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21.
Students use a new gross anatomy laboratory facility at Philadelphia University that used to be a lecture room . The details of this efficient and effective conversion are described in the article by Goldman in the current issue of ASE 相似文献
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Children acquire language embedded within the rich social context of interaction. This paper reports on a longitudinal study investigating the developmental relationship between conversational turn-taking and vocabulary growth in English-acquiring children (N = 122) followed between 9 and 24 months. Daylong audio recordings obtained every 3 months provided several indices of the language environment, including the number of adult words children heard in their environment and their number of conversational turns. Vocabulary was measured independently via parental report. Growth curve analyses revealed a bidirectional relationship between conversational turns and vocabulary growth, controlling for the amount of words in children’s environments. The results are consistent with theoretical approaches that identify social interaction as a core component of early language acquisition. 相似文献
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We present an elemental model of associative learning that describes interactions between stimulus elements as a process of
competitive normalization. Building on the assumptions laid out in Harris (2006), stimuli are represented as an array of elements
that compete for attention according to the strength of their input. Elements form associations among each other according
to temporal correlations in their activation but restricted by their connectivity. The model moves beyond its predecessor
by specifying excitatory, inhibitory, and attention processes for each element in real time and describing their interaction
as a form of suppressive gain control. Attention is formalized in this model as a network of mutually inhibitory units that
moderate the activation of stimulus elements by controlling the level to which the elements are suppressed by their own inhibitory
processes. The model is applied to a range of complex discriminations and related phenomena that have been taken as evidence
for configural-learning processes. 相似文献
26.
A frequently made claim in the innovation literature is that important inventions involve the transfer of new knowledge from one technological domain to another. This study uses U.S. patents granted from 1976 to 2006 to identify the role of knowledge acquired from outside each patent's technological domain. Our results do not seem to support the claim above. Increasing citations to external prior art is a significantly less important predictor of forward citation frequency than citing prior art that is technologically closer. This result is robust across several model specifications and ways of defining whether each flow of knowledge is external. The result is even stronger in the most highly cited technology categories. We discuss possible explanations for this apparently negative impact of external knowledge—including both measurement issues and challenges associated with assimilating disparate knowledge. 相似文献
27.
The authors explored the emergence and antecedents of racial stereotyping in 89 children ages 3-10 years. Children completed a number of matching and sorting tasks, including a measure designed to assess their knowledge and application of both positive and negative in-group and out-group stereotypes. Results indicate that children start to apply stereotypes to the out-group starting around 6 years of age. Controlling for a number of factors, 2 predictors contributed significantly toward uniquely explaining the use of these stereotypes: race salience (i.e., seeing and organizing by race) and essentialist thinking (i.e., believing that race cannot change). These results provide insight into how and when real-world interventions aimed at altering the acquisition of racial stereotypes may be implemented. 相似文献
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Evan Ruhama 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(1):119-120
International Review of Education - 相似文献
30.
The prototype distortion task demonstrates that it is possible to learn about a category of physically similar stimuli through mere observation. However, there have been few attempts to test whether different encoding conditions affect learning in this task. This study compared prototypicality gradients produced under incidental learning conditions in which participants performed a visual search task, with those produced under intentional learning conditions in which participants were required to memorize the stimuli. Experiment 1 showed that similar prototypicality gradients could be obtained for category endorsement and familiarity ratings, but also found (weaker) prototypicality gradients in the absence of exposure. In Experiments 2 and 3, memorization was found to strengthen prototypicality gradients in familiarity ratings in comparison to visual search, but there were no group differences in participants’ ability to discriminate between novel and presented exemplars. Although the Search groups in Experiments 2 and 3 produced prototypicality gradients, they were no different in magnitude to those produced in the absence of stimulus exposure in Experiment 1, suggesting that incidental learning during visual search was not conducive to producing prototypicality gradients. This study suggests that learning in the prototype distortion task is not implicit in the sense of resulting automatically from exposure, is affected by the nature of encoding, and should be considered in light of potential learning-at-test effects. 相似文献