全文获取类型
收费全文 | 2559篇 |
免费 | 35篇 |
国内免费 | 4篇 |
专业分类
教育 | 1818篇 |
科学研究 | 288篇 |
各国文化 | 31篇 |
体育 | 171篇 |
综合类 | 1篇 |
文化理论 | 37篇 |
信息传播 | 252篇 |
出版年
2022年 | 15篇 |
2021年 | 28篇 |
2020年 | 40篇 |
2019年 | 64篇 |
2018年 | 85篇 |
2017年 | 73篇 |
2016年 | 76篇 |
2015年 | 46篇 |
2014年 | 58篇 |
2013年 | 664篇 |
2012年 | 52篇 |
2011年 | 51篇 |
2010年 | 40篇 |
2009年 | 38篇 |
2008年 | 54篇 |
2007年 | 33篇 |
2006年 | 42篇 |
2005年 | 31篇 |
2004年 | 40篇 |
2003年 | 44篇 |
2002年 | 41篇 |
2001年 | 24篇 |
2000年 | 35篇 |
1999年 | 33篇 |
1998年 | 21篇 |
1997年 | 24篇 |
1996年 | 27篇 |
1995年 | 27篇 |
1994年 | 17篇 |
1993年 | 24篇 |
1992年 | 27篇 |
1991年 | 19篇 |
1990年 | 20篇 |
1989年 | 27篇 |
1988年 | 18篇 |
1987年 | 28篇 |
1986年 | 16篇 |
1985年 | 15篇 |
1984年 | 25篇 |
1983年 | 19篇 |
1982年 | 26篇 |
1981年 | 26篇 |
1980年 | 24篇 |
1979年 | 20篇 |
1978年 | 24篇 |
1976年 | 16篇 |
1974年 | 20篇 |
1971年 | 16篇 |
1967年 | 16篇 |
1966年 | 15篇 |
排序方式: 共有2598条查询结果,搜索用时 0 毫秒
971.
972.
973.
The risk for internalizing disorders in children with learning disabilities is frequently debated in the research community
and empirical responses are equivocal. For educators and clinicians, the frequent assumption is that children with dyslexia
also have at least subtle emotional problems. In this study, school-age children with reading problems and their siblings
(N=79) were referred for neuropsychological evaluation. As part of the assessment process, parents, teachers, and the child
were asked to rate the child’s level of internalizing symptoms on several behavior rating scales. Results from analyses of
the data, using both discrepancy and reading cut scores for diagnosis of dyslexia, suggest that children with dyslexia are
not at elevated risk for behaviors related to anxiety, depression, and somatization. Additionally, children at the lowest
end of the reading distribution were no more likely to have significant internalizing symptoms than children with less impaired
reading. 相似文献
974.
Kimberly E. Morgan Barbara A. Rothlisberg David E. McIntosh Madeline S. Hunt 《Psychology in the schools》2009,46(6):515-525
The present study assessed the Kaufman Assessment Battery for Children, Second Edition (KABC‐II) in relation to the synthesized Cattell–Horn–Carroll (CHC) theory of intelligence with a preschool sample. Participants were 200 preschool children between four and five years of age. A confirmatory factor analysis (CFA) was conducted, and different variations of the CHC model were examined to determine which provided the best representation of the proposed underlying CHC constructs tested by the KABC‐II. The models included one similar to Spearman's g, a contemporary two‐stratum model consisting of fluid and crystallized intelligence (Gf‐Gc model), and a synthesized CHC broad factor +g model. The last was the empirically validated theory of interest in this study. Results of the CFA revealed that the broad factor +g CHC model was the best overall design to explain KABC‐II results. © 2009 Wiley Periodicals, Inc. 相似文献
975.
976.
Wm. Benjamin Martz Jr. Morgan M. Shepherd 《Decision Sciences Journal of Innovative Education》2003,1(1):41-56
Companies are beginning to realize that simply storing data in warehouses and databases is not sufficient to ensure the usefulness of that data or information. As information is processed with a purpose ( Ackoff & Emery, 1972 ), it becomes knowledge. Knowledge exists on many planes; one is the tacit‐explicit plane described by Polanyi (1966) . Knowledge‐based applications are becoming a key factor in determining organizational value. For example, Activity‐Based Costing (ABC) and Knowledge Value Added (KVA) are two methodologies that organizations use to measure explicit knowledge. However, this interest in measuring and managing knowledge creates two important questions. First, do companies include tacit knowledge in their measurements of knowledge? Second, can educators demonstrate that they are helping increase tacit knowledge? This paper posits that companies may not be including the full range of knowledge in their endeavor to measure knowledge in their organizations. To help make a case for including tacit knowledge and implicit learning, an active learning exercise is created to demonstrate a method to quantify and test for changes in both types of knowledge. The results show that the activity created observable changes in explicit and tacit knowledge. Future research will need to concentrate further on understanding how the two types of knowledge interact. For now though, these results demonstrate one way to observe the two types of knowledge and more importantly, point out the need for organizations to find ways to value both implicit and explicit knowledge. 相似文献
977.
978.
979.
980.