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71.
Josef Kessler Hans J. Markowitsch Wolfgang Guldin Rudolf Riess Monika Pritzel Maria Streicher Marcus Kerriou 《Learning & behavior》1980,8(3):457-464
The performance of cats, guinea pigs, and mice in a delayed alternation paradigm was compared both during initial learning and following a 10-day retention interval. The testing situation (a modified T-maze), the length of the delay period (10 sec), and the amount of training per session and per week were kept identical for all three species. The results indicated that (1) animals of all three species acquired the task within similar time spans, (2) a considerable variance was apparent in the performance of individual animals independent of their species, and (3) guinea pigs, as a group, appeared to need a somewhat longer time to acquire delayed alternation than did mice and cats. Relearning of the task following the 10-day interval seemed to follow similar laws in all three species. 相似文献
72.
Wolfgang Huber Veit Phillip Josef Höllthaler Caroline Schultheiss Bernd Saugel Roland M. Schmid 《Journal of Zhejiang University. Science. B》2016,17(7):561-567
Objective
Comparison of global end-diastolic volume index (GEDVI) obtained by femoral and jugular transpulmonary thermodilution (TPTD) indicator injections using the EV1000/VolumnView® device (Edwards Lifesciences, Irvine, USA).Methods
In an 87-year-old woman with hypovolemic shock and equipped with both jugular and femoral vein access and monitored with the EV1000/VolumeView® device, we recorded 10 datasets, each comprising duplicate TPTD via femoral access and duplicate TPTD (20 ml cold saline) via jugular access.Results
Mean femoral GEDVI ((674.6±52.3) ml/m2) was significantly higher than jugular GEDVI ((552.3±69.7) ml/m2), with P=0.003. Bland-Altman analysis demonstrated a bias of (+122±61) ml/m2, limits of agreement of ?16 and +260 ml/m2, and a percentage error of 22%. Use of the correction-formula recently suggested for the PiCCO® device significantly reduced bias and percentage error. Similarly, mean values of parameters derived from GEDVI such as pulmonary vascular permeability index (PVPI; 1.244±0.101 vs. 1.522±0.139; P<0.001) and global ejection fraction (GEF; (24.7±1.6)% vs. (28.1±1.8)%; P<0.001) were significantly different in the case of femoral compared to jugular indicator injection. Furthermore, the mean cardiac index derived from femoral indicator injection ((4.50±0.36) L/(min·m2)) was significantly higher (P=0.02) than that derived from jugular indicator injection ((4.12±0.44) L/(min·m2)), resulting in a bias of (+0.38±0.37) L/(min·m2) and a percentage error of 19.4%.Conclusions
Femoral access for indicator injection results in markedly altered values provided by the EV1000/VolumeView®, particularly for GEDVI, PVPI, and GEF.73.
Josef Künsting Victoria Neuber Frank Lipowsky 《European Journal of Psychology of Education - EJPE》2016,31(3):299-322
In this longitudinal study, we examined teachers’ self-efficacy as a long-term predictor of their mastery goal orientation and three dimensions of instructional quality: supportive classroom climate, effective classroom management, and cognitive activation. Mastery goal orientation was also analyzed as a predictor of instructional quality. Teachers’ optimism, engagement, and strain were assessed to gain information about the construct validity of the scales on self-efficacy and mastery goal orientation. We analyzed the self-report data of 203 German in-service teachers who participated in all of three time points of assessment (the years 2001, 2008, and 2011). Confirmatory factor analyses supported the assumed three-dimensionality of instructional quality. Teacher self-efficacy was found to be relatively stable and to be a long-term predictor of instructional quality as indicated by the results of latent variable modeling. Moreover, instructional quality is predicted by mastery goal orientation, which in turn is regressed on self-efficacy. As supported also by bias-corrected bootstrapping, mastery goal orientation partially mediated the relationship between classroom climate and self-efficacy. Results and an outlook for future research are discussed. 相似文献
74.
This study tested the theory that advances on theory-of-mind tasks and on executive function tasks show a strong correlation because the typically used theory-of-mind tasks pose the same executive demands. In Experiment 1 with fifty-six 3- to 6-year-old children, performance on the dimensional change card-sorting task as an executive function task was correlated with performance on the usual false-belief prediction task, r = .65, and the false-belief explanation task, r = .65, as measures of theory-of-mind development. Because the explanation version of the false-belief test is supposed to be free of the alleged executive demands inherent in the prediction version, the equally strong correlation with the executive function task suggests that this correlation cannot be due to common executive demands. In Experiment 2, the basic finding of Experiment 1 was replicated on another sample of 73 children, ages 3 to 5.5 years. The need for new theories to explain the developmental link between theory of mind and executive function development is discussed, and some existing candidates are evaluated. 相似文献
75.
Two uses of anaphora resolution in summarization 总被引:4,自引:0,他引:4
Josef Steinberger Massimo Poesio Mijail A. Kabadjov Karel Jeek 《Information processing & management》2007,43(6):1663
We propose a new method for using anaphoric information in Latent Semantic Analysis (lsa), and discuss its application to develop an lsa-based summarizer which achieves a significantly better performance than a system not using anaphoric information, and a better performance by the rouge measure than all but one of the single-document summarizers participating in DUC-2002. Anaphoric information is automatically extracted using a new release of our own anaphora resolution system, guitar, which incorporates proper noun resolution. Our summarizer also includes a new approach for automatically identifying the dimensionality reduction of a document on the basis of the desired summarization percentage. Anaphoric information is also used to check the coherence of the summary produced by our summarizer, by a reference checker module which identifies anaphoric resolution errors caused by sentence extraction. 相似文献
76.
Ayten Bilgin Nicole Baumann Julia Jaekel Linda D. Breeman Peter Bartmann Josef G. Bäuml Mihai Avram Christian Sorg Dieter Wolke 《Child development》2020,91(1):e77-e91
This study investigated if crying, sleeping or feeding problems that co-occur (multiple regulatory problems [RPs]) or are persistent predict attention problems and diagnoses of attention deficit hyperactivity disorder (ADHD) in childhood and adulthood. Participants were 342 individuals who were assessed at 5, 20, and 56 months for crying, sleeping, and feeding (RPs) and at 6, 8, and 28 years for ADHD diagnoses, attention problems, and attention span. Infants/toddlers with multiple/persistent RPs had an increased risk of receiving an ADHD diagnosis both in childhood and adulthood compared to those who never had RPs. Multiple/persistent RPs were further associated with a high-decreasing attention problems trajectory from childhood to adulthood. Interventions to alleviate early RPs may prevent the development of attention problems. 相似文献
77.
Christoph Kulgemeyer Andreas Borowski David Buschhüter Patrick Enkrott Maren Kempin Peter Reinhold Josef Riese Horst Schecker Jan Schröder Christoph Vogelsang 《科学教学研究杂志》2020,57(10):1554-1582
Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross-lagged panel design to examine the relationship between professional knowledge and actions in one particular instructional situation: explaining physics. Pre- and post a field experience (one semester), 47 preservice physics teachers from four different universities were tested for their content knowledge (CK), PCK, pedagogical knowledge (PK), and action-related skills in explaining physics. The study showed that joint professional knowledge (the weighted sum of CK, PCK, and PK scores) at the beginning of the field experience impacted the development of explaining skills during the field experience (β = .38**). We interpret this as a particular relationship between professional knowledge and science teachers' action-related skills (enacted PCK): professional knowledge is necessary for the development of explaining skills. That is evidence that personal PCK affects enacted PCK. In addition, field experiences are often supposed to bridge the theory-practice gap by transforming professional knowledge into instructional practice. Our results suggest that for field experiences to be effective, preservice teachers should start with profound professional knowledge. 相似文献
78.
BackgroundDuring an experiment, a ski racer equipped with various measurement devices suffered an anterior cruciate ligament (ACL) rupture in his right knee. The aim of this study was to describe the underlying injury mechanism from a functional perspective.MethodsEight giant slalom turns (i.e., 4 left turns), followed by 1 left turn at which the ACL injury occurred, were recorded by 2 video cameras, electromyography of 4 relevant muscle groups, inertial measurement units to measure knee and hip angles, and pressure insoles to determine ground reaction forces.ResultsDue to a loss of balance, the ski racer began to slide sideways at the apex of a left turn. During sliding, his right (outside) leg was actively abducted upward without touching the ground. The ski racer then attempted to stand up again by dropping his leg back towards the snow surface. The end of this dropping was accompanied by a decrease in electromyographic activity in the knee stabilizing muscles. Once the inside edge of the outer ski caught the snow surface, a rapidly increasing peak force, knee flexion, and an aggressive sudden activation of the vastus medialis muscle were observed, while biceps femoris and rectus femoris further decreased their activation levels. This likely resulted in excessive anterior translation of the tibia relative to the femur, causing damage to the ACL.ConclusionOur example emphasizes that ski racers should not get up until they stop sliding. Remember: “When you''re down, stay down.” 相似文献
79.
Prof. Dr. Josef Wiemeyer 《Sportwissenschaft》2009,39(2):120-128
Digital games are experiencing a boom—not just in Germany. In view of their considerable prevalence, it is surprising that sports science (still) only addresses specific aspects of digital games. Based on a definition and differentiation of digital games, this contribution demonstrates that digital games pose numerous important questions, which can and should be considered by sports science. In many ways, digital games can serve as a research topic in sports science or be applied as an instrument for data collection and intervention for study and teaching purposes. 相似文献
80.