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排序方式: 共有709条查询结果,搜索用时 15 毫秒
651.
Kim Sterelny John Forge Ivan Crozier Sverre Myhra Randall Albury Steve Clarke Yvonne Luxford David Philip Miller Lynn K. Nyhart Mary Chan Richard McDonough Peter J. Riggs Allan Franklin Robert Nola David Bloor Mark Cortiula Thomas Nickles David Oldroyd Nicolas Rasmussen John Forge William A. S. Sarjeant 《Metascience》1998,7(2):331-418
652.
Research in Science Education - Science and science education are recognised internationally as essential for ensuring a sustainable and prosperous future. At the same time, significant equity... 相似文献
653.
Dowe David L.; Gardner Steve; Oppy Graham 《The British journal for the philosophy of science》2007,58(4):709-754
The advent of formal definitions of the simplicity of a theoryhas important implications for model selection. But what isthe best way to define simplicity? Forster and Sober ([1994])advocate the use of Akaike's Information Criterion (AIC), anon-Bayesian formalisation of the notion of simplicity. Thisforms an important part of their wider attack on Bayesianismin the philosophy of science. We defend a Bayesian alternative:the simplicity of a theory is to be characterised in terms ofWallace's Minimum Message Length (MML). We show that AIC isinadequate for many statistical problems where MML performswell. Whereas MML is always defined, AIC can be undefined. WhereasMML is not known ever to be statistically inconsistent, AICcan be. Even when defined and consistent, AIC performs worsethan MML on small sample sizes. MML is statistically invariantunder 1-to-1 re-parametrisation, thus avoiding a common criticismof Bayesian approaches. We also show that MML provides answersto many of Forster's objections to Bayesianism. Hence an importantpart of the attack on Bayesianism fails.
- Introduction
- TheCurve Fitting Problem
- 2.1 Curves and families of curves
- 2.2 Noise
- 2.3 Themethod of Maximum Likelihood
- 2.4 ML and over-fitting
- 2.2 Noise
- 2.1 Curves and families of curves
- Akaike's Information Criterion(AIC)
- The Predictive Accuracy Framework
- The Minimum MessageLength (MML) Principle
- 5.1 The Strict MML estimator
- 5.2 Anexample: Thebinomial distribution
- 5.3 Properties ofthe SMML estimator
- 5.3.1 Bayesianism
- 5.3.2 Languageinvariance
- 5.3.3Generality
- 5.3.4 Consistencyand efficiency
- 5.3.2 Languageinvariance
- 5.4 Similarity to false oracles
- 5.5 Approximationsto SMML
- 5.2 Anexample: Thebinomial distribution
- 5.1 The Strict MML estimator
- Criticisms of AIC
- 6.1 Problems with ML
- 6.1.1 Smallsample biasin a Gaussian distribution
- 6.1.2 Thevon Misescircular and von Mises—Fisherspherical distributions
- 6.1.3 The Neyman–Scottproblem
- 6.1.4 Neyman–Scott,predictive accuracyandminimum expected KL distance
- 6.1.2 Thevon Misescircular and von Mises—Fisherspherical distributions
- 6.2 Otherproblems with AIC
- 6.2.1 Univariate polynomial regression
- 6.2.2 Autoregressiveeconometric time series
- 6.2.3 Multivariatesecond-orderpolynomial modelselection
- 6.2.4 Gapor no gap:a clustering-like problem forAIC
- 6.2.2 Autoregressiveeconometric time series
- 6.3 Conclusionsfrom the comparison of MML and AIC
- 6.1.1 Smallsample biasin a Gaussian distribution
- 6.1 Problems with ML
- Meeting Forster's objectionsto Bayesianism
- 7.1 The sub-family problem
- 7.2 Theproblem of approximation,or, which framework forstatistics?
- 7.1 The sub-family problem
- Conclusion
- Details of the derivation of the Strict MMLestimator
- MML, AIC and the Gap vs. No Gap Problem
- B.1 Expectedsize of the largest gap
- B.2 Performanceof AIC on thegap vs. no gap problem
- B.3 Performanceof MML in thegap vs. no gap problem
- B.2 Performanceof AIC on thegap vs. no gap problem
- B.1 Expectedsize of the largest gap
654.
The effectiveness of online instructional videos in the acquisition and demonstration of cognitive,affective and psychomotor rehabilitation skills 下载免费PDF全文
Darren Cooper Steve Higgins 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):768-779
The use of instructional videos to teach clinical skills is an ever growing area of e‐learning based upon observational learning that is cited as one of the most basic yet powerful learning strategies. The aim of the current study is to evaluate the effectiveness of online instructional videos for the acquisition and demonstration of cognitive, affective and psychomotor skills among undergraduate students, throughout formative assessments with two different durations of instructional videos. The research suggests that the use of videos to support traditional learning should be encouraged. While a conclusive evidence—base for their usage has not yet been established they are a medium which is likely to benefit a proportion of a cohort, and it is very unlikely that they will be harmful to students' learning. 相似文献
655.
656.
657.
Connor S 《New scientist (1971)》1983,100(1385):559
658.
659.
Human perceptions of sports equipment under playing conditions. 总被引:1,自引:1,他引:0
660.
Steve Chinn Donna McDonagh Rob van Elswijk Hans Harmsen Julie Kay Therese McPhillips Angela Power & Les Skidmore 《British Journal of Special Education》2001,28(2):80-85
The project reported here was designed to explore the cognitive style used by pupils with dyslexia when answering a range of mathematical questions. The research involved 132 pupils aged between 9 and 13 years, including 66 pupils in mainstream and 66 pupils in specialist schools, in three countries in Europe.
Detailed studies of the methods used by pupils attempting the given questions on a test of cognitive style suggested that they fell into two main categories. These pupils were observed when completing the test and their responses were categorised accordingly. The resulting numerical data were then analysed for differences between pupils within each country and between their non-dyslexic counterparts.
The results showed significant differences in the balance of cognitive styles employed by pupils with dyslexia as opposed to their non-dyslexic counterparts. Also there were interesting differences occurring between the pupils with dyslexia within the three countries on initial testing. Further differences were established after a six-month intervention period, suggesting that the characteristics of different curriculum models do have an impact upon pupils' flexibility as learners. 相似文献
Detailed studies of the methods used by pupils attempting the given questions on a test of cognitive style suggested that they fell into two main categories. These pupils were observed when completing the test and their responses were categorised accordingly. The resulting numerical data were then analysed for differences between pupils within each country and between their non-dyslexic counterparts.
The results showed significant differences in the balance of cognitive styles employed by pupils with dyslexia as opposed to their non-dyslexic counterparts. Also there were interesting differences occurring between the pupils with dyslexia within the three countries on initial testing. Further differences were established after a six-month intervention period, suggesting that the characteristics of different curriculum models do have an impact upon pupils' flexibility as learners. 相似文献