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661.
Using a light or backshock as the reinforced CS (A) and a tone or backshock as the conditioned inhibitor (X), rabbits experienced conditioned inhibition training in an A+/AX? paradigm. Following training, the amplitude of the unconditioned nictitating membrane response elicited by a mild (.5-mA) paraorbital shock was measured in the presence of X and AX and expressed as a percentage of the amplitude of the UR to the shock presented alone. In Experiment 1, the effect of X and AX on UR amplitude for conditioned inhibition animals was compared with that of control animals treated to a variety of pretest procedures. In general, UR amplitude in the presence of X exceeded that observed to the US presented alone. There was no consistent difference between the experimental and control groups. In Experiments 2–5, A test trials were added as an alternative reference point. Again, UR amplitude increased rather than decreased UR amplitude. In addition, X as a conditioned inhibitor enhanced the facilitating effect of A on UR amplitude in four out of five experiments. These findings have implications for theories of the “locus of action” of conditioned inhibitors. 相似文献
662.
Summary A group of 35 reading disabled boy and 35 matched controls were studied over a two-year period in order to evaluate the validity
of traditional hypotheses about the causes of serious reading impairment in preadolescent boys for whom the common disadvantages
of economic privation, bilingualism and emotional instability were absent. The popular hypothesis of perceptual deficit was
not supported by the data, although the finding that most reading disabled boys have a short-term memory deficit was affirmed.
The most important new findings was that about one-fourth of the reading disabled boys had serious difficulty in maintaining
an efficient set to process and/or evaluate information, especially when that information was contained in oral speech.
This research was supported by a grant from the Lilly Endowment, Inc. We thank Michelle Shal and Susan Grant for their participation
in this work. 相似文献
663.
Gale Macleod Neil Lent Xiaomeng Tian Yunying Liang Meredith Moore Shrawani Sen 《Assessment & Evaluation in Higher Education》2020,45(7):958-972
AbstractMaster’s students are expected to be self-regulating and independent learners. Dialogic feedback has been identified as one way of promoting such independence. There continues to be concern about the extent to which master’s students are achieving this level of functioning. This study aimed to identify feedback practices and contexts which facilitated student engagement and independence. Working with students as co-researchers, interviews were conducted with 27 master’s students from three programmes. Activity theory was used as an analytical tool to generate understanding of feedback in the social context of each programme. Findings indicate there can be tension between factors which promote dialogical feedback and those which promote independence, and that active dialogic feedback with staff may limit student engagement with peer feedback. 相似文献
664.
Moral Reasoning about Sexually Transmitted Diseases 总被引:2,自引:0,他引:2
Rosemary A. Jadack Janet Shibley Hyde Colleen F. Moore Mary L. Keller 《Child development》1995,66(1):167-177
The purpose of this research was to investigate moral reasoning related to sexual behavior that could lead to the transmission of sexually transmitted diseases (STDs). Using hypothetical dilemmas about situations in which STDs can be transmitted, respondents were asked to explain why they believed the characters should or should not engage in risky behaviors. 40 college freshmen ( M = 18.3 years) and 32 college seniors ( M = 22.3 years) participated. Using Kohlberg's moral stage theory and Gilligan's moral orientation model, the interviews were scored for moral stage and moral orientation. Results indicated that the older age group had a significantly higher stage of moral reasoning than the younger age group when responding to dilemmas about STDs. There was a significant difference in moral stage between dilemmas, reflecting the possible effect of dilemma content on moral reasoning. The overall pattern of results shows nonsignificant gender differences in stage of moral reasoning and moral orientation. Clinical and theoretical implications of these findings for understanding the role of moral reasoning in sexual risky behavior are discussed. 相似文献
665.
This study discusses benchmarking the use of information and communication technologies (ICT) in teaching and learning between
two universities with different missions: one an Australian campus-based metropolitan university and the other a British distance-education
provider. It argues that the differences notwithstanding, it is possible to develop a useful and rigorous benchmarking relationship
between such institutions that draws on previous benchmarking research and improves the approach by benchmarking key processes,
not just outcomes. By defining a process used to embed ICT in subjects and using this as a focus of the benchmarking, a relational
and prospective approach to quality assurance for ICT can be clarified, one which promotes coherence amongst the benchmarks
that can be used for the purposes of improvement. 相似文献
666.
Liliana Angelica Ponguta Carlos Aggio Kathryn Moore Elisa Hartwig Bosun Jang Jelena Markovic 《Early Years: An International Journal of Research and Development》2019,39(3):326-342
We conducted a qualitative study in four countries of the Europe and Central Asia (ECA) region and explored the Early Childhood Education (ECE) policy landscape with an emphasis on the challenges and opportunities decentralization has presented for the provision of services. We content-analyzed ECE policies and documents to map national approaches to ECE. Key informant interviews were conducted to assess the implementation of decentralized ECE governance. An analytical framework that combined core constructs of ECE systems and key domains of decentralization (autonomy, institutional capacity and accountability) was developed and applied. Our analysis points to four overarching processes that contribute to the perpetuation and possible increase of inequitable ECE including (1) sparse mechanisms for participatory and autonomous policy formulation, with few systematic efforts to strengthen local institutional capacities; (2) fragmented policy approaches to promote the assessment and strengthening of quality at scale; (3) funding frameworks and financing schemes that tend to benefit enrolment in contexts of higher levels of economic development; and (4) few mechanisms for coordination to ensure operational coherence across the ECE sector. 相似文献
667.
Sensory Processing in Rhesus Monkeys: Developmental Continuity,Prenatal Treatment,and Genetic Influences
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Mary L. Schneider Colleen F. Moore Miriam Adkins Christina S. Barr Julie A. Larson Leslie M. Resch Andrew Roberts 《Child development》2017,88(1):183-197
Neonatal sensory processing (tactile and vestibular function) was tested in 78 rhesus macaques from two experiments. At ages 4–5 years, striatal dopamine D2 receptor binding was examined using positron emission tomography. At ages 5–7 years, adult sensory processing was assessed. Findings were: (a) prenatal stress exposure yielded less optimal neonatal sensory processing; (b) animals carrying the short rh5‐HTTLPR allele had less optimal neonatal sensory scores than monkeys homozygous for the long allele; (c) neonatal sensory processing was significantly related to striatal D2 receptor binding for carriers of the short allele, but not for animals homozygous for the long allele; and (d) there was moderate developmental continuity in sensory processing from the neonatal period to adulthood. 相似文献
668.
Charleen M. Moore Constance Lowe Jane Lawrence Penelope Borchers 《Anatomical sciences education》2011,4(5)
Drawing session from an art and anatomy workshop for medical students at the University of Texas Health Science Center at San Antonio and art students at the University of Texas at San Antonio. A current trend in medical education is to integrate aspects of the humanities into the medical school curriculum. In this issue of ASE, Dr. Charleen Moore and her colleagues describe an art and anatomy workshop that uses drawing exercises to increase observational skills, to foster the development of humanistic sensitivities, and to emphasize the emotional aspects of dealing with mortality. (Photograph by Penelope Borchers). 相似文献
669.
670.
The purpose of this study was to examine teacher perceptions regarding their experiences in a research-informed continuous professional development (CPD) initiative and its influence on their professional readiness to implement innovative content in physical education (PE). Participants included four PE teachers who engaged in a series of hands-on workshops and collaborative activities related to the design and implementation of a mountain biking unit in two middle schools. Qualitative data were collected through post-workshop surveys, semi-structured interviews, and a focus group. Data were analyzed using inductive content analysis, and results revealed four themes: (a) igniting change, (b) transferring to the classroom, (c) student response, and (d) sustaining beyond a single unit. Findings from this study reinforce the need for research-informed CPD efforts in PE and highlight its role in generating a sense of teacher empowerment and promoting systemic change within school-based PE. 相似文献