全文获取类型
收费全文 | 180篇 |
免费 | 1篇 |
专业分类
教育 | 114篇 |
科学研究 | 19篇 |
各国文化 | 1篇 |
体育 | 32篇 |
信息传播 | 15篇 |
出版年
2024年 | 1篇 |
2023年 | 4篇 |
2022年 | 2篇 |
2021年 | 4篇 |
2020年 | 5篇 |
2019年 | 4篇 |
2018年 | 7篇 |
2017年 | 16篇 |
2016年 | 11篇 |
2015年 | 7篇 |
2014年 | 4篇 |
2013年 | 29篇 |
2012年 | 9篇 |
2011年 | 15篇 |
2010年 | 3篇 |
2009年 | 7篇 |
2008年 | 4篇 |
2007年 | 6篇 |
2006年 | 4篇 |
2005年 | 5篇 |
2004年 | 2篇 |
2003年 | 5篇 |
2002年 | 2篇 |
2001年 | 3篇 |
2000年 | 2篇 |
1998年 | 2篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1994年 | 3篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1963年 | 1篇 |
1921年 | 2篇 |
排序方式: 共有181条查询结果,搜索用时 31 毫秒
1.
Research in Higher Education - Increasingly, undergraduates take more than 4 years to complete a baccalaureate, a situation widely perceived as a waste of time and money, for students,... 相似文献
2.
Lennart Fischer Joseph Baker Rebecca Rienhoff Bernd Strauß Judith Tirp Dirk Büsch 《Journal of sports sciences》2016,34(17):1637-1642
There is little research investigating the maintenance of perceptual-cognitive expertise in general and even less comparing coaches of different ages. The aim of this study was to test for perceptual-cognitive differences between age groups, licence levels, and their interaction. This study investigated differences in skilled performance between young and middle-aged coaches of three different skill levels. Participants performed an accuracy-oriented pattern recall (mean distance in pixel) and a time-oriented flicker test (mean detection time in ms). There were some significant differences between age groups and between skill groups for both tests, but no interactions. For the pattern recall test, the effect sizes were larger for skill level differences, while for the flicker test effects were larger for ageing. These results suggest coaches are able to maintain accuracy skills better than reaction timed tasks. This is in line with findings on speeded performance in general populations, which show declines with age. Moreover, results also support findings on perceptual expertise in skills where accuracy was important. 相似文献
3.
Dirk J. Van De Kaa 《Higher Education》1994,28(1):59-83
The Netherlands form a consensus democracy. In such a society the legitimacy of decisions is of great concern to all. An elaborate system of checks and balances tends to exist and the pressure to join an emerging consensus at meetings is both subtle and tremendously powerful. In the Dutch system of higher education and research the manifestations of the consensus ideal are numerous. This paper highlights them where appropriate. It reviews the Dutch research effort in an international perspective and concludes that R&D expenditure in the Netherlands, measured as a proportion of GDP, is declining. Fairly radical changes in science policy orientation since the 1960s are reviewed and the current frameworks for policy formulation, academic foresight and the organisation of support are sketched. After discussing NWO's different funding instruments, the practices of picking the winners are described in some detail. Three different peer review models are then discussed with special attention to their strengths and weaknesses. The paper's final section is focussed on the evaluation practices in force. 相似文献
4.
5.
This paper not only makes a contribution to the mosaic of scientific knowledge of the brain and nervous system, but suggests
implications of practical value. Observant, experienced teachers know empirically that some youngsters learn best, and perhaps
only, when seated front-center, right before the teacher’s desk. Such children need to have the eye contact, or to be in quick
arm’s reach, or to have distractions screened out. Drs. Bakker and Van Rijnsoever give evidence here that, for many children,
taking in and remembering the message is dependent on their physical placement to catch most effectively the stream of sound.
This is important to consider in the popular open classroom. Although many children can adapt readily to less-than-perfect
physical learning conditions, for some we must “re-invent the wall,” not to climb, but to provide a place to call “home.”
The theoretical re-inforcement presented in this paper proves that such boundaries can also provide source and direction for
sound as part of some children’s currently needed sensory security and enhance the efficiency of their auditory intake.
Editor 相似文献
6.
7.
Cognition-related brain responses to meaningful and meaningless figures were registered in 5-year-old kindergarten children who either had been subtyped as being at-risk of developing an L- or P-type dyslexia (LAL versus LAP) or who were not at-risk. While identifying, naming, or categorizing pictures, event-related potentials (ERP) were registered. Three cognition-related components were found: the N460, the P780, and the Slow Wave (SW). LAP-children produced weak N460 activity across tasks, whereas LAL children, and to a lesser degree, non-risk children produced robust task-dependent activity. This finding may indicate that LAP-children lack semantic input while processing the figures. P780 latencies to frequently occurring figures were found hemisphere-dependent: LAP-children showed longer latencies in the right than in the left hemisphere, whereas the distribution was reversed in the LAL and non-risk children. It was also found that the right hemisphere is generally responsible for a lion's share of the processing of figures and therefore it seems that the right hemisphere of LAP-children invests ample time in doing so. Whereas LAP-children showed largest SW amplitude differences between frequent and infrequent stimuli at posterior locations, LAL children did so at frontal locations. Assuming that the SW represents working-memory processes, it may be that working-memory in LAP-children deals with figure-relevant visual-spatial information and with figure-derived concepts in LAL children. Overall, the findings suggest that LAL and LAP represent two different groups of kindergartners at risk of dyslexia and that these differences, to some degree, fit with the presumed etiology of L- and P-type dyslexia. 相似文献
8.
9.
10.