全文获取类型
收费全文 | 161篇 |
免费 | 7篇 |
专业分类
教育 | 120篇 |
科学研究 | 10篇 |
各国文化 | 12篇 |
体育 | 1篇 |
文化理论 | 1篇 |
信息传播 | 24篇 |
出版年
2022年 | 1篇 |
2021年 | 3篇 |
2020年 | 3篇 |
2019年 | 3篇 |
2018年 | 6篇 |
2017年 | 6篇 |
2016年 | 7篇 |
2015年 | 4篇 |
2014年 | 8篇 |
2013年 | 36篇 |
2012年 | 3篇 |
2011年 | 3篇 |
2010年 | 3篇 |
2009年 | 3篇 |
2008年 | 3篇 |
2007年 | 4篇 |
2006年 | 2篇 |
2005年 | 3篇 |
2003年 | 1篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 4篇 |
1999年 | 3篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1991年 | 2篇 |
1990年 | 5篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1984年 | 5篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 3篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1977年 | 4篇 |
1975年 | 4篇 |
1974年 | 3篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1971年 | 2篇 |
1969年 | 1篇 |
排序方式: 共有168条查询结果,搜索用时 15 毫秒
101.
102.
103.
We investigated the role of dynamic information in human and pigeon object recognition. Both species were trained to discriminate
between two objects that each had a characteristic motion, so that either cue could be used to perform the task successfully.
The objects were either easy or difficult to decompose into parts. At test, the learned objects could appear in their learned
motions, the reverse of the learned motions, or an entirely new motion, or a new object could appear in one of the learned
motions. For humans, any change in the learned motion produced a decrement in performance for both the decomposable and the
nondecomposable objects, but participants did not respond differentially to new objects that appeared in the learned motions.
Pigeons showed the same pattern of responding as did humans for the decomposable objects, except that pigeons responded differentially
to new objects in the learned motions. For the nondecomposable objects, pigeons used motion cues exclusively. We suggest that
for some types of objects, dynamic information may be weighted differently by pigeons and humans. 相似文献
104.
This study addresses the following research question: How does telementoring urban high school students by English teacher candidates develop candidates' cultural competence and impact mentees' cultural identity development? Mentee-mentor exchanges were analyzed to uncover how mentees used writing to develop cultural identity, how mentors' responses demonstrated cultural competence, and how cultural competence enhanced cultural identity development. Data analysis revealed two themes of synergy, where mentor-mentee exchanges enabled mutual learning. As mentors demonstrated cultural respect through cultural exploration, mentees broadened identity through cultural sharing. As mentors exhibited cultural affirmation through cultural empathy mentees shifted from silenced to spoken anger. Detailed excerpts illustrate how mentees grappled with cultural identity development and how mentors challenged personal assumptions and began to develop ideological clarity. 相似文献
105.
Two experiments provide evidence that preschoolers selectively infer history when explaining outcomes and infer past events that could have plausibly happened. In Experiment 1, thirty‐three 3‐year‐olds and thirty‐six 4‐year‐olds explained why a character owns or likes certain objects. In Experiment 2, thirty‐four 4‐year‐olds and thirty‐six 5‐year‐olds explained why a character either owns or is using the objects. Children aged 4 and 5 years, but not 3 years, inferred history when explaining ownership, but not when explaining liking or use. They also tailored their explanations to reflect likelihood, allowing them to infer plausible past events. These findings are informative about the development of children's ability to infer history in their explanations and also suggest that preschoolers appreciate that ownership depends on past investment. 相似文献
106.
107.
108.
109.
110.