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151.
152.
Michael F. Brown Daniel Mckeon Timothy Curley Brian Weston Constance Lambert Brian Lebowitz 《Learning & behavior》1998,26(3):264-271
Honeybees were tested in delayed conditional discrimination procedures (matching-to-sample and nonmatching-to-sample), using color stimuli presented on a video monitor. A small but reliable tendency to choose the color presented as the conditional cue was found, regardless of whether the contingencies reinforced or discouraged this tendency. The perseverative tendency occurred even with a delay of up to 1–2 min between the conditional cue and the choice. The tendency cannot be explained by changes in the associative value of the colors. Explanation of the results requires some form of working memory for color. 相似文献
153.
154.
Deanna D. Sellnow Derek R. Lane Timothy L. Sellnow Robert S. Littlefield 《Communication Studies》2017,68(5):552-567
This study presents the IDEA (internalization, distribution, explanation, action) model as an easy-to-use and situationally generalizable framework for quickly developing effective messages instructing people on how to protect themselves before and during high-risk events, crises, disasters, and other emergencies. The model consists of four elements: helping message recipients internalize the potential impact of the risk or crisis event, identifying appropriate channels and strategies for distributing the risk or crisis event messages, offering a brief and intelligible explanation of the nature of the risk or crisis, and providing specific self-protective action steps for people to take. The model may be used to design messages in any risk, crisis, or emergency context. Through a posttest-only quasi-experimental cross-sectional research experiment, this study measured the perceived message effectiveness, cognitive understanding, and behavioral intentions of those viewing a television news story about a crisis situation employing the IDEA model compared to those viewing a similar story replicating typical crisis event news stories delivered to general publics. This comparative examination revealed that the message designed according to the IDEA model was significantly more effective than the status quo message and resulted in greater behavioral intentions to engage in appropriate self-protective actions in the event of an acute risk or crisis situation. Strategies for implementing the model are also provided. 相似文献
155.
People who receive supportive communication when they are distressed benefit from a series of advantageous outcomes. We designed the following activity based on the popular board game Apples to Apples to provide students with an experiential understanding of different types of social support—(1) emotional, (2) esteem, (3) network, (4) informational, (5) tangible, (6) celebratory, (7) social presence, and (8) nonverbal—as well as to illustrate the concepts of support matching and person centeredness.
Courses: Interpersonal Communication, Relational Communication, Health Communication.
Objectives: To provide students with an experiential understanding of different types of social support: (1) emotional, (2) esteem, (3) network, (4) informational, (5) tangible, (6) celebratory, (7) social presence, and (8) nonverbal, as well as to illustrate the concepts of support matching and person centeredness. 相似文献
156.
Eleazar Vasquez III Angel Lopez Carrie Straub Selma Powell Tracy McKinney Zachary Walker Tiphanie Gonzalez Timothy A. Slocum Lee Mason Breda V. Okeeffe Peña L. Bedesem 《Learning disabilities research & practice》2011,26(2):84-93
Ethnic minority disproportionality has been a topic of extensive discussion and research for many years. In 1997, Artiles, Trent, and Kuan conducted a seminal review of the special education research literature to identify how often researchers report and disaggregate data in ways that would support conclusions about specific ethnic minority groups. These authors found alarmingly low rates of publication on identifiable minority groups. The purpose of this review is to replicate the work of Artiles et al. and extend this literature analysis to the subsequent 15‐year period (1995–2009). We found increases in the proportion of articles reporting ethnic minority information 15 years following the Artiles et al. publication. Discussion focuses on the gap in our knowledge of evidence‐based practices for ethnic minority students in special education. 相似文献
157.
John E. Henning Linda J. Rice Danielle E. Dani Ginger Weade Timothy McKeny 《Teacher Development》2017,21(3):388-403
The purpose of the study was to examine the differences among significant changes in the practice of individual teachers. Seventeen US teachers were interviewed about the most successful change in their teaching career. The differences in teacher change were based primarily on the source and impact of the change. The sources of change were divided into two categories: other-initiated or self-initiated. The level of impact was determined in three ways: by whether teachers described a new practice, a new direction, or a change in their beliefs. By organizing according to both the source and impact of the change, four types of change were identified: Response to School Initiatives, Professional Development Initiatives, Student-Centered Changes, and Self-Designed Changes. Self-Designed changes were further distinguished based on the time required for the change process. Implications for developing new strategies to foster teacher development are discussed. 相似文献
158.
Timothy J. Nokes Robert G. M. Hausmann Kurt VanLehn Sophia Gershman 《Instructional Science》2011,39(5):645-666
Cognitive science principles should have implications for the design of effective learning environments. The self-explanation
principle was chosen for the current work because it has developed significantly over the last 20 years. Early formulations
hypothesized that self-explanation facilitated inference generation to supply missing information about a concept or target
skill, whereas later work hypothesized that self-explanation facilitated mental-model revision (Chi, Handbook of research
on conceptual change, 2000). To better understand the complex relationship between prior knowledge, cognitive processing, and changes to a learner’s
representation, two classes of self-explanation prompts (gap-filling and mental-model revision) were tested in the domain
of physics problem solving. Prompts designed to focus the learner on gap-filling led to greater learning and a reduction in
the amount of tutoring assistance required to solve physics problems. The results are interpreted as support for the instructional
fit hypothesis—the idea that the efficacy of instruction is contingent on the match between the cognitive processing that the instruction
elicits, how those processes modify the underlying knowledge representations for the task, and the utility of those representations
for the task or problem. 相似文献
159.
This study examined the effectiveness of providing instructional support for the self-regulation of a self-directed homework
assignment. Across four parallel experiments, university students completed an online module on critical thinking. In Experiment
1, participants who were prompted on a broad spectrum of study strategies showed superior performance on a subsequent test
of application relative to a control group. In Experiment 2, participants were prompted to use two specific strategies: generation
of explanations and summarization. The former improved performance, whereas the latter did not. In Experiment 3, instructional
aids designed to facilitate planning improved some aspects of performance relative to the control group. In Experiment 4,
attempts to encourage self-feedback impaired performance. In conclusion, beyond encouraging a broad spectrum of study strategies,
the generation of explanations and planning particularly improve learning without overburdening working memory. 相似文献
160.
Nate Page Derek Griner Timothy B. Smith Aaron P. Jackson Klint Hobbs 《Journal of College Student Psychotherapy》2019,33(3):180-198
A multisite qualitative study investigated the experiences of six group leaders and 10 group members who participated in seven different university counseling center international student support groups. Analyses of interview data using hermeneutic interpretation resulted in nine major themes and 10 subthemes organized into four sections: (a) recruitment and group design, (b) experiences of group members, (c) experiences of group leaders, and (d) additional considerations. 相似文献