全文获取类型
收费全文 | 748篇 |
免费 | 24篇 |
专业分类
教育 | 597篇 |
科学研究 | 18篇 |
各国文化 | 9篇 |
体育 | 55篇 |
文化理论 | 2篇 |
信息传播 | 91篇 |
出版年
2024年 | 4篇 |
2023年 | 3篇 |
2022年 | 8篇 |
2021年 | 7篇 |
2020年 | 23篇 |
2019年 | 25篇 |
2018年 | 50篇 |
2017年 | 45篇 |
2016年 | 55篇 |
2015年 | 25篇 |
2014年 | 40篇 |
2013年 | 176篇 |
2012年 | 41篇 |
2011年 | 34篇 |
2010年 | 29篇 |
2009年 | 19篇 |
2008年 | 26篇 |
2007年 | 18篇 |
2006年 | 14篇 |
2005年 | 26篇 |
2004年 | 15篇 |
2003年 | 21篇 |
2002年 | 11篇 |
2001年 | 3篇 |
2000年 | 3篇 |
1999年 | 6篇 |
1998年 | 1篇 |
1997年 | 5篇 |
1996年 | 4篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 4篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1983年 | 2篇 |
1981年 | 1篇 |
1980年 | 3篇 |
1979年 | 1篇 |
1977年 | 3篇 |
1973年 | 1篇 |
1970年 | 1篇 |
1929年 | 1篇 |
排序方式: 共有772条查询结果,搜索用时 15 毫秒
681.
Developmental Relations Among Behavioral Inhibition,Anxiety, and Attention Biases to Threat and Positive Information
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Lauren K. White Kathryn A. Degnan Heather A. Henderson Koraly Pérez‐Edgar Olga L. Walker Tomer Shechner Ellen Leibenluft Yair Bar‐Haim Daniel S. Pine Nathan A. Fox 《Child development》2017,88(1):141-155
This study examined relations between behavioral inhibition (BI) assessed in toddlerhood (n = 268) and attention biases (AB) to threat and positive faces and maternal‐reported anxiety assessed when children were 5‐ and 7‐year‐old. Results revealed that BI predicted anxiety at age 7 in children with AB toward threat, away from positive, or with no bias, at age 7; BI did not predict anxiety for children displaying AB away from threat or toward positive. Five‐year AB did not moderate the link between BI and 7‐year anxiety. No direct association between AB and BI or anxiety was detected; moreover, children did not show stable AB across development. These findings extend our understanding of the developmental links among BI, AB, and anxiety. 相似文献
682.
683.
Heather Macintosh Schellinck Richard E. Brown Burton M. Slotnick 《Learning & behavior》1991,19(3):223-233
To determine the influence of genetic and microbiological factors in producing individually unique urine odors, we used a go/no-go operant task to assess the ability of eight male Long-Evans rats to discriminate between urine odors from the following pairs of male rats: (1) two outbred Long-Evans rats, (2) individual conventionally housed rats differing genetically only at the major histocompatibility complex (PVG vs. PVG.R1), (3) individual PVG versus PVG.R1 rats born by cesarean section and raised in germfree conditions, and (4) conventionally housed, genetically identical individuals of the PVG or PVG.R1 strains. Discriminable differences were present between the urine odors used in all four tasks. Analysis of the errors to a criterion of 85% correct discrimination responses revealed different learning patterns in each task. When bacteria were not present in genetically different rats (Task 3) and when bacteria were present but there were no genetic differences between rats (Task 4), the discrimination was the most difficult. The easiest discrimination involved the presence of bacteria and a genetic difference at the major histocompatibility complex (Task 2). These results indicate that, although bacteria are not necessary for the production of discriminable odor differences, they do influence the discriminability of the urine odors of rats. 相似文献
684.
Richard J. Windle Damion McCormick Jennifer Dandrea Heather Wharrad 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):811-823
We investigated the effectiveness of reusable learning objects (RLOs) when delivered in a workshop or released for self‐study with groups of student‐nurses studying chemistry. Analysis of examination results showed that the proportion of students answering chemistry questions correctly increased significantly in both the workshop and self‐study cohorts following the introduction of the RLOs. In terms of the factors that supported learning, students rated functional characteristics, such as universal availability and control over learning, as more important than media characteristics, such as audio‐narration and interactivity. There was no correlation between ratings and the age of the respondent, their computer confidence or whether they studied alone or in the workshop. Similarly, design differences between individual RLOs did not appear to detract from learning. Data suggest that the sense of control and ownership of the learning process that RLOs afforded to the learners were the keys to their effectiveness. By reporting the attainment of study cohorts compared with non‐intervention groups, exploring differential learning‐contexts for RLO use and by providing empirical evidence of reuse, the study provides evidence which is underreported in the literature despite the wide uptake of learning object format. 相似文献
685.
The effectiveness of phonological instruction with 6 deaf students in an oral program was investigated. In a previous investigation (Syverud, Guardino, & Selznick, 2009), promising results had been obtained in a case study in which the Direct Instruction curriculum titled Teach Your Child to Read in 100 Easy Lessons (Engelmann, Haddox, & Bruner, 1983) was used with an oral-deaf child. Given these results, Syverud and Guardino were asked to replicate the procedures with additional struggling readers. A multiple case study design was implemented for a period of 10 weeks. Tests of nonsense words were administered to monitor weekly progress in phonological decoding. Intervention journals were completed for each tutoring session to provide qualitative information. Although the results were mixed, all 6 participants showed gains in phonological decoding skills. Suggestions for both practitioners and researchers are offered. 相似文献
686.
Brittany L. Rhoades Heather K. WarrenCelene E. Domitrovich Mark T. Greenberg 《Early childhood research quarterly》2011,26(2):182
Recently, research has begun to identify cognitive and social-emotional predictors of early academic success. Yet few studies have examined the mechanisms by which children's social-emotional skills are associated with later academic success. The present study examines the associations between preschool emotion knowledge, kindergarten attention skills, and first grade academic competence in a sample of mostly disadvantaged children. Results indicate that attention during kindergarten is a significant mediator of this association, even after accounting for the effects of maternal education, family income, and children's age, sex, and receptive vocabulary skills. The findings provide further support for the implementation of preventive curricula that focus on both social and emotional development as well as attentional development as one strategy for improving future academic success in young children. 相似文献
687.
Nancy J. Ratcliff Cathy R. Jones S. Russell Vaden Heather Sheen Gilbert H. Hunt 《Early Years: An International Journal of Research and Development》2011,31(2):163-179
Millions of dollars are expended, in the USA and elsewhere, to provide paraprofessionals or ‘teaching assistants’ for regular early childhood classrooms. However, little consistent information exists related to best practice in the use of paraprofessionals in these early childhood settings. This article describes a study employing the use of 159 teacher and 161 paraprofessional surveys and classroom observations in 23 randomly selected kindergarten and four-year-old classrooms. Paraprofessionals delivered large amounts of group instruction and frequently managed student behavior. Furthermore, it was found that a lack of understanding of specific duties and expectations related to the roles of paraprofessionals was characteristic of both teachers and the paraprofessionals themselves. 相似文献
688.
Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk for Educational Difficulties
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Christopher J. Lonigan Beth M. Phillips Jeanine L. Clancy Susan H. Landry Paul R. Swank Michael Assel Heather B. Taylor Alice Klein Prentice Starkey Celene E. Domitrovich Nancy Eisenberg Jill de Villiers Peter de Villiers Marcia Barnes The School Readiness Consortium 《Child development》2015,86(6):1773-1793
This article reports findings from a cluster‐randomized study of an integrated literacy‐ and math‐focused preschool curriculum, comparing versions with and without an explicit socioemotional lesson component to a business‐as‐usual condition. Participants included 110 classroom teachers from randomized classrooms and approximately eight students from each classroom (N = 760) who averaged 4.48 (SD = 0.44) years of age at the start of the school year. There were positive impacts of the two versions of the curriculum on language, phonological awareness, math, and socioemotional outcomes, but there were no added benefits to academic or socioemotional outcomes for the children receiving explicit socioemotional instruction. Results are discussed with relevance to early childhood theory, policy, and goals of closing the school readiness gap. 相似文献
689.
Early Behavioral Inhibition and Emotion Regulation: Pathways Toward Social Competence in Middle Childhood
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Elizabeth C. Penela Olga L. Walker Kathryn A. Degnan Nathan A. Fox Heather A. Henderson 《Child development》2015,86(4):1227-1240
This study examined emotion regulation (ER) as a mediator in the relation between early behavioral inhibition (BI) and later social competence (N = 257), and whether this mediation varied depending on BI levels. Maternal report and observational measures were used to assess BI (ages 2 and 3). Children's ER strategies (age 5) and social competence with an unfamiliar peer (age 7) were measured using observational measures. Results showed that BI predicted less engaged ER strategies during a disappointment task, and engaged ER predicted higher social competence. Engaged ER mediated the effect of BI on social competence, but only for highly inhibited children. Findings elucidate developmental trajectories of risk and resilience, and suggest targeting regulatory strategies in early prevention efforts with highly inhibited children. 相似文献
690.
Lara Lengel Heather Holdsworth 《Journal of International and Intercultural Communication》2015,8(3):249-267
This study employs Cultural Identity Spectrum Theory to analyze identity construction and positioning of faith-based nonprofit organizations (FBOs). Intercultural communication studies have not adequately analyzed religion and identity, particularly as they intersect with socio-economic class and racial marginalization. Because religion is one of the most conflict-ridden social divides, the study situates FBOs as important (inter)cultural sites, and traces an FBO's Secular–Religious location on the Cultural Identity Spectrum to critically engage cultural discourses surrounding the organization, to shift its identity to serve historically marginalized groups. Building on the dialectical approach the study interrogates challenges of creating partnerships with diverse community stakeholders to promote enduring and far-reaching social change. 相似文献