全文获取类型
收费全文 | 356篇 |
免费 | 0篇 |
专业分类
教育 | 292篇 |
科学研究 | 15篇 |
各国文化 | 5篇 |
体育 | 17篇 |
文化理论 | 4篇 |
信息传播 | 23篇 |
出版年
2023年 | 3篇 |
2021年 | 8篇 |
2020年 | 6篇 |
2019年 | 10篇 |
2018年 | 17篇 |
2017年 | 18篇 |
2016年 | 16篇 |
2015年 | 16篇 |
2014年 | 11篇 |
2013年 | 59篇 |
2012年 | 12篇 |
2011年 | 7篇 |
2010年 | 10篇 |
2009年 | 4篇 |
2008年 | 5篇 |
2007年 | 6篇 |
2006年 | 10篇 |
2005年 | 3篇 |
2002年 | 7篇 |
2001年 | 5篇 |
2000年 | 3篇 |
1999年 | 3篇 |
1996年 | 10篇 |
1995年 | 2篇 |
1994年 | 6篇 |
1993年 | 6篇 |
1992年 | 3篇 |
1991年 | 5篇 |
1990年 | 3篇 |
1989年 | 5篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1981年 | 6篇 |
1980年 | 3篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1976年 | 5篇 |
1975年 | 2篇 |
1973年 | 2篇 |
1972年 | 5篇 |
1971年 | 4篇 |
1969年 | 3篇 |
1965年 | 2篇 |
1927年 | 2篇 |
1921年 | 3篇 |
1920年 | 2篇 |
排序方式: 共有356条查询结果,搜索用时 15 毫秒
81.
Joseph Balkin David Brandt Constance Katz Dr. James Levin 《Research in higher education》1977,7(1):1-11
This study compared the values of college open admissions students and of college police students to their teachers' values. It was found that for both groups new students differ from the faculty more than do advanced students, suggesting value changes in the direction of the faculty. Also found was no relationship between students' value similarity to the faculty and their academic success. 相似文献
82.
The purpose of this study was to determine whether poor readers have more pronounced problems than average-reading peers reading
derived words the base forms of which undergo a phonological shift when a suffix is added (i.e., shift relations as in “natural”),
as compared to derived words whose forms are phonologically and orthographically transparent (i.e., stable relations, as in
“cultural”). Two computer-based word recognition tasks (Naming and Lexical Decision) were administered to children with reading
disability (RD), peers with average reading ability, and adults. Across tasks, there was an effect for transparency (i.e.,
better performance on stable than shift words) for both child groups and the adults. For the children, a significant interaction
was found between group and word type. Specifically, on the naming task, there was an advantage for the stable words, and
this was most noteworthy for the children with RD. On the lexical decision task, trade-offs of speed and accuracy were evident
for the child reader groups. Performances on the nonwords showed the poor readers to be comparable to the average readers
in distinguishing legal and illegal nonwords; further analyses suggested that poor readers carried out deeper processing of
derived words than their average reading peers. Additional study is needed to explore the relation of orthographic and phonological
processing on poor readers’ memory for and processing of derived words. 相似文献
83.
The translational-symmetry hypothesis of abstract-concept learning was tested in a same/different (S/D) task with pairs of pictures. The translational-symmetry hypothesis proposes that subjects discriminate same trials by the simultaneous repetition of features in the two pictures (and different trials by the lack of feature repetition). Pigeons that had learned a simultaneous S/D task were tested with delays between
the two pictures to remove emergent perceptual cues. In Experiment 1, we tested delays of 0 and 1 sec. The results did not
show the accuracy decrease expected according to the translational-symmetry hypothesis. In Experiment 2, we expanded the delays
to 2 and 6 sec. Even at the longest delay, there was no evidence of the precipitous performance decline or default strategy
that would be predicted by translational symmetry. The results provide evidence against translational symmetry (or other perceptually
emergent features) that might control these pigeons’ performance in our two-item S/D task. 相似文献
84.
85.
Cohen Rinat Katz Idit Aelterman Nathalie Vansteenkiste Maarten 《European Journal of Psychology of Education - EJPE》2023,38(3):963-988
European Journal of Psychology of Education - Students’ adaptive motivation to study tends to decrease over time. However, the reasons for this decline are not fully understood. Drawing on... 相似文献
86.
Burcu Arslan Yang Jiang Madeleine Keehner Tao Gong Irvin R. Katz Fred Yan 《Educational Measurement》2020,39(2):96-106
Computer-based educational assessments often include items that involve drag-and-drop responses. There are different ways that drag-and-drop items can be laid out and different choices that test developers can make when designing these items. Currently, these decisions are based on experts’ professional judgments and design constraints, rather than empirical research, which might threaten the validity of interpretations of test outcomes. To this end, we investigated the effect of drag-and-drop item features on test-taker performance and response strategies with a cognition-centered approach. Four hundred and seventy-six adult participants solved content-equivalent drag-and-drop mathematics items under five design variants. Results showed that: (a) test takers’ performance and response strategies were affected by the experimental manipulations, and (b) test takers mostly used cognitively efficient response strategies regardless of the manipulated item features. Implications of the findings are provided to support test developers’ design decisions. 相似文献
87.
Peggy G. Kaczmarek Glenn Matlock Rod Merta Michael H. Ames Meredith Ross 《International journal for the advancement of counseling》1994,17(4):241-247
International students have realistic expectations about their adjustment to college, however, they seem to experience a more difficult transition than U.S. students. Scores on the Student Adaptation to College Questionnaire for international and U.S. students are compared. The results indicated that international students scored significantly lower on the social and the institutional attachment and goal commitment subscales. The Student Adaptation to College Questionnaire may have applications in targeting international student needs. 相似文献
88.
Extracts of writings of great scientists and philosophers were used as handouts to supplement text and lectures on environmental science for nonscience majors requiring a laboratory course. An assessment form was developed to judge the impact of this process on students. Results of the first semester are described with plans for future implementation. A list of handouts is appended. 相似文献
89.
Patrick T. Davies Lucia Q. Parry Sonnette M. Bascoe Meredith J. Martin E. Mark Cummings 《Child development》2019,90(6):2118-2134
This study tested whether the strength of the mediational pathway involving interparental conflict, adolescent emotional insecurity, and their psychological problems depended on the quality of their sibling relationships. Using a multimethod approach, 236 adolescents (Mage = 12.6 years) and their parents participated in three annual measurement occasions. Tests of moderated mediation revealed that indirect paths among interparental conflict, insecurity, and psychological problems were significant for teens with low, but not high, quality bonds with siblings. High-quality (i.e., strong) sibling relationships conferred protection by neutralizing interparental conflict as a precursor of increases in adolescent insecurity. Results did not vary as a function of the valence of sibling relationship properties, adolescent sex, or gender and age compositions of the dyad. 相似文献
90.
Roberta Michnick Golinkoff Erika Hoff Meredith L. Rowe Catherine S. Tamis-LeMonda Kathy Hirsh-Pasek 《Child development》2019,90(3):985-992
Sperry, Sperry, and Miller (2018) aim to debunk what is called the 30-million-word gap by claiming that children from lower income households hear more speech than Hart and Risley (1995) reported. We address why the 30-million-word gap should not be abandoned, and the importance of retaining focus on the vital ingredient to language learning—quality speech directed to children rather than overheard speech, the focus of Sperry et al.'s argument. Three issues are addressed: Whether there is a language gap; the characteristics of speech that promote language development; and the importance of language in school achievement. There are serious risks to claims that low-income children, on average, hear sufficient, high-quality language relative to peers from higher income homes. 相似文献