全文获取类型
收费全文 | 548篇 |
免费 | 8篇 |
专业分类
教育 | 461篇 |
科学研究 | 22篇 |
各国文化 | 6篇 |
体育 | 24篇 |
文化理论 | 12篇 |
信息传播 | 31篇 |
出版年
2022年 | 5篇 |
2020年 | 17篇 |
2019年 | 16篇 |
2018年 | 13篇 |
2017年 | 20篇 |
2016年 | 12篇 |
2015年 | 20篇 |
2014年 | 8篇 |
2013年 | 155篇 |
2012年 | 11篇 |
2011年 | 14篇 |
2010年 | 8篇 |
2009年 | 15篇 |
2008年 | 19篇 |
2007年 | 15篇 |
2006年 | 16篇 |
2005年 | 16篇 |
2004年 | 7篇 |
2003年 | 8篇 |
2002年 | 9篇 |
2001年 | 5篇 |
2000年 | 13篇 |
1999年 | 11篇 |
1998年 | 7篇 |
1997年 | 10篇 |
1996年 | 8篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 7篇 |
1991年 | 4篇 |
1990年 | 3篇 |
1989年 | 6篇 |
1988年 | 5篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1985年 | 5篇 |
1984年 | 3篇 |
1983年 | 8篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 4篇 |
1977年 | 5篇 |
1976年 | 2篇 |
1975年 | 4篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1931年 | 2篇 |
1930年 | 2篇 |
排序方式: 共有556条查询结果,搜索用时 15 毫秒
551.
Kim Sterelny John Forge Ivan Crozier Sverre Myhra Randall Albury Steve Clarke Yvonne Luxford David Philip Miller Lynn K. Nyhart Mary Chan Richard McDonough Peter J. Riggs Allan Franklin Robert Nola David Bloor Mark Cortiula Thomas Nickles David Oldroyd Nicolas Rasmussen John Forge William A. S. Sarjeant 《Metascience》1998,7(2):331-418
552.
553.
The WISC and WISC-R protocols of 94 special education students (51 white males, 5 black males, 30 white females, and 8 black females) who tested in the mildly retarded and borderline range of abilities (IQs of 50–78) were examined. Their test performance was then followed longitudinally for two additional WISC and WISC-R assessments. Mean age of subjects was 8 years at Test 1, 10.75 years at Test 2, and 14.9 years at Test 3. As predicted, subjects had lower IQ equivalent scores on Bannatyne's Sequencing Ability category than their IQ equivalent scores on the Verbal Comprehension or Perceptual Organization factors of the WISC and WISC-R for all three testings. Results were interpreted as supporting the notion that mildly retarded children and learning disabled children have qualitatively similar learning patterns. 相似文献
554.
Records of 94 randomly selected students from the Department for the Mentally Retarded in the Special School District of St. Louis County (mean age 14.8 years) were reviewed. Forty-nine subjects had been given the WISC (25 males and 24 females), and 45 subjects had been given the WISC-R (31 males and 14 females). Although no statistically significant differences were found between the two groups, the WISC tested lower than the WISC-R by an average of 1.8 points in Verbal IQ, 2.6 points in Performance IQ, and 2 points in Full Scale IQ. This finding was consistent with other studies that have indicated WISC-WISC-R differences of about 2 points for children over I I years of age. 相似文献
555.
The relationship between hyperactive behavior and children's perceptions of teachers' behavior was investigated. Particular attention was paid to two aspects of teacher behavior—acceptance and demand. An extensive literature review supported the position of viewing hyperactive behavior from a situational and an interactional perspective. The literature also indicated that children's behavior is affected by their perceptions of adult behavior. The subjects were 92 boys enrolled in 8 regular elementary school classrooms. Children's perceptions of acceptance and demand in their teacher's behavior were measured by administering a partial form of the Teacher Behavior Questionnaire to classroom groups. Observed levels of hyperactive behavior were measured by having the subjects' teachers complete the Conners Abbreviated Questionnaire for each boy. Using correlational analyses, hyperactive behavior was found to be significantly related to both variables in the directions of less perceived acceptance and greater perceived demand. The combination of these two measures accounted for 16% of the variance between hyperactivity and student perception of teacher behavior. On group comparison measures, hyperactive boys perceived significantly less acceptance and greater demand than did their nonhyperactive peers. 相似文献
556.