全文获取类型
收费全文 | 631篇 |
免费 | 17篇 |
专业分类
教育 | 485篇 |
科学研究 | 30篇 |
各国文化 | 15篇 |
体育 | 30篇 |
综合类 | 2篇 |
文化理论 | 9篇 |
信息传播 | 77篇 |
出版年
2023年 | 3篇 |
2022年 | 5篇 |
2020年 | 12篇 |
2019年 | 15篇 |
2018年 | 25篇 |
2017年 | 35篇 |
2016年 | 37篇 |
2015年 | 10篇 |
2014年 | 30篇 |
2013年 | 129篇 |
2012年 | 20篇 |
2011年 | 22篇 |
2010年 | 18篇 |
2009年 | 23篇 |
2008年 | 22篇 |
2007年 | 14篇 |
2006年 | 15篇 |
2005年 | 9篇 |
2004年 | 11篇 |
2003年 | 11篇 |
2002年 | 6篇 |
2001年 | 14篇 |
2000年 | 8篇 |
1999年 | 9篇 |
1998年 | 5篇 |
1997年 | 7篇 |
1996年 | 6篇 |
1995年 | 5篇 |
1993年 | 4篇 |
1992年 | 7篇 |
1991年 | 5篇 |
1990年 | 8篇 |
1989年 | 4篇 |
1988年 | 6篇 |
1987年 | 7篇 |
1986年 | 4篇 |
1984年 | 6篇 |
1983年 | 7篇 |
1982年 | 3篇 |
1981年 | 7篇 |
1980年 | 5篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1929年 | 2篇 |
1887年 | 2篇 |
1866年 | 2篇 |
1865年 | 4篇 |
1862年 | 2篇 |
排序方式: 共有648条查询结果,搜索用时 15 毫秒
81.
Income and Social Rank Influence UK Children's Behavioral Problems: A Longitudinal Analysis
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Elisabeth A. Garratt Tarani Chandola Kingsley Purdam Alex M. Wood 《Child development》2017,88(4):1302-1320
Children living in low‐income households face elevated risks of behavioral problems, but the impact of absolute and relative income to this risk remains unexplored. Using the U.K. Millennium Cohort Study data, longitudinal associations between Strengths and Difficulties Questionnaire scores and absolute household income, distance from the regional median and mean income, and regional income rank were examined in 3‐ to 12‐year‐olds (n = 16,532). Higher absolute household incomes were associated with lower behavioral problems, while higher income rank was associated with lower behavioral problems only at the highest absolute incomes. Higher absolute household incomes were associated with lower behavioral problems among children in working households, indicating compounding effects of income and socioeconomic advantages. Both absolute and relative incomes therefore appear to influence behavioral problems. 相似文献
82.
Marianne S. Meyer Frank B. Wood Lesley A. Hart Rebecca H. Felton 《Annals of dyslexia》1998,48(1):89-114
The Rapid Automatized Naming Test (Denckla and Rudel 1974) was studied cross-sectionally in an sample of kindergartners (n=342) at-risk for reading disability (Study 1), and longitudinally in an n=160 epidemiological normal sample of children tested in first, third, fifth, and eighth grades (Study 2). Study 1 showed
faster absolute naming speeds for those with near perfect untimed alphabet recitation, but the stronger and more orderly relation
(at r=.31, p<.0001) was between three levels of alphabet recitation accuracy and the relative number/letter naming speed advantage (ratio
of mean number/letter naming speed minus mean color/object naming speed over mean color/object naming speed). In Study 2,
the number/letter advantage was already strongly present by first grade, and did not increase significantly thereafter, but
absolute naming times improved steadily across grades in an exponential decay function. In this sample, the relative number/letter
advantage was not related to reading level. However, the absolute color/object naming speed was strongly related to reading
level and vocabulary across grades. Norms for the Rapid Automatized Naming Test based on the epidemiological normal sample
tested in Grades 1, 3, 5, and 8 are presented in the appendix. 相似文献
83.
Clare Wood 《教育心理学》1999,19(3):277-286
ABSTRACT A review of current literature into children's use of orthographic analogies during reading results in an apparent contradiction: that normal readers’ ability to draw such analogies is not predicted by their prior phonological awareness (Muteret al., 1994), rather by their reading experience and proficiency (Bowey and Underwood, 1996), but that dyslexic children are less able to draw these analogies because of theirlack of phonological awareness (Hanleyet al., 1997). It is suggested that in the absence of extensive reading experience, a combination of analogous problem‐solving ability and phonological awareness may be necessary for the successful use of orthographic analogies during reading. To assess this possibility, 70 children of limited reading experience and ability were assessed on phonemic awareness, their ability to make visual analogies and use orthographic analogies when reading. Phonemic awareness was able to account for 14% of the variance in reading ability. Phonemic awareness also accounted for 40% of the variance in children's orthographic analogy scores, and the ability to make visual analogies accounted for another 5%. It was also found that the ability to make orthographic analogies does not account for variance in reading ability scores once phonemic awareness has been taken into account. 相似文献
84.
Kate Wood 《Health information and libraries journal》1999,16(4):234-242
This paper explores the role of The Library Association in providing and supporting opportunities for continuing professional development. Formal requirements for gaining qualifications are explained. The services and products of the Association designed specifically to meet the needs of those seeking formal professional development are outlined. Emphasis is placed on the opportunities offered to gain practical skills through active participation in professional activities. A brief conclusion points to the increasing emphasis on the need for continuing professional development at national level and within the profession. 相似文献
85.
86.
87.
This qualitative study was aimed at developing theory about the process underlying the development of responsibility grounded in accounts of youth who reported experiencing this change. A total of 108 high-school-aged ( M = 16.5) youth from 11 programs were interviewed about their experiences within the program, and 24 reported becoming more responsible through their participation. The youth's accounts suggested that this process was driven largely by successfully fulfilling program expectations. This process was driven by youth's adherence to their commitments and their consideration of the consequences of their actions on others. Youth mentioned changes in responsibility most frequently in three programs, which appeared to differ from the remaining programs in having more structure and placing greater ownership and accountability on youth. 相似文献
88.
We have developed and validated a tool for assessing understanding of a selection of fundamental concepts and basic knowledge in undergraduate introductory molecular and cell biology, focusing on areas in which students often have misconceptions. This multiple-choice Introductory Molecular and Cell Biology Assessment (IMCA) instrument is designed for use as a pre- and posttest to measure student learning gains. To develop the assessment, we first worked with faculty to create a set of learning goals that targeted important concepts in the field and seemed likely to be emphasized by most instructors teaching these subjects. We interviewed students using open-ended questions to identify commonly held misconceptions, formulated multiple-choice questions that included these ideas as distracters, and reinterviewed students to establish validity of the instrument. The assessment was then evaluated by 25 biology experts and modified based on their suggestions. The complete revised assessment was administered to more than 1300 students at three institutions. Analysis of statistical parameters including item difficulty, item discrimination, and reliability provides evidence that the IMCA is a valid and reliable instrument with several potential uses in gauging student learning of key concepts in molecular and cell biology. 相似文献
89.
90.
David V. B. James Faculty of Sport Dan M. Wood Tom C. B. Maberly Mark De Ste Croix 《Journal of sports sciences》2013,31(8):859-867
Abstract The aim of this study was to compare optimization and correction procedures for the determination of peak power output during friction-loaded cycle ergometry. Ten male and 10 female sports students each performed five 10-s sprints from a stationary start on a Monark 864 basket-loaded ergometer. Resistive loads of 5.0, 6.5, 8.0, 9.5, and 11.0% body weight were administered in a counterbalanced order, with a recovery period of 10 min between sprints. Peak power was greater and occurred earlier, with less work having been done before the attainment of peak power, when the data were corrected to account for the inertial and frictional characteristics of the ergometer. Corrected peak power was independent of resistive load (P > 0.05), whereas uncorrected peak power varied as a quadratic function of load (P < 0.001). For males and females, optimized peak power (971 ± 122 and 668 ± 37 W) was lower (P < 0.01) than either the highest (1074 ± 111 and 754 ± 56 W respectively) or the mean (1007 ± 125 and 701 ± 45 W respectively) of the five values for corrected peak power. Optimized and mean corrected peak power were highly correlated both in males (r = 0.97, P < 0.001) and females (r = 0.96, P < 0.001). The difference between optimized and mean corrected peak power was 37 ± 30 W in males and 33 ± 14 W in females, of which approximately 15 W was due to the correction for frictional losses. We conclude that corrected peak power is independent of resistive load in males and females. 相似文献