全文获取类型
收费全文 | 310篇 |
免费 | 8篇 |
专业分类
教育 | 222篇 |
科学研究 | 7篇 |
各国文化 | 2篇 |
体育 | 49篇 |
文化理论 | 2篇 |
信息传播 | 36篇 |
出版年
2024年 | 1篇 |
2023年 | 10篇 |
2022年 | 3篇 |
2021年 | 12篇 |
2020年 | 12篇 |
2019年 | 14篇 |
2018年 | 21篇 |
2017年 | 25篇 |
2016年 | 26篇 |
2015年 | 8篇 |
2014年 | 8篇 |
2013年 | 61篇 |
2012年 | 12篇 |
2011年 | 10篇 |
2010年 | 4篇 |
2009年 | 2篇 |
2008年 | 3篇 |
2007年 | 5篇 |
2006年 | 6篇 |
2005年 | 5篇 |
2004年 | 2篇 |
2003年 | 1篇 |
2002年 | 6篇 |
2001年 | 3篇 |
2000年 | 4篇 |
1999年 | 1篇 |
1998年 | 4篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 3篇 |
1992年 | 1篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 3篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1983年 | 5篇 |
1982年 | 6篇 |
1981年 | 1篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1972年 | 1篇 |
1966年 | 1篇 |
排序方式: 共有318条查询结果,搜索用时 593 毫秒
91.
Leonard Samantha Stroud Michael J. Shaw Raymond J. 《Education and Information Technologies》2021,26(4):3811-3823
Education and Information Technologies - The present study examined whether there is a difference in comprehension when reading from computer-based text versus reading from paper-based text and... 相似文献
92.
93.
Janna M. Gottwald Laura-Ashleigh Bird Samantha Keenaghan Clare Diamond Eliana Zampieri Haleema Tosodduk Andrew J. Bremner Dorothy Cowie 《Child development》2021,92(1):351-366
Adults’ body representation is constrained by multisensory information and knowledge of the body such as its possible postures. This study (N = 180) tested for similar constraints in children. Using the rubber hand illusion with adults and 6- to 7-year olds, we measured proprioceptive drift (an index of hand localization) and ratings of felt hand ownership. The fake hand was either congruent or incongruent with the participant’s own. Across ages, congruency of posture and visual–tactile congruency yielded greater drift toward the fake hand. Ownership ratings were higher with congruent visual–tactile information, but unaffected by posture. Posture constrains body representation similarly in children and adults, suggesting that children have sensitive, robust mechanisms for maintaining a sense of bodily self. 相似文献
94.
Julia A. Leonard Dominique N. Martinez Samantha C. Dashineau Anne T. Park Allyson P. Mackey 《Child development》2021,92(4):1325-1336
Children need to learn to persist through challenges, yet adults sometimes step in to solve problems for them. Here, we looked at how adult taking over related to children’s persistence. In an observational study (N = 34, ages 4–8), we found that parents who took over more often during a challenging puzzle task rated their children as dispositionally less persistent. To establish whether taking over can cause reduced persistence, we ran two preregistered experiments (N = 150, ages 4–5). Children assigned to a taking over condition persisted less on a subsequent task compared to those in a teaching or a baseline condition. Reframing the context did not ameliorate the negative impact of taking over. The results suggest that taking over impairs children’s persistence. 相似文献
95.
Alice Sullivan Samantha Parsons George Ploubidis Richard D. Wiggins Francis Green 《British Educational Research Journal》2021,47(3):599-615
This article extends the evidence base on childhood circumstances, education and psychological distress. We examine the link between childhood advantage and disadvantage, the type of school attended during adolescence and psychological distress at ages 16 and 42. The analysis uses a large, population-based birth cohort study, the 1970 British Cohort Study (BCS70) (n = 17,198) using a structural equation modelling (SEM) approach. More advantaged young people were more likely to attend private schools, but we find no evidence for an effect of private schooling on psychological distress for men, and for women there was an association between private schooling and raised psychological distress at age 16. Having a university degree was associated with a modest reduction in psychological distress in mid-life. We establish that maternal psychological distress at age 10 was a risk factor for the offspring’s psychological distress both in adolescence and in mid-life, and adolescent psychological distress predicts psychological distress in mid-life. We conclude that schools which are academically successful do not necessarily provide wider benefits in terms of mental health. 相似文献
96.
OBJECTIVE: The heterogeneity within neglecting caregivers has not been explored in an empirical fashion. The current study sought to address this limitation by utilizing archival data in order to explore variability of maternal behavior among neglectful families. METHOD: The current study utilized archival data containing caseworker and self-report information on 100 mothers for whom neglect had been substantiated and was the primary referral concern. Cluster analysis was used to describe patterns of maternal behavior. Subsequent analysis was used to determine differences between the clusters on degree of neglect, maternal depression, perceived social support, and other demographic characteristics (income, education). RESULTS: Five distinct patterns of maternal behavior emerged, each with different ratings of maternal confidence, relatedness, impulse control, and willingness to engage in verbal interactions. The clusters differed on ratings of neglect, life stressors, resource problems and adult problems. The clusters were similar in terms of maternal education, number of children in the home, and monthly income. Additionally, women in all clusters reported similar levels of depression, similar number of children, and a comparable amount of social support. CONCLUSIONS: The five clusters are described and implications for intervention approaches are discussed. 相似文献
97.
98.
99.
This paper contributes to a growing body of literature on widening university participation and brings a focus on the classed and embodied nature of young people’s imagination to existing discussions. We interviewed 250 young people living in disadvantaged communities across five Australian states who had experienced disengagement from compulsory primary and secondary schooling. We asked them about their education and their educational futures, specifically how they imagined universities and university participation. For these young people, universities were imagined as ‘big’, ‘massive’ alienating schools. The paper explores how the elements of schooling from which these young people disengaged became tangible barriers to imagining and pursuing participation in university education. The primary barrier they described was their relationships with school teachers. Our analysis shows how relationships with teachers can impact the imagined improbability/probability of university participation. We offer suggestions for how barriers to university created by poor relationships with teachers may be overcome. 相似文献
100.
Four studies with 180 5–7 year olds, 165 8–11 year olds and 199 adults show that young children appreciate the distinctive role played by mechanistic explanations in tracking causal patterns. Young children attributed greater knowledge to individuals offering mechanistic reasons for a claim than others who provide equally detailed nonmechanistic reasons. In Study 1, 5–7 year olds attributed greater knowledge to those offering mechanistic reasons. In Studies 2 and 3, all ages (5–7 and adults for Study 2; 5–7, 8–11 and adults for Study 3) assigned greater knowledge to those offering mechanistic reasons about causally central features than those offering nonmechanistic reasons. In Study 4, all ages (5–7, 8–11, adults) modulated the epistemic bias as a function of embedding goals. 相似文献