全文获取类型
收费全文 | 259篇 |
免费 | 5篇 |
专业分类
教育 | 213篇 |
科学研究 | 13篇 |
各国文化 | 4篇 |
体育 | 5篇 |
文化理论 | 2篇 |
信息传播 | 27篇 |
出版年
2022年 | 2篇 |
2020年 | 4篇 |
2019年 | 6篇 |
2018年 | 5篇 |
2017年 | 9篇 |
2016年 | 6篇 |
2015年 | 3篇 |
2014年 | 4篇 |
2013年 | 60篇 |
2012年 | 4篇 |
2011年 | 5篇 |
2010年 | 5篇 |
2009年 | 2篇 |
2008年 | 8篇 |
2007年 | 2篇 |
2006年 | 4篇 |
2005年 | 3篇 |
2004年 | 5篇 |
2003年 | 4篇 |
2002年 | 4篇 |
2001年 | 4篇 |
1997年 | 3篇 |
1995年 | 2篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 5篇 |
1987年 | 4篇 |
1986年 | 4篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1982年 | 2篇 |
1981年 | 4篇 |
1980年 | 5篇 |
1978年 | 5篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1974年 | 8篇 |
1973年 | 5篇 |
1971年 | 4篇 |
1970年 | 4篇 |
1969年 | 2篇 |
1968年 | 4篇 |
1967年 | 7篇 |
1966年 | 3篇 |
1899年 | 2篇 |
排序方式: 共有264条查询结果,搜索用时 0 毫秒
81.
82.
83.
George P. Knight William Nelson Spencer Kagan Jann Gumbiner 《Contemporary educational psychology》1982,7(2):97-106
Researchers have suggested that the relatively poor academic performance of Mexican-American compared to Anglo-American children may result from cultural differences in cooperative-competitive social orientation. To test the relative contribution of cooperative-competitive social orientation as a personality predictor of school achievement, the cooperativeness-competitiveness, field independence, locus of control, self-esteem, and school achievement of 45 Anglo-American and 125 Mexican-American fourth, fifth, and sixth grade children were assessed. The results indicate (1) competitiveness is positively related to school achievement among the Anglo-American children but not the Mexican-American children; (2) among the Anglo-American children competitiveness is a better predictor of school achievement than field independence, locus of control, and self-esteem; (3) the personality variables are moderately but not independently related to school achievement within both cultural groups; and (4) the between-culture variance in the personality variables does not account for the between-culture variance in school achievement. Implications of the present results for understanding within- and between-group differences in school achievement are discussed. 相似文献
84.
Sun-A Kim Jerome Packard Kiel Christianson Richard C. Anderson Jeong-Ah Shin 《Reading and writing》2016,29(7):1409-1434
This study investigated whether orthographic consistency and individual learner differences including working memory (WM), first language (L1) background, and second language (L2) proficiency affect Chinese L2 learners’ literacy acquisition. Seventy American college students in beginning or intermediate Chinese classes participated in a character learning-and-reading experiment, and completed WM tasks and an L2 proficiency test. In the learning phase of the experiment, participants were asked to master 18 unfamiliar Chinese characters of three levels of consistency—consistent, semi-consistent, and inconsistent. Then in the transfer test of the experiment, participants read 60 novel, artificial characters analogous to the learned characters. Significant consistency effects for learning and reading new characters were found, with no effects of WM and L1. In particular, an interaction effect between consistency and L2 proficiency found in the learning phase indicated that participants with higher L2 proficiency learned the fully consistent characters better and faster than those with lower proficiency. These results suggest that L2 proficiency facilitates awareness of consistency, enabling learners to learn novel characters faster and more accurately. The findings of this study are compared with the character acquisition of beginning L1 Chinese readers and with L2 learners’ acquisition of other types of characters. 相似文献
85.
86.
Previous research in both humans and nonhuman primates suggests that subtle asymmetries in tympanic membrane (TM) temperatures may be related to aspects of cognition and socioaffective behavior. Such associations could plausibly reflect lateralities in cerebral blood flow that support side-to-side differences in regional cortical activation. Asymmetries in activation of the left and right frontal cortex, for example, are correlates of temperamental differences in child behavior and markers of risk status for affective and anxiety disorders. Tympanic membrane temperatures might thus reflect the neural asymmetries that subserve individual differences in temperament and behavior. This report merged findings from four geographically and demographically distinctive studies, which utilized identical thermometry methods to examine associations between TM temperature asymmetries and biobehavioral attributes of 4- to 8-year-old children (N = 468). The four studies produced shared patterns of associations that linked TM temperature lateralities to individual differences in behavior and socioaffective difficulties. Warmer left TMs were associated with "surgent," affectively positive behaviors, whereas warmer right TMs were related to problematic, affectively negative behaviors. Taken together, these findings suggest that asymmetries in TM temperatures could be associated with behavior problems that signal risk for developmental psychopathology. 相似文献
87.
Goodluck Ifijeh Jerome Idiegbeyan-Ose Juliana Iwu-James Ugwunwa Esse 《Public Library Quarterly》2019,38(1):34-49
This paper examined the state of the internally displaced persons (IDPs) in North-East Nigeria, the need to provide education and information services to the IDPs, and the role of libraries. It begins with the remote cause of the displacement. The paper also examined the state of the IDPs in terms of education and information services provision. It reported that the IDPs live in very deplorable conditions. There are no provisions for education and information services. The paper further discussed the importance of education and information to IDPs especially the children, teens, and youths. It recommended the empowerment and involvement of public libraries in the provision of education and information services to IDPs. It alluded that public libraries and librarians are better positioned to provide education and information services to displaced persons. The paper concluded that if necessary logistics and support are provided, libraries and librarians have the capacity to provide effective and efficient education and information services to IDPs and therefore bridge the current gap. 相似文献
88.
Jerome Pine Pamela Aschbacher Ellen Roth Melanie Jones Cameron McPhee Catherine Martin Scott Phelps Tara Kyle Brian Foley 《科学教学研究杂志》2006,43(5):467-484
A large number of American elementary school students are now studying science using the hands‐on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain “abilities to do scientific inquiry” and “understanding about scientific inquiry.” We have studied the degree to which students can do inquiries by using four hands‐on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands‐on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands‐on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple‐choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple‐choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 467–484, 2006 相似文献
89.
90.
In an enclosed four-arm radial maze, after sampling three experimenter-selected baited arms (thestudy segment) and following rotation of the maze, rats had to find the fourth baited arm among all four unblocked arms (test segment). The rats learned this task with two sets of arm cues, objects at arms’ entrances and full arm inserts, each maintained
in a fixed configuration. When we changed the configuration of one set of arms to itsmirror image and that of the other set to a moremixed variation by switching opposite and adjacent cued arms, the rats’ accuracy was similarly disrupted (Experiment 1). In Experiment
2, the same rats rapidly recovered their high search accuracy on four new configurations recombined from pairs of adjacent
arms and pairs of opposite cued arms from the previous final two configurations. Their test segment search accuracy, however,
was again disrupted when these configurations were varied either only over trials’ study segments or only over trials’ test
segments. In Experiment 3, however, these rats attained accuracy as high on two sets of cued arms with constantly changing
configurations as on two sets with constant configurations. Thus, the rats were able to separately represent four different
spatially stable configurations, and then they could learn to represent two of these configurations as lists of spatially
irrelevant items. We discuss these findings in terms of association theory and parallel map theory (Jacobs & Schenk, 2003). 相似文献