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Past research on social marking and pragmatic reasoning schemas suggest that cognitive processing modes are first elaborated by children when are carying out regulating social routines in the course of which they learn to produce the responses that satisfy the demand of their environment. The data of five experimental studies with 3–6 year old children, for object distribution tasks, are reported here. The data of the three first experiments show that the social routines evoked by the objects to be processed have a dual effect, influencing both the representation of the partition to be made, as well as the procedures used to make them. The data of the two last experiments seems to attest that, in training situations, the utilization of routine-evoking tasks promotes the construction of more general schemas, by the attribution of an operative meaning to the linguistic expressions used to characterize the states to be attained, and the transformations to be applied in order to attain them. 相似文献
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The purpose of the present study was to examine whether indirect aggression was distinct from physical aggression across developmental periods. Participants were 3,089 Canadian children aged 4 to 7 years (Time 1), 6 to 9 years (Time 2), and 8 to 11 years (Time 3). Confirmatory factor analysis using an accelerated longitudinal design confirmed a 2-factor model that was stable across cohorts, time, and sex. The longitudinal predictive links between indirect and physical aggression were also examined in a path analysis. Findings did not support the notion that maturation is associated with changes in the ways children aggress but rather suggest that children are consistent in the type of aggression they use over time, whether it be indirect or physical. 相似文献
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Instructional Science - What makes someone a good writer? To begin to answer this question, we compared the discourse knowledge and self-regulation of good and poor writers, as well as the quality... 相似文献
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Ophélie A. Collet Massimiliano Orri Cédric Galéra Laura Pryor Michel Boivin Richard Tremblay Sylvana Côté 《Child development》2024,95(3):948-961
We investigated whether child temperament (negative emotionality, 5 months) moderated the association between maternal stimulation (5 months–2½ years) and academic readiness and achievement (vocabulary, mathematics, and reading). We applied structural equation modeling to the data from the Quebec Longitudinal Study of Child Development (N = 1121–1448; mostly Whites; 47% girls). Compared to children with low negative emotionality, those with high negative emotionality had higher levels of academic readiness (6 years) and mathematics achievement (7 years) when exposed to high levels of maternal stimulation (β = 3.17, p < .01 and β = 2.91, p < .01, respectively). The results support the differential susceptibility model whereby highly emotionally negative children were more susceptible to the influences of low and high levels of maternal stimulation in academic readiness and mathematics achievement's developments. 相似文献
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Nadine Forget-Dubois Ginette Dionne Jean-Pascal Lemelin Daniel Pérusse Richard E. Tremblay Michel Boivin 《Child development》2009,80(3):736-749
Home environment quality is a well-known predictor of school readiness (SR), although the underlying processes are little known. This study tested two hypotheses: (a) child language mediates the association between home characteristics (socioeconomic status and exposure to reading) and SR, and (b) genetic factors partly explain the association between language and SR. Data were collected between 6 and 63 months in a large sample of twins. Results showed that home characteristics had direct effects on SR and indirect effects through child language. No genetic correlation was found between language and SR. These results suggest that home characteristics affect SR in part through their effect on early language skills, and show that this process is mainly environmental rather than genetic in nature. 相似文献
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Jennifer Martin Pascale Colé Christel Leuwers Séverine Casalis Michel Zorman Liliane Sprenger-Charolles 《Annals of dyslexia》2010,60(2):238-264
This study investigated the reading and reading-related skills of 15 French-speaking adults with dyslexia, whose performance
was compared with that of chronological-age controls (CA) and reading-level controls (RL). Experiment 1 assessed the efficiency
of their phonological reading-related skills (phonemic awareness, phonological short-term memory, and rapid automatic naming
(RAN)) and experiment 2 assessed the efficiency of their lexical and sublexical (or phonological) reading procedures (reading
aloud of pseudowords and irregular words of different lengths). Experiment 1 revealed that adults with dyslexia exhibited
lower phonological reading-related skills than CAs only, and were better than RL controls on the RAN. In experiment 2, as
compared with RL controls, only a deficit in the sublexical reading procedure was observed. The results of the second experiment
replicated observations from English-language studies but not those of the first experiment. Several hypotheses are discussed
to account for these results, including one related to the transparency of orthographic systems. 相似文献