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51.
Temperament and Craniofacial Variation in the First Two Years 总被引:2,自引:0,他引:2
High levels of circulating glucocorticoids in fetal animals are associated with inhibited development of the lateral processes of the maxilla, or upper jaw, as these bones grow toward midline union early in gestation. This inhibition can prevent fusion and lead to the formation of cleft palate. Mouse strains are differentially susceptible to this effect. These strains also differ in behavioral and physiological characteristics that are analogous to those we have observed in 2 temperamental groups of children, analogies that prompted the current study. Infant temperament was assessed using behavioral observation at 4 months, and the ratio of upper facial width (bizygomatic breadth across the cheekbones) to height of the head and face was measured at 14 and 21 months. High reactive 4-month-old infants, who are predisposed to becoming timid, inhibited toddlers, had smaller bizygomatic ratios (narrower faces) at both 14 and 21 months compared to their low reactive peers, who are predisposed to becoming outgoing, uninhibited children. Differences in facial width were modest though significant and not attributable to overall stature. 相似文献
52.
Robert Rosenthal Ralph Rosnow Jerome Kirk Marc L. Miller Matthew B. Miles A. Michael Hubermann 《Communication Booknotes Quarterly》2013,44(4-5)
ESSENTIALS OF BEHAVIORAL RESEARCH by Robert Rosenthal and Ralph Rosnow (New York: McGraw-Hill, 1984—price not given) RELIABILITY AND VALIDITY IN QUALITATIVE RESEARCH by Jerome Kirk and Marc L. Miller (Beverly Hills: Sage, 1986—$10.95/6.00) QUALITATIVE DATA ANALYSIS by Matthew B. Miles and A. Michael Hubermann (Beverly Hills, CA: Sage, 1984—price not given) HOW TO CONDUCT SURVEYS by Arline Fink and Jacqueline Kosecoff (Beverly Hills, CA: Sage, 1985—$12.00, paper) 相似文献
53.
The aim of the present study was to investigate how situational interest develops over time and how it is related to academic achievement in an active-learning classroom. Five measures of situational interest were administered at critical points in time to 69 polytechnic students during a one-day, problem-based learning session. Results revealed that situational interest significantly increased after the problem stimulus was presented. Subsequently, situational interest gradually decreased but at the end of the day increased again. Testing a path model relating the situational interest measures showed strong (directional) interrelations. Moreover, situational interest was highly predictive for observed achievement-related classroom behaviors. The latter, in turn, proved to be a significant predictor of academic achievement. Aggregating situational interest over the day led to less accurate predictions of achievement-related classroom behaviors and academic achievement. Implications of these findings for situational interest research are discussed. 相似文献
54.
Lee Jerome 《British Educational Research Journal》2011,37(6):1057-1059
55.
Jerome K. Vanclay 《Journal of Informetrics》2013,7(2):265-271
Analysis of 131 publications during 2006–2007 by staff of the School of Environmental Science and Management at Southern Cross University reveals that the journal impact factor, article length and type (i.e., article or review), and journal self-citations affect the citations accrued to 2012. Authors seeking to be well cited should aim to write comprehensive and substantial review articles, and submit them to journals with a high impact factor which has previously carried articles on the topic. Nonetheless, strategic placement of articles is complementary to, and no substitute for careful crafting of good quality research. Evidence remains equivocal regarding the contribution of an author's prior publication success (h-index) and of open-access journals. 相似文献
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Postsecondary schools have traditionally relied on admissions tests such as the SAT and ACT to select students. With high school achievement assessments in place in many states, it is important to ascertain whether scores from those exams can either supplement or supplant conventional admissions tests. In this study we examined whether the Arizona Instrument to Measure Standards (AIMS) high school tests could serve as a useful predictor of college performance. Stepwise regression analyses with a predetermined order of variable entry revealed that AIMS generally did not account for additional performance variation when added to high school grade-point average (HSGPA) and SAT. However, in a cohort of students that took the test for graduation purposes, AIMS did account for about the same proportion of variance as SAT when added to a model that included HSGPA. The predictive value of both SAT and AIMS was generally the same for Caucasian, Hispanic, and Asian American students. The ramifications of universities using high school achievement exams as predictors of college success, in addition to or in lieu of traditional measures, are discussed. 相似文献