全文获取类型
收费全文 | 6491篇 |
免费 | 80篇 |
国内免费 | 8篇 |
专业分类
教育 | 4806篇 |
科学研究 | 388篇 |
各国文化 | 100篇 |
体育 | 510篇 |
综合类 | 4篇 |
文化理论 | 107篇 |
信息传播 | 664篇 |
出版年
2023年 | 16篇 |
2022年 | 29篇 |
2021年 | 75篇 |
2020年 | 159篇 |
2019年 | 203篇 |
2018年 | 228篇 |
2017年 | 260篇 |
2016年 | 247篇 |
2015年 | 154篇 |
2014年 | 191篇 |
2013年 | 1370篇 |
2012年 | 191篇 |
2011年 | 204篇 |
2010年 | 161篇 |
2009年 | 157篇 |
2008年 | 191篇 |
2007年 | 188篇 |
2006年 | 158篇 |
2005年 | 169篇 |
2004年 | 140篇 |
2003年 | 146篇 |
2002年 | 133篇 |
2001年 | 109篇 |
2000年 | 110篇 |
1999年 | 71篇 |
1998年 | 70篇 |
1997年 | 87篇 |
1996年 | 88篇 |
1995年 | 62篇 |
1994年 | 77篇 |
1993年 | 67篇 |
1992年 | 79篇 |
1991年 | 66篇 |
1990年 | 65篇 |
1989年 | 54篇 |
1988年 | 63篇 |
1987年 | 47篇 |
1986年 | 59篇 |
1985年 | 64篇 |
1984年 | 63篇 |
1983年 | 65篇 |
1982年 | 47篇 |
1981年 | 43篇 |
1980年 | 47篇 |
1979年 | 50篇 |
1978年 | 52篇 |
1977年 | 32篇 |
1976年 | 29篇 |
1975年 | 24篇 |
1948年 | 18篇 |
排序方式: 共有6579条查询结果,搜索用时 0 毫秒
141.
Gershon Tenenbaum Noa Levy‐Kolker Michael Bar‐Eli Robert Weinberg 《Journal of sports sciences》2013,31(6):529-534
This study was concerned with the interactive role of experience of athletic skill with other relevant environmental variables (display complexity, attentional resources, exposure time of stimuli) on perception (recall) of structured handball game situations. Nineteen experienced (older) and 19 less experienced (younger) handball players were assigned randomly either to ball‐bouncing (diverted attention) or to calm seated (focused attention) conditions. In each of the two conditions, the subjects were exposed to a total of 36 slides containing 2–3, 5–6 and 8–10 players. Eighteen slides were exposed for 0.5 s and 18 for 1.0 s. All the slides contained structured defence and offence situations. Recall scores were subjected to repeated‐measures ANOVA using attention condition and age as between‐subject factors and task complexity and exposure duration as within‐subject factors. The results showed that the recall of less experienced players deteriorated more than the recall of more experienced players following exposure to complex displays (≥ 8 players) while engaging in a secondary task (bouncing). The findings suggest that research paradigms should be applied in the field of sport which share both ecological validity and a potential to discover the cognitive substrates underlying experience and age in skilled motor performance. 相似文献
142.
Extramural funding to support communication research influences and is influenced by the culture of our discipline, universities, and departments. Both the National Communication Association and the International Communication Association have established closer ties to funding agencies and encouraged members' grant writing pursuits through mentorship and convention programs, newsletter columns, and publicity. Universities vary in how much support they have available as infrastructure to assist in the submission and administration of grants. Some institutions facilitate extramural funding endeavors through mentoring programs, university-wide research centers, sharing of indirect costs, and space. Department cultures, too, vary in the resources available to support grants. Departments in many ways have the most direct effects on grant-supporting cultures. In addition to activities indicated for the discipline and university, departments can build a grant culture by recognizing grant writing in their personnel practices, creating systems for rewarding and supporting grant activities, and having policies in place for the many related issues (e.g., release time, indirect cost sharing, research assistants). Finally, the interpersonal culture, whether colleagues recognize and support grants, plays a major role in individual pursuit of, and satisfaction with, seeking extramural funding to support communication research. 相似文献
143.
Andrew J. Greene Michael H. Dickson Floren Colloud Richard M. Smith 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):302-317
The effect of anthropometric differences in shank to thigh length ratio upon timing and magnitude of joint power production during the drive phase of the rowing stroke was investigated in 14 elite male rowers. Rowers were tested on the RowPerfect ergometer which was instrumented at the handle and foot stretcher to measure force generation, and a nine segment inverse dynamics model used to calculate the rower's joint and overall power production. Rowers were divided into two groups according to relative shank thigh ratio. Time to half lumbar power generation was significantly earlier in shorter shank rowers (p = 0.028) compared to longer shank rowers, who showed no lumbar power generation during the same period of the drive phase. Rowers with a relatively shorter shank demonstrated earlier lumbar power generation during the drive phase resulting from restricted rotation of the pelvic segment requiring increased lumbar extension in these rowers. Earlier lumbar power generation and extension did not appear to directly affect performance measures of the short shank group, and so can be attributed to a technical adaptation developed to maximise rowing performance. 相似文献
144.
Steve den Hollander Michael Lambert Ben Jones Sharief Hendricks 《Journal of sports sciences》2013,31(22):2578-2587
ABSTRACTThis study examined the validity of a tool that assesses tackle and ruck technique in training and established reference data for tackle, ball-carry and ruck technique at different levels of play in rugby union. One hundred and thirty-one amateur rugby union players; 37 senior, 51 first-grade academy and 43 second-grade academy players, participated in a two-on-two contact drill. The drill was filmed and the players’ tackle, ball-carry and ruck technique were assessed using standardized technical criteria. Senior level players scored significantly higher in all three assessments; tackle technique senior vs academy 1st (p < 0.01, effect size (ES) = 0.7, moderate), senior vs academy 2nd (p < 0.01, ES = 0.7, moderate); ball-carry technique senior vs academy 1st (p < 0.01, ES = 0.6, moderate), senior vs academy 2nd (p < 0.01, ES = 0.8, moderate); ruck technique senior vs academy 1st (p < 0.01, ES = 0.7, moderate), senior vs academy 2nd (p < 0.01, ES = 0.4, small). These findings emphasize the importance of developing contact technique to allow players to progress to higher levels, and provide validity to an assessment tool which can facilitate this process. 相似文献
145.
Abstract: Gestures may provide the long sought‐for bridge between science laboratory experiences and scientific discourse about abstract entities. In this article, we present our results of analyzing students' gestures and scientific discourse by supporting three assertions about the relationship between laboratory experiences, gestures, and scientific discourse: (1) gestures arise from the experiences in the phenomenal world, most frequently express scientific content before students master discourse, and allow students to construct complex explanations by lowering the cognitive load; (2) gestures provide a medium on which the development of scientific discourse can piggyback; and (3) gestures provide the material that “glues” layers of perceptually accessible entities and abstract concepts. Our work has important implications for laboratory experiments which students should attempt to explain while still in the lab rather than afterwards and away from the materials. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 38: 103–136, 2001 相似文献
146.
147.
Little research has considered whether prenatal experience contributes to executive function (EF) development above and beyond postnatal experience. This study tests direct, mediated, and moderated associations between prenatal risk factors and preschool EF and IQ in a longitudinal sample of 1,292 children from the Family Life Project. A composite of prenatal risk factors (i.e., low birth weight, prematurity, maternal emotional problems, maternal prepregnancy obesity, and obstetric complications) significantly predicted EF and IQ at age 3, above quality of the postnatal environment. This relationship was indirect, mediated through infant general cognitive abilities. Quality of the postnatal home and child-care environments did not moderate the cascade model. These findings highlight the role of prenatal experience as a contributor to individual differences in cognitive development. 相似文献
148.
Fernanda L. Cross Aixa D. Marchand Michael Medina Andrea Villafuerte Deborah Rivas‐Drake 《Psychology in the schools》2019,56(4):483-496
This study examined the direct association between parental educational expectations and adolescents’ academic self‐efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent–adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic self‐efficacy and perceptions of their parents’ educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parents’ level of education and immigrant status, parental educational expectations were positively associated with adolescent academic self‐efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families. 相似文献
149.
Science & Education - 相似文献
150.
Steve Graham Evan J. Fishman Robert Reid Michael Hebert 《Learning disabilities research & practice》2016,31(2):75-89
Students with Attention Deficit Hyperactivity Disorders (ADHD) frequently experience significant difficulty mastering basic academic skills. This meta‐analysis focuses on one specific potential area of learning difficulties for these students: namely, writing. To identify the extent and depth of the potential writing challenges faced by students with ADHD, we conducted a meta‐analysis comparing the writing performance of grade 1 to 12 students with ADHD to their normally achieving peers. We located 44 papers, yielding 45 studies with 87 effect sizes. The average weighted effect sizes showed that students with ADHD obtained lower scores than their normally achieving peers for writing quality (–0.78), output (–0.64), number of genre elements (–0.69), vocabulary (–0.76), spelling (–0.80), and handwriting (–0.62). Contrary to expectations, moderator analyses found that neither study quality nor the source from which ADHD students were drawn (i.e., school/community vs. clinic/hospital) accounted for variability above sampling error alone. 相似文献