby Hoffman Matthew T. McCrudden Gregory Schraw Kendall Hartley 《Asia Pacific Education Review》2008,9(4):464-474
This study investigated the influence of informational complexity and working memory capacity on problem-solving efficiency.
We examined two predictions of thesituational efficiency hypothesis, which states that the efficiency of problem solving varies as a function of situational constraints. One prediction is that
informational complexity affects problem-solving efficiency. A second prediction is that working memory capacity affects problem-solving
efficiency. Students completed a working memory task and solved abstract and concrete syllogisms. Participants solved abstract
syllogisms more accurately than concrete syllogisms and spent more time solving abstract syllogisms. Thus participants demonstrated
greater problem-solving efficiency when solving concrete syllogisms. Results indicate that there is a trade-off between problem-solving
accuracy and problem-solving time when information differs with respect to informational complexity, a phenomenon we refer
to as theefficiency paradox. Working memory capacity did not affect accuracy or efficiency. The results support the conclusion that problem-solving efficiency
is situational and a function of the complexity of information. Educational implications and directions for future research
are suggested. 相似文献
172.
Jose M. Castillo Jennifer R. Wolgemuth Chris Barclay Amira Mattison Sim Yin Tan Sujay Sabnis Amber Brundage Leslie Marshall 《Psychology in the schools》2016,53(6):641-658
Recent studies indicate that the majority of school psychologists’ time continues to be dedicated to SPED related activities. Despite ongoing calls for school psychologists to expand their roles, why many practitioners do not deliver more comprehensive services is not well understood. This qualitative study investigated facilitators of and barriers to comprehensive and integrated services using the National Association of School Psychologists Model for Comprehensive and Integrated School Psychological Services as the guiding framework. Thirteen full‐time, school‐based practitioners from across the US participated in semi‐structured interviews. Constant‐comparative analysis was used to generate themes. Results indicated that practitioners experienced a number of systemic barriers to (e.g., heavy caseload; inconsistent district policies, priorities, and role definitions; lack of stakeholder involvement) and facilitators of (e.g., resources, graduate training and professional development) comprehensive and integrated service delivery. Participants’ perspectives regarding changes needed to expand their services focused on systemic issues as well. Implications for research and practitioners’ efforts to advocate for systems change are discussed. 相似文献
173.
174.
175.
176.
Paula J. Schwanenflugel Robin D. Morris Melanie R. Kuhn Gregory P. Strauss Jennifer M. Sieczko 《Reading and writing》2008,21(3):177-203
The purpose of the experiments was to determine the automatic use of large or small word reading units in young readers in
the absence of word decoding strategies. Picture-word Stroop interference was examined from four types of conflicting labels:
(a) words containing both highly predictable grapheme–phoneme correspondence (GPC) units and highly consistent rime units
(henceforth, Hi-GPC + Hi-Rime); (b) words with highly predictable GPC units and less consistent rime units (Hi-GPC + Lo-Rime);
(c) words with low predictability GPC units and highly consistent rime units (Low GPC + High Rime); (d) nonwords that contained
both highly predictable GPC and highly consistent rime units. Naming time for pictures containing these labels was compared
against that for pictures with random letter strings or no labels. In Experiment 1, Stroop interference was examined in first,
second, and third grade children to determine whether there was developmental change in the presence of rime or GPC interference.
In Experiment 2, Stroop interference was examined as a function of relative reading skill in first grade children. In Experiment
3, Stroop interference in adults was compared to the use of rime or GPC pronunciation strategies for nonword reading. In all
experiments, Stroop interference in picture naming was longer for pictures with highly predictable GPC unit labels than less
predictable GPC unit labels. However, in Experiment 3, even though adults showed interference from predictable GPC units in
the Stroop task, they always preferred rime pronunciation for ambiguous nonwords in the nonword reading task. It is argued
that the current experiments provide evidence for a flexible units model.
The results of this study were presented at the Cognitive Development Society meeting, November 2001, Virginia Beach, VA,
and the American Educational Research Association meeting, April 2004, San Diego, California. 相似文献
177.
178.
Grace刚对摇滚乐产生兴趣的时候,酷玩乐团横空出世,所以他们一直在Grace的心目中占据着特殊的位置。不知不觉,明年酷玩即将迎来第一个十年。虽然现在不再像以前那般狂热,但每次他们出专辑还是会很关注——谁能忽视酷玩的影响力呢?所以听说他们将在12月出EP、明年出新专辑的时候,Grace还是兴奋了好一阵子。出碟速度之快,和之前酝酿了三年之久的《生命万岁》差太远了。不过,不管内容如何,作为粉丝的你,一定不会错过吧。 相似文献
179.
Michael L. Thomas Gregory G. Brown Virginie M. Patt John R. Duffy 《Educational and psychological measurement》2021,81(1):155
The adaptation of experimental cognitive tasks into measures that can be used to quantify neurocognitive outcomes in translational studies and clinical trials has become a key component of the strategy to address psychiatric and neurological disorders. Unfortunately, while most experimental cognitive tests have strong theoretical bases, they can have poor psychometric properties, leaving them vulnerable to measurement challenges that undermine their use in applied settings. Item response theory–based computerized adaptive testing has been proposed as a solution but has been limited in experimental and translational research due to its large sample requirements. We present a generalized latent variable model that, when combined with strong parametric assumptions based on mathematical cognitive models, permits the use of adaptive testing without large samples or the need to precalibrate item parameters. The approach is demonstrated using data from a common measure of working memory—the N-back task—collected across a diverse sample of participants. After evaluating dimensionality and model fit, we conducted a simulation study to compare adaptive versus nonadaptive testing. Computerized adaptive testing either made the task 36% more efficient or score estimates 23% more precise, when compared to nonadaptive testing. This proof-of-concept study demonstrates that latent variable modeling and adaptive testing can be used in experimental cognitive testing even with relatively small samples. Adaptive testing has the potential to improve the impact and replicability of findings from translational studies and clinical trials that use experimental cognitive tasks as outcome measures. 相似文献
180.
Higher Education - In this paper, we investigate leadership related to the instruction of lower division undergraduate courses at five university mathematics departments with strong calculus... 相似文献