全文获取类型
收费全文 | 9350篇 |
免费 | 118篇 |
国内免费 | 6篇 |
专业分类
教育 | 6193篇 |
科学研究 | 1132篇 |
各国文化 | 324篇 |
体育 | 753篇 |
综合类 | 4篇 |
文化理论 | 68篇 |
信息传播 | 1000篇 |
出版年
2021年 | 95篇 |
2020年 | 123篇 |
2019年 | 177篇 |
2018年 | 220篇 |
2017年 | 249篇 |
2016年 | 223篇 |
2015年 | 150篇 |
2014年 | 185篇 |
2013年 | 1622篇 |
2012年 | 198篇 |
2011年 | 193篇 |
2010年 | 173篇 |
2009年 | 178篇 |
2008年 | 231篇 |
2007年 | 212篇 |
2006年 | 180篇 |
2005年 | 168篇 |
2004年 | 183篇 |
2003年 | 130篇 |
2002年 | 116篇 |
2001年 | 156篇 |
2000年 | 181篇 |
1999年 | 161篇 |
1998年 | 87篇 |
1997年 | 85篇 |
1996年 | 77篇 |
1994年 | 68篇 |
1993年 | 81篇 |
1992年 | 138篇 |
1991年 | 147篇 |
1990年 | 148篇 |
1989年 | 155篇 |
1988年 | 120篇 |
1987年 | 118篇 |
1986年 | 116篇 |
1985年 | 156篇 |
1984年 | 126篇 |
1983年 | 118篇 |
1982年 | 99篇 |
1981年 | 80篇 |
1980年 | 91篇 |
1979年 | 141篇 |
1978年 | 88篇 |
1977年 | 90篇 |
1976年 | 78篇 |
1975年 | 76篇 |
1974年 | 89篇 |
1973年 | 81篇 |
1971年 | 74篇 |
1968年 | 75篇 |
排序方式: 共有9474条查询结果,搜索用时 453 毫秒
121.
Two experiments attempted to establish vicious-circle behavior through fear motivation combined with secondary punishment. In Experiment 1, rats were trained with two CSs, a tone and a buzzer, paired with shock in different contexts. Secondary punishment based on delay and trace conditioning procedures facilitated running in fear-motivated rats, relative to four control groups. In Experiment 2, rats were given pairings of a tone CS with shock, and a buzzer CS with a drop into a water tank. Fear-motivated rats which received secondary punishment during either 33% or 100% of test trials exhibited self-punitive running relative to a nonpunished (0%) group and a backward-conditioning control group. Results indicate that “all secondary” vicious-circle behavior can be established through Pavlovian conditioning, thus supporting a conditioned fear interpretation. 相似文献
122.
123.
Patricia B. Cronin 《Learning & behavior》1980,8(3):352-358
Delayed-reward learning in pigeons was examined using a simultaneous red-green visual discrimination task in which the conditions during the delay interval were varied between groups. The nondifferential group received training in which the stimulus present during the 1-min delay was the same following a peck on the correct and incorrect colors. The other three groups received 1-min delay training in which different stimuli occurred in the delay interval following correct and incorrect choices. The differential group received continuous, differential stimuli during the delay. The reinstatement group received the differential stimuli in the 10 sec immediately following the choice and during the last 10 sec of the delay. The reversedcue group was treated in the same way, except that the 10-sec delay stimulus immediately following an incorrect response was also presented for 10 sec prior to reward on correct choices, and the stimulus following a correct response also occurred 10 sec before nonreward on incorrect choices. Nondifferential birds failed to learn the discrimination, while differential and reinstatement birds learned it readily. The reversed-cue birds learned to choose the incorrect stimulus. Differential and reinstatement birds showed no decrement in performance when the delay was increased to 2 min. These findings suggest that similarity of prereward and postresponse delay stimuli controls choice responding in long-delay learning, a finding compatible with both memorial and conditioned reinforcement interpretations. 相似文献
124.
Richard B. Baldauf Jr. Robert Morley 《International Journal of Disability, Development & Education》1979,26(1):23-26
The matching cloze procedure, which does not require language production skills and which is simple enough for the classroom teacher to construct unaided, was originally developed to measure reading skills of elementary English‐second‐language pupils. The results of this pilot study with opportunity school children indicate the validity of the procedure as an evaluation technique for slow learning children. 相似文献
125.
126.
127.
128.
129.
Learners studying mechanical or technical processes via dynamic visualizations often fail to build an accurate mental representation
of the system’s movements. Based on embodied theories of cognition assuming that action, perception, and cognition are closely
intertwined, this paper proposes that the learning effectiveness of dynamic visualizations could be enhanced by grounding
the movements of the presentation in people’s own bodily experiences during learning. We discuss recent research on embodied
cognition and provide specific strategies for how the body can be used to ground movements during the learning process: (1)
making or observing gestures, (2) manipulating and interacting with objects, (3) using body metaphors, and (4) using eye movements
as retrieval cues. Implications for the design of dynamic visualizations as well as directions for future research are presented. 相似文献
130.
Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献