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11.
Norbert K. Semmer James H. Dwyer Peter Lippert Reinhard Fuchs Paul D. Cleary Anita Schindler 《European Journal of Psychology of Education - EJPE》1987,2(4):387-401
Longitudinal data from the «Berlin-Bremen Study on Health Behavior» are used to investigate smoking transitions between different stages of smoking. 1357 seventh and eighth graders were asked about their smoking behavior, their expectations with regard to smoking, smoking in their environment, and their self-image in Fall, 1983. 86% and 81% participated again one and two years later, respectively. Analyses of carbon monoxide and serum thiocyanate levels revealed adequate validity for self-reported smoking behavior. Rates of smoking were dramatically different for different educational strata. Direct and indirect functions of smoking are distinguished. The «indirect» function refers to smoking as a means of obtaining access to peer groups, thus increasing one’s psychological well-being. Direct functions refer to social and affective effects of smoking such as looking older or calming down. In line with expectations, indirect functions were found to be more important for younger adolescents and for smoking onset. In contrast, direct functions were better predictors of the smoking behavior of older adolescents and of the transition to regular smoking. 相似文献
12.
This study investigated the status of phonological representations in French dyslexic children (DY) compared with reading
level- (RL) and chronological age-matched (CA) controls. We focused on the syllable’s role and on the impact of French linguistic
features. In Experiment 1, we assessed oral discrimination abilities of pairs of syllables that varied as a function of voicing,
mode or place of articulation, or syllable structure. Results suggest that DY children underperform controls with a ‘speed-accuracy’
deficit. However, DY children exhibit some similar processing than those highlighted in controls. As in CA and RL controls,
DY children have difficulties in processing two sounds that only differ in voicing, and preferentially process obstruent rather
than fricative sounds, and more efficiently process CV than CCV syllables. In Experiment 2, we used a modified version of
the Colé, Magnan, and Grainger's (Applied Psycholinguistics 20:507–532, 1999) paradigm. Results show that DY children underperform
CA controls but outperform RL controls. However, as in CA and RL controls, data reveal that DY children are able to use phonological
procedures influenced by initial syllable frequency. Thus, DY children process syllabically high-frequency syllables but phonemically
process low-frequency syllables. They also exhibit lexical and syllable frequency effects. Consequently, results provide evidence
that DY children performances can be accounted for by laborious phonological syllable-based procedures and also degraded phonological
representations. 相似文献
13.
Epistemology,situated cognition,and mental models: 'Like a bridge over troubled water' 总被引:1,自引:0,他引:1
Over the past two decades important educational implications have beendrawn mainly from two movements of epistemology: Constructivismand situated cognition. Aside from a meta-theoretical use ofconstructivism, the concept 'situated cognition' refers to a conceptionof situational context bound to a historically and socially determinedsituational logic. Focusing on educational processes, situated cognitionis considered to be a central construct for instruction, as is theclosely related concept of the construction of mental models.There are various kinds of the construction and change of mental modelsin a situational context: self-guided inductive construction is oneexample; another is the processing of a conceptual model providedto the learner. An emerging question is how the preconception changesand if the effects of such a model transition are stable. An exploratorystudy will be sketched which investigates the significance of aconceptual model provided at the beginning of the learning process;it has been hypothesized, that such a conceptual model significantlyimpacts the stability (i.e. the successful reconstruction) of mentalmodels built in the course of learning. Also considerableintraindividual differences and changes between two points of assessingthe learners' causal explanations were found. Similarities of theindividuals' reconstructions could be explained with regard tosimilarities of the structures of the learning situations and therelated instructional intervention. In general, the results of thisexploratory study support the assumption that mental models areconstructed in dependence on the demands of learning situations. 相似文献
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Erich Eder Katharina Turic Norbert Milasowszky Katherine Van Adzin Andreas Hergovich 《Science & Education》2011,20(5-6):517-534
The present study is the first to investigate the relationships between a multiple set of paranormal beliefs and the acceptance of evolution, creationism, and intelligent design, respectively, in Europe. Using a questionnaire, 2,129 students at secondary schools in Vienna (Austria) answered the 26 statements of the Revised Paranormal Belief Scale (R-PBS) and three statements about naturalistic evolution, creationism and intelligent design (ID). The investigated Austrian students showed an average R-PBS score of 82.08, more than 50% of them agreed with naturalistic evolution, 28% with creationism, and more than a third agreed with ID, the latter two closely correlated with each other. Females generally showed higher belief scores in the paranormal, creationism and ID. The agreement with naturalistic evolution correlated negatively with religious belief, but not with other paranormal beliefs, whereas the two non-scientific alternatives to evolution significantly correlated with both traditional and paranormal beliefs. Religious belief showed a significant positive correlation with other paranormal beliefs. All subscales of paranormal belief decreased during the eight grades of secondary school, as did acceptance of creationism and ID. However, the acceptance of naturalistic evolution did not correlate with age or grade. Possible reasons and implications for science education and the biology curriculum at Austrian secondary schools are discussed. 相似文献
19.
Cognitive scientists have studied internal cognitive structures, processes, and systems for decades in order to understand how they function in human learning. Nevertheless, questions concerning the diagnosis of changes in these cognitive structures while solving inductive reasoning tasks are still being scrutinized. This paper reports findings from an experimental study in which 64 participants in three experimental groups solved tasks at ten measurement points. We were able to illuminate changes of cognitive structures and found significant differences between the treatments. The results also indicate that supportive information is an important aid for developing cognitive structures while solving inductive reasoning tasks. 相似文献
20.
Left-handed performers seem to enjoy an advantage in interactive sports. Researchers suggest this is predominantly due to the relative scarcity of left-handers compared with right-handers. Such negative frequency-dependent advantages are likely to appear in inefficient game-play behaviour against left-handed opponents such as reduced ability to correctly anticipate left-handers' action intentions. We used a pre-post retention design to test whether such negative frequency-dependent perceptual effects can be reversed via effective training. In a video-based test, 30 handball novices anticipated the shot outcome of temporally occluded handball penalties thrown by right- and left-handed players. Between the pre- and post-tests, participants underwent a perceptual training programme to improve prediction accuracy, followed by an unfilled retention test one week later. Participants were divided into two hand-specific training groups (i.e. only right- or left-handed shots were presented during training) and a mixed group (i.e. both right- and left-handed shots were presented). Our results support the negative frequency-dependent advantage hypothesis, as hand-specific perceptual training led to side-specific improvement of anticipation skills. Similarly, findings provide experimental evidence to support the contention that negatively frequency-dependent selection mechanisms contributed to the maintenance of the handedness polymorphism. 相似文献