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61.
Thirsty rats were tested on a four-armed radial maze with three water locations and one distinctive taste location (saccharin). Rats that were injected with lithium chloride after drinking a novel saccharin solution visited the saccharin location less than did unpoisoned animals, primarily during the later portions of the test sessions. When saccharin was moved to a different location, previously poisoned rats rapidly avoided the new saccharin location and increased visits to the original saccharin location, now rebaited with water. A similar pattern of learned avoidance and approach was obtained in Experiment 2 with three water locations and one vacant location (no water). These results indicate that: (1) sampling the contents of alternative patches mediates both learning to avoid the location of an aversive substance and returning to a newly viable patch, and (2) avoiding the location of a novel substance after a single poisoning occurs because the location does not contain an edible substance, not because of an aversion conditioned to environmental cues. 相似文献
62.
In a repeated shifts experiment four independent groups of thirsty rats received the following treatments: LSLS, LLLS, SSLS, and SSSS, with each letter denoting the magnitude (large or small) of sucrose reward received in each of the four phases of the experiment. While no negative contrast effect (NCE) was obtained in Phase 2, a very reliable positive contrast effect (PCE) was found in Phase 3. Moreover, a significant NCE was obtained in Phase 4. The results were explained in terms of the relative rather than absolute effects of reinforcement. 相似文献
63.
Keri Wilton Tony Cooper Ted Glynn 《International Journal of Disability, Development & Education》1987,34(3):173-180
Using questionnaire data an examination was made of the personal and professional characteristics of 127 regular class (Grade 2‐5) teachers, all of whom had a child in their class whom they believed to be mildly retarded and not coping academically as well as socially in school. Of this group, 53 had referred the child to school psychological services while the remainder had not done so at the time of the study. A set of 28 variables derived from the questionnaire data was subjected to multiple regression analysis in order to examine the predictability of teachers’ referral decisions. Nine significant predictors were identified which together accounted for 35 percent of the variation in referral decisions. Inter‐group contrasts on these measures revealed that referring teachers were more likely to have made previous referrals, had better access to psychologists, were more confident of their ability to identify children who would qualify for special class admission, believed their school policy to b e more encouraging of referrals, were more likely to have made use of special programs, and received more frequent visits from psychologists. Results are discussed in terms of identifying “unserved mildly retarded” children in regular classes. 相似文献
64.
Stepping stones to others' minds: maternal talk relates to child mental state language and emotion understanding at 15, 24, and 33 months 总被引:4,自引:0,他引:4
This continuation of a previous study (Taumoepeau & Ruffman, 2006) examined the longitudinal relation between maternal mental state talk to 15- and 24-month-olds and their later mental state language and emotion understanding (N= 74). The previous study found that maternal talk about the child's desires to 15-month-old children uniquely predicted children's mental state language and emotion task performance at 24 months. In the present study, at 24 months of age, mothers' reference to others' thoughts and knowledge was the most consistent predictor of children's later mental state language at 33 months. Vygotsky's zone of proximal development provides a framework within which maternal talk, first, about the child's desires and then about others' thoughts and knowledge scaffolds children's social understanding. 相似文献
65.
Abstract Fourteen residential childcare workers were trained to implement both a Practice Reading and the Pause, Prompt and Praise remedial reading procedures in school and cottage settings with 18 low‐progress readers of primary school age. Pause, Prompt and Praise procedures were introduced in each setting only if readers made insufficient progress with Practice Reading alone. Childcare workers displayed major change in their tutoring behaviour between baseline (untrained tutoring) conditions and trained tutoring conditions (Practice Reading or Pause, Prompt and Praise). Readers who received a six week programme of individual reading assistance made significant gains on standardised tests of reading accuracy and comprehension and made accelerated progress through graded book levels, while children in the comparison group did not. Results are discussed in terms of the interactive social contexts provided by the two procedures and of the opportunities for reciprocal gains in skill between readers and tutors with the Pause, Prompt and Praise procedures. 相似文献
66.
67.
For the first time, the performance of teachers in England and Wales is being directly linked to their pay. This article traces the introduction and implementation of one strand of the UK government's performance-related pay strategy, Performance Management, from the perspective of 12 primary and secondary headteachers of schools located in three different regions of England. The empirical data gathered by the Teachers' Incentive Pay Project team, based at the University of Exeter, suggested while heads may not be against performance-related pay in principle, its practical application is seen as fraught with difficulties. The lack of guidance and clarification regarding funding arrangements, the absence of nationally agreed criteria for judging whether post-Threshold teachers should progress up the upper pay scale, and the potential divisiveness, if it is not effectively implemented, of the scheme in a culture that depends on co-operation and collaboration, meant that heads were anticipating the implementation of the link between pay and performance with some trepidation. 相似文献
68.
Ted Sennett Leif Furhammar Folke Isaksson Peter Cowie Roy Armes Gordon Gow 《Communication Booknotes Quarterly》2013,44(4):2-3
Ted Sennett's Warner Brothers Presents: The Most Exciting Years--From "The Jazz Singer" to "White Heat" (New Rochelle, N.Y.: Arlington House, 1971---$11.95) Leif Furhammar and Folke Isaksson's Politics and Film (New York: Praeger, 1971---$12.50) Peter Cowie (ed.) The Concise History of the Cinema: Volume I, Before 1940. (Cranbury, N.J.: A.S. Barnes, 1971---$3.50, paper) Roy Armes' The French Cinema since 1946: Volume I, The Great Tradition (Cranbury, N. J.: A.S. Barnes, 1970---$2.95, paper) Gordon Gow's Hollywood in the Fifties (Cranbury, N.J.: A.S. Barnes, 1971---$2.95, paper) Edward Wagenknecht's The Movies in the Age of Innocence (New York: Ballentine, $2.95, paper) Thorold Dickenson's A Discovery of Cinema (New York: Oxford University Press, 1971---$8.50 with a paperback edition available) Rachael Low's classic History of the British Film (London: Allen and Unwin, 1971---price not known) Bob Thomas' The Heart of Hollywood: A 50-year Pictorial History of the Film Capital and the Famed Motion Picture and Television Fund (Los Angeles: Price/Stern/Stern, 1971---$7.95) Bob Harmon's Hollywood Panorama (New York: Dutton, 1971---$3.95, paper) 相似文献
69.
James Hartley Michael Emery Ted Curtis Smythe Benjamin M. Compaine Rick D. Pullen Marshall McLuhan 《Communication Booknotes Quarterly》2013,44(8):161-163
James Hartley, ed. The Psychology of Written Communication (New York: Nichols Publishing/ London: Kogan Page, 1980— E12.00/$30.00) Michael Emery and Ted Curtis Smythe, eds. Readings in Mass Communication (Dubuque, Iowa: Wm. C. Brown, 1980—price not given, paper) Benjamin M. Compaine's A New Framework for the Media Arena: Content, Process and Format (address above—$23.40) Rick D. Pullen's Mass Media Law in California (Dubuque, Iowa: Kendall/Hunt, 1979 —$9.50, paper) Marshall McLuhan, Kathryn Hutchon and Eric McLuhan's Media, Messages and Language: The World as Your Classroom (Skokie, Ill.: National Textbook Co., l980—price not given, paper) Mieke Ceulemans and Guido Fauconnier's Mass Media: The Image, Role and Social Conditions of Women–A Collection and Analysis of Research Materials (Paris: Unesco/New York: Unipub, 1979—price not given, paper) Managers' Entertainers' and Agents' Book by Walter E. Hurst (revised ed. of No. 6 in the series, 92 pp.) How to Be a Music Publisher by Walter E. Hurst (revised ed. of No. 11 in the series, 74 pp.) Copyright Registration Forms PA and SR by Walter E. Hurst (this is a new title, No. 16 in the series, 73 pp.) How to Sell Your Song by Walter E. Hurst and Don Rico (this is another revision , No. 18 in the series, 95 pp.) 相似文献
70.
Sheila Mahony Nick DeMartino Robert Stengel Don Agostino Jayne Zenaty Ted Carpenter 《Communication Booknotes Quarterly》2013,44(11):80-81
Sheila Mahony, Nick DeMartino, and Robert Stengel's Keeping PACE with the New Television (New York: VNU Books International, 1980---price not given, paper) Don Agostino and Jayne Zenaty's "Home VCR Owner's Use of Television and Public Television: Viewing, Recording & Playback" (CPB, 1980---free on request, paper) The Communications Revolution and the Education of Americans (Council on Learning, NBW Tower, New Rochelle, N.Y. 10801---$6.95, paper) Ted Carpenter's Calling the Tune: Communication Technology for Working, Learning, and Living (National Institute for Work and Learning, Suite 301 1211 Connecticut Ave. NW, Washington 20036---$12.00, paper) The Economics of New Educational Media: Vol 2, Cost and Effectiveness (Paris: Unesco/New York: Unipub, 1980---$18.00, paper) A Guide to Rules and Regulations for Public Radio (National Federation of Community Broadcasters, 1000 11th St. NW (3rd floor), Washington, D.C. 20001---$50.00, loose-leaf format in notebook) 相似文献