全文获取类型
收费全文 | 331篇 |
免费 | 7篇 |
专业分类
教育 | 272篇 |
科学研究 | 3篇 |
各国文化 | 2篇 |
体育 | 10篇 |
文化理论 | 1篇 |
信息传播 | 50篇 |
出版年
2023年 | 3篇 |
2022年 | 3篇 |
2021年 | 2篇 |
2020年 | 3篇 |
2019年 | 12篇 |
2018年 | 9篇 |
2017年 | 12篇 |
2016年 | 11篇 |
2015年 | 7篇 |
2014年 | 18篇 |
2013年 | 87篇 |
2012年 | 9篇 |
2011年 | 3篇 |
2010年 | 5篇 |
2009年 | 6篇 |
2008年 | 10篇 |
2007年 | 11篇 |
2006年 | 8篇 |
2005年 | 8篇 |
2004年 | 7篇 |
2002年 | 8篇 |
2001年 | 6篇 |
2000年 | 5篇 |
1999年 | 2篇 |
1998年 | 6篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 4篇 |
1993年 | 4篇 |
1992年 | 6篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1989年 | 6篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 5篇 |
1985年 | 2篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1981年 | 5篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1972年 | 3篇 |
1969年 | 2篇 |
1968年 | 3篇 |
1967年 | 1篇 |
1957年 | 2篇 |
排序方式: 共有338条查询结果,搜索用时 15 毫秒
11.
12.
Richard K. Olson 《Reading and writing》2007,20(1-2):1-11
This introduction to the special issue on Genes, Environment, and Reading presents an overview of the background for behavior-
and molecular-genetic research on dyslexia and individual differences across the normal range. The general methods, questions
addressed, and selected results are summarized for each of the papers in the order of their presentation in the special issue.
Concluding comments reflect on the influence of environmental range on estimates of genetic and environmental influences,
and the future of behavior- and molecular-genetic research on reading. 相似文献
13.
Students rarely ask questions related to course content in large-format introductory classes. The use of a Web-based forum devoted to student-generated questions was explored in a second-semester introductory biology course. Approximately 80% of the enrolled students asked at least one question about course content during each of three semesters during which this approach was implemented. About 95% of the students who posted questions reported reading the instructor's response to their questions. Although doing so did not contribute to their grade in the course, approximately 75% of the students reported reading questions posted by other students in the class. Approximately 60% of the students reported that the Web-based question-asking activity contributed to their learning of biology. 相似文献
14.
This study examined differences in written expression between a sample of learning-disabled and nondisabled middle school students, matched by grade and sex, using eight curriculum-based measures. All of the learning-disabled students had been identified as having written language deficits as part of their handicapping conditions. The nondisabled students showed superior written expression skills, especially on the production-independent measures. Implications of these results are discussed in relation to psycho educational assessment, the use of CBM for ongoing assessment of written expression, and future studies. 相似文献
15.
16.
17.
The purpose of this study was to determine the differences between third and sixth grade female and male students when retelling orally a story read silently. The students' retelling of the story was analyzed by comparing how closely, both structurally and linguistically, they paralleled the T-units or communication units of the author. In general, female students performed significantly differently than did male students. The researchers examine these differences in light of recent research in the area of gender differences. 相似文献
18.
Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading
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)
Micaela E. Christopher Jacqueline Hulslander Brian Byrne Stefan Samuelsson Janice M. Keenan Bruce Pennington John C. DeFries Sally J. Wadsworth Erik Willcutt Richard K. Olson 《Child development》2015,86(2):342-361
The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post‐first grade (M = 7.4 years), and post‐fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post‐fourth‐grade reading comprehension were due to both genetic and shared environmental influences. Genetic and shared environmental influences that were common among the prereading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post‐fourth‐grade comprehension), print knowledge, and rapid naming. 相似文献
19.
Rui Paixo Rui Arago Oliveira Richard C. Page Chinw J. Uwah Jodi L. Carlton 《Int J Intercult Relat》2001,25(6):237
This study compared the ways that graduate and undergraduate counseling and psychology students from Portugal and the United States evaluated the feelings of Love, Anger and Guilt. Utilizing a semantic differential, a multivariate analysis of variance was employed in which the independent variables were Country and Gender and the dependent variables were the evaluative and potency scales of Love, Anger and Guilt. There was no significant main effect for gender and there was no significant interaction effect for gender by country. There was a significant main effect for country. It was found that students from the United States evaluated Anger more positively than the Portuguese students and that the Portuguese students evaluated Guilt more positively than the United States students. These findings have implications that are relevant to the counseling process. 相似文献
20.
Jodi L. Tangen 《Counselor Education & Supervision》2017,56(1):65-78
There is limited supervision research exploring how supervisees learn emotional awareness and complexity. In this article, the 5 levels of emotional awareness and 3 aspects of emotional complexity are explored in light of the supervision enterprise. In addition, 2 supervision intervention guides and a case example are provided. 相似文献