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561.
Terry W. Belke 《Learning & behavior》1992,20(4):401-406
Four pigeons were exposed to multiple schedules with concurrent variable interval (VI) components and then tested for preference transfer. Half of the pigeons were trained on a multiple concurrent VI 20-sec, VI 40-sec/cuncurrent VI 4G-sec5 VI 80-sec schedule. The remaining pigeons were trained on a multiple concurrent VI 80-sec, VI 40-sec/concurrent VI 40-sec, VI 20-sec schedule-After stability criteria for time and response proportions were simultaneously met, four preference transfer tests were conducted with the stimuli associated with the VI 40-sec schedules. During the transfer tests, each pigeon allocated a greater proportion of responses (M=0,79) and time (M=0.82) to the stimulus associated with the VI 40-sec schedule that was paired with the VI 80-sec schedule than lo the VI 40-sec schedule stimulus paired with the VI 20-sec schedule. Absolute reinforcement rates on the two VI 40 sec schedules were approximately equal and unlikely to account for the observed preference. Nor was the preference consistent with the differences in local reinforcement rates associated with the two stimuli. Instead, the results were interpreted in terms of the differential value that stimuli acquire as a function of previous pairings with alternative schedules of reinforcement. 相似文献
562.
Shana?K.?CarpenterEmail author Terry?J.?S.?Lund Clark?R.?Coffman Patrick?I.?Armstrong Monica?H.?Lamm Robert?D.?Reason 《Educational Psychology Review》2016,28(2):353-375
Retrieval practice has been shown to produce powerful learning gains in laboratory experiments but has seldom been explored in classrooms as a means of enhancing students’ learning of their course-relevant material. Furthermore, research is lacking concerning the role of individual differences in learning from retrieval. The current study explored the effects of retrieval in a large undergraduate introductory biology course as a function of individual differences in student achievement. Students completed in-class exercises that required them to retrieve course information (e.g., recalling definitions for terms and labeling diagrams) followed by feedback or to simply copy the information without retrieving it. A later quiz over the information showed that high-performing students benefited more from retrieving than copying, whereas middle- and low-performing students benefited more from copying than retrieving. When asked to predict their quiz scores following the in-class exercises, high-performers demonstrated better overall metacognitive calibration compared to middle- or low-performers. These results highlight the importance of individual differences in learning from retrieval and encourage future research using course-relevant material to consider the role of student achievement in classroom-based interventions. 相似文献
563.
Terry F. Pettijohn 《Learning & behavior》1977,5(4):370-372
Forty sexually mature Mongolian gerbils served as subjects in a study designed to examine responsiveness to samples of urine. In a two-choice comparison situation in the home cage, each isolated gerbil was tested for amount of time spent with each urine sample during a 3-min period. Male gerbils spent significantly more time with estrus female urine than nonestrus female gerbil urine, and with nonestrus female gerbil urine than with either male gerbil urine or water. Female gerbils did not respond differentially to any of the stimuli. Neither sex discriminated between gerbil and hamster urine of either sex. Results suggest that female gerbil urine communicates sexual identity and, especially, sexual readiness to the male gerbil. 相似文献
564.
Although going to college may be viewed as a rite of passage for many students, some groups of students often face unique challenges in their pursuit of a college degree. One group of students that we are trying to gain a better understanding of is first-generation students, those whose parents did not graduate from college. This article presents the results of a study that investigated longitudinal effects of being a first-generation student on attrition. Results indicated that first-generation students were more likely to depart than their counterparts over time. After controlling for factors such as race, gender, high school grade point average (GPA), and family income, the risk of attrition in the first year among first-generation students was 71% higher than that of students with two college-educated parents. 相似文献
565.
学校的管理者是一个特殊的教师群体。要成为优秀的教育管理者,教师必须接受适当的培训以遵守特殊教育领域的法律和法规。教育管理培训方案必须包括特殊管理教育方面的要求。对教育管理者自我效能感的调查结果表明,教育管理者的自我评价与实际能力之间存在差异。研究结果显示,培训方案需要改进以便更严格地培养教师成为教育管理者,最终他们才能做到“不让一个孩子掉队”。 相似文献
566.
虚拟学习社区中提高教学性存在的实践指导原则 总被引:2,自引:0,他引:2
自上个世纪90年代以来,国际上逐渐形成了一种重要的远程教育理论——基于计算机辅助传播(CMC)环境下的三种存在理沧(即教学性存在、认知性存在和社会性存在),该理论由加拿大的兰迪·加里森和特里·安德森共同创建,在北美拥有重要的学术和实践基础。本文主要阐述如何提高其中的教学性存在,纵向从三类教学活动,即设计和组织教学、协调会话和直接教学,横向从两个维度,即社会忭存在和认知性存在,立体交叉地呈现了教师在虚拟社区中提高教学性存在应遵守的一些原则。 相似文献
567.
Dan Remenyi Terry White Michael Sherwood-Smith 《International Journal of Information Management》1997,17(6):421-435
This paper proposes a post-modern way of thinking about the development and the management of information systems and especially information systems development. The paper proposes a framework for a co-evolutionary or co-creation approach to information systems development and management incorporating all the main stakeholders. 相似文献
568.
Mary A. Lundeberg Hosun Kang Bj?rn Wolter Robert delMas Norris Armstrong Bruno Borsari Nancy Boury Peggy Brickman Kristi Hannam Cheryl Heinz Thomas Horvath Maureen Knabb Terry Platt Nancy Rice Bill Rogers Joan Sharp Eric Ribbens Kimberly S. Maier Mike Deschryver Rodney Hagley Tamar Goulet Clyde F. Herreid 《Educational technology research and development : ETR & D》2011,59(5):645-671
Although interactive technology is presumed to increase student understanding in large classes, no previous research studies have empirically explored the effects of Clicker Cases on students?? performance. A Clicker Case is a story (e.g., a problem someone is facing) that uses clickers (student response systems) to engage students in understanding the meaning of the science contained within the story. Using an experimental randomized Solomon design across 11 institutions, we found that Clicker Cases increased student understanding more than PowerPoint lectures in large introductory biology classrooms, although there was variation across institutions and topics. By examining student performance in conjunction with faculty experience, we found that strong Clicker Cases created dissonance, captured attention and involved students in interpreting data or making decisions. This study provides a model for collaborative research across multiple institutions and demonstrates the need for using multiple institutions and topics in research on education. 相似文献
569.
The major growth of doctoral education in recent decades has attracted attention from policy makers and researchers. In this
article we explore the growth of doctoral education in Australia, its impact on diversity in respect of the doctoral population,
shifts in disciplinary strengths, institutional concentration and award programs. We conclude that there has been both change
and continuity in the provision of doctoral education with extensive variation at the level of practice in what is a reasonably
stable system featuring continuing hierarchical institutional diversification. The limitations of available data and issues
for further research, policy and practice are discussed.
相似文献
Peter MacauleyEmail: |
570.
William Scott Terry 《Learning & behavior》1988,16(3):312-317
In two experiments, rats were trained to run a straight alley for food reward in the goalbox. During subsequent extinction sessions, food rewards were given in the holding cages either immediately pretrial or during the intertriai interval. Pretrial rewards retarded extinction. Importantly, this resistance to extinction was also apparent on nonprefed test trials that occurred either embedded within the daily extinction sessions or at the start of the daily sessions. The results suggest that food reinforcers have a temporary aftereffect that can maintain already conditioned behaviors. 相似文献