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121.
122.
Phil Reed 《Learning & behavior》1994,22(2):224-230
A number of reports of serial position effects have been criticized for displaying less than the variance that would be expected on the basis of the binomial theorem. The statistical evidence cited in support of this claim is reviewed and found to be far from conclusive. At least three problems with this statistical evidence are noted. First, typical patterns of variance in studies of serial position effects, which had not previously been established, are at odds with those predicted by the binomial theorem. Second, according to statistical theory, the variance observed in any particular study should not necessarily equal the variance predicted by the binomial theorem, and may do so only under a very limited number of conditions. Third, the assumptions underlying the binomial model have been violated in applications to data from experiments on serial position effects, causing severe and systematic error in the estimation of expected variance. Given that the burden of proof falls on those claiming that evidence from some experiments on nonhuman serial position performance is flawed, the doubts raised over their supporting evidence indicate that it would be prudent to suspend judgments regarding such claims pending further empirical data. 相似文献
123.
Ian Dempsey Phil Foreman Josephine Jenkinson 《International Journal of Disability, Development & Education》2002,49(1):31-46
The extent to which legislation and special education policy have impacted on the nature of the educational enrolment of students with a disability in Australia has not been clearly addressed. Although there are no detailed and systematic national data on the enrolment of students with a disability in inclusive settings, special classes and special schools in Australia, some broad trends are apparent. The legislative background to these trends is discussed. As might be expected, there are variations in the nature of the educational enrolment of students with a disability across the states and territories of Australia. Enrolment trends in the two most populous states, New South Wales and Victoria, are examined and discussed within the context of their respective special education policies, disability discrimination legislation, and educational precedent. 相似文献
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J. Miles P.J. Foreman J. Anderson 《International Journal of Disability, Development & Education》1973,20(3):131-141
A comparision was made of the predictive efficiency of each of two tests in the diagnosis of reading failure over a period of from one to four years. A direct test of reading potential in the form of a word recognition test was shown generally to be more efficient than an indirect test based on neurophysiological indicants. The finding that self concept measures were not consistently related to reading performance was interpreted in terms of the biassing effect of a particular response style. 相似文献
127.
国外职业指导的两难与中国的抉择 总被引:8,自引:0,他引:8
随着社会各方面条件的变化以及人们平等、包容等观念的确立,国外职业指导工作也面临着许多新情况、新问题,研究这些问题并了解相应的应对思路与做法,可以为我国职业指导工作的发展提供诸多借鉴和启示。 相似文献
128.
Phil Reed 《Learning & behavior》2016,44(1):78-84
An experiment examined the impact of a procedure designed to prevent response or extinction strain occurring on random interval schedules with a linear feedback loop (i.e., an RI+ schedule). Rats lever-pressed for food reinforcement on either a RI+ or a random interval (RI) schedule that was matched to the RI+ schedule in terms of reinforcement rate. Two groups of rats responded on an RI+ and two on an RI schedule matched for rate of reinforcement. One group on each schedule also received response-independent food if there had been no response for 60 s, and response-independent food continued to be delivered on an RT-60 schedule until a response was made. Rats on the RI and RI+ obtained similar rates of reinforcement and had similar reinforced inter-response times to one another. On the schedules without response-independent food, rats had similar rates of response to one another. However, while the delivery of response-independent food reduced rates of response on an RI schedule, they enhanced response rates on an RI+ schedule. These results suggest that rats can display sensitivity to the molar aspects of the free-operant contingency, when procedures are implemented to reduce the impact of factors such as extinction-strain. 相似文献
129.
Temperamental Qualities at Age Three Predict Personality Traits in Young Adulthood: Longitudinal Evidence from a Birth Cohort 总被引:11,自引:0,他引:11
In an unselected sample of over 800 subjects we studied whether behavioral styles at age 3 are linked to personality traits at age 18. We identified 5 temperament groups (labeled Undercontrolled, Inhibited, Confident, Reserved, and Well-adjusted) based on behavioral ratings made by examiners when the children were 3. These groups were reassessed at 18, and their personality styles were measured with the self-report Multidimensional Personality Questionnaire. Results pointed to continuities across time. As young adults, Undercontrolled children scored high on measures of impulsivity, danger seeking, aggression, and interpersonal alienation; Inhibited children scored low on measures of impulsivity, danger seeking, aggression, and social potency; Confident children scored high on impulsivity; Reserved children scored low on social potency; and Well-adjusted children continued to exhibit normative behaviors. 相似文献
130.
This article explores the thinking and research that has led to a view of literacy as social and cultural practices. Literacy is described not as an internal cognitive state or a universal set of skills and processes that individuals must learn, but as social and cultural ways of doing things through the use of text. This view adds to our understanding of literacy by switching the focus to the ways in which individuals, groups, communities and societies put literate practices to work. For teachers, this means thinking about the sorts of literacies they are trying to produce through their programmes. This implies studying classrooms and preschools as social and cultural settings where particular practices count as good work – asking which kinds of texts, ways of talking, reading, writing and behaving are preferred and why. 相似文献