全文获取类型
收费全文 | 3901篇 |
免费 | 40篇 |
专业分类
教育 | 2725篇 |
科学研究 | 320篇 |
各国文化 | 61篇 |
体育 | 365篇 |
综合类 | 2篇 |
文化理论 | 53篇 |
信息传播 | 415篇 |
出版年
2022年 | 20篇 |
2021年 | 37篇 |
2020年 | 75篇 |
2019年 | 113篇 |
2018年 | 129篇 |
2017年 | 119篇 |
2016年 | 101篇 |
2015年 | 69篇 |
2014年 | 113篇 |
2013年 | 886篇 |
2012年 | 90篇 |
2011年 | 96篇 |
2010年 | 79篇 |
2009年 | 80篇 |
2008年 | 81篇 |
2007年 | 79篇 |
2006年 | 93篇 |
2005年 | 81篇 |
2004年 | 74篇 |
2003年 | 76篇 |
2002年 | 59篇 |
2001年 | 50篇 |
2000年 | 58篇 |
1999年 | 55篇 |
1998年 | 56篇 |
1997年 | 47篇 |
1996年 | 41篇 |
1995年 | 36篇 |
1994年 | 36篇 |
1993年 | 41篇 |
1992年 | 34篇 |
1991年 | 40篇 |
1990年 | 42篇 |
1989年 | 43篇 |
1988年 | 49篇 |
1987年 | 48篇 |
1986年 | 42篇 |
1985年 | 36篇 |
1984年 | 38篇 |
1983年 | 45篇 |
1982年 | 35篇 |
1981年 | 23篇 |
1980年 | 26篇 |
1979年 | 45篇 |
1978年 | 38篇 |
1977年 | 30篇 |
1976年 | 32篇 |
1974年 | 24篇 |
1973年 | 26篇 |
1969年 | 19篇 |
排序方式: 共有3941条查询结果,搜索用时 218 毫秒
231.
Midsession reversals with pigeons: visual versus spatial discriminations and the intertrial interval
Jennifer R. Laude Jessica P. Stagner Rebecca Rayburn-Reeves Thomas R. Zentall 《Learning & behavior》2014,42(1):40-46
Discrimination reversal learning has been used as a measure of species flexibility in dealing with changes in reinforcement contingency. In the simultaneous-discrimination, midsession-reversal task, one stimulus (S1) is correct for the first half of the session, and the other stimulus (S2) is correct for the second half. After training, pigeons show a curious pattern of choices: They begin to respond to S2 well before the reversal point (i.e., they make anticipatory errors), and they continue to respond to S1 well after the reversal (i.e., they make perseverative errors). That is, pigeons appear to be using the passage of time or the number of trials into the session as a cue to reverse, and are less sensitive to the feedback at the point of reversal. To determine whether the nature of the discrimination or a failure of memory for the stimulus chosen on the preceding trial contributed to the pigeons’ less-than-optimal performance, we manipulated the nature of the discrimination (spatial or visual) and the duration of the intertrial interval (5.0 or 1.5 s), in order to determine the conditions under which pigeons would show efficient reversal learning. The major finding was that only when the discrimination was spatial and the intertrial interval was short did the pigeons perform optimally. 相似文献
232.
G. Scott Webb Stephanie P. Thomas Sara Liao‐Troth 《Decision Sciences Journal of Innovative Education》2014,12(3):181-198
The SCOR (Supply Chain Operations Reference) Model Supply Chain Classroom Simulation is an in‐class experiential learning activity that helps students develop a holistic understanding of the processes and challenges of supply chain management. The simulation has broader learning objectives than other supply chain related activities such as the Beer Game. Competing supply chains work to produce and sell two products, each experiencing differential demand. Seasonal demand, time delays, quality defects, and disruptions offer complexities that are part of actual supply chain management. The behavioral dynamics of collaboration between various functional nodes is illustrated through students’ interactions as they try to achieve their role's objectives. Through their decisions and actions, students develop a practical understanding of the processes and complexities of supply chain management. The classroom simulation actively engages students, and has been used successfully in multiple courses at the undergraduate and graduate levels at multiple universities and by a major corporation during a manager training session. Assessments indicate that the simulation is an effective experiential learning activity. While it offers learning outcome flexibility, common debrief themes are SCOR model processes, supply chain relationships, information flow, seasonal demand, quality defects, reverse logistics, and supply chain disruptions. 相似文献
233.
This study focuses on relations between 7- and 9-year-old children’s and adults’ metacognitive monitoring and control processes. In addition to explicit confidence judgments (CJ), data for participants’ control behavior during learning and recall as well as implicit CJs were collected with an eye-tracking device (Tobii 1750). Results revealed developmental progression in both accuracy of implicit and explicit monitoring across age groups. In addition, efficiency of learning and recall strategies increases with age, as older participants allocate more fixation time to critical information and less time to peripheral or potentially interfering information. Correlational analyses, recall performance, metacognitive monitoring, and controlling indicate significant interrelations between all of these measures, with varying patterns of correlations within age groups. Results are discussed in regard to the intricate relationship between monitoring and recall and their relation to performance. 相似文献
234.
Scott C. Ellis Thomas J. Goldsby Ana M. Bailey Jae‐Young Oh 《Decision Sciences Journal of Innovative Education》2014,12(4):287-319
Lean six sigma is a management methodology that firms can employ to achieve substantial improvement in supply chain performance. However, few pedagogical exercises facilitate students’ use of a comprehensive set of lean six sigma principles within a supply chain context. We describe the Airplane Supply Chain Simulation that helps students understand how lean six sigma concepts may be leveraged to improve supply chain performance. The basis of this simulation is a four‐tier supply chain, consisting of suppliers (two tiers), a manufacturer, and a customer, that produces three models of paper airplanes to meet randomly distributed customer demand. In the first of three successive runs, a highly structured simulation is executed in which supply chain roles are well defined, material flows are convoluted, and a “push” production strategy is followed. The first simulation as the “current state” and, for the second and third simulation runs, challenge competing student teams to leverage lean six sigma concepts to develop a “future state” that enables the fulfillment of all customer orders at the lowest cost. Results based on statistical analyses of survey response data from 194 MBA students show that the Airplane Supply Chain Simulation is an effective participative, team‐based learning tool. 相似文献
235.
Thomas Snyder 《大学生》2014,(9):68-68
正三届数独世界冠军托马斯·辛德(Thomas Snyder)为《大学生》读者们专门设计数独题。辛德曾三次获得数独世界冠军,五次夺得美国数独冠军,他的专业是化学,本科毕业于加州理工学院,在哈佛大学取得博士学位,现是斯坦福大学生物工程学助理研究员。 相似文献
236.
The familiar folk saying, “Measure twice, cut once,” with origins in carpentry design certainly indicates that the issue of measurement is central to good design work. The equally important—if implicit—wisdom to which it points is that it takes more time, or a careful pace of action, to do so properly. To develop our central arguments about the temporality of communication design, we first describe how the consideration of varying time scales offers great utility in the communication design enterprise and elaborate on the designable features of temporality for human interaction. Next, we draw on Ballard's typology of work-based activity cycles to offer some temporally based design principles for the design of work. We then apply these insights to various work activities that unfold at various time scales and illustrate how concern with temporality (rather than only time) may lead to a redesign of communication. In the conclusion, we attend to an underlying issue implicated throughout the preceding discussion: the pace at which the designer proceeds. 相似文献
237.
238.
C. Thomas Gooding J. Nathan Swift Robert E. Schell Patricia R. Swift James H. McCroskery 《科学教学研究杂志》1990,27(8):789-801
This study described the relationship of 38 variates to achievement in high school biology and chemistry classes. Forty-four teachers prepared audio tape recordings of discussions throughout a nine-month period. Equal-sized groups received treatment consisting of wait time feedback and/or supportive intervention, a form of peer coaching. Other variables were initial measures, which included the variates of class size and previous science grade, pre- and posttest scores on student attitudes and perceptions, and prediscourse and discourse analyses, which included the variates of wait times, actions, and response durations. While previous research has shown that wait time feedback and supportive intervention are effective means of changing teacher behavior, the results of the present study revealed that previous student achievement and the attitudes of students accounted for 70% of the variation in the final examination scores (New York State Regents) on the basis of only the first three weeks of data collection on the variables assessed. Generally, little emphasis on higher-level thinking, wait time, or problem solving was found at the beginning of the school year, and only minimal changes resulted from the application of the treatment variables. Pressures for content coverage and preparation for externally imposed statewide examinations that emphasize memory-level learning augured against the changes that the independent variables were designed to produce. 相似文献
239.
240.