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81.
Should gifted and high-achieving students cooperate in homogeneous groups or do they learn better individually? Or should they learn together with less gifted peers in heterogeneous groups? Current empirical research is reviewed in this article and meta-analyses of available results in 12 published studies are performed. Results show that few methodologically sound studies can be found at present. In addition, researchers only considered a restricted spectrum of participants, focused on learning of relatively simple materials, measured only a restricted range of possible outcomes, and neglected processes and activities of the learners, which might determine outcomes of cooperative learning. Results therefore remain controversial even for fundamental issues like learning in homogeneous versus heterogeneous, mixed-ability groups. In spite of these limitations, analyses nevertheless show that cooperative learning offers strong potentials for further improving the quality of instruction with gifted and high-achieving students. Further empirical research is required to obtain more differentiated information on the various aspects of cooperative learning. 相似文献
82.
Paola Rigo Gianluca Esposito Marc H. Bornstein Nicola De Pisapia Paola Venuti 《Parenting, science and practice》2019,19(1-2):97-100
SYNOPSISA key feature of parenting is that it is observable starting from behaviors that are performed daily by adult caregivers during repeated interactions with the child. Functional magnetic resonance imaging (fMRI) research on parental brain should integrate settings that resemble ecologies of situations in which parents typically care for children. However, as our commentators point out, ecological settings in fMRI research are challenging and require a multiperspective approach that systematically considers psychological and behavioral complexities of “mommy brain” to better understand how contingent mental states of mothers articulate with specific multi-tasking situations. 相似文献
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Nonverbal Executive Function is Mediated by Language: A Study of Deaf and Hearing Children 下载免费PDF全文
Nicola Botting Anna Jones Chloe Marshall Tanya Denmark Joanna Atkinson Gary Morgan 《Child development》2017,88(5):1689-1700
Studies have suggested that language and executive function (EF) are strongly associated. Indeed, the two are difficult to separate, and it is particularly difficult to determine whether one skill is more dependent on the other. Deafness provides a unique opportunity to disentangle these skills because in this case, language difficulties have a sensory not cognitive basis. In this study, deaf (n = 108) and hearing (n = 125) children (age 8 years) were assessed on language and a wide range of nonverbal EF tasks. Deaf children performed significantly less well on EF tasks, even controlling for nonverbal intelligence and speed of processing. Language mediated EF skill, but the reverse pattern was not evident. Findings suggest that language is key to EF performance rather than vice versa. 相似文献
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Diana Raufelder Nicola Neumann Martin Domin Robert C. Lorenz Tobias Gleich Sabrina Golde Lydia Romund Anne Beck Frances Hoferichter 《Child development》2021,92(6):2213-2223
Students’ sense of belonging presents an essential resource for academic and health outcomes, whereas social exclusion at school negatively impacts students’ well-being and academic performance. Aiming to understand how feelings of school-related belonging and exclusion shape the structural brain development, this study applied longitudinal questionnaire-based data and MRI data from 71 adolescent students (37 females, Mage at t1 = 15.0; t2 = 16.1 years). All were white participants from Germany. Voxel-based morphometry revealed only an association of social exclusion (and not of belonging) and gray matter volume in the left anterior insula: From t1 to t2, there was less gray matter decrease, the more social exclusion students perceived. School-related social exclusion and disturbed neurodevelopment are thus significantly associated. 相似文献
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Nicola Cherry 《Higher Education》1975,4(3):357-368
Undergraduate job values have been reported as reflecting both the sex and social origins of the student. The present study assesses whether such differences are of any occupational significance. Ratings on 30 job attributes were collected from 310 final year undergraduates at universities and colleges throughout Britain. The four factors extracted from these ratings were then related to the job held at 26 years. Although the proportions of men and women differed between jobs, this difference was adequately explained by the job values reported by the students before graduation. There was no evidence that women had different values (at college) than men who were, at 26, to do a similar type of job. The origins of sex and social class differences in students' values are explored and it is concluded that there is a need for a new approach to careers education for the highly intelligent student of limited aspiration. 相似文献
89.
Nicola A. Corbin William A. Smith J. Roberto Garcia 《International journal of qualitative studies in education》2018,31(7):626-643
Using the unique form of a composite counterstory culled from the experiences of 13 Black women at historically and predominantly White colleges and universities in a Western U.S. state, this paper explores the psychological tensions and silencing Black college women face as they navigate social constructions of their selfhood under a White gaze. This study centers these Black women’s voices through a tradition of storytelling and examines the ways they try to carve their own place by often engaging liberating, yet repressive, historically constructed STRONGBLACKWOMAN imagery to counteract equally silencing Angry Black Woman imagery. The historically and predominantly White institutional spaces within which these women study, live, and play exacerbate this tension, propelling them to model and rely upon stereotypically ‘positive’ representations of Black womanhood to deal with the pain of microaggressions. Altogether, these factors create instances of enhanced racial battle fatigue. 相似文献
90.
This study reports the findings of research undertaken by health sciences librarians at the University of Queensland Library into how medical students use information for their studies, particularly resources and services provided by the Library. The methods utilized were an online survey and focus groups. Results indicated that students favor print resources over electronic, value accessing resources on a one-stop basis, and prefer training to be delivered flexibly. The implication of these results for future resource selection, service provision, and instructional design and delivery is discussed. 相似文献