全文获取类型
收费全文 | 838篇 |
免费 | 29篇 |
专业分类
教育 | 609篇 |
科学研究 | 28篇 |
各国文化 | 67篇 |
体育 | 50篇 |
文化理论 | 10篇 |
信息传播 | 103篇 |
出版年
2024年 | 3篇 |
2023年 | 7篇 |
2022年 | 19篇 |
2021年 | 15篇 |
2020年 | 40篇 |
2019年 | 42篇 |
2018年 | 55篇 |
2017年 | 68篇 |
2016年 | 49篇 |
2015年 | 30篇 |
2014年 | 51篇 |
2013年 | 198篇 |
2012年 | 24篇 |
2011年 | 22篇 |
2010年 | 27篇 |
2009年 | 22篇 |
2008年 | 13篇 |
2007年 | 23篇 |
2006年 | 14篇 |
2005年 | 14篇 |
2004年 | 10篇 |
2003年 | 9篇 |
2002年 | 13篇 |
2001年 | 6篇 |
2000年 | 7篇 |
1999年 | 9篇 |
1998年 | 11篇 |
1997年 | 7篇 |
1996年 | 2篇 |
1995年 | 10篇 |
1994年 | 6篇 |
1993年 | 5篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1989年 | 5篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1970年 | 2篇 |
1968年 | 2篇 |
1967年 | 1篇 |
1933年 | 2篇 |
排序方式: 共有867条查询结果,搜索用时 31 毫秒
111.
Sara J. Shettleworth 《Learning & behavior》1978,6(3):352-362
Undeprived hamsters received nest paper or sunflower seeds in their home cages, free or contingent on one of three activities. The pattern of effects of reinforcement was the same as that reported previously with food for hungry hamsters in an open field: Open rearing and scrabbling quickly increased in rate when reinforced with paper or seeds, but face washing showed little or no increase. Certain interrelations found previously between noncontingent effects of reinforcers, deprivation effects, and contingent effects were absent and therefore are not essential to the differences among these three behaviors during reinforcement. The hamsters could learn to interrupt fact washing to collect either paper or seeds, but even then they did not increase their time face washing to high levels. Raising the operant level of face washing by spraying the animals with water did not improve instrumental performance. Face washing could be classified as an involuntary activity, but this term does not provide a full account of its special properties, such as shortened bouts, during reinforcement and punishment. 相似文献
112.
Alyssa?R.?Gonzalez-DeHassEmail author Patricia?P.?Willems Marie?F.?Doan?Holbein 《Educational Psychology Review》2005,17(2):99-123
Parent involvement has a sound research base attesting to the many potential benefits it can offer in education. However, student motivation as an academic outcome of parental involvement has only recently been investigated. The purpose of this article is to show how parent involvement is related to students motivation. Studies of students from the elementary school to high school show a beneficial relationship between parental involvement and the following motivational constructs: school engagement, intrinsic/extrinsic motivation, perceived competence, perceived control, self-regulation, mastery goal orientation, and motivation to read. From the synthesis of the parent involvement and motivation literature, we offer potential explanations for their relationship. Directions for areas of continued research are also presented. 相似文献
113.
Florina Erbeli Sara A. Hart Richard K. Wagner Jeanette Taylor 《Scientific Studies of Reading》2018,22(2):167-180
A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading-related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an etiological perspective. The sample consisted of 2,737 twin pairs in 1st through 4th grade (Mage = 8.52) from the Florida Twin Project on Reading. Using twin analyses, results showed that a substantial proportion of genetic variance, a small proportion of shared environmental, and a small proportion of nonshared environmental variance was attributed to the RD factor. Findings suggest that the etiological architecture of RD closely mirrors the structure of the hybrid model of RD. 相似文献
114.
Schemes are said to underly cognitive processes, including problem solving in Mathematics. An attempt to test the impact of schemes in solving 2-step word-problems was made in an instructional study where two computerized environments were compared. In the S.P.A. (Schemes for Problem Analysis) software, the user works with schemes in order to analyze and solve the problems. When using S.P.A., the solver has to fill in the data in a scheme which is presented graphically. From the scheme the operation is derived in a deterministic manner, and the user (solver) can then calculate the solution. A feedback mechanism follows. In the A.P. (Algebraic Proposer) software the user fills in a table with the data given in the word-problem and then has to find out which operation to use in order to find the solution. The effectiveness of S.P.A. vs. A.P. was empirically examined in an instructional experiment which studied two sixth grade classes during a four month period. The results of the experiment concluded that, in solving easy word problems, both of the two software systems were equally helpful. In harder word-problems, however, those who learned with the S.P.A. experienced more success than those who had learned with A.P. It was also found that S.P.A. was more instrumental in helping low achieving students cope with hard word-problems. 相似文献
115.
In this study of the origins of individual differences in theory of mind (ToM), the Environmental Risk (E-Risk) Longitudinal Twin Study sample of 1,116 sixty-month-old twin pairs completed a comprehensive battery of ToM tasks. Individual differences in ToM were striking and strongly associated with verbal ability. Behavioral genetic models of the data showed that environmental factors explained the majority of the variance in ToM performance in this sample. Shared environmental influences on verbal ability had a common impact on ToM and explained more than half the phenotypic correlation between these two skills. Possible underlying proximal mechanisms are discussed, including maternal speech and mind-mindedness, sibling interactions, and peer influences. 相似文献
116.
This naturalistic study integrates specific ‘question moments’ into lesson plans to increase pupils’ classroom interactions. A range of tools explored students’ ideas by providing students with opportunities to ask and write questions. Their oral and written outcomes provide data on individual and group misunderstandings. Changes to the schedule of lessons were introduced to explore these questions and address disparities. Flexible lesson planning over 14 lessons across a 4-week period of high school chemistry accommodated students’ contributions and increased student participation, promoted inquiring and individualised teaching, with each teaching strategy feeding forward into the next. 相似文献
117.
118.
Christina Weiland Rebecca Unterman Anna Shapiro Sara Staszak Shana Rochester Eleanor Martin 《Child development》2020,91(5):1401-1422
This study leverages naturally occurring lotteries for oversubscribed Boston Public Schools prekindergarten program sites between 2007 and 2011, for 3,182 children (M = 4.5 years old) to estimate the impacts of winning a first choice lottery and enrolling in Boston prekindergarten versus losing a first choice lottery and not enrolling on children’s enrollment and persistence in district schools, grade retention, special education placement, and third-grade test scores. There are large effects on enrollment and persistence, but no effects on other examined outcomes for this subsample. Importantly, children who competed for oversubscribed seats were not representative of all appliers and almost all control-group children attended center-based preschool. Findings contribute to the larger evidence base and raise important considerations for future prekindergarten lottery-based studies. 相似文献
119.
Past studies have explored the role of student science notebooks in supporting students' developing science understandings. Yet scant research has investigated science notebook use with students who are learning science in a language they are working to master. To explore how student science notebook use is co-constructed in interaction among students and teachers, this study examined plurilingual students' interactions with open-ended science notebooks during an inquiry science unit on condensation and evaporation. Grounded in theoretical views of the notebook as a semiotic social space, multimodal interaction analysis facilitated examination of the ways students drew upon the space afforded by the notebook as they constructed explanations of their understandings. Cross-group comparison of three focal groups led to multiple assertions regarding the use of science notebooks with plurilingual students. First, the notebook supported student-determined paths of resemiotization as students employed multiple communicative resources to express science understandings. Second, notebooks provided spaces for students to draw upon diverse language resources and as a bridge in time across multiple inquiry sessions. Third, representations in notebooks were leveraged by both students and teachers to access and deepen conceptual conversations. Lastly, students' interactions over time revealed multiple epistemological orientations in students' use of the notebook space. These findings point to the benefits of open-ended science notebooks use with plurilingual students, and a consideration of the ways they are used in interaction in science instruction. 相似文献
120.
Rates of students engaging in nonsuicidal self-injury (NSSI) are rising and additional supports in the schools are needed (Nock, 2010, Ann Rev Clin Psychol, 6, 339–363; Stargell et al., 2017, Prof Sch Couns, 21, 37-46). School psychologists, school counselors, and school nurses are key personnel in responding to self-injurious behaviors within the school setting. The results of a practice-based research project are described, in which school psychologists, school counselors, and school nurses participated in training to increase their self-efficacy, knowledge, and response in regard to NSSI. The training provided information regarding best practice in responding to NSSI in youth (Hasking et al., 2016, Sch Psychol Int, 37(6), 644–663; Kanan et al., 2008, Sch Psychol Forum: Res Prac, 2, 67–79; Walsh & Muehlenkamp, 2013, Sch Psychol Forum: Res Prac, 7, 161–171). This exploratory study indicated that training positively impacted participants' perceived self-efficacy and knowledge with respect to responding to youth who engage in NSSI. Handouts and resources for school-based staff are included. Limitations and future directions are discussed. 相似文献