全文获取类型
收费全文 | 113篇 |
免费 | 3篇 |
专业分类
教育 | 84篇 |
科学研究 | 3篇 |
体育 | 11篇 |
信息传播 | 18篇 |
出版年
2022年 | 4篇 |
2021年 | 1篇 |
2020年 | 2篇 |
2019年 | 1篇 |
2018年 | 7篇 |
2017年 | 4篇 |
2016年 | 2篇 |
2015年 | 2篇 |
2013年 | 28篇 |
2012年 | 4篇 |
2011年 | 3篇 |
2010年 | 5篇 |
2009年 | 1篇 |
2008年 | 6篇 |
2007年 | 5篇 |
2006年 | 3篇 |
2005年 | 5篇 |
2004年 | 2篇 |
2003年 | 2篇 |
2002年 | 1篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1993年 | 3篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1988年 | 1篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 7篇 |
1980年 | 1篇 |
1972年 | 1篇 |
1966年 | 1篇 |
排序方式: 共有116条查询结果,搜索用时 15 毫秒
111.
Candice M. Mills Judith. H. Danovitch Victoria N. Mugambi Kaitlin R. Sands Candice Pattisapu Fox 《Child development》2022,93(2):326-340
Using a new method for examining parental explanations in a laboratory setting, the prompted explanation task, this study examines how characteristics of parental explanations about biology relate to children's knowledge. Parents (N = 148; Mage = 38; 84% female, 16% male; 67% having completed college) of children ages 7–10 (Mage = 8.92; 47% female, 53% male; 58% White, 9.5% Black, 9.5% Asian) provided answers to eight how and why questions about biology. Parents used a number of different approaches to address the questions, including providing more mechanistic responses to how questions and more teleological responses to why questions. The characteristics of parental explanations—most notably, how frequently parents provided correct responses—predicted children's performance on measures of verbal intelligence and biological knowledge. Additional exploratory analyses and implications for children's learning are discussed. 相似文献
112.
113.
Erin L. Ratliff Kara L. Kerr Masaya Misaki Kelly T. Cosgrove Andrew J. Moore Danielle C. DeVille Jennifer S. Silk Deanna M. Barch Susan F. Tapert W. Kyle Simmons Jerzy Bodurka Amanda Sheffield Morris 《Child development》2021,92(6):e1361-e1376
The parent–adolescent relationship is important for adolescents’ emotion regulation (ER), yet little is known regarding the neural patterns of dyadic ER that occur during parent–adolescent interactions. A novel measure that can be used to examine such patterns is cross-brain connectivity (CBC)—concurrent and time-lagged connectivity between two individuals’ brain regions. This study sought to provide evidence of CBC and explore associations between CBC, parenting, and adolescent internalizing symptoms. Thirty-five adolescents (mean age = 15 years, 69% female, 72% Non-Hispanic White, 17% Black, 11% Hispanic or Latino) and one biological parent (94% female) completed an fMRI hyperscanning conflict discussion task. Results revealed CBC between emotion-related brain regions. Exploratory analyses indicated CBC is associated with parenting and adolescent depressive symptoms. 相似文献
114.
Training hearing-impaired persons in independent living skills has become a focus of education and rehabilitation programs for the hearing impaired. Yet, few programs and assessment instruments are designed to evaluate a person's potential for acquiring independent living skills. In this study, the Vineland Adaptive Behavior Scale was used to classify 118 hearing-impaired persons in groups based on their ability to be trained in independent living skills. Cluster analysis was used to group the subjects according to four domains: communication, daily living, socialization, and maladaptive behavior. The results indicate that the behavior scale can be used to classify hearing-impaired persons according to their ability to acquire independent living skills. The cluster analysis resulted in three groups. The persons in the lowest group did not have the most severe hearing losses, but they were more likely to have additional handicaps. This suggests that additional handicaps may be more important than degree of hearing loss in determining whether hearing-impaired persons can acquire independent living skills. 相似文献
115.
Deanna Marie Pecaski McLennan 《Early Childhood Education Journal》2012,39(6):407-412
Sociodrama is an arts-based, action-oriented tool of individual and collective social exploration and creative problem solving
that allows participants to explore and find potential resolutions to issues of concern and conflict in their lives. This
article describes how Early Years educators can begin to implement basic sociodrama into their existing programs in order
to help children represent, explore, and reflect upon issues and problems of social importance. 相似文献
116.
Science & Education - 相似文献