全文获取类型
收费全文 | 392篇 |
免费 | 20篇 |
专业分类
教育 | 353篇 |
科学研究 | 4篇 |
各国文化 | 2篇 |
体育 | 17篇 |
综合类 | 1篇 |
文化理论 | 2篇 |
信息传播 | 33篇 |
出版年
2023年 | 4篇 |
2022年 | 5篇 |
2021年 | 5篇 |
2020年 | 7篇 |
2019年 | 19篇 |
2018年 | 34篇 |
2017年 | 22篇 |
2016年 | 22篇 |
2015年 | 14篇 |
2014年 | 12篇 |
2013年 | 80篇 |
2012年 | 20篇 |
2011年 | 10篇 |
2010年 | 13篇 |
2009年 | 20篇 |
2008年 | 21篇 |
2007年 | 13篇 |
2006年 | 9篇 |
2005年 | 11篇 |
2004年 | 14篇 |
2003年 | 7篇 |
2002年 | 9篇 |
2001年 | 6篇 |
2000年 | 7篇 |
1999年 | 3篇 |
1998年 | 1篇 |
1997年 | 5篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1993年 | 3篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1976年 | 1篇 |
1973年 | 1篇 |
1907年 | 1篇 |
排序方式: 共有412条查询结果,搜索用时 31 毫秒
101.
Verbal and visuospatial short-term and working memory in children: are they separable? 总被引:1,自引:0,他引:1
This study explored the structure of verbal and visuospatial short-term and working memory in children between ages 4 and 11 years. Multiple tasks measuring 4 different memory components were used to capture the cognitive processes underlying working memory. Confirmatory factor analyses indicated that the processing component of working memory tasks was supported by a common resource pool, while storage aspects depend on domain-specific verbal and visuospatial resources. This model is largely stable across this developmental period, although some evidence exists that the links between the domain-specific visuospatial construct and the domain-general processing construct were higher in the 4- to- 6-year age group. The data also suggest that all working memory components are in place by 4 years of age. 相似文献
102.
103.
Tracy A. Stinchfield Nicole R. Hill David M. Kleist 《International journal for the advancement of counseling》2010,32(4):225-239
Triadic supervision has been considered a credible and effective form of clinical supervision within counselor education programs
since being included in the 2001 standards for the Council for Accreditation of Counseling and Related Educational Programs
(CACREP). A phenomenological study was conducted to examine the experiences of masters-level counselor trainees in practicum
with triadic supervision. Several transcendent themes emerged, namely: Initial Apprehensions, Shared Developmental Process,
Vicarious Learning, Multiple Perspectives, and Safety through Trust and Relationship. The results of this study are discussed
as they impact the field of counselor education and supervision. 相似文献
104.
105.
As the second in a series of studies concerning the development of kindergartners' self‐perceptions, this study examined the effects of the kindergarten experience on self‐perceptions of African American and White students as they progressed through their kindergarten year. Using a countywide sample of 209 children in 31 classrooms, the study incorporated in vivo observations of teachers' verbal behavior and self‐perception data from the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Results indicate that the kindergarten experience had an equalizing effect on the self‐perceptions of African American and White children, although self‐perceptions of cognitive competence were initially lower for African American children than for their White counterparts. Teachers' verbal interactions with children were not affected by the child's race, at least when different achievement levels were taken into account. © 1999 John Wiley & Sons, Inc. 相似文献
106.
The purpose of this study was to examine changes in kindergartners' perceptions of competence and to determine the effects of teachers' verbal behaviors on these perceptions. A sample of 168 kindergartners from 31 classrooms participated in a pre- and posttest administration of the Pictorial Scale of Perceived Competence and Social Acceptance and three classroom observations. Kindergartners in this study generally reported high perceptions of competence. The drop in perceptions documented in previous research was not found in this study, suggesting that the developmental change occurs after kindergarten. A modest significant correlation between perceptions of competence and both academic skills and teacher ratings indicated that children were developing more accurate judgements. Teachers' verbal behaviors were not related to students' perceptions of competence. In contrast, the amount of praise that students received was related to the instructional style of the teacher and the frequency in which students were criticized was related to their academic skills. Implications for educational practice are discussed. © 1997 John Wiley & Sons, Inc. 相似文献
107.
Vallerand RJ Ntoumanis N Philippe FL Lavigne GL Carbonneau N Bonneville A Lagacé-Labonté C Maliha G 《Journal of sports sciences》2008,26(12):1279-1293
The purpose of the present research was to test the applicability of the Dualistic Model of Passion (Vallerand et al., 2003) to being a sport (football) fan. Three studies provided support for this dualistic conceptualization of passion. Study 1 showed that harmonious passion was positively associated with adaptive behaviours (e.g. celebrate the team's victory), whereas obsessive passion was positively associated with maladaptive behaviours (e.g. risking losing one's job to go to a game). Study 2 used a short Passion Scale and showed that harmonious passion was positively related to the positive affective life of fans during the 2006 FIFA World Cup, psychological health (self-esteem and life satisfaction), and public displays of adaptive behaviours (e.g. celebrate the team's victory into the streets), whereas obsessive passion was predictive of maladaptive affective life (e.g. hating opposing teams' fans) and behaviours (e.g. mocking opposing teams' fans). Finally, Study 3 examined the role of obsessive passion as a predictor of partner's conflict that in turn undermined partner's relationship satisfaction. Overall, the present results provided support for the Dualistic Model of Passion. The conceptual and applied implications of the findings are discussed. 相似文献
108.
109.
110.
Jennifer Riedl Cross Colm O’Reilly Mihyeon Kim Sakhavat Mammadov Tracy L. Cross 《High Ability Studies》2015,26(1):39-61
Social coping and self-concept were explored among Irish (n = 115) and American (n = 134) grades 3–8 students. Denying one’s giftedness or the impact it has on peer relationships were associated with poor self-concept in both samples. Among Irish students, denying giftedness was associated with more positive self-concept when paired with a high activity level. Engaging in many activities in the US sample and helping one’s peers in the Irish sample were positive predictors of academic self-concept. Findings suggest young gifted students may benefit from learning more about their exceptional abilities and their impact on peers. They should also be encouraged to engage in extracurricular activities and find ways to use their exceptional abilities to support their peers. 相似文献