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91.
We studied the effect of psyching-up on one-repetition maximum (1-RM) performance and salivary cortisol responses during the squat exercise. Ten men (age 21.6?±?1.4 years; mean?±?s) and ten women (age 22.4?±?2.8 years) with weight training experience of 4.5?±?2.0 years participated in this study. One-repetition maximum squats were performed on a Smith machine during each of two different intervention conditions that were counterbalanced and consisted of a free choice psych-up and a cognitive distraction. Saliva samples were obtained at the beginning of each test session and immediately after the final 1-RM attempt. No significant difference in 1-RM was identified between psyching-up (104?±?50?kg) and cognitive distraction (106?±?52?kg). Performing a 1-RM in the squat exercise significantly increased salivary cortisol concentrations during both conditions (P <?0.05). There was no significant difference in salivary cortisol responses between conditions. These results suggest that psyching-up does not increase 1-RM performance during the squat exercise in strength-trained individuals. 相似文献
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Bryan A. Brown Kihyun Ryoo Jamie Rodriguez 《International Journal of Science Education》2013,35(11):1465-1493
This study examines the impact of Disaggregate Instruction on students’ science learning. Disaggregate Instruction is the idea that science teaching and learning can be separated into conceptual and discursive components. Using randomly assigned experimental and control groups, 49 fifth‐grade students received web‐based science lessons on photosynthesis using our experimental approach. We supplemented quantitative statistical comparisons of students’ performance on pre‐ and post‐test questions (multiple choice and short answer) with a qualitative analysis of students’ post‐test interviews. The results revealed that students in the experimental group outscored their control group counterparts across all measures. In addition, students taught using the experimental method demonstrated an improved ability to write using scientific language as well as an improved ability to provide oral explanations using scientific language. This study has important implications for how science educators can prepare teachers to teach diverse student populations. 相似文献
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Robert A. Cribbie Chantal A. Arpin-Cribbie Jamie A. Gruman 《Journal of Experimental Education》2013,81(1):1-13
Researchers in education are often interested in determining whether independent groups are equivalent on a specific outcome. Equivalence tests for 2 independent populations have been widely discussed, whereas testing for equivalence with more than 2 independent groups has received little attention. The authors discuss alternatives for testing the equivalence of more than 2 independent populations, and they use a Monte Carlo study to demonstrate and compare the performance of these alternatives under several conditions. The results indicate that a 1-way test (e.g., Wellek's F test) is recommended for assessing the equivalence of more than 2 independent groups because approaches based on conducting pairwise tests of equivalence are overly conservative. 相似文献
95.
Jamie L. Hanson Nagesh Adluru Moo K. Chung Andrew L. Alexander Richard J. Davidson Seth D. Pollak 《Child development》2013,84(5):1566-1578
Cognitive deficits have been reported in children who experienced early neglect, especially children raised in institutionalized settings. Previous research suggests that early neglect may differentially affect the directional organization of white matter in the prefrontal cortex (PFC). This may be one mechanism to explain cognitive deficits associated with neglect. To test this idea, properties of white matter and neurocognitive performance were assessed in children who suffered early neglect and those raised in typical environments (n = 63, Mage = 11.75 years). As predicted, prefrontal white matter microstructure was affected, consistent with more diffuse organization, in children that suffered early neglect and this was related to neurocognitive deficits. Such findings underscore how early adversity may affect the PFC and explain cognitive deficits associated with neglect. 相似文献
96.
The purpose of this study was to investigate the distinct forms (i.e., physical and relational) and functions (i.e., proactive and reactive) of aggressive behavior during early childhood ( n = 101; M age = 45.09 months). Forms, but not functions, of aggressive behavior were stable over time. A number of contributors to aggression were associated with distinct subtypes of aggressive behavior. Females and socially dominant children were more relationally aggressive and older children were less physically aggressive than their peers. Longitudinal analyses indicated that social dominance predicted decreases in physical aggression and peer exclusion predicted increases in relational aggression. Overall, the results provide support for the distinction between subtypes of aggression in early childhood. 相似文献
97.
James J. Wild Ian N. Bezodis Jamie S. North Neil E. Bezodis 《European Journal of Sport Science》2018,18(10):1327-1337
The initial steps of a sprint are important in team sports, such as rugby, where there is an inherent requirement to maximally accelerate over short distances. Current understanding of sprint acceleration technique is primarily based on data from track and field sprinters, although whether this information is transferable to athletes such as rugby players is unclear, due to differing ecological constraints. Sagittal plane video data were collected (240?Hz) and manually digitised to calculate the kinematics of professional rugby forwards (n?=?15) and backs (n?=?15), and sprinters (n?=?18; 100?m personal best range?=?9.96–11.33?s) during the first three steps of three maximal sprint accelerations. Using a between-group research design, differences between groups were determined using magnitude-based inferences, and within-group relationships between technique variables and initial sprint acceleration performance were established using correlation. Substantial between-group differences were observed in multiple variables. Only one variable, toe-off distance, differed between groups (d?=??0.42 to ?2.62) and also demonstrated meaningful relationships with sprint performance within all three groups (r?=??0.44 to ?0.58), whereby a stance foot position more posterior relative to the centre of mass at toe-off was associated with better sprint performance. While toe-off distance appears to be an important technical feature for sprint acceleration performance in both sprinters and rugby players, caution should be applied to the direct transfer of other kinematic information from sprinters to inform the technical development of acceleration in team sports athletes. 相似文献
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Research findings. Naturalistic observation during freeplay was used to explore the role of affective expression and gender in preschoolers' social competence and sociometric status. Observers recorded occurrences of 4 types of affect: moderate and strong positive affect, anger, and distress among 56 children (M age = 50.3 months) in five classrooms. Teacher ratings of social competence and peer sociometrics were also collected. Social competence and peer acceptance were associated with strong, but not moderate positive affect. The correlates of anger and distress were moderated by the gender of the child. Girls' anger, but not distress, was negatively related to peer rejection. In contrast, boys' anger and distress were both positively related to peer rejection. Practice. These findings confirm the relations between affective expression and social competence, but also indicate that these relations may be different for boys and girls. 相似文献