全文获取类型
收费全文 | 17491篇 |
免费 | 239篇 |
国内免费 | 54篇 |
专业分类
教育 | 12934篇 |
科学研究 | 1196篇 |
各国文化 | 182篇 |
体育 | 1250篇 |
综合类 | 44篇 |
文化理论 | 88篇 |
信息传播 | 2090篇 |
出版年
2021年 | 186篇 |
2020年 | 245篇 |
2019年 | 372篇 |
2018年 | 518篇 |
2017年 | 569篇 |
2016年 | 518篇 |
2015年 | 341篇 |
2014年 | 474篇 |
2013年 | 3568篇 |
2012年 | 458篇 |
2011年 | 484篇 |
2010年 | 425篇 |
2009年 | 411篇 |
2008年 | 427篇 |
2007年 | 408篇 |
2006年 | 427篇 |
2005年 | 368篇 |
2004年 | 262篇 |
2003年 | 260篇 |
2002年 | 236篇 |
2001年 | 373篇 |
2000年 | 298篇 |
1999年 | 260篇 |
1998年 | 163篇 |
1997年 | 165篇 |
1996年 | 178篇 |
1995年 | 148篇 |
1994年 | 158篇 |
1993年 | 145篇 |
1992年 | 215篇 |
1991年 | 218篇 |
1990年 | 241篇 |
1989年 | 226篇 |
1988年 | 182篇 |
1987年 | 189篇 |
1986年 | 188篇 |
1985年 | 186篇 |
1984年 | 191篇 |
1983年 | 174篇 |
1982年 | 139篇 |
1981年 | 146篇 |
1980年 | 137篇 |
1979年 | 198篇 |
1978年 | 167篇 |
1977年 | 118篇 |
1976年 | 127篇 |
1975年 | 113篇 |
1974年 | 104篇 |
1973年 | 109篇 |
1971年 | 120篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
991.
Early childhood is a sensitive period for learning and social skill development. The maturation of cerebral regions underlying social processing lays the foundation for later social-emotional competence. This study explored myelin changes in social brain regions and their association with changes in parent-rated social-emotional development in a cohort of 129 children (64 females, 0–36 months, 77 White). Results reveal a steep increase in myelination throughout the social brain in the first 3 years of life that is significantly associated with social-emotional development scores. These findings add knowledge to the emerging picture of social brain development by describing neural underpinnings of human social behavior. They can contribute to identifying age-/stage-appropriate early life factors in this developmental domain. 相似文献
992.
993.
This article considers the role of the SENCo during Covid-19 pandemic conditions of school lockdown with partial reopening for children classified as ‘vulnerable’. It is argued that the existing pressures and tensions already experienced by SENCos – for example, related to time, workload, status, and their prescribed managerial and strategic role – have been highlighted by pandemic conditions. Pressures resulting specifically from the pandemic are reflected by considering how SENCos will adjust to enact their role during this time. It is concluded that an advocacy role for pupils with special educational needs and disability, who are at risk of becoming increasingly marginalised within school and wider communities during this pandemic, should now be considered a central element of the SENCo’s remit. 相似文献
994.
995.
Jill de Ron Marie Deserno Donald Robinaugh Denny Borsboom Han L. J. van der Maas 《Child development》2023,94(6):1432-1453
The current paper presents an integrated formal model of typical and atypical development based on the mechanisms of mutualism and resource competition. The mutualistic network model is extended with the dynamics of competition for limited resources, such as time and environmental factors. The proposed model generates patterns that resemble established phenomena in cognitive development: the positive manifold, developmental phases, developmental delays and lack of early indicators in atypical development, developmental regression, and “quasi-autism” caused by extreme environmental deprivation. The presented modeling framework fits a general movement towards formal theory construction in psychology. The model is easy to replicate and develop further, and we offer several avenues for future work. 相似文献
996.
997.
998.
999.
1000.