全文获取类型
收费全文 | 1175篇 |
免费 | 24篇 |
专业分类
教育 | 912篇 |
科学研究 | 24篇 |
各国文化 | 18篇 |
体育 | 64篇 |
综合类 | 1篇 |
文化理论 | 9篇 |
信息传播 | 171篇 |
出版年
2024年 | 2篇 |
2023年 | 8篇 |
2022年 | 16篇 |
2021年 | 32篇 |
2020年 | 41篇 |
2019年 | 62篇 |
2018年 | 69篇 |
2017年 | 97篇 |
2016年 | 64篇 |
2015年 | 45篇 |
2014年 | 62篇 |
2013年 | 264篇 |
2012年 | 37篇 |
2011年 | 47篇 |
2010年 | 33篇 |
2009年 | 40篇 |
2008年 | 36篇 |
2007年 | 34篇 |
2006年 | 25篇 |
2005年 | 16篇 |
2004年 | 28篇 |
2003年 | 18篇 |
2002年 | 21篇 |
2001年 | 14篇 |
2000年 | 14篇 |
1999年 | 7篇 |
1998年 | 9篇 |
1997年 | 7篇 |
1996年 | 4篇 |
1995年 | 6篇 |
1994年 | 10篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1972年 | 1篇 |
排序方式: 共有1199条查询结果,搜索用时 0 毫秒
31.
The aim of this study was to determine whether subtest scatter might be an indicator of learning disabilities (LDs), psychopathology, or of both, in a sample of normal adolescents. Subjects completed the WISC‐III and the MMPI‐A and then their scores for the WISC‐III subtests, verbal scatter (VScatter), performance scatter (PScatter), full scale scatter (FScatter) scores, perceptual organisation factor (PO), and the SCAD profiles were calculated. The MMPI‐A was scored and the clinical scales were extracted. The hypothesis that subtest scatter is associated with LDs was generally not supported. There was a relationship between subtest scatter and psychological disturbance in adolescent males, however the results for females were less clear. Further, high PScatter in adolescent males was associated with an MMPI‐A codetype 4‐2/2‐4, indicating tendencies toward depressive features, delinquent behavior, and possibly substance abuse, tendencies which are likely to lead to school failure. © 1999 John Wiley & Sons, Inc. 相似文献
33.
34.
In today's fast-paced environment, traditional medical reference services alone are not adequate to meet users' information needs. Efforts to find new ways to provide comprehensive service to users, where and when needed, have often included the use of new and developing technologies. This paper describes the experience of an academic health science library in developing and providing an online, real-time reference service. Issues discussed include selecting software, training librarians, staffing the service, and considering the future of the service. Use statistics, question type analysis, and feedback from users of the service and librarians who staff the service, are also presented. 相似文献
35.
36.
Kohlberg's (1966) hypothesis that the attainment of gender constancy motivates children to attend to gender norms was reevaluated by examining these links in relation to age. Ninety-four 3- to 7-year-old children were interviewed to assess whether and how constancy mediates age-related changes in gender-related beliefs. As expected, results indicated a general pattern of an increase in stereotype knowledge, the importance and positive evaluation of one's own gender category, and rigidity of beliefs between the ages of 3 and 5. Moreover, the stability phase, rather than full constancy, mediated some of these relations. After age 5, rigidity generally decreased with age, with relations primarily mediated by consistency. 相似文献
37.
Filippo Abbondanza Philip S. Dale Carol A. Wang Marianna E. Hayiou-Thomas Umar Toseeb Tanner S. Koomar Karen G. Wigg Yu Feng Kaitlyn M. Price Elizabeth N. Kerr Sharon L. Guger Maureen W. Lovett Lisa J. Strug Elsje van Bergen Conor V. Dolan J. Bruce Tomblin Kristina Moll Gerd Schulte-Körne Nina Neuhoff Andreas Warnke Simon E. Fisher Cathy L. Barr Jacob J. Michaelson Dorret I. Boomsma Margaret J. Snowling Charles Hulme Andrew J. O. Whitehouse Craig E. Pennell Dianne F. Newbury John Stein Joel B. Talcott Dorothy V. M. Bishop Silvia Paracchini 《Child development》2023,94(4):970-984
Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (Ncases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions. 相似文献
38.
J. Fredericks Volkwein Lisa R. Lattuca Betty J. Harper Robert J. Domingo 《Research in higher education》2007,48(2):251-282
This research uses a conceptual model to examine the influence of a change in accreditation standards on a representative
national sample of 203 engineering programs at 40 institutions. Based on data collected from more than 140 program chairs,
1,200 faculty, 4,300 graduates of 2004, and 5,400 graduates of 1994, the study investigates the differential impact of the
change in accreditation standards on programs reviewed in different years during the period of transition. Despite significant
variation across most of the measures and groups in 1994 (before the introduction of the new accreditation criteria), the
2004 evidence demonstrates a surprisingly uniform level of student experiences and outcomes. These findings suggest that engineering
accreditation is beginning to accomplish its quality assurance goals.
This is a revised version of a research paper presented at the meeting of the Association for Institutional Research, May
17, 2006, Chicago, IL. 相似文献
39.
40.
COURSES AND INSTRUCTION AFFECTING CRITICAL THINKING 总被引:7,自引:0,他引:7
This study investigated how different types ofcourses and instructional techniques affect students'self-reported growth in critical thinking. Data aredrawn from the Cooperative Institutional Research Program's 1989 Follow-Up Survey of 24,837students who had first entered college as freshmen in1985. Results revealed that taking writing courses,interdisciplinary courses, history courses, sciencecourses, women's studies courses, math courses, foreignlanguage courses, ethnic studies courses, and enrollingin an honors program are each positively associated withselfreported growth in critical thinking. Moreover, self-reported growth in criticalthinking is positively related to having a papercritiqued by an instructor, conducting an independentresearch project, working on a group project, giving aclass presentation, and taking essay exams, butnegatively related to taking multiple-choice exams.Overall findings, however, suggest that the impact ofclassroom experiences on students' abilities to think critically is far weaker than one might expector hope. 相似文献