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91.
More Effective Consolidation of Episodic Long‐Term Memory in Children Than Adults—Unrelated to Sleep
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Jing‐Yi Wang Frederik D. Weber Katharina Zinke Marion Inostroza Jan Born 《Child development》2018,89(5):1720-1734
Abilities to encode and remember events in their spatiotemporal context (episodic memory) rely on brain regions that mature late during childhood and are supported by sleep. We compared the temporal dynamics of episodic memory formation and the role of sleep in this process between 62 children (8–12 years) and 57 adults (18–37 years). Subjects recalled “what–where–when” memories after a short 1‐hr retention interval or after a long 10.5‐hr interval containing either nocturnal sleep or daytime wakefulness. Although children showed diminished recall of episodes after 1 hr, possibly resulting from inferior encoding, unlike adults, they showed no further decrease in recall after 10.5 hr. In both age groups, episodic memory benefitted from sleep. However, children's more effective offline retention was unrelated to sleep. 相似文献
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A burgeoning interest in learning disabilities during the past five years has aroused educational interest in the hypothesized sequence of motor, perceptual, and symbolic development. The present research was undertaken to test the effectiveness of beginning training at the motor level for children having difficulty with the symbolic system of reading. First- and second grade children were screened on the Gates Primary Reading Test and all motor subtests of the Purdue Perceptual-Motor Survey. The final sample comprised 35 children randomly assigned to one of three treatment groups: Motor Training, Physical Education, and Reading Control. Variables of teacher differences, adult-child ratio, amount of physical activity, and Hawthorne effect were controlled for in the design. Kruskal-Wallis analysis of variance and an analysis of covariance on a parallel form of standardized reading test showed a consistent pattern of greater gains following motor training and reading activities, and minimal progress after the physical education treatment. It was hypothesized that this may reflect effects of structured experiences and more equal distribution of teacher-child interaction. Reading gains of the first-grade children were significantly greater than those of the second-graders beyond the 0.01 level, a result not explainable by ceiling effects. Implications of the slower progress of the older children were explored in terms of a need for focus on particular reading subskills across perceptual-motor-symbolic systems. 相似文献
94.
Julio M. del Hoyo-Melndez Marion F. Mecklenburg María Teresa Domnech-Carb 《Journal of Cultural Heritage》2011,12(1):54
This paper presents the results of a light levels survey conducted at the Donald W. Reynolds Center for American Art and Portraiture in Washington DC. The museum space is shared by the National Portrait Gallery and the Smithsonian American Art Museum. After six years of extensive renovations, the building reopened to the public in July 1, 2006. The structure was not originally designed to house a museum collection since it contains numerous openings such as windows, doors and skylights, which provide a path for natural radiation to enter the building and come in contact with the artworks. From a preventive conservation standpoint, this is an important problem since sensitive works of art in the collection may be subjected to damage caused by light exposure. Environmental data loggers installed throughout the museum were programmed to take successive measurements every 10 min for 24 h a day, 7 days a week and 52 weeks a year. This light levels assessment started in November 1, 2007 and finished in October 31, 2008. This study presents a new method for determining natural radiation exposures registered in exhibition spaces that rely on both electric lighting and natural lighting, considering the growing trend of using daylight illumination in museums. 相似文献
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Marion Dadds 《Cambridge Journal of Education》1992,22(2):129-141
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What an honor to have political and educational theorists of such caliber take up ideas from my work! What a daunting task to try to respond! My remarks will touch on the following questions: What are some key issues of distributive justice in education today? Why does defining justice in terms of oppression and domination imply that issues of justice cannot be reduced to distribution? How does normalization constitute a major process enacting oppression, and what does this imply for education? What does it mean to include marginalized groups in economic opportunity and democratic process, and how can educational institutions foster such inclusion? Why do issues of religion and other forms of cultural expression belong to a distinct category of justice? Are values of freedom of expression and tolerance in tension with the project of democratic inclusion? How shall we consider transnational issues of educational justice? 相似文献
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Jackie A. Nelson Nicole B. Perry Marion O’Brien Susan D. Calkins Susan P. Keane Lilly Shanahan 《Parenting, science and practice》2016,16(1):56-62
Objective. Parents’ emotion socialization practices are thought to be moderately stable over time; however, a partner’s socialization practices could initiate change. Design. We examined mothers’ and fathers’ reports of their supportive responses to their children’s negative emotions when the target child was 7 years old and again at age 10. We tested a dyadic, longitudinal path model with 111 mother–father pairs. Results. Significant actor and partner effects emerged: Parents’ age 7 responses predicted their own age 10 responses and their partners’ later responses. Conclusions. Parents’ reported responses to children’s negative emotions during middle childhood are predicted by their own earlier responses and by their partners’ responses. 相似文献
100.
Crawling versus Walking Infants' Perception of Affordances for Locomotion over Sloping Surfaces 总被引:1,自引:0,他引:1
14-month-old toddlers vs. 8.5-month-old crawling infants were encouraged to ascend and descend a sloping walkway (10°, 20°, 30°, and 40°). Infants in both locomotor groups overestimated their ability to ascend slopes. However, on descending trials where falling was more aversive, most toddlers switched from walking to sliding positions for safe descent, but crawlers plunged down headfirst and many fell at each increment. Toddlers touched and hesitated most before descending 10° and 20° slopes, and they explored alternative means for descent by testing out different sliding positions before leaving the starting platform. In contrast, crawlers touched and hesitated most before descending 30° and 40° slopes, and they never explored alternative sliding positions. In addition, we analyzed measures of locomotor skill and experience in relation to children's ability to perceive affordances. Findings indicate that children must learn to perceive affordances for locomotion over slopes and that learning may begin by fine-tuning of exploratory activity. 相似文献