全文获取类型
收费全文 | 624篇 |
免费 | 7篇 |
专业分类
教育 | 544篇 |
科学研究 | 11篇 |
各国文化 | 5篇 |
体育 | 10篇 |
文化理论 | 3篇 |
信息传播 | 58篇 |
出版年
2023年 | 4篇 |
2022年 | 6篇 |
2021年 | 4篇 |
2020年 | 10篇 |
2019年 | 6篇 |
2018年 | 15篇 |
2017年 | 26篇 |
2016年 | 10篇 |
2015年 | 16篇 |
2014年 | 21篇 |
2013年 | 166篇 |
2012年 | 19篇 |
2011年 | 12篇 |
2010年 | 14篇 |
2009年 | 15篇 |
2008年 | 16篇 |
2007年 | 13篇 |
2006年 | 14篇 |
2005年 | 9篇 |
2004年 | 14篇 |
2003年 | 10篇 |
2002年 | 14篇 |
2001年 | 10篇 |
2000年 | 12篇 |
1999年 | 7篇 |
1998年 | 11篇 |
1997年 | 5篇 |
1996年 | 8篇 |
1995年 | 9篇 |
1994年 | 8篇 |
1992年 | 7篇 |
1991年 | 6篇 |
1990年 | 11篇 |
1989年 | 8篇 |
1988年 | 4篇 |
1987年 | 5篇 |
1986年 | 6篇 |
1985年 | 7篇 |
1984年 | 6篇 |
1983年 | 7篇 |
1982年 | 5篇 |
1981年 | 7篇 |
1980年 | 5篇 |
1979年 | 5篇 |
1977年 | 8篇 |
1976年 | 4篇 |
1975年 | 6篇 |
1974年 | 4篇 |
1973年 | 3篇 |
1970年 | 3篇 |
排序方式: 共有631条查询结果,搜索用时 15 毫秒
21.
22.
Strategic collaboration according to the law of comparative advantage involves dividing tasks based on the relative capabilities of group members. Three experiments (N = 405, primarily White and Asian, 45% female, collected 2016–2019 in Canada) examined how this strategy develops in children when dividing cognitive labor. Children divided questions about numbers between two partners. By 7 years, children allocated difficult questions to the skilled partner (Experiment 1, d = 1.42; Experiment 2, d = 0.87). However, younger children demonstrated a self-serving bias, choosing the easiest questions for themselves. Only when engaging in a third-party collaborative task did 5-year-olds assign harder questions to the more skilled individual (Experiment 3, d = 0.55). These findings demonstrate early understanding of strategic collaboration subject to a self-serving bias. 相似文献
23.
Robyn McCarthy Carolyn Blackburn Raja Mukherjee Kate Fleming Clare Allely Lauren Kirby Penny A. Cook 《British Journal of Special Education》2022,49(1):41-63
Three of the most prevalent developmental disorders (DDs) are autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and fetal alcohol spectrum disorder (FASD). As part of a study screening for DDs in Greater Manchester, UK, a unique opportunity was taken to explore parents' experiences of receiving reports about their child's previously unrecognised DD. Six parents out of a possible 16 took part in interviews, which were analysed thematically. Findings drawn from parental responses revealed a number of barriers to accessing support for their child's additional needs, including perceived resistance from schools, particularly for quiet, well-behaved girls, and difficulty in accessing assessment or referrals. There needs to be greater awareness of additional needs in children without externalising behaviours, the presence of gender-specific differences in the presentation of DDs, and FASD as a commonly occurring DD. Ultimately, better support for children with DDs would reduce the burden of unmet needs for the children and their families, and for wider services. 相似文献
24.
25.
26.
27.
28.
29.
Michael J. Kurtz Guenther Eichhorn Alberto Accomazzi Carolyn Grant Markus Demleitner Edwin Henneken Stephen S. Murray 《Information processing & management》2005,41(6):1395-1402
It has been shown (Lawrence, S. (2001). Online or invisible? Nature, 411, 521) that journal articles which have been posted without charge on the internet are more heavily cited than those which have not been. Using data from the NASA Astrophysics Data System (ads.harvard.edu) and from the ArXiv e-print archive at Cornell University (arXiv.org) we examine the causes of this effect. 相似文献
30.
Derrick A. Paladino Casey A. Barrio Minton Carolyn W. Kern 《Counselor Education & Supervision》2011,50(3):189-206
The authors propose the Interactive Training Model (ITM), a full classroom role play experience, as a method for helping student counselors develop essential interviewing and counseling skills and self‐awareness as required by the 2009 Council for Accreditation of Counseling and Related Educational Programs Standards. This pre‐post, quasiexperimental study involving 45 master's‐level students indicated that those who participated in the ITM made greater gains in supervisee development compared with those who participated in a traditional peer feedback model. Narrative student feedback regarding the use of ITM in an essential skills course is presented, and implications for counselor education are discussed. 相似文献