全文获取类型
收费全文 | 128篇 |
免费 | 1篇 |
专业分类
教育 | 76篇 |
科学研究 | 15篇 |
各国文化 | 3篇 |
体育 | 11篇 |
文化理论 | 2篇 |
信息传播 | 22篇 |
出版年
2022年 | 1篇 |
2021年 | 2篇 |
2020年 | 3篇 |
2019年 | 4篇 |
2018年 | 3篇 |
2017年 | 3篇 |
2016年 | 4篇 |
2015年 | 5篇 |
2014年 | 5篇 |
2013年 | 33篇 |
2012年 | 2篇 |
2011年 | 4篇 |
2010年 | 1篇 |
2009年 | 1篇 |
2008年 | 4篇 |
2007年 | 4篇 |
2005年 | 2篇 |
2004年 | 1篇 |
2003年 | 3篇 |
2002年 | 1篇 |
2001年 | 2篇 |
2000年 | 3篇 |
1998年 | 3篇 |
1995年 | 2篇 |
1992年 | 1篇 |
1990年 | 3篇 |
1986年 | 2篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 3篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1968年 | 3篇 |
1927年 | 1篇 |
1926年 | 1篇 |
1924年 | 1篇 |
1923年 | 1篇 |
1922年 | 1篇 |
1921年 | 2篇 |
1920年 | 1篇 |
1918年 | 2篇 |
1917年 | 1篇 |
排序方式: 共有129条查询结果,搜索用时 15 毫秒
31.
Reinstatement after counterconditioning was examined in three experiments with rats. The rats received CS-shock pairings in Phase 1 and then CS-food pairings in Phase 2. When unsignaled shock was presented after appetitive conditioning, fear performance to the CS replaced food performance. This reinstatement effect depended on initial pairings of the CS and shock in Phase 1. It also depended on shock exposure occurring in the test context. The results parallel previous data obtained after extinction. Counterconditioning and extinction yield several parallel effects (spontaneous recovery, renewal, and now reinstatement) which suggest that Phase 2 does not destroy the learning acquired in Phase 1. 相似文献
32.
33.
Two studies compare social comparison, persuasive argument, and dual process models of the choice shift. The data are consistent with the dual process models and are discussed in terms of their consistency with Isenberg's (1986) meta‐analysis of the choice shift literature. 相似文献
34.
Emerson Hicks Bunnell Lee R. Baker Johnny Minus William Storm Hale 《Communication Booknotes Quarterly》2013,44(9):8-10
Emerson, Naturalistic Photography for Students of the Art (1891) Hicks, Words and Pictures: Introduction to Photojournalism (1952) Bunnell, Nonsilver Printing Processes, $4.50 Lee R. Baker, Making Movies: From Script to Screen (New York: Harcourt Brace Javanovich, 1973—price not known, paper) Johnny Minus and William Storm Hale's Your Introduction to Film-TV Copyright, Contracts and other Law (Seven Arts Press, 6655 Hollywood Blvd., Hollywood, Ca. 90028 1973— $10.00 paper) Noel Burch Theory of Film Practice (New York: Praeger, 1973—$8.95) Hector Currie and Donald Staples' Film: Encounter (Dayton, Ohio: Pflaum/Standard, 1973—$9.95, paper) John G. Cawelti's Focus on Bonnie and Clyde (Englewood Cliffs, N.J.: Prentice-Hall, 1973—$5.95/2.45) David Bordwell, Filmguide to La Passion de Jeanne d'Arc Warren French, Filmguide to The Grapes of Wrath Carolyn Geduld, Filmguide to 2001: A Space Odyssey James Naremore, Filmguide to Psycho E. Rubenstein, Filmguide to The General Jay Leyda's Kino: A History of the Russian and Soviet Film (New York: Collier Books, 1973 reissue of 1960 original —$4.95, paper) 相似文献
35.
Claudia L. Hale 《亚洲交流杂志》2013,23(2):188-214
Organizational communication scholars have paid scant attention to the motivations of people who choose careers in social service organizations. This study examined organizational identification in the context of two Thai social service organizations: government-run Community Development Department (CDD) and non-governmental Population and Community Development Association (PDA). The degree to which CDD members identified with CDD and PDA members identified with PDA was assessed by using the Organizational Identification Questionnaire constructed by George Cheney (1982). Comparison of CDD and PDA scores on Cheney's OIQ provided findings that mirror those of previous studies of organizational identification. Specifically, the level of organizational identification among employees who work for the non-governmental privately-run social-cause organization (PDA) was significantly higher than for employees who work for the government organization (CDD). Thus, the non-governmental organization appears to be more effective than the government organization in fostering employee identification. Interestingly, a factor analysis of Thai responses to the Cheney instrument revealed three dimensions that were different from the three dimensions theorized by Cheney (1982). While Cheney's conceptualization of identification included employees sense of membership, similarity, and loyalty to their organization, the Thai dimensions reflected life values (‘pride in membership’), social values (‘fit with organization’), and personal values (‘comfort zone’). These findings hold important implications for communication scholars who study employee motivation in non-Western organizational contexts. 相似文献
36.
Jerry L. Salvaggio, ed. The Information Society: Economic, Social, and Structural Issues. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1989. 143 pages. Hardcover, $24.95. Lee B. Becker and Klaus Schoenbach, eds. Audience Responses to Media Diversification: Coping With Plenty. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1989. 相似文献
37.
Lisa Hale Rose Precious Sellars-Mulhern Cynthia Jones America Trinidad Joanne Pierre-Louis Adhiambo Okomba 《Community College Journal of Research & Practice》2013,37(4):346-356
Given the nationwide concern about college persistence and graduation rates, this article reviews pertinent literature related to autonomous learning as well as social and academic engagement. It also presents findings of a qualitative study of young community college women of color, an understudied population. The article, part of a larger research project that explores the obstacles faced by young women of color, describes their experiences related to academic and social engagement and self-determination in the community-college setting. Data were collected from 15 focus groups with a total of 61 Latina, Black, and Asian women between the ages of 18 and 24 on three community college campuses in a large northeastern city in the United States. The findings of this exploratory study suggest that young women of color demonstrate a compelling determination to complete college autonomously and, to a lesser degree, are willing to engage socially and academically. The findings prompt the suggestion that academic and student affairs professionals create opportunities to develop autonomous learning strategies that can be nested within academic and social engagement activities. 相似文献
38.
Adrianne E. Hardman P. Harrison Tudor Hale P. Jakeman Penny Crisfield John Dulla 《Journal of sports sciences》2013,31(3):249-254
Women, sport and performance, C.L. Wells, Human Kinetics, Champaign, Illinois, 1985. xi+333 pp, $24.00 (hb), ISBN 0 931250 87 0 Research designs and statistics for physical education, Anne L. Rothstein, Prentice Hall, New York, 1985. xiii + 353 pp, £31 (hb), ISBN 0 13 774142 1 Limits of human performance, American Academy of Physical Education Papers No. 18, D.H. Clarke and H.M. Eckert (eds), Human Kinetics, Champaign, Illinois, 1985. 144 pp, £14.50 (pb), ISBN 0 931250 99 4 Sports physiology, (2nd edn) E.L. Fox, Holt Saunders, Eastbourne, 1984. xii+418 pp, £18.95 (hb), ISBN 0 03 063771 6 Sport management ‐ macro perspectives, P. Chelladurai, Sports Dynamics, London, Ontario, 1985. 191 pp, $11.95 (pb), ISBN 0 9691619 0 5 Microelectronics in the sport sciences, Charles F. Cicciarella, Human Kinetics, Champaign, Illinois (distributed in the UK by Eddington Hook & Co.), 1986. 105 pp, $12.00 (pb), ISBN 0 87322 056 0 The biomechanics of sports techniques, (3rd edn) J.G. Hay, Prentice Hall, New Jersey, 1985. xvii+539 pp, £15.95 (pb), ISBN 0 13 078304 8 相似文献
39.
Six male cricket bowlers (mean - s x ¥ : age 23.5 - 1.3 years; height 1.83 - 0.04 m; body weight 826 - 20 N) performed their typical bowling action at a set of stumps positioned at standard pitch length (20.1 m). A specially designed force platform rig allowed the correct positioning of two force platforms to be achieved beneath an outdoor polyflex runway (0.017 m depth) for each player's delivery stride pattern. For the back foot, the peak vertical ground reaction force was 1.95 - 0.08 kN (2.37 - 0.14 BW) and the braking force was 0.77 - 0.12 kN (0.94 - 0.16 BW). For the front foot, the peak vertical force was 4.80 - 0.92 kN (5.75 - 0.98 BW) and the braking force was 2.93 - 0.56 kN (3.54 - 0.67 BW). The mean peak vertical loading rate for front foot contact was 205 - 52.8 kN·s -1 (249 - 64 BW·s -1 ) with mean values ranging from 81 to 446 kN·s -1 (98 to 540 BW·s-1). The range for back foot contact was much smaller, 25-70 kN·s -1 (30-85 BW·s -1 ), with a mean of 41.7 - 7.10 kN·s -1 (50.6 - 8.6 BW·s -1 ). Mean peak impact occurred 24 ms after touchdown for the back foot and 16 ms after touchdown for the front foot. At impact, mean peak loading rates were greater for the front foot at 246 kN·s -1 (298 BW·s -1 ), with a range of 80-483 kN·s -1 (98-534 BW·s -1 ), than for the back foot at 65 kN·s -1 (79 BW·s -1 ), with a range of 40-84 kN·s -1 (49-110 BW·s -1 ). 相似文献
40.
Jeffrey Ayala Milligan Enoch Stanfill Anton Widyanto Huajun Zhang 《Educational Studies A Journal of the American Educational Studies Association》2013,49(1):50-70
One important element of globalization is the dissemination of western educational ideals and organizational frameworks through educational development projects. While postcolonial theory has long offered a useful critique of this expansion, it is less clear about how educational development that eschews neo-imperialist tendencies might proceed. This problem poses a question that requires philosophical reflection. However, much of comparative and international development education ignores philosophical modes of inquiry. Moreover, as Libbrecht (2007) argues, philosophy all too often sees itself as synonymous with the Euro-American intellectual tradition, thus ignoring indigenous educational thought that might more appropriately guide local educational development. Drawing on John Dewey's (1938) call for deeper and more inclusive plans of operations in response to social conflicts and Jurgen Habermas (2008) call for “reciprocal learning processes” and “cooperative acts of translation,” we will attempt to reach beyond our individual philosophical borders to explore the necessity and possibilities of comparative philosophy of education by sharing three examples of our current efforts to apply philosophical analysis to international educational development. These examples will articulate and embody the necessity and the challenges of applying philosophical analysis to educational development work. 相似文献