全文获取类型
收费全文 | 387篇 |
免费 | 7篇 |
专业分类
教育 | 308篇 |
科学研究 | 13篇 |
各国文化 | 3篇 |
体育 | 8篇 |
文化理论 | 6篇 |
信息传播 | 56篇 |
出版年
2023年 | 2篇 |
2021年 | 2篇 |
2020年 | 7篇 |
2019年 | 12篇 |
2018年 | 10篇 |
2017年 | 13篇 |
2016年 | 6篇 |
2015年 | 5篇 |
2014年 | 12篇 |
2013年 | 127篇 |
2012年 | 11篇 |
2011年 | 12篇 |
2010年 | 8篇 |
2009年 | 5篇 |
2008年 | 7篇 |
2007年 | 8篇 |
2006年 | 6篇 |
2005年 | 7篇 |
2004年 | 16篇 |
2003年 | 5篇 |
2002年 | 6篇 |
2001年 | 4篇 |
2000年 | 6篇 |
1999年 | 6篇 |
1998年 | 2篇 |
1997年 | 7篇 |
1996年 | 7篇 |
1995年 | 5篇 |
1994年 | 6篇 |
1993年 | 6篇 |
1992年 | 4篇 |
1991年 | 6篇 |
1990年 | 5篇 |
1989年 | 4篇 |
1987年 | 3篇 |
1985年 | 5篇 |
1984年 | 2篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1973年 | 2篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1969年 | 2篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1965年 | 1篇 |
1947年 | 5篇 |
1924年 | 1篇 |
排序方式: 共有394条查询结果,搜索用时 15 毫秒
221.
Virginia Woolf 《英语自学》2009,(4):37-37
It is simple enough to say that since books have classes -- fiction, biography, poetry -- we should separate them and take from each what it is right that each should give us. Yet few people ask from books what books can give us. Most commonly we come to books with blurred and divided minds, asking of fiction that it shall be true, of poetry that it shall be false, of biography that it shall be flattering, 相似文献
222.
Caregiver Talk and Medical Risk as Predictors of Language Outcomes in Full Term and Preterm Toddlers
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Katherine A. Adams Virginia A. Marchman Elizabeth C. Loi Melanie D. Ashland Anne Fernald Heidi M. Feldman 《Child development》2018,89(5):1674-1690
This study examined associations between caregiver talk and language skills in full term (FT) and preterm (PT) children (n = 97). All‐day recordings of caregiver–child interactions revealed striking similarities in amount of caregiver talk heard by FT and PT children. Children who heard more caregiver talk at 16 months demonstrated better knowledge‐ and processing‐based language skills at 18 months. The unique contributions of caregiver talk were tempered by medical risk in PT children, especially for processing speed. However, there was no evidence that birth status or medical risk moderated the effects of caregiver talk. These findings highlight the role of caregiver talk in shaping language outcomes in FT and PT children and offer insights into links between neurodevelopmental risk and caregiver–child engagement. 相似文献
223.
224.
225.
226.
227.
Marciana Popescu Virginia Strand Ineke Way Cheryl Williams-Hecksel Robert Abramovitz 《Journal of Teaching in Social Work》2017,37(1):36-54
Social workers encounter trauma in a majority of the populations they serve. It is therefore essential to train social work students to understand the impact of trauma, to assess trauma history and symptoms, and to effectively intervene with children and families. This article presents 3 qualitative research narratives that provide an in-depth analysis of factors contributing to successful implementation of an innovative trauma-informed educational model. The narratives identify common themes related to student knowledge and field readiness; personal and system context; organizational leadership; and vision, training, and partnerships/collaborations. 相似文献
228.
229.
230.
Todd L. Richards Virginia W. Berninger Pat Stock Leah Altemeier Pamala Trivedi Kenneth R. Maravilla 《Reading and writing》2011,24(5):493-516
During fMRI imaging, 12 good and 8 poor writers aged 11 wrote a newly taught pseudoletter and a highly practiced letter. Both
letters were formed from the same components, but the pseudoletter had a novel configuration not corresponding to a written
English letter form. On the first fMRI contrast between the newly taught pseudoletter and highly practiced letter, based on
a group map, good and poor writers significantly activated many common regions; but the poor writers showed spatially more
extensive brain activation than did the good writers. The additional regions of significant activation may reflect inefficiency
in learning a new letter form. For the second contrast between the highly practiced and newly taught letters, individual brain
activation analyses, based on exact clusters, showed that good and poor writers differed significantly in activation only
in left fusiform. This individual fusiform activation correlated significantly with behavioral measures of automatic letter
writing and expressive orthographic coding. Multiple regression in which both individual fusiform activation and individual
orthographic coding were entered explained significant variance in written composition. Results are discussed in reference
to the role of the orthographic loop, from internal letter form to external letter writing by hand, in writing letters and
composing. The overall results are consistent with prior brain and behavioral studies of writing. 相似文献