全文获取类型
收费全文 | 1216篇 |
免费 | 7篇 |
国内免费 | 2篇 |
专业分类
教育 | 972篇 |
科学研究 | 37篇 |
各国文化 | 20篇 |
体育 | 100篇 |
文化理论 | 27篇 |
信息传播 | 69篇 |
出版年
2019年 | 20篇 |
2018年 | 18篇 |
2017年 | 34篇 |
2016年 | 25篇 |
2015年 | 11篇 |
2014年 | 24篇 |
2013年 | 262篇 |
2012年 | 28篇 |
2011年 | 30篇 |
2010年 | 22篇 |
2009年 | 39篇 |
2008年 | 44篇 |
2007年 | 31篇 |
2006年 | 28篇 |
2005年 | 24篇 |
2004年 | 26篇 |
2003年 | 21篇 |
2002年 | 24篇 |
2001年 | 18篇 |
2000年 | 22篇 |
1999年 | 15篇 |
1998年 | 22篇 |
1997年 | 22篇 |
1996年 | 21篇 |
1995年 | 12篇 |
1994年 | 17篇 |
1993年 | 14篇 |
1992年 | 10篇 |
1991年 | 11篇 |
1990年 | 13篇 |
1989年 | 15篇 |
1988年 | 13篇 |
1987年 | 13篇 |
1986年 | 17篇 |
1985年 | 19篇 |
1984年 | 15篇 |
1983年 | 13篇 |
1982年 | 14篇 |
1981年 | 17篇 |
1980年 | 14篇 |
1979年 | 22篇 |
1978年 | 16篇 |
1977年 | 21篇 |
1976年 | 14篇 |
1975年 | 8篇 |
1974年 | 10篇 |
1973年 | 10篇 |
1971年 | 7篇 |
1967年 | 6篇 |
1966年 | 6篇 |
排序方式: 共有1225条查询结果,搜索用时 0 毫秒
11.
This meta-analysis integrates 296 effect sizes reported in eye-tracking research on expertise differences in the comprehension
of visualizations. Three theories were evaluated: Ericsson and Kintsch’s (Psychol Rev 102:211–245, 1995) theory of long-term working memory, Haider and Frensch’s (J Exp Psychol Learn Mem Cognit 25:172–190, 1999) information-reduction hypothesis, and the holistic model of image perception of Kundel et al. (Radiology 242:396–402, 2007). Eye movement and performance data were cumulated from 819 experts, 187 intermediates, and 893 novices. In support of the
evaluated theories, experts, when compared with non-experts, had shorter fixation durations, more fixations on task-relevant
areas, and fewer fixations on task-redundant areas; experts also had longer saccades and shorter times to first fixate relevant
information, owing to superiority in parafoveal processing and selective attention allocation. Eye movements, reaction time,
and performance accuracy were moderated by characteristics of visualization (dynamics, realism, dimensionality, modality,
and text annotation), task (complexity, time-on-task, and task control), and domain (sports, medicine, transportation, other).
These findings are discussed in terms of their implications for theories of visual expertise in professional domains and their
significance for the design of learning environments. 相似文献
12.
The rationale was to apply Piaget’s theory and methods to the study of the phylogenetic development of cognitive abilities. It was asked whether squirrel monkeys have the prerequisite skills for conservation of quantity, and, specifically, whether they might respond differentially to equivalent and unequivalent volumetric cues. All monkeys responded significantly and differentially to pairs of identical objects or pairs of objects similar only in volume vs. pairs of objects which differed in volume. It was concluded that squirrel monkeys have the prerequisite skills for the conservation of quantity. Discussion included methodological problems associated with demonstrating conservation in nonhumans as well as the potential usefulness of Piaget’s theory for phylogenetic studies of intelligence. 相似文献
13.
14.
15.
Roger Bennett 《Assessment & Evaluation in Higher Education》2005,30(2):137-162
A model intended to explain the incidence of plagiarism among undergraduates in the Business Studies department of a post‐1992 university was constructed and tested on a sample of 249 students completing Business Studies units at a post‐1992 university in Greater London. It was hypothesised that the occurrence of plagiarism could be predicted via three attitudinal considerations (individual perceptions of the ethicality of the practice, fear of penalties if caught and fear of failing a degree); two personal traits (goal orientation and academic integration), and three situational factors (financial, current grades achieved, and how strictly lecturing staff enforced anti‐plagiarism rules). Proposals concerning possible inter‐relations and interactions among these variables were also formulated and assessed. 相似文献
16.
This study explored the relationship between metacognition and intelligence in a group of normal adolescents. The relationship has strong theoretical support in current conceptions of intelligence. For the purposes of this study metacognition was assessed across three different cognitive problem sets. Correlational analyses indicated a nonsignificant relationship between intelligence and metacognition. These results suggest that tests of metacognition and intelligence may tap unrelated aspects of cognition and that additional research will be required to understand the relationship between these two constructs. 相似文献
17.
18.
19.
20.