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241.
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Pamela R. Clinkenbeard 《Psychology in the schools》2012,49(7):622-630
An analysis of contemporary motivation theories reveals implications for gifted and talented students. The expectancy‐value framework, intrinsic‐extrinsic motivation theories, goal orientations, self‐efficacy and other self‐perceptions, and attribution theory are described and discussed with respect to implications for the psychology and education of gifted and talented students. Illustrative empirical research on motivation and gifted students is presented, and a model of classroom motivation factors is provided as a practical structure within which to consider instructional practices with this population. © 2012 Wiley Periodicals, Inc. 相似文献
243.
Charles Haynes Ed.D. Pamela Hook Ph.D. Paul Macaruso Ph.D. Etsuko Muta M.Ed. Yoichi Hayashi M.A. Junko Kato M.D. Tokuko Sasaki M.Ed. 《Annals of dyslexia》2000,50(1):213-238
This study compared U.S. and Japanese grade school teachers’ perceptions of the strengths and weaknesses of children in their
classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of
their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children’s
abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall,
U.S. and Japanese teachers’ rating patterns were similar on 70 percent of the skills. In most areas where significant differences
were found—listening, speaking, reading/writing and study skills—U.S. teachers rated higher percentages of their children
as “weaker” than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received
higher percentages of “weak” ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading
to their children’s learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems
and cultural expectations. 相似文献
244.
Julia Wallace Pamela A. Steinert Stanley R. Scobie Norman E. Spear 《Learning & behavior》1980,8(1):10-16
Two experimental paradigms are presented aimed at determining the retention of auditory and visual information over brief delay intervals. First, a conditional delayed matching-to-sample procedure was used in which rats were required to symbolically match the modality of the sample stimulus with one of two comparison stimuli. In the second experiment, subjects were trained and tested using a Konorski-type procedure. Despite the conceptual and procedural differences between the two procedures, subjects in both experiments showed steeper forgetting functions for visual events than for auditory events, while performance levels at 0-sec delay intervals were equivalent for both stimuli. These results, when taken together with related research conducted with pigeons, suggest that content of memory may have important influences on the short-term retention abilities of animal subjects. 相似文献
245.
Robert A. Reiser Martin A. Tessmer Pamela C. Phelps 《Educational technology research and development : ETR & D》1984,32(4):217-223
This study examined whether children’s learning from “Sesame Street” could be improved by having adults ask the children questions
and provide them with feedback while they watched the show. Subjects were 23 three- and four-year-old, white, middle-class
children who were randomly assigned to one of two conditions. Children in both conditions watched three specially edited versions
of “Sesame Street” with an adult. While they did so, children in the experimental condition were asked to name the letters
and numbers shown on the programs. Results indicated that 3 days after watching the last program, children in the experimental
condition were better able to name and identify the letters and numbers they had seen (p < .01). Three features of the experimental
treatment that may have contributed to these results are discussed, as are the implications of the findings. 相似文献
246.
Abstract Some professionals have used empirical work indicating that institutions have deleterious effects on their mentally retarded residents to support deinstitutionalization. In the present study, we compared 17 institutionalized mentally retarded adolescents with 29 noninstitutionalized mentally retarded adolescents on measures of self‐image and outerdirectedness. We found no deleterious effects of institutionalization on the global self‐image or on self‐image scores in the cognitive, social, or physical abilities content areas. For both groups, however, global scores were higher than scores in the social and physical abilities domains. Overall, institutionalized adolescents were no more dependent on external cues in solving problems (i.e., outerdirected) than were noninstitutionalized adolescents. We found, however, an interaction effect indicating that at higher mental ages, institutionalized, relative to noninstitutionalized, adolescents relied more on external cues. The results suggest that the effects of institutionalization may be dependent on numerous factors including the specific area of adjustment assessed, the developmental level of the individual, and the quality of the institution. 相似文献
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Institutionalized elderly people often appear to live in the past, or in their long‐term memories. The purpose of this study was to determine the effects of playing tapes of Golden Age radio shows, both musical and comedy, on the residents of a nursing home. In particular, the researchers were interested in memory recall, reactions to the memories, and the effects of this activity on involvement in planned nursing home activities. Trivia questions about the same time period were also utilized to determine if discussion of significant historical events in older persons’ lifetimes might be triggers for increased participation and socialization. The study was conducted in a 30‐bed nursing center located 20 miles west of a large midwestern metropolitan area. The participants included 12 women with a mean age of 90 years and of varying levels of cognitive functioning. The Golden Age radio programs were played on a tape recorder for a length of time not exceeding 20 minutes. Trivia questions were verbally posed by the researchers to the study group. Reactions to the Golden Age musical programs indicated that this type of music may evoke memories and encourage reminiscence in the lives of the elderly. The use of trivia is also recommended as a means of stimulating recall of historical and life events. The comedy programs evoked little response in this study, and the researchers feel that additional study in this area could be valuable. 相似文献