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81.
We wish to gratefully acknowledge Dolores Kirby, Pat Moyer, Patricia Squire, and Beverly Wintersheid for so generously sharing their insights and extensive experiences as expatriate spouses. 相似文献
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84.
Marjorie Brickley is an Early Childhood Instructor at York College in Queens, NY. Aimee Gelnaw is an Educational Coordinator for the Urban Prekindergarten Program/Babyland in Newark, NJ. Both are members of CITE 相似文献
85.
For a group of goldfish trained in a runway under conditions of highly massed practice, reduction in magnitude of reward produced a gradual decline in performance to the level of a small-reward control group but no suggestion of negative successive contrast. These results are consistent with the suggestion that reward plays a somewhat different role in the learning of fish and rats. They also serve to extend the range of conditions under which the stimulus aftereffects of reward come to control the instrumental behavior of fish. 相似文献
86.
Marjorie Taylor 《Child development》1997,68(6):1015-1017
Young children's ability to differentiate fantasy from reality has been seriously underestimated because of methodological problems and overgeneralization from children's performance in situations in which they had no control over the content of the fantasy and/or were presented with misleading information. It is important to keep in mind that there are many types of fantasy-reality distinctions, and that cultural context plays an important role in the interpretation given to children's activities. 相似文献
87.
EcoWellness: integrating the natural world into wilderness therapy settings with intentionality 总被引:1,自引:0,他引:1
Ryan F. Reese Sabrina Hadeed Hannah Craig Alia Beyer Marjorie Gosling 《Journal of Adventure Education & Outdoor Learning》2019,19(3):202-215
Wilderness Therapy (WT) programming has been criticized for underutilizing nature as an active co-facilitator in treatment. Although some concept models in the field take into account nature’s contributions in WT, an abundance of multidisciplinary research suggests that nature contact and connection could be of greater emphasis. The purpose of this article is to introduce the EcoWellness model as one empirically based approach for facilitating intentional nature connection in WT. The state of WT research and supporting theory are reported. The EcoWellness framework is overviewed and embedded within the multidisciplinary literature. A case example is presented and implications for integrating EcoWellness into WT practice, training, and research are discussed. 相似文献
88.
This study evaluated the effect of sound-symbol association training on visual and phonological memory in children with a history of dyslexia. Pretests of phonological and visual memory, a sound-symbol training procedure, and phonological and visual memory posttests were administered to children with dyslexia, to children whose dyslexia had been compensated through remedial training, and to age- and reading level-matched comparison groups. Deficits in visual and phonological memory and memory for sound-symbol associations were demonstrated in the dyslexia group. For children with dyslexia and children whose dyslexia had been remediated, the sound-symbol training scores were significantly associated with word and pseudoword reading scores and were significantly lower than those of the comparison groups. Children with dyslexia and children whose dyslexia had been compensated showed significantly less facilitation of phonological memory following the training than did typical readers. Skilled readers showed some reduction in accuracy of visual memory following the training, which may be the result of interference of verbalization with a predominantly visual task. A parallel decrease was not observed in the children with dyslexia, possibly because these children did not use the verbal cues. Children with dyslexia and children whose dyslexia had been compensated seemed to have difficulty encoding the novel sounds in memory. As a result, they derived less phonological memory advantage and less visual memory interference from the training than did typical readers. Children in the compensated dyslexia group scored lower on sound-symbol training than their age peers. In other respects, the scores of these children were equivalent to those of the typically reading comparison groups. Children in the compensated dyslexia group exhibited higher phonological rehearsal, iconic memory, and associative memory scores than children in the dyslexia group. Implications for the remediation of dyslexia are discussed. 相似文献
89.
Marjorie Peace Lenn 《Higher Education in Europe》1996,21(4):89-96
The global marketplace and new technology are contributing to the rapid globalization of higher education. No longer is higher education provided solely within national borders. Transnational educational programmes, provided both by the higher education and the corporate sectors, can be found in multiple forms, provided both electronically and in traditional ways. Issues of quality, purpose, recognition, and responsibility abound in this new borderless educational arena, posing new challenges to the regulatory communities of accreditation, certification, and licensure, the three pillars of heretofore national quality and competency assurance among the professions of the world. It is the globalization of the professions and the need to provide common professional preparation which is the fastest moving justification for regional and global standards setting and accreditation. Institutions of higher education and their quality assurance processes that have already considered the need to incorporate regional or global standards of quality to improve internal competency and external competition will be in a better position to propel the purposes of the various trade agreements than those that have remained nationalistic and myopic in scope. 相似文献
90.
A problematic way to think about social categories is to essentialize them—to treat particular differences between people as marking fundamentally distinct social kinds. From where do these beliefs arise? Language that expresses generic claims about categories elicits some aspects of essentialism, but the scope of these effects remains unclear. This study (N = 204, ages 4.5–8 years, 73% White; recruited predominantly from the United States and the United Kingdom to participate online in 2019) found that generic language increases two critical aspects of essentialist thought: Beliefs that (a) category-related properties arise from intrinsic causal mechanisms and (b) category boundaries are inflexible. These findings have implications for understanding the spread of essentialist beliefs across communities and the development of intergroup behavior. 相似文献