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81.
Winny Shen Paul R. Sackett Nathan R. Kuncel Adam S. Beatty Jana L. Rigdon Thomas B. Kiger 《教育实用测度》2013,26(3):197-219
Previous research has demonstrated that cognitive test validities are generalizable and predictive of academic performance across situations. However, even after accounting for statistical artifacts (e.g., sampling error, range restriction, criterion reliability), substantial variability often remains around estimates of cognitive test–performance relationships suggesting the presence of additional moderators. In the present study, we examine the sources of institutional variation in Scholastic Aptitude Test (SAT) validity across a sample of 110 institutions. Institutional characteristics moderated the size of SAT validities, such that more selective schools and schools that emphasize traditional assessment techniques (i.e., school records, standardized tests) showed higher SAT validities while schools that were larger and where students demonstrated more financial need, schools that emphasized the usage of alternative assessment techniques (i.e., essays, letters of recommendations, extracurricular activities), and schools that enrolled higher percentages of historically disadvantaged minority students generally exhibited lower SAT validities. Future directions in the understanding of situational influences on SAT–grade point average validities are discussed. 相似文献
82.
Thomas Goetz Anne C. Frenzel Oliver Lüdtke Nathan C. Hall 《Journal of Experimental Education》2013,81(1):84-101
Previous research indicates that academic emotions are largely organized along domain-specific lines. In the present study (N = 1,687; Grades 8/11), the authors explored the domain specificity of academic emotions in terms of the moderating influence of having the same versus a different course instructor across domains. The authors evaluated discrete emotions consisting of enjoyment, pride, anxiety, anger, and boredom as experienced in the academic domains of mathematics and physics. Consistent with previous findings, between-domain relations for these emotions were relatively weak. These relations were, however, significantly stronger in classes having the same instructor in mathematics and physics compared with classes having different instructors for each subject. Nevertheless, the between-domain relations in classes having the same instructor were not strong enough to disconfirm the domain-specific conceptualization of academic emotions. Last, the authors discuss directions for future research on additional factors potentially affecting the strength of between-domain relations of academic emotions. 相似文献
83.
Nathan Stormer 《Quarterly Journal of Speech》2013,99(1):27-50
This essay proposes the genealogical study of remembering and forgetting as recursive rhetorical capacities that enable discourse to place itself in an ever-changing present. Mnesis is a meta-concept for the arrangements of remembering and forgetting that enable rhetoric to function. Most of the essay defines the materiality of mnesis, first noting the limitations of studying recursivity within dominant approaches remembering and forgetting in rhetorical studies, then describing mnesis as the performative necessity to fold the past into the present so as to provide “now” with a sense of place. After setting a foundation, the essay closes with a sketch of how to produce a genealogy of recursion. 相似文献
84.
Nathan Stormer 《Quarterly Journal of Speech》2013,99(3):265-283
This essay argues that abortion is more than the termination of a pregnancy: it is a metaphor for cultural amnesia. Early medical anti‐abortion rhetoric in the United States established women's bodies as rhetorical sites of cultural memory. Physicians formed a system of mnemonics: cultural truth about humanity was located in women's reproductive physiology, protocols for accessing that truth were formed via diagnostic practices, and a network of bodies (discursive and corporeal) was established through which truth could circulate. In the face of increasing numbers of abortions, physicians made the act of listening to the female body a culturally genealogical act. 相似文献
85.
Nathan Crick 《Quarterly Journal of Speech》2013,99(4):337-364
With the rise of poststructuralist critiques of the autonomous subject, attention has shifted from the nature of “intentional persuasion” to the constitutive nature of discourse. Although this turn has led to valuable new insights into the nature of rhetoric, it also threatens to discount one of the most vital contributions of the rhetorical tradition—the nature of rhetorical invention. This essay seeks to recover the notion of invention by drawing from John Dewey's naturalistic interpretation of experience. In Dewey's framework, “consciousness” is neither the private contents of thought nor a point of articulation for social discourse, but a practice of manipulating public meanings as a means of responding to problematic situations. I then use Dewey's notion to advance the concept of a “rhetorical consciousness,” which I define in terms of the sophistical principles of imitatio and dissoi logoi. To demonstrate the pragmatic significance of this concept, I then show, through an analysis of Charles Darwin's notebooks, how Darwin employed his own rhetorical consciousness within his struggle to invent the revolutionary arguments that led up to his publication of On the Origin of Species. My hope is that this naturalistic interpretation of rhetorical invention will contribute to the ongoing project of cultivating a more intelligent, critical, and creative citizenry through the application of classical rhetorical principles to contemporary democratic forms of education in both the arts and sciences. 相似文献
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The study reports on a meta-analysis of attempts to correct misinformation (k?=?65). Results indicate that corrective messages have a moderate influence on belief in misinformation (r?=?.35); however, it is more difficult to correct for misinformation in the context of politics (r?=?.15) and marketing (r?=?.18) than health (r?=?.27). Correction of real-world misinformation is more challenging (r?=?.14), as opposed to constructed misinformation (r?=?.48). Rebuttals (r?=?.38) are more effective than forewarnings (r?=?.16), and appeals to coherence (r?=?.55) outperform fact-checking (r?=?.25), and appeals to credibility (r?=?.14). 相似文献
90.
Nathan Kogan Ph.D 《Annals of dyslexia》1980,30(1):63-78
Conclusion The cognitive style-reading connection appears to represent a case of promises not yet fulfilled. Further, it is dubious whether
fulfillment is just around the corner. Certainly, one can question the one-cognitive-style-at-a-time approach that has been
dominant thus far. The time may have come to think about cognitive styles along with other cognitive measures in combination.
Multiple-regression and other multivariate techniques are clearly called for. Without any doubt, the Cronbach-Snow (1977)
ATI approach deserves further consideration, not only in the sense of matching styles with instructional treatments in reading
— what is called the capitalization approach — but also in the sense of devising methods that can serve a prosthetic function
to overcome styles that are maladaptive for reading — a compensatory approach, in other words.
The foregoing theme as well as others scattered through the paper could potentially be developed into systematic research
proposals aiming to bridge the domains of cognitive style and reading performance. Loose ends abound in the present area,
and much progress is possible if energy and imagination are applied to the task. It is my hope that this state-of-the-art
article offers a modest step in that direction.
This paper was presented as part of the Symposium on Cognitive Processes and Strategies in Reading at the 30th Annual Conference
of the Orton Society, Indianapolis, November 1979. 相似文献