全文获取类型
收费全文 | 181篇 |
免费 | 3篇 |
专业分类
教育 | 145篇 |
科学研究 | 16篇 |
各国文化 | 1篇 |
体育 | 15篇 |
信息传播 | 7篇 |
出版年
2022年 | 2篇 |
2021年 | 2篇 |
2020年 | 3篇 |
2019年 | 3篇 |
2018年 | 6篇 |
2017年 | 5篇 |
2016年 | 5篇 |
2015年 | 7篇 |
2014年 | 3篇 |
2013年 | 21篇 |
2012年 | 1篇 |
2011年 | 3篇 |
2010年 | 7篇 |
2009年 | 4篇 |
2008年 | 3篇 |
2007年 | 9篇 |
2006年 | 2篇 |
2005年 | 5篇 |
2004年 | 5篇 |
2003年 | 6篇 |
2002年 | 3篇 |
2001年 | 2篇 |
2000年 | 5篇 |
1999年 | 3篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1993年 | 6篇 |
1992年 | 5篇 |
1991年 | 3篇 |
1990年 | 4篇 |
1989年 | 4篇 |
1988年 | 4篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 4篇 |
1984年 | 6篇 |
1983年 | 4篇 |
1982年 | 5篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 4篇 |
1977年 | 1篇 |
1976年 | 5篇 |
1975年 | 2篇 |
1971年 | 1篇 |
1969年 | 1篇 |
1910年 | 1篇 |
排序方式: 共有184条查询结果,搜索用时 15 毫秒
51.
52.
Marie‐Anne Mittelhaëuser Anton A. Béguin Klaas Sijtsma 《Journal of Educational Measurement》2015,52(3):339-358
The purpose of this study was to investigate whether simulated differential motivation between the stakes for operational tests and anchor items produces an invalid linking result if the Rasch model is used to link the operational tests. This was done for an external anchor design and a variation of a pretest design. The study also investigated whether a constrained mixture Rasch model could identify latent classes in such a way that one latent class represented high‐stakes responding while the other represented low‐stakes responding. The results indicated that for an external anchor design, the Rasch linking result was only biased when the motivation level differed between the subpopulations to which the anchor items were administered. However, the mixture Rasch model did not identify the classes representing low‐stakes and high‐stakes responding. When a pretest design was used to link the operational tests by means of a Rasch model, the linking result was found to be biased in each condition. Bias increased as percentage of students showing low‐stakes responding to the anchor items increased. The mixture Rasch model only identified the classes representing low‐stakes and high‐stakes responding under a limited number of conditions. 相似文献
53.
54.
Anton E. Lawson 《科学教学研究杂志》1986,23(6):503-522
Grossberg's neural modeling principles of learning, perception, cognition, and motor control are presented as the basis for construction of a neurological model of sensory-motor problem solving. The pattern of problem solving is assumed to be universal, thus is sought in the higher-order shift from the child's use of an additive strategy to the adolescent's use of a proportions strategy to solve the Pouring Water Task (Suarez and Rhonheimer, 1974). Possible neurological principles involved in this shift and in the process of psychological equilibration are discussed as are possible educational implications. 相似文献
55.
Jurgen Tijms Jan J. W. M. Hoeks Marja C. Paulussen‐Hoogeboom Anton J. Smolenaars 《Journal of Research in Reading》2003,26(2):121-140
Short and long‐term effects of a treatment for dyslexia are evaluated. The treatment is based on psycholinguistic theory and assumes that dyslexia is due to poor lexico‐phonological processing of words. The treatment is computer‐based and focuses on learning to recognise and to make use of the phonological and morphological structure of Dutch words. The results of the treatment were clear improvements in reading words, reading text and spelling. Effect sizes of standardised treatment gains were large (Cohen's d>0.80 for all variables). Following the treatment, participants attained an average level of text‐reading and spelling. The attained level of reading words and reading text was found to be stable over a four‐year follow‐up period. Spelling showed a slight decline one year after the treatment, but remained stable thereafter. 1 1. A preliminary report of the data was presented at the World congress on dyslexia, September 1997, Thessaloniki, Greece. 相似文献
56.
In this contribution, we identify and clarifysome distinctions we believe are useful inestablishing the reliability of information onthe Internet. We begin by examining some of thesalient features of information that go intothe determination of reliability. In so doing,we argue that we need to distinguish contentand pedigree criteria of reliability and thatwe need to separate issues of reliability ofinformation from the issues of theaccessibility and the usability of information.We then turn to an analysis of some commonfailures to recognize reliability orunreliability. 相似文献
57.
This paper focuses on two elements of process knowledge that we call sticky and fluid knowledge. Process knowledge, we argue, differs from the more commonly described tacit or explicit knowledge due to its domain specificity. Process knowledge is a potential source of competitive advantage for an organisation and is key to the development of intellectual capital for an organisation. Knowledge management is the operational means of delivering this intellectual capital value. From empirical research conducted, two cases are presented that illustrate process knowledge and its value and exploitation for the development of intellectual capital. The findings emphasise the necessity for a multiplicity of means for process knowledge transfer in order to ensure the widest possible distribution. In particular, in order to ensure that sticky process knowledge is transformed into fluid process knowledge, it is recommended that, communities and face2face discussions supplement knowledge exchanges via electronic networks. 相似文献
58.
59.
The present study assessed the behavioral and the reasoning performances of 507 school and university students on the four logical principles of logical detachment, particular conversion, particular inversion, and particular contraposition. An adapted version of Wason's four-card problem was administered to all students in paper-and-pencil format and in group settings. Students were asked to respond to the logical questions and to justify their answers. Nine logical reasoning categories were identified. The results of behavioral and reasoning performances were compared across grade levels. Results indicated that many students who responded behaviorally correctly to the logical questions, provided incorrect reasoning justifications. The percentages of students who considered a conditional statement as hypothetical increased with age. No sex differences on the behavioral and the reasoning performances were reported. 相似文献
60.
Anton E. Lawson 《科学教学研究杂志》1983,20(2):117-129
Controversy in the literature exists concerning the relative importance of cognitive characteristics such as general developmental level and specific prior knowledge for science achievement. Thus the relative ability of developmental level and prior knowledge to predict achievement of concepts of evolution and natural selection was assessed by means by three commonly used types of examination items: multiple choice items, a computational item, and an essay item. The effects of students' disembedding ability, mental capacity, and belief in evolution were also assessed. Disembedding ability, prior knowledge, and belief in evolution were found to be significantly related to overall achievement, while developmental level and mental capacity were not. However, developmental level was found to be the best predictor of performance on the computational item while belief in evolution and prior knowledge were found to be the best predictors of performance on the multiple-choice items. Mental capacity was found to be a predictor of performance on the essay item. It is argued that the cognitive variables influence different aspects of science achievement. Implications are discussed. 相似文献