全文获取类型
收费全文 | 524篇 |
免费 | 3篇 |
专业分类
教育 | 333篇 |
科学研究 | 63篇 |
各国文化 | 26篇 |
体育 | 46篇 |
文化理论 | 8篇 |
信息传播 | 51篇 |
出版年
2022年 | 7篇 |
2021年 | 9篇 |
2020年 | 8篇 |
2019年 | 13篇 |
2018年 | 26篇 |
2017年 | 24篇 |
2016年 | 26篇 |
2015年 | 12篇 |
2014年 | 18篇 |
2013年 | 109篇 |
2012年 | 33篇 |
2011年 | 21篇 |
2010年 | 19篇 |
2009年 | 10篇 |
2008年 | 21篇 |
2007年 | 16篇 |
2006年 | 12篇 |
2005年 | 6篇 |
2004年 | 6篇 |
2003年 | 7篇 |
2002年 | 4篇 |
2001年 | 3篇 |
2000年 | 5篇 |
1998年 | 8篇 |
1996年 | 2篇 |
1994年 | 4篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1989年 | 4篇 |
1988年 | 6篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1985年 | 5篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1982年 | 4篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1976年 | 3篇 |
1974年 | 6篇 |
1973年 | 4篇 |
1972年 | 2篇 |
1970年 | 2篇 |
1927年 | 2篇 |
1925年 | 2篇 |
1921年 | 2篇 |
1920年 | 2篇 |
1826年 | 3篇 |
排序方式: 共有527条查询结果,搜索用时 15 毫秒
151.
Tuition at private colleges in the United States for the academic year 1982–1983 were statistically very closely related to quality characteristics associated with those colleges. Reduced form hedonic regressions reveal the equilibrium marginal tuition revenue estimates for over twenty important measures of quality, including faculty-student ratios, library size, and the percentage of the faculty holding Ph.D. degrees. These findings show that private college tuition responds in economically sensible ways to changes in public tuition, and changes in the quantity and quality of the faculties, facilities, and student bodies at private colleges. 相似文献
152.
C. Dean Miller Weston H. Morrill Max R. Uhlemann 《Counselor Education & Supervision》1970,9(3):171-177
Micro-counseling techniques were used to train 10 beginning graduate students in communicating test results. Training emphasized listening and responding to cues given by the client, brief and concise statements about test-related information, and relating the information to the client's experiences and needs. Training aids included programmed materials, brief videotapes of positive and negative models, role-playing, and videotape feedback of the role-playing and test interpretation sessions. Judges' ratings of trainees in the experimental group were significantly higher than their ratings for the 10 trainees in the control group. Client ratings of counselor effectiveness did not differ significantly for the two groups. Changes in clients' pre- and post-test attitude scores and knowledge scores were statistically significant. An enthusiastic response to the micro-counseling approach was evident from both inexperienced and experienced graduate students. 相似文献
153.
154.
Saskia Kohnen Lyndsey Nickels Ruth Brunsdon Max Coltheart 《Journal of Research in Reading》2008,31(1):157-177
This paper presents a treatment study with a developmental dysgraphic girl, KM, and addresses the mechanisms by which orthographic learning of spelling rules might occur. Before treatment, KM's spelling of words and nonwords was impaired. Analyses of spelling errors indicated poor knowledge of sound‐to‐letter correspondences. Treatment focused on two spelling rules and was successful: spelling improved for both regular words and nonwords. Untrained words that included the training rules also improved, but later than nonwords and trained words. This delayed generalisation was explained through feedback mechanisms between orthographic lexicon and graphemic buffer. 相似文献
155.
Maria Marcus Pirko Tõugu Catherine A. Haden David H. Uttal 《Child development》2021,92(5):e1075-e1084
This study examined whether families’ conversational reflections after a STEM (science, technology, engineering, and mathematics)-related experience in a museum promoted learning transfer. 63 children (M = 6.93 years; 30 girls; 57% White, 17.5% Latinx, 8% Asian, 5% African American, 9.5% mixed, 3% missing race/ethnicity) and their parents received an engineering demonstration, engaged in a building activity, and either recorded a photo-narrative reflection about their building experience or not at the museum. Thirty-six of these families completed a building activity with different materials weeks later at home, and the majority (77%) evidenced learning transfer of the building principle demonstrated at the museum. Those who participated in the photo-narrative reflection at the museum also showed learning transfer by talking more about STEM during the home building activity. 相似文献
156.
157.
Nur Adilah Masismadi Marcus J.C. Lee Ahmad Munir Che Muhamed Michael Y.H. Chia 《Clearing house (Menasha, Wis.)》2017,90(3):77-85
The literature indicates that glucose deprivation, dehydration, decreased sleep quality and quantity, and mood changes, independently and adversely can influence cognitive functions and therefore learning. The Ramadan fast is an annual religious act undertaken by Muslims where individuals refrain from consuming food and fluid during daylight hours, daily over 30 days. Alteration in eating times and sleep–wake cycles lead to a disruption in the body's daily circadian rhythm resulting in sleep perturbations and mood swings. Consequently, Ramadan fasting is linked to daytime lower glucose concentration, dehydration, decreased sleep quality and quantity, mood swings and elevated subjective feelings of fatigue and malaise. This review highlights how Ramadan fasting potentially poses learning difficulties as a result of the independent and/or combined effects of these factors. 相似文献
158.
Julia Klesczewski Janin Brandenburg Anne Fischbach Kirsten Schuchardt Dietmar Grube Marcus Hasselhorn 《International Journal of Disability, Development & Education》2018,65(5):509-525
Based on the finding that children with mathematical learning difficulties (MLD) have deficits in working memory (WM), the question arises as to whether these children differ from typical learners only in the level or also in the developmental trajectories of WM functioning. To this end, the WM of 80 children with MLD and 71 typical learners was assessed longitudinally from third to fifth grade. Typical learners outperformed children with MLD in the phonological, visuospatial and central executive WM functioning in third grade. Latent change analyses indicated that both phonological and central executive WM functioning developed in a parallel pattern in children with MLD and in typical learners. In contrast, visuospatial WM functioning revealed a different development in children with and without MLD since the gap between both groups decreased over time. Overall, despite starting at a lower level, the WM functioning in children with MLD did not develop more slowly. 相似文献
159.
Marcus A. Henning Susan J. Hawken Christian Kr?geloh Yipin Zhao Iain Doherty 《Asia Pacific Education Review》2011,12(3):437-445
Issues linked with the notions of quality of life (QOL) and motivation to learn among Asian medical students have not been
well documented. This is true in both the international and the New Zealand contexts. Our paper addresses this lack of research
by focusing on the QOL of international and domestic Asian students studying in New Zealand, where Asian students form a significant
proportion of tertiary students. Although there is evidence to suggest that Asian students do well academically, it was felt
that an investigation into their QOL would be instructive as QOL will likely have an impact on cognition, behavior, general
well-being, and motivation. The present study surveyed fourth- and fifth-year medical students to examine the relationship
between QOL and motivation to learn and to consider how Asian medical students compare against European medical and non-medical
student peers. The study utilized the World Health Organization—Quality of Life questionnaire (BREF version) and a shortened
version of the Motivated Strategies for Learning Questionnaire. The results show that the Asian medical students in this study
generated significantly lower scores in terms of their satisfaction with social relationships compared with their non-Asian
peers. In addition, international Asian medical students appear to be more at risk than domestic Asian students with respect
to test anxiety. The paper considers the findings and the implications for quality of life, motivation to learn, medical education,
and the Asian student community. 相似文献
160.
Witnesses?? event recall and the realism in their evaluation of the correctness of their recall are of great importance in forensic processes. These issues were investigated in the present study by use of calibration methodology. More specifically, we analyzed the effects of two recalls of the same event (repetition) and of probes (non-informative follow-up questions at recall) on 9?C11?year-old children??s and adults?? open free recall and the degree of realism in the participants?? confidence judgments of the correctness of the recall after they had seen a short video clip. The findings were that repetition resulted in more units recalled both for children and for adults, and in that the children showed higher overconfidence compared with one recall, but not the adults. Moreover, when only the statements in the repetition conditions that were recalled twice were included in the analysis, higher confidence was found for the children (independent of an increase in the proportion correct statements of all statements) but not for the adults. Probing increased the number of units recalled for both children and adults, decreased the children??s proportion correct statements but not the adults??, decreased both children??s and adults?? confidence and increased the children??s overconfidence, but not the adults??. Finally, the combination of two recalls and probing disrupted the children??s but not the adults?? metacognitive performance. 相似文献