全文获取类型
收费全文 | 445篇 |
免费 | 7篇 |
专业分类
教育 | 395篇 |
科学研究 | 7篇 |
各国文化 | 5篇 |
体育 | 9篇 |
信息传播 | 36篇 |
出版年
2020年 | 6篇 |
2019年 | 5篇 |
2018年 | 5篇 |
2017年 | 7篇 |
2016年 | 8篇 |
2015年 | 6篇 |
2014年 | 9篇 |
2013年 | 187篇 |
2012年 | 7篇 |
2011年 | 8篇 |
2010年 | 8篇 |
2009年 | 12篇 |
2008年 | 6篇 |
2007年 | 6篇 |
2006年 | 9篇 |
2005年 | 10篇 |
2004年 | 5篇 |
2003年 | 3篇 |
2002年 | 2篇 |
2000年 | 9篇 |
1999年 | 11篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1994年 | 3篇 |
1993年 | 5篇 |
1992年 | 7篇 |
1991年 | 6篇 |
1990年 | 2篇 |
1989年 | 4篇 |
1987年 | 4篇 |
1986年 | 7篇 |
1985年 | 2篇 |
1984年 | 7篇 |
1983年 | 4篇 |
1982年 | 4篇 |
1981年 | 9篇 |
1980年 | 6篇 |
1979年 | 7篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1974年 | 2篇 |
1973年 | 3篇 |
1972年 | 2篇 |
1969年 | 3篇 |
1967年 | 2篇 |
1942年 | 1篇 |
1937年 | 1篇 |
1936年 | 1篇 |
1935年 | 1篇 |
1828年 | 1篇 |
排序方式: 共有452条查询结果,搜索用时 15 毫秒
131.
Denise Whitelock Author Vitae Dorothy Faulkner Author VitaeAuthor Vitae 《Thinking Skills and Creativity》2008,3(2):143-153
In this paper we argue that the processes of collaborative creativity are just as important within the sociocultural context of PhD supervisory practice, as they are in other organizational and educational settings. In order to test this claim a series of interviews with supervisors and students were undertaken to uncover the pedagogic processes used to encourage and support creativity within supervision sessions. The findings from this small-scale study suggest that whilst the more formal instruction and monitoring processes that lead to the acquisition of transferrable research skills are both usefully and necessary aspects of doctoral training, the more open-ended and creative developments required at this level of study should be given equal weight. There needs to be space, time and encouragement for the types of interactions identified here (e.g. informal reflection, relationship building with peers and supervisor, playful exploration and risk taking) as well as mandatory skills development. 相似文献
132.
Janna M. Gottwald Laura-Ashleigh Bird Samantha Keenaghan Clare Diamond Eliana Zampieri Haleema Tosodduk Andrew J. Bremner Dorothy Cowie 《Child development》2021,92(1):351-366
Adults’ body representation is constrained by multisensory information and knowledge of the body such as its possible postures. This study (N = 180) tested for similar constraints in children. Using the rubber hand illusion with adults and 6- to 7-year olds, we measured proprioceptive drift (an index of hand localization) and ratings of felt hand ownership. The fake hand was either congruent or incongruent with the participant’s own. Across ages, congruency of posture and visual–tactile congruency yielded greater drift toward the fake hand. Ownership ratings were higher with congruent visual–tactile information, but unaffected by posture. Posture constrains body representation similarly in children and adults, suggesting that children have sensitive, robust mechanisms for maintaining a sense of bodily self. 相似文献
133.
In the wild, nonhuman primate vocalizations signal the presence of different predators, provide information about the group’s location and movement, facilitate friendly interactions, and lead to reconciliation between individuals who have recently exchanged aggression. Current research examines the mechanisms that underlie such communication. Playback experiments demonstrate that subjects treat vocalizations as semantic signals, in the sense that they compare signals according to their referents and not just their acoustic properties. Results provide no evidence, however, that subjects recognize one another’s mental states. Calls that provide information about the group’s location or movement are given by baboons only when they themselves are lost; individuals at the group’s center apparently do not call to inform peripheral animals of their location. Calls that lead to reconciliation are best explained by assuming that callers and recipients have learned, through experience, that a vocalization is rarely followed by aggression and often followed by friendly behavior. The inability of animals to recognize what other individuals know, believe, or desire constitutes a fundamental difference between nonhuman primate vocal communication and human language. 相似文献
134.
136.
137.
Jun Sung Hong Dorothy L. Espelage Andrew Grogan-Kaylor Paula Allen-Meares 《Educational Psychology Review》2012,24(2):167-186
A growing body of literature is demonstrating associations between childhood maltreatment and bullying involvement at school.
In this literature review, four potential mediators (explanatory) and three potential moderators (mitigates or exacerbates)
of the association between childhood maltreatment and school bullying are proposed. Mediators include emotional dysregulation,
depression, anger, and social skills deficits. Moderators reviewed include quality of parent–child relationships, peer relationships,
and teacher relationships. Although there might be insurmountable challenges to addressing child maltreatment in primary or
universal school-based prevention programs, it is possible to intervene to improve these potentially mediating and moderating
factors. 相似文献
138.
139.
140.
Nancy L. Allen Paul W. Holland Dorothy T. Thayer 《Journal of Educational Measurement》2005,42(1):27-51
Allowing students to choose the question(s) that they will answer from among several possible alternatives is often viewed as a mechanism for increasing fairness in certain types of assessments. The fairness of optional topic choice is not a universally accepted fact, however, and various studies have been done to assess this question. We examine an important class of experiments that we call C1-A, "choose one, answer all," designs, and point out an important problem that they face. We suggest two analytical methods that can be used to circumvent this problem. We illustrate our ideas using the data from Bridgeman et al. (1997) . Our reanalysis of these data show: (a) that differential topic difficulty exists in real choice data, (b) that it affects naïve analyses of such data and masks the effects, positive or negative, of examinee choice, (c) that in this study there is a measurable and positive effect of examinee choice that follows predicted patterns in most but not all cases, (d) that the beneficial strength of examinee choice varies from case to case, and (e) that while the benefits of choice in terms of average points scored on the essays are usually positive, there is a substantial amount of variation around these averages and it is not uncommon for "incorrect" choices to be associated with higher test performance. 相似文献