全文获取类型
收费全文 | 86篇 |
免费 | 0篇 |
国内免费 | 1篇 |
专业分类
教育 | 60篇 |
科学研究 | 14篇 |
体育 | 8篇 |
文化理论 | 1篇 |
信息传播 | 4篇 |
出版年
2020年 | 1篇 |
2019年 | 1篇 |
2018年 | 5篇 |
2017年 | 1篇 |
2016年 | 8篇 |
2015年 | 3篇 |
2014年 | 6篇 |
2013年 | 20篇 |
2012年 | 5篇 |
2011年 | 2篇 |
2010年 | 7篇 |
2009年 | 4篇 |
2008年 | 1篇 |
2007年 | 2篇 |
2006年 | 1篇 |
2004年 | 2篇 |
2003年 | 1篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1998年 | 1篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1986年 | 3篇 |
1982年 | 1篇 |
1977年 | 1篇 |
1947年 | 2篇 |
1935年 | 1篇 |
1934年 | 1篇 |
1928年 | 1篇 |
排序方式: 共有87条查询结果,搜索用时 8 毫秒
1.
This study attempts to establish the extent to which study programmes and study conditions within selected fields of study vary among institutions of higher education in the Federal Republic of Germany and the extent to which diversification has an impact on the careers and work assignments of graduates. All persons who graduated during the 1983‐1984 and 1984‐1985 academic years in mechanical engineering, economics/business, and social work from seven institutions of higher education were surveyed during their final year of study, again in a longitudinal study two years after graduation, and finally, four to five years after graduation. The authors come to the conclusion that the vertical diversification of higher education in the Federal Republic of Germany has had a less pronounced effect on the careers of graduates, over the last few years, than had been expected. No dominant elements of study programmes and study conditions could be identified which might explain study outcomes, careers, and job assignments. 相似文献
2.
3.
4.
Minerva - The relationship between the international mobility of academic researchers and social capital is complex. On the one hand, the literature suggests that social capital facilitates the... 相似文献
5.
Henrik Daae Zachrisson Harald Janson Kari Lamer 《Scandinavian Journal of Educational Research》2019,63(4):551-565
There is an increasing emphasis on the importance of social competence for children's development, well-being, and learning. Thus age- and context-appropriate measures are needed. This study addresses the structural validity of the Lamer Social Competence in Preschool (LSCIP) scale, developed to accommodate the Nordic model of early childhood pedagogy. The authors specify the theoretical basis for a bi-factor model of social competence. This model is tested in a large (n?=?1157), community based sample of Norwegian children, including teacher- (at age 2, 3, and 4), mother- (at age 4), and father- (at age 3) reports. A model with a main factor for social competence, and three bi-factors fit data across ages and reporters, with factorial, but not strong, invariance over time. 相似文献
6.
Janina Jördens Roman Asshoff Harald Kullmann 《International Journal of Science Education》2016,38(6):960-992
Students' explanations of biological phenomena are frequently characterized by disconnects between levels and confusion of levels. The purpose of this research is to investigate the effects of a hands-on lab activity that aims at fostering the ability to reason across levels. A total of 197 students (18 years of age) participated in a randomized, pre–post-test design study. Students in the experimental group engaged in a lab activity focused on artificial selection and designed to demonstrate how selection affects both phenotypes and genotypes. In contrast, the lab activity in the comparison group focused on phenotype alone. Data sources for the study included pre-tests of basic concepts in genetics and evolution and two post-test items requiring the students to reproduce and apply their knowledge about artificial selection. The findings indicated that the lab activity which allowed students to explore the interplay between different levels, provided vertical coherence and enhanced students’ ability to explain evolutionary change in both reproduction and transfer items. In contrast, the lab activity in the comparison group failed to do so, and most students did not improve their ability to explain evolutionary change. Implications for instruction and recommendations for further research are discussed in light of these findings. 相似文献
7.
Thorwart and Lachnit (2009) found reliable symmetrical decrements in two generalization tasks: Removing an already trained
component from a compound did not result in larger decrements than adding a new one did. In two contingency learning experiments,
we investigated first whether time pressure during stimulus processing, as well as the degree of perceptual grouping, was
effective in controlling the symmetry of the decrements (Experiment 1); and second, whether the symmetry was affected by the
causal versus predictive nature of the relationship between the cue and the outcome (Experiment 2). The experiments generated
unexpected results, since both revealed asymmetrical decrements independent of the manipulations introduced. They therefore
demonstrate that more research is needed in order to understand the variables influencing stimulus representation in human
associative learning. 相似文献
8.
Harald Fivelsdal 《媒体管理杂志》2013,15(3-4):121-126
Peer-to-peer file sharing of music over the Internet is perceived as a major threat to the international recording industry. This article proposes a novel response to this issue and contrasts this proposed approach with the response of the recording industry to date. The author suggests that piracy could be reduced by changing the distribution of music to an application service provider (ASP) model. Consumers would pay to use software residing on a remote server to play downloaded files but would not possess a complete copy of a physical product that could be reproduced. By selling music as an application, the industry could exercise tighter control over the security of its product without attempting to secure every computer, music player, and CD manufactured. The ASP approach would also limit infringement to the much more serious crime of hacking a corporate server and would eliminate the need to sue large numbers of otherwise law abiding consumers. 相似文献
9.
Harald Valås 《Scandinavian Journal of Educational Research》2013,57(2):101-114
The present study, a continuation of Valås (2001), is concerned with two categories of low achieving students. The focus is particularly on the consequences of being diagnosed as having learning disabilities compared with not having such a diagnosis. The sample consisted of 1833 students with data collected in grades 4, 7 and 9. Multivariate analyses of variances and analyses of structural equation models showed that students with learning disabilities and low achieving students attributed success in mathematics and first language to ability to a greater extent than other students. They also expressed lower performance expectations in mathematics and verbal skills and showed more helplessness and reported inferior psychological adjustment compared with other students. Moreover, students that were diagnosed as having learning disabilities (LD) and received special education showed more helplessness than the other low achieving children. They also reported lower academic expectations and lower self-esteem. In addition, the results revealed that boys showed more helpless behaviour, as assessed by teachers, than girls. However, on the other hand, girls reported more psychological maladjustment. The conclusion and request is that the process of selection (diagnosing the student as LD) and the organization and implementation of special education should be reconsidered. 相似文献
10.
In three experiments, we investigated the contextual control of attention in human discrimination learning. In each experiment, participants initially received discrimination training in which the cues from Dimension A were relevant in Context 1 but irrelevant in Context 2, whereas the cues from Dimension B were irrelevant in Context 1 but relevant in Context 2. In Experiment 1, the same cues from each dimension were used in Contexts 1 and 2, whereas in Experiments 2 and 3, the cues from each dimension were changed across contexts. In each experiment, participants were subsequently shifted to a transfer discrimination involving novel cues from either dimension, to assess the contextual control of attention. In Experiment 1, measures of eye gaze during the transfer discrimination revealed that Dimension A received more attention than Dimension B in Context 1, whereas the reverse occurred in Context 2. Corresponding results indicating the contextual control of attention were found in Experiments 2 and 3, in which we used the speed of learning (associability) as an indirect marker of learned attentional changes. Implications of our results for current theories of learning and attention are discussed. 相似文献