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81.
Lagattuta KH 《Child development》2007,78(5):1492-1509
Two studies investigated 3- to 6-year-olds' and adults' (N= 128) knowledge about emotions and behaviors caused by thinking about the future because of the past. Participants listened to stories featuring characters that experienced negative events, and then, many days later, felt worried or changed their behaviors upon seeing an entity associated with the prior harm. Results revealed a significant increase between 3 and 5 years in the frequency that participants explained characters' reactions as caused by anticipating the reoccurrence of a negative past event. Across age, females more often marked future events as uncertain, as well as predicted that people in ambiguous risk situations would feel worried due to past-to-future connections. 相似文献
82.
Assessment items are commonly field tested prior to operational use to observe statistical item properties such as difficulty. Item parameter estimates from field testing may be used to assign scores via pre-equating or computer adaptive designs. This study examined differences between item difficulty estimates based on field test and operational data and the relationship of such differences to item position changes and student proficiency estimates. Item position effects were observed for 20 assessments, with items in later positions tending to be more difficult. Moreover, field test estimates of item difficulty were biased slightly upward, which may indicate examinee knowledge of which items were being field tested. Nevertheless, errors in field test item difficulty estimates had negligible impacts on student proficiency estimates for most assessments. Caution is still warranted when using field test statistics for scoring, and testing programs should conduct investigations to determine whether the effects on scoring are inconsequential. 相似文献
83.
Johanna Bick Mary Dozier Kristin Bernard Damion Grasso Robert Simons 《Child development》2013,84(3):826-840
This study examined the biological processes associated with foster mother–infant bonding. In an examination of foster mother–infant dyads (N = 41, mean infant age = 8.5 months), foster mothers' oxytocin production was associated with their expressions of behavioral delight toward their foster infant and their average P3 response to images of all infant faces in the first 2 months of the relationship. Three months later, foster mothers' oxytocin production was still associated with delight toward their foster infant and was also specifically associated with their P3 response to an image of their foster infant. Similar to biologically related mothers and infants, oxytocin appears to be associated with foster mothers' brain activity and caregiving behavior, with patterns suggestive of bond formation. 相似文献
84.
Jeffrey Alan Greene Lara-Jeane Costa Kristin Dellinger 《Metacognition and Learning》2011,6(3):275-301
Researchers often use measures of the frequency of self-regulated learning (SRL; Zimmerman, American Educational Research Journal, 45(1), 166–183, 2000) processing as a predictor of learning gains. These frequency data, which are really counts of SRL processing events, are
often non-normally distributed, and the accurate analysis of these data requires the use of specialized statistical models.
In this study, we demonstrate how to implement and interpret count statistical models in path and latent profile analyses
to investigate the role of SRL as a mediator of the relation between pretest and posttest conceptual understanding. Our findings
from a sample of 170 college students using a computer to learn about the circulatory system show that SRL does mediate the
aforementioned relation, and that count models are a more accurate representation of SRL processing data than standard analysis
models based on ordinary least squares estimation. The results of our path analyses revealed which specific SRL processes
were related to learning, above and beyond the effect of prior knowledge. Our latent profile analysis revealed two groups
of participants, indicative of Brophy’s (2004) model of schematic and aschematic learners. We conclude with implications and future directions for basic and applied SRL
research. 相似文献
85.
Kristin L. Sayeski Michael J. Kennedy Sandra de Irala Elias Clinton Melissa Hamel 《Exceptionality》2013,21(4):237-257
Researchers have found that teacher preparation programs are not universally preparing teacher candidates in concepts associated with the alphabetic principle. Yet, the majority of students with reading disabilities or who struggle with beginning reading have difficulty with phonology and concepts associated with the alphabetic principle. The purpose of this study was to examine the efficacy of a series of multimedia modules on participants' (N = 76) knowledge and skills related to early reading instruction. The multimedia modules covered basic literacy concepts primarily related to phonology and phonics. Results from the experimental, control-group design indicated that the modules were successful in teaching foundational literacy constructs to participants. Thus, multimedia modules may be a promising avenue for providing instruction for teacher candidates. Additional research, however, is needed to ensure mastery of knowledge and to evaluate how principles of effective instruction can guide multimedia module use by teacher educators. 相似文献
86.
87.
Laurie Davis Kristin Morrison Xiaojing Kong Yuanyuan McBride 《Educational Measurement》2017,36(3):35-45
The use of tablets for large‐scale testing programs has transitioned from concept to reality for many state testing programs. This study extended previous research on score comparability between tablets and computers with high school students to compare score distributions across devices for reading, math, and science and to evaluate device effects for gender and ethnicity subgroups. Results indicated no significant differences between tablets and computers for math and science. For reading, a small device effect favoring tablets was found for the middle to lower part of the score distribution. This effect seemed to be driven by increases in performance for male students when testing on tablets. No interactions of device with ethnicity were observed. Consistent with previous research, this study provides additional evidence for a relatively high degree of comparability between tablets and computers. 相似文献
88.
Kristin Scardamalia Keisha L. Bentley‐Edwards Kairys Grasty 《Psychology in the schools》2019,56(4):569-581
The federal definition of emotional disturbance (ED) has been heavily criticized as vaguely defined and poorly operationalized yet there has not been a formal analysis of the reliability of the ED criteria. This study examined the reliability of the federal criteria for a special education designation of ED. A total of 179 school psychologists reviewed a mock special education report, made an eligibility determination, and provided information about their eligibility decision. In all, 56 participants found the student met ED eligibility criteria using 16 different combinations of the five criteria. Krippendorff’s α, a statistic preferred for content analysis, was calculated as a measure of criterion reliability. Results indicated extremely poor reliability (α = 0.2011). These findings demonstrate the importance of redefining the existing criteria. 相似文献
89.
A depth-of-processing incidental recall task for maternal-referent stimuli was utilized to assess basic memory processes and the affective valence of maternal representations among abused ( N = 63), neglected ( N = 33), and nonmaltreated ( N = 128) school-aged children (ages 8–13.5 years old). Self-reported and observer-rated indices of internalizing symptoms were also assessed. Abused children demonstrated impairments in recall compared to neglected and nonmaltreated children. Although abused, neglected, and nonmaltreated children did not differ in valence of maternal representations, positive and negative maternal schemas related to internalizing symptoms differently among subgroups of maltreated children. Valence of maternal schema was critical in differentiating those with high and low internalizing symptomatology among the neglected children only. Implications for clinical intervention and prevention efforts are underscored. 相似文献
90.
The purpose of this study was to examine protective factors as predictors of suicide risk among graduate students (n = 413) at a large midwestern university. Using binary logistic regression, the authors assigned students to risk classifications (i.e., nonrisk group or suicide risk group). Results indicated emotional stability as the strongest predictor for participants’ placement into the nonrisk or suicide risk group. The authors discuss implications for counselors and directors of college counseling centers, as well as directions for future research. 相似文献