全文获取类型
收费全文 | 140篇 |
免费 | 1篇 |
专业分类
教育 | 109篇 |
科学研究 | 10篇 |
文化理论 | 1篇 |
信息传播 | 21篇 |
出版年
2020年 | 1篇 |
2019年 | 3篇 |
2018年 | 4篇 |
2017年 | 2篇 |
2016年 | 6篇 |
2015年 | 5篇 |
2014年 | 2篇 |
2013年 | 32篇 |
2012年 | 6篇 |
2011年 | 4篇 |
2008年 | 5篇 |
2007年 | 7篇 |
2006年 | 3篇 |
2005年 | 4篇 |
2004年 | 2篇 |
2003年 | 3篇 |
2002年 | 4篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1999年 | 5篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1987年 | 1篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1976年 | 3篇 |
1975年 | 1篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1969年 | 1篇 |
1968年 | 2篇 |
1967年 | 1篇 |
排序方式: 共有141条查询结果,搜索用时 15 毫秒
61.
Howard Wainer Charles Lewis Bruce Kaplan James Braswell 《Journal of Educational Measurement》1991,28(4):311-323
Earlier (Wainer & Lewis, 1990), we reported the initial development of a testlet-based algebra test. In this account, we provide the details of this excursion into the use of testlets. A pretest of two 15–item algebra tests was carried out in which examinees' performance on a 4-item subset of each test (a 4–item testlet) was used to predict performance on the entire test. Two models for constructing the testlets were considered: hierarchical (adaptive) and linear (fixed format). These models are compared with each other. It was found on cross–validation that, although an adaptive testlet is superior to a fixed format testlet, this superiority is modest, whereas the potential cost of that superiority is considerable. It was concluded that in circumstances similar to those we report a fixed format testlet that uses the best items in a pool can do almost as well as the optimal adaptive testlet of equal length from that same pool. 相似文献
62.
Clinical importance of parent ratings of everyday cognitive abilities in children with learning and attention problems 总被引:2,自引:0,他引:2
This study addressed two issues: first, whether parental reports contribute information over and above a standardized psychometric assessment, and second, whether parental reports of everyday cognitive functioning might be useful in distinguishing between children with reading disabilities (RD), attention-deficit/hyperactivity disorder (ADHD), and combined ADHD + RD. Parent-reported information on 159 children with learning or attention problems was obtained using a questionnaire called the Parent Ratings of Everyday Cognitive and Academic Abilities (PRECAA). Psychometric information used for comparison included the Woodcock-Johnson Psychoeducational Battery-Revised, the Bruininks-Oseretsky Test of Motor Proficiency-Short Form, the Vocabulary and Block Design subtests of the Wechsler Intelligence Scale for Children, 3rd edition, and the Developmental Test of Visual-Motor Integration. The PRECAA was found to be sensitive to group differences between children with RD and children with ADHD and combined ADHD + RD. Its inclusion resulted in a significant increase in the number of children correctly classified compared to the use of psychometric measures alone. The PRECAA correctly classified more children (66%) than did the standard psychometric measures (50%). In fact, a very high percentage of children with ADHD (81%) were correctly classified using the PRECAA. These findings suggest that the PRECAA may be a useful aid to clinicians in the identification of children with learning and attention problems. 相似文献
63.
64.
Shelly Dews Ellen Winner Joan Kaplan Elizabeth Rosenblatt Malia Hunt Karen Lim Angela McGovern Alison Qualter Bonnie Smarsh 《Child development》1996,67(6):3071-3085
We investigated children's understanding of irony and sensitivity to irony's meanness and humor. In Study 1, 89 participants (5–6-year-olds, 8–9-year-olds, adults) heard ironic and literal criticisms, and literal compliments. Comprehension of irony emerged between 5 and 6 years of age. Ratings of humor increased with age; ratings of meanness did not (showing that all ages perceived irony as more muted than literal criticism). In Study 2, results from 135 participants (6–7-year-olds, 8–9-year-olds, and adults) replicated these findings and revealed the role of form and intonation. Thus, comprehension of irony emerges between 5 and 6 years of age, and sensitivity to the muting function develops prior to sensitivity to the humor function. 相似文献
65.
Allen MP Jacobs SK Levy J Pierce S Pravikoff DS Tanner A 《Medical reference services quarterly》2005,24(3):93-102
Do nurses have access to the tools and resources they need for evidence-based practice? Are librarians prepared to work with nurses to provide access to appropriate resources and services, and teach the needed information literacy skills? The authors work with professional library and nursing organizations to present interdisciplinary continuing education to improve the information literacy of nurses and the ability of librarians to provide resources and services that meet nurses' information needs. This article reviews behavioral and practice changes reported by nurses and librarian participants in symposia on evidence-based nursing in March 2001 and May 2003. 相似文献
66.
Peter S. Kaplan 《Learning & behavior》1985,13(3):233-238
Scalar expectancy theory (SET) predicts that postacquisition manipulations of background expectancy should alter conditioned performance. An experiment was performed to test the application of this hypothesis to an explanation of the “temporal context” effect in trace conditioning. Pigeons were trained on an inhibitory trace conditioning procedure and then subjected to postacquisition manipulations of background expectancy. Nonreinforced exposure to the training apparatus eliminated conditioned withdrawal, exposure to USs under very long interreinforcer intervals slightly weakened conditioned withdrawal, and home-cage confinement had no effect on conditioned withdrawal. These results are discussed in terms of the predictions of SET and the role of background excitation in conditioned inhibition. 相似文献
67.
AbstractIn this commentary, we propose a framework for applying the Complex Dynamical Systems (CDS) approach in educational research. Drawing on the conceptual articles in the special issue for ontological, theoretical, and methodological principles, and on the empirical articles for examples of these principles’ application, we suggest six interdependent steps for researchers who seek to pursue educational research from the CDS approach: (1) Conceptualizing the phenomenon as a CDS; (2) Defining a theory of the relevant CDS level; (3) Generating a CDS research goal and question; (4) Selecting a CDS corresponding methodology for data collection and analysis; (5) Interpreting the findings as a CDS; and (6) Disseminating the knowledge to relevant audiences and participating in a CDS scholarly community. We end the commentary with several of the promises and challenges of applying the CDS approach in educational research. 相似文献
68.
Sandra N. Kaplan 《Roeper Review》2013,35(2):12-13
Play should be an integral part of a curriculum designed for young gifted children. 相似文献
69.
Number sense growth in kindergarten: a longitudinal investigation of children at risk for mathematics difficulties 总被引:3,自引:0,他引:3
Number sense development of 411 middle- and low-income kindergartners (mean age 5.8 years) was examined over 4 time points while controlling for gender, age, and reading skill. Although low-income children performed significantly worse than middle-income children at the end of kindergarten on all tasks, both groups progressed at about the same rate. An exception was story problems, on which the low-income group achieved at a slower rate; both income groups made comparable progress when the same problems were presented nonverbally with visual referents. Holding other predictors constant, there were small but reliable gender effects favoring boys on overall number sense performance as well as on nonverbal calculation. Using growth mixture modeling, 3 classes of growth trajectories in number sense emerged. 相似文献
70.
Rens van de Schoot David Kaplan Jaap Denissen Jens B. Asendorpf Franz J. Neyer Marcel A.G. van Aken 《Child development》2014,85(3):842-860
Bayesian statistical methods are becoming ever more popular in applied and fundamental research. In this study a gentle introduction to Bayesian analysis is provided. It is shown under what circumstances it is attractive to use Bayesian estimation, and how to interpret properly the results. First, the ingredients underlying Bayesian methods are introduced using a simplified example. Thereafter, the advantages and pitfalls of the specification of prior knowledge are discussed. To illustrate Bayesian methods explained in this study, in a second example a series of studies that examine the theoretical framework of dynamic interactionism are considered. In the Discussion the advantages and disadvantages of using Bayesian statistics are reviewed, and guidelines on how to report on Bayesian statistics are provided. 相似文献