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111.
Stephen F. Davis Robert E. Prytula Mary Jo Noble Mary Nell Mollenhour 《Learning & behavior》1976,4(4):407-410
The performance of the laboratory rat in the enclosed maze apparatus is profoundly influenced by subject-generated cues that seem to be olfactory. The present experiment investigated the specificity of these cues. Odor cues produced by odor-donor rats placed in the startbox were ineffective determinants of the behavior of runway-trained rats when the deprivation states of these two groups differed. However, when the deprivation states of these two groups coincided, the odor cues produced by the odor-donor rats became effective determinants of performance. Thus, it would appear that even though odor cues are influential in determining the runway performance of the rat subject, their effectiveness may well be drive-state dependent. 相似文献
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In this study, high school students were trained to use adjunct maps strategically while studying a History text. Subjects were randomly assigned to either a control or map training group which read a lengthy passage which was accompanied by three maps. The control group was instructed to study the materials and write an essay about them. The map training group was instructed to study the materials and to place important event information from the text on their maps; they also discussed how their maps could be used to help them remember the text. One week later multiple choice, probed recall, free recall, and map recall tests were administered. Three weeks after training both groups read a transfer text and were instructed to use the attached map to help them remember the information. Free recalls were gathered after a short delay. Results showed that map training subjects obtained higher scores on all of the training text recall measures and on the main idea level transfer text measures. High ability map training subjects also recalled more details. Maps used in the transfer task showed trained subjects using the strategies they had been taught. 相似文献
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Linda J. Miller Phillip S. Strain Kimberly Boyd Janet Jarzynka Mary McFetridge 《Early education and development》1993,4(3):162-181
The effectiveness of using a group self-management procedure to increase the on-task behavior of four disruptive preschool boys was studied using a reversal design combined with a multiple baseline across settings design. Measures of child and teacher behavior were obtained through direct observation during free play, transition, and small group instruction activities. The classwide procedure, which included self-assessment by the students, matching the assessments with the teacher, and reinforcement based on a match between teacher and child ratings, was conducted by teachers in two classrooms located at a Head Start center in a large urban area. Results suggest that use of the procedure improved on-task behavior of the target students and decreased off-task and competing behavior. For the teachers, use of a group approach to self-management served the dual purpose of addressing individual student needs while promoting independent and responsible behavior for all members of the class. 相似文献
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Phillip D. Tomporowski Catherine L. Davis Patricia H. Miller Jack A. Naglieri 《Educational Psychology Review》2008,20(2):111-131
Studies that examine the effects of exercise on children’s intelligence, cognition, or academic achievement were reviewed
and results were discussed in light of (a) contemporary cognitive theory development directed toward exercise, (b) recent
research demonstrating the salutary effects of exercise on adults’ cognitive functioning, and (c) studies conducted with animals
that have linked physical activity to changes in neurological development and behavior. Similar to adults, exercise facilitates
children’s executive function (i.e., processes required to select, organize, and properly initiate goal-directed actions).
Exercise may prove to be a simple, yet important, method of enhancing those aspects of children’s mental functioning central
to cognitive development.
相似文献
Phillip D. TomporowskiEmail: |
119.
The always vexed relationships between philosophy, theory, methodology, empirical work and their representations and legitimations have been thrown into chaos with the belated acknowledgement of the Anthropocene. Unsurprisingly, traditional Western thought may have been complicit, given its underlying anthropocentric assumptions and humanist commitments in education philosophy, theory and practice. The postcritical knowledge ecology developed here is applied to both a modest and responsible form of methodological inquiry in an ethnographic study of nature experience. Our contextualised experiment adds to the nascent literature of an environmentally oriented education now demanded in the Anthropocene. 相似文献
120.
Kerry Shephard Nell Smith Lynley Deaker John Harraway Freya Broughton‐Ansin Sam Mann 《Environmental Education Research》2011,17(3):329-340
A survey was developed to benchmark the affective sustainability characteristics of an incoming cohort of students in a Polytechnic in New Zealand, with the intention to monitor changes in these attributes as the students experience higher education over subsequent years. The survey contained a number of research instruments as we were interested in exploring how best to record these attributes. This article reports on the comparative efficacy of four of these instruments in describing the affective characteristics of the students. All the instruments depended on respondents’ self‐reporting in the absence of researchers or interviewers. The results do encourage us to have some confidence that students’ sustainability characteristics may be researched using a variety of survey‐based research instruments, and particular confidence in ongoing use of the Revised New Ecological Paradigm (NEP) scale. 相似文献