全文获取类型
收费全文 | 753篇 |
免费 | 27篇 |
专业分类
教育 | 610篇 |
科学研究 | 46篇 |
各国文化 | 7篇 |
体育 | 32篇 |
文化理论 | 3篇 |
信息传播 | 82篇 |
出版年
2022年 | 10篇 |
2021年 | 9篇 |
2020年 | 15篇 |
2019年 | 22篇 |
2018年 | 30篇 |
2017年 | 40篇 |
2016年 | 25篇 |
2015年 | 23篇 |
2014年 | 27篇 |
2013年 | 154篇 |
2012年 | 18篇 |
2011年 | 23篇 |
2010年 | 16篇 |
2009年 | 25篇 |
2008年 | 26篇 |
2007年 | 20篇 |
2006年 | 13篇 |
2005年 | 14篇 |
2004年 | 9篇 |
2003年 | 14篇 |
2002年 | 16篇 |
2001年 | 8篇 |
2000年 | 6篇 |
1999年 | 8篇 |
1998年 | 6篇 |
1997年 | 9篇 |
1996年 | 4篇 |
1995年 | 5篇 |
1994年 | 11篇 |
1993年 | 10篇 |
1992年 | 8篇 |
1991年 | 5篇 |
1990年 | 6篇 |
1988年 | 3篇 |
1987年 | 5篇 |
1986年 | 9篇 |
1985年 | 12篇 |
1984年 | 6篇 |
1983年 | 10篇 |
1982年 | 6篇 |
1981年 | 7篇 |
1980年 | 12篇 |
1979年 | 6篇 |
1978年 | 7篇 |
1977年 | 4篇 |
1976年 | 9篇 |
1974年 | 8篇 |
1973年 | 4篇 |
1972年 | 4篇 |
1971年 | 4篇 |
排序方式: 共有780条查询结果,搜索用时 15 毫秒
41.
Michele White 《Ethics and Information Technology》2002,4(1):55-70
This article considers ongoing attempts to regulate or even ban researchon LambdaMOO. Industry, private individuals, and research institutionshave supported MOOs, or multi-user object-oriented worlds. The earlyresearch on MOOs by Pavel Curtis, who was one of the key designers,suggests that these systems are part of a research project and have beenresearched since they were originally designed. However, a group ofMOOers have grown increasingly uncomfortable about the quotation ofcertain texts on web sites and academic journals and the potentiallypanoptic effect of research. Some of these practices have breachedcommunity conventions. Yet, such things as testing, invisibly watching,freely quoting characters, and ignoring certain rules have always beenaspects of the system. The dispute over research ethics and theparticipation of varied researchers within this setting indicate thatdiverse values are represented among MOOers and different expectationsexist about how the MOO might be a community. The term ``community' andthe presumption that online characters are people may have alsoincorrectly informed the research debate by making it seem that onlinesettings provide immediate access onto spaces, bodies, and individuals.Many MOOers may believe that research threatens individuals andcommunity. However, critical histories and analysis are needed in orderto explain the system to new users and encourage alternative forms ofdevelopment. Such work can only be produced if online systems are opento research and critique. 相似文献
42.
43.
This research examined attentional bias toward exercise-related images using a visual probe task. It was hypothesized that more-active participants would display attentional bias toward the exercise-related images. The results showed that men displayed attentional bias for the exercise images. There was a significant interaction of activity level by gender, and simple slopes analysis showed that active women displayed attentional bias toward the exercise-related images and inactive women displayed attentional bias toward the control images. A similar analysis with explicit attention to the pictures as the outcome variable was not significant. These findings confirm that attention for exercise-related images can be captured automatically regardless of whether people report they are attending to them. 相似文献
44.
Schools are expected to hold an increasingly central role in co-ordinating support for children with mental health needs. However, the role that schools hold in supporting pupils with selective mutism (SM) is complex. Through a Critical Interpretive Synthesis (CIS), this review explores the multidimensional role which educational settings hold in supporting children with SM. Key databases were searched (PsycInfo, British Education Index, Education Resources Information Center, British Library EThOS and Google Scholar) and a conceptual map, informed by experienced practitioners, guided additional purposive searching with a focus on conceptual saturation. A total of twenty-four papers were identified following a further process of appraisal. Reciprocal Translational Analysis (RTA) found that schools hold a tripartite role in supporting children with SM: this incorporated developing a shared understanding of the disorder, engaging in effective (and often multi-professional) planning, and offering direct support through adapting provision and facilitating individual intervention. Through realising this role, schools and educational settings might transform the support currently available for children and young people with SM. Implications for practice, policy and future research also emerged. This included a clear need for enhanced teacher understanding of SM, arguably at the level of initial teacher training (ITT). 相似文献
45.
Benjamin D. Plummer Brian M. Galla Amy S. Finn Sarah D. Patrick David Meketon Julia Leonard Calvin Goetz Elizabeth Fernandez‐Vina Sara Bartolino Rachel E. White Angela L. Duckworth 《Mind, Brain, and Education》2014,8(1):15-20
Schools are an important context for both basic and applied scientific research. Unlike the laboratory, however, the physical and social conditions of schools are not under the exclusive control of scientists. In this article, we liken collecting data in schools to putting on a theatrical production. We begin by describing the large cast of characters whose collaborative efforts make school‐based research possible. Next, we address the critics, including the university Institutional Review Board (IRB) and school administrators, whose feedback often improves the final study design. We then turn our attention to set building, stage directions, and rehearsals—key steps in the iterative process of refining study procedures. We end with a discussion of the day of data collection itself and activities that take place after the curtain drops. Throughout, we make recommendations based on our recent experience collecting data at several high schools. 相似文献
46.
Wixted (Annual Review of Psychology, 55, 235 – 269, 2004) has argued that forgetting is due to consolidation failure. Previous research with humans and nonhuman animals has reported evidence for consolidation in intermediate or long-term memory (LTM). The present study examines whether consolidation occurs in short-term memory in pigeons. Delayed matching-to-sample accuracy was reduced when retroactive interference (an extraneous task in Experiment 1 or houselight illumination in Experiment 2) was interpolated in the retention interval. Accuracy was not greater, however, when interference occurred at the end of the retention interval, as compared with when it occurred at the beginning. That is, there was no evidence for consolidation in short-term memory for pigeons. We did find, however, the beginning–end effect originally reported by Roberts and Grant (Journal of Experimental Psychology: Animal Behavior Processes, 4, 219–236, 1978) and the recovery from forgetting reported by White and Brown (Journal of the Experimental Analysis of Behavior, 96, 177–189, 2011). The results are discussed in relation to temporal distinctiveness theory as an alternative to consolidation. 相似文献
47.
48.
49.
50.