全文获取类型
收费全文 | 74篇 |
免费 | 0篇 |
专业分类
教育 | 66篇 |
科学研究 | 3篇 |
体育 | 1篇 |
信息传播 | 4篇 |
出版年
2024年 | 1篇 |
2020年 | 3篇 |
2019年 | 2篇 |
2018年 | 1篇 |
2017年 | 2篇 |
2016年 | 2篇 |
2015年 | 1篇 |
2014年 | 2篇 |
2013年 | 6篇 |
2010年 | 1篇 |
2009年 | 2篇 |
2008年 | 1篇 |
2006年 | 2篇 |
2005年 | 2篇 |
2003年 | 1篇 |
2002年 | 3篇 |
2000年 | 1篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1983年 | 3篇 |
1982年 | 4篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 5篇 |
1978年 | 4篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1972年 | 1篇 |
排序方式: 共有74条查询结果,搜索用时 15 毫秒
41.
42.
Charles M. Vance 《Instructional Science》1987,16(1):79-100
This study examined the effects of three integrated and contiguous instructional designs using incongruity humor on the recognition and recall of information measured by immediate learning and retention tests. First graders in three classes (N=58) were randomly assigned to one of three humor design treatment groups and a control group. On two successive days prior to receiving a humor treatment, each group received a taped reading of a familiar story, which succeeded in the intended manipulation of subjects to low levels of arousal and interest across all groups. The three humor designs included a humor experience which was immediately followed by a serious presentation of new information (contiguous-immediate design), the same humor experience with a one week postponed presentation of the new information (contiguous-postponed design), and a presentation of the new information with humor interspersed within (integrated design). Results indicated that the two contiguous humor treatment groups had higher immediate memory and retention scores than the control group, particularly with regard to recall of the new information. The integrated humor treatment failed to have its intended humor reaction. Limitations of previous research, which generally does not support the instructional value of humor, are discussed in terms of basic theory and research in humor, motivation, and learning. 相似文献
43.
This paper examines the factors influencing theyield — the proportion of accepted applicants that confirm their intention to attend — in the admissions process for the MBA program of the school of management at a large metropolitan university. A stochastic model of a student's MBA program choice decision is presented. Using the resulting logistic probability model, the authors examine the impact of student traits (both aptitude-related and non-aptitude-related) and program characteristics, known to admissions officials, on the probability of confirmation. The results of the analysis provide a basis for measuring the dimensions of the market for educational services this MBA program provides, suggest a strategic response to this market, and offer a way to measure the profitability of various strategic response options. In particular, the results demonstrate that financial aid awards can increase dramatically the probability of confirmation and that confirmation probabilities are affected significantly by non-aptitude-related student characteristics. 相似文献
44.
45.
Education is central to the preservation and success of any society, including that of the Palestinians. With the signing of the Peace Accords in 1993, Palestinians now have their first opportunity in nearly 500 years to control and develop their own educational system, a system that will better meet the needs of the Palestinians than those nations who have controlled the Palestinians for so many years. With this singular opportunity, the questions now becomes one of determining the nature of this educational system, one uniquely fitted to preserve and promote Palestinian society. The purpose of this study was to examine ideas from Palestinians about what they thought their educational system should be and what core values should inform its creation and development. Through information gathered in semi-structured interviews, a portrait begins to emerge about what Palestinians think their schools and educational processes should look like, what barriers present themselves to the realization of their ideas, and what the solutions may be to remove these barriers. 相似文献
46.
R. Vance Peavy 《International journal for the advancement of counseling》1982,5(4):265-272
Counselling is usually conceptualized as a psychological activity closely resembling psychotherapy. This paper presents an alternate orientation, showing how counselling can be viewed as a social practice organized around the social concept of status. Thirteen counselling policies are described.Paper presented at the IRTAC International Consultation on Counselling for the Integration of the Handicapped in Society, Florence, Montecatini-Terme, Italy, April 1981. 相似文献
47.
The study investigated WISC-R subtest pattern scores of 58 learning disabled children (42 boys and 16 girls) ranging in age from 6 years to 15 years, 10 months. The variation in subtest scores was analyzed by a 1 X 10 analysis of variance with repeated measures on the single factor. Differences between individual subtest means were analyzed by the Newman-Keuls test for simple effects. The evidence indicates that the low subtest scores on Arithmetic, Coding and Information were characteristic of this group. The study did not support the verbal-Performance discrepancies as useful in the diagnosis of learning disabilities. 相似文献
48.
This study extended the reliability research of the Qualitative Scoring System for the Modified Version of the Bender-Gestalt Test (Modified B-G Test). The test was administered to 48 kindergartners and first graders by a licensed psychologist. The 48 test protocols were scored independently by two psychologists using the Qualitative Scoring System. The two sets of scores were significantly correlated. Results indicated that the scoring system for the Modified B-G is highly reliable. 相似文献
49.
This study investigated whether the Minnesota Percepto-Diagnostic Test-Revised (MPD-R) or the Bender-Gestalt (BG) would most accurately predict achievement at the first-, third-, and fifth-grade levels. Both tests were administered to 84 children (28 at each grade level) in a counterbalanced order. Data were analyzed using Pearson product-moment correlations, t tests for significance of difference between dependent correlations, and partial correlations. Results indicated that the MPD-R is a better predictor of achievement than the BG, especially at the first-and fifth-grade levels. At each grade level, the MPD-R scores correlated more highly with more achievement than did the BG. 相似文献
50.