全文获取类型
收费全文 | 5013篇 |
免费 | 24篇 |
国内免费 | 12篇 |
专业分类
教育 | 3490篇 |
科学研究 | 766篇 |
各国文化 | 23篇 |
体育 | 191篇 |
综合类 | 5篇 |
文化理论 | 112篇 |
信息传播 | 462篇 |
出版年
2023年 | 8篇 |
2022年 | 8篇 |
2021年 | 27篇 |
2020年 | 30篇 |
2019年 | 49篇 |
2018年 | 760篇 |
2017年 | 784篇 |
2016年 | 535篇 |
2015年 | 88篇 |
2014年 | 59篇 |
2013年 | 188篇 |
2012年 | 123篇 |
2011年 | 362篇 |
2010年 | 360篇 |
2009年 | 204篇 |
2008年 | 260篇 |
2007年 | 365篇 |
2006年 | 33篇 |
2005年 | 116篇 |
2004年 | 167篇 |
2003年 | 119篇 |
2002年 | 51篇 |
2001年 | 28篇 |
2000年 | 42篇 |
1999年 | 28篇 |
1998年 | 6篇 |
1997年 | 21篇 |
1996年 | 12篇 |
1995年 | 11篇 |
1994年 | 8篇 |
1992年 | 12篇 |
1991年 | 14篇 |
1990年 | 7篇 |
1989年 | 5篇 |
1987年 | 10篇 |
1986年 | 8篇 |
1985年 | 17篇 |
1984年 | 12篇 |
1983年 | 12篇 |
1982年 | 10篇 |
1981年 | 5篇 |
1980年 | 9篇 |
1979年 | 5篇 |
1978年 | 7篇 |
1977年 | 4篇 |
1975年 | 10篇 |
1974年 | 6篇 |
1973年 | 7篇 |
1971年 | 7篇 |
1970年 | 4篇 |
排序方式: 共有5049条查询结果,搜索用时 31 毫秒
101.
Corina J. Logan Alexis J. Breen Alex H. Taylor Russell D. Gray William J. E. Hoppitt 《Learning & behavior》2016,44(1):18-28
New Caledonian crows make and use tools, and tool types vary over geographic landscapes. Social learning may explain the variation in tool design, but it is unknown to what degree social learning accounts for the maintenance of these designs. Indeed, little is known about the mechanisms these crows use to obtain information from others, despite the question’s importance in understanding whether tool behavior is transmitted via social, genetic, or environmental means. For social transmission to account for tool-type variation, copying must utilize a mechanism that is action specific (e.g., pushing left vs. right) as well as context specific (e.g., pushing a particular object vs. any object). To determine whether crows can copy a demonstrator’s actions as well as the contexts in which they occur, we conducted a diffusion experiment using a novel foraging task. We used a nontool task to eliminate any confounds introduced by individual differences in their prior tool experience. Two groups had demonstrators (trained in isolation on different options of a four-option task, including a two-action option) and one group did not. We found that crows socially learn about context: After observers see a demonstrator interact with the task, they are more likely to interact with the same parts of the task. In contrast, observers did not copy the demonstrator’s specific actions. Our results suggest it is unlikely that observing tool-making behavior transmits tool types. We suggest it is possible that tool types are transmitted when crows copy the physical form of the tools they encounter. 相似文献
102.
103.
104.
Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is limited. The current study addressed this gap by examining the contribution of spelling, oral language and text generation skills in written text production in Italian beginner writers. Eighty-three children aged 7–8 years participated in the study. Spelling, lexical retrieval, receptive grammar, and written sentence generation and reformulation skills were assessed and children were asked to write a text on a set topic. A factor analysis revealed that the children’s written text production was captured by three factors: productivity, complexity and accuracy. In contrast to results from children learning to write in opaque orthographies, such as English, this study showed that receptive grammar and written sentence generation skills accounted for significant variance in measures of productivity, complexity and accuracy in Italian children’s written text production. Spelling skills contributed to text accuracy and quality and explained more variance than receptive grammar in microstructural accuracy. By contrast, oral grammatical skills explained more variance in text quality than spelling. The current study shows the differential impact of language systems, such as Italian, on written text production. Implications for assessment and instruction are outlined. 相似文献
105.
106.
The term noise is used to describe fluctuations about the mean deterministic stationary value of a physical quantity. It is
now being increasingly realised that noise is an important ingredient to bring order in dynamical processes. Though it appears
counterintuitive, noise seems to help in directing transport processes in biological systems at the molecular level. In Part
2 of the article, we discuss some more examples of noise assisted directed motion. 相似文献
107.
This study investigated patterns of college attendance using data from a nationwide and contemporary sample of 2112 rural youth. We found that more than half of rural youth attended two-year institutions at some point during their college career and about a fourth initially enrolled in a two-year college before enrolling in a four-year college. Results also revealed that parental education, college preparatory track and preparation experiences, and teacher expectations predicted students’ college attendance patterns. Our findings point to the importance of two-year colleges and highlight the influence of family characteristics and students’ schooling experiences in the postsecondary trajectories of rural youth. 相似文献
108.
In three experiments, we investigated the contextual control of attention in human discrimination learning. In each experiment, participants initially received discrimination training in which the cues from Dimension A were relevant in Context 1 but irrelevant in Context 2, whereas the cues from Dimension B were irrelevant in Context 1 but relevant in Context 2. In Experiment 1, the same cues from each dimension were used in Contexts 1 and 2, whereas in Experiments 2 and 3, the cues from each dimension were changed across contexts. In each experiment, participants were subsequently shifted to a transfer discrimination involving novel cues from either dimension, to assess the contextual control of attention. In Experiment 1, measures of eye gaze during the transfer discrimination revealed that Dimension A received more attention than Dimension B in Context 1, whereas the reverse occurred in Context 2. Corresponding results indicating the contextual control of attention were found in Experiments 2 and 3, in which we used the speed of learning (associability) as an indirect marker of learned attentional changes. Implications of our results for current theories of learning and attention are discussed. 相似文献
109.
This article investigates how culture shapes instruction in three early care and education programs on the Flathead Indian Reservation. Interviews with eight early childhood teachers as well as classroom observations were conducted. The investigation is framed by the following research question: How does the culture of the family and community shape curriculum? Data analysis suggested that ongoing communication with parents and community about teaching within a culturally relevant context, building a sense of belongingness and community through ritual, and respecting children, families, and community were essential to defining the Native American Indian culture within these early learning programs. 相似文献
110.