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41.
Meagan R. Talbott Gregory S. Young Jeff Munson Annette Estes Laurie A. Vismara Sally J. Rogers 《Child development》2020,91(3):743-753
In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12–30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words. 相似文献
42.
Laurie Winers 《今天.双语时代》2010,(9):42-49
我们散步在索尔格河畔利勒街道中间,仿佛不经意间步入了《中产阶级的审慎魅力》的时代。我和五个朋友来到了鲁伯隆的小村庄,这里是阳光普照的普罗旺斯北部山顶城镇的聚集地,晚饭前,我们漫步在它久负盛名的古董店里。 相似文献
43.
Nicole Harlaar Laurie Cutting Kirby Deater-Deckard Laura S. DeThorne Laura M. Justice Chris Schatschneider Lee A. Thompson Stephen A. Petrill 《Annals of dyslexia》2010,60(2):265-288
We examined the Simple View of reading from a behavioral genetic perspective. Two aspects of word decoding (phonological decoding
and word recognition), two aspects of oral language skill (listening comprehension and vocabulary), and reading comprehension
were assessed in a twin sample at age 9. Using latent factor models, we found that overlap among phonological decoding, word
recognition, listening comprehension, vocabulary, and reading comprehension was primarily due to genetic influences. Shared
environmental influences accounted for associations among word recognition, listening comprehension, vocabulary, and reading
comprehension. Independent of phonological decoding and word recognition, there was a separate genetic link between listening
comprehension, vocabulary, and reading comprehension and a specific shared environmental link between vocabulary and reading
comprehension. There were no residual genetic or environmental influences on reading comprehension. The findings provide evidence
for a genetic basis to the “Simple View” of reading. 相似文献
44.
David R. Laurie Jr. 《Research quarterly for exercise and sport》2013,84(4):683-686
Abstract The purpose of this investigation was to determine if differences existed between groups of subjects who were exposed to a lecture format of instruction as opposed to slide-tape instruction for a unit of study on physical fitness. The lecture group was instructed by the traditional lecture method at a regularly scheduled time while the other group attended preprogramed slide-tape lectures at their own convenience. During the four-week study 12 different lectures were presented to each of the 99 subjects. Data were treated using an ANCOVA. There was no statistically significant difference between group means, though both groups showed increased physical fitness knowledge after being exposed to the varying treatments. It was concluded that both the lecture and slide-tape methods of instruction were efficient teaching modes, though neither method was statistically more effective than the other. Innovation in education is directed toward qualitative and quantitative improvements of the learning process. Although learning theorists are still baffled as to what learning process is best each supports the need for efficiency. Educational efficiency is a ratio of student and teacher time consumed to the time required for development or alteration of learner behavior. 相似文献
45.
Scott Slava David R. Laurie Charles B. Corbin 《Research quarterly for exercise and sport》2013,84(2):161-168
Abstract The purpose of this study was to evaluate the attitudes, knowledge, and activity behaviors of college graduates who completed a lecture-laboratory (concepts) course in physical education during their undergraduate study. Serving as controls were college graduates of the same university who transferred to the university and who received credit for a traditional rather than a concepts course. Both groups were compared to college graduates who “quizzed out” of the concepts course rather than enrolling in the class. Subjects were randomly selected from the 1977 and 1979 graduating classes. All those selected as subjects received a questionnaire containing an attitude test, a knowledge lest, and an activity checklist. Fifty-nine percent of the 300 questionnaires were returned. Multivariate analyses indicated that the concepts groups possessed attitude-knowledge-activity profiles which differed from those of either of the other groups. Though differences were not uniform for the two years studied, knowledge was consistently the greatest contributor to differences between transfer and concepts groups. Univariate and combined year analyses indicated that, though less consistent than the knowledge differences, attitude and activity differences among groups also existed. In general, the results suggested that a college level conceptual physical education class can have positive long term effects. 相似文献
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47.
OBJECTIVE: This study examined the effects of the Webster-Stratton parenting program on the parenting skills of maltreating mothers and on the autonomy of their children (3-8 years). METHOD: A randomized controlled trial was used. Twenty-six maltreating families were randomly assigned to one of two conditions: the 16-hour weekly intervention group, or the 4-month wait list control group. Pre- and post-intervention independent assessments included a 2-hour home visit involving videotaped mother-child interactions during two prescribed, 10-minute play activities. RESULTS: Compared to the control group, treatment mothers demonstrated significant improvement in involvement and marginally significant improvement in autonomy-support, but no improvement in structure. Treatment group children showed no significant improvement in autonomy when compared to control group children. CONCLUSIONS: This parenting program proved effective with maltreating parents. The lack of demonstrated effect on children may reflect the need for a larger and more sustained treatment dose and/or the need to include parent-child interaction opportunities in the program. At the same time, while treatment gains were limited to the parent, the high treatment adherence rate (92% attended six or more of the eight program sessions) and low attrition rate (n=1) indicate that the treatment gains may hold potential for more thorough examination. 相似文献
48.
The Editor-In-Chief of The Internet and Higher Education (INTHIG) compiles for the last issue of each year's volume resources that may be useful for researchers, teachers, administrators, or students who wish to locate information about the field of online learning and the uses of the Internet for instructional delivery. Resources are organized into several categories. 相似文献
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