首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   35篇
  免费   1篇
教育   30篇
信息传播   6篇
  2020年   1篇
  2018年   1篇
  2013年   3篇
  1999年   1篇
  1998年   2篇
  1997年   1篇
  1994年   2篇
  1986年   1篇
  1985年   1篇
  1984年   1篇
  1983年   1篇
  1982年   3篇
  1981年   1篇
  1978年   2篇
  1977年   1篇
  1976年   2篇
  1975年   1篇
  1973年   1篇
  1972年   6篇
  1971年   1篇
  1969年   1篇
  1960年   1篇
  1959年   1篇
排序方式: 共有36条查询结果,搜索用时 15 毫秒
31.
32.
Understanding is not of the same kind in all contexts. Children learn the kind of understanding that is appropriate in particular contexts largely through a process of enculturation. This study examines some aspects of 10-year-old children's conceptions of understanding. There was evidence that they had admissible conceptions of understanding in general but may be unable to distinguish unaided between the kinds of understanding that are relevant in different disciplines. An explicit attention to enculturation in lesson plans may be of benefit to such children.  相似文献   
33.
This study examines the relationship of cognitive complexity, counselor anxiety, and client disability condition to accurate empathy on the part of students in training. A sample (n = 28) of students in a graduate counseling program observed a series of eight vignettes of counseling interviews (four clients with disabilities and four without disabilities) and reported a verbal counseling response to a client statement. A significant main effect was found for the cognitive complexity variable only (p < .05). A significant interaction among cognitive complexity, anxiety, and client disability condition (p < .01) indicated that all three factors interact to influence empathy. Implications for research and the training of counselors are discussed.  相似文献   
34.
Comprehension monitoring is conceptualized as a metacognitive process involving monitoring and control of ongoing discourse processing. The error-detection paradigm was used in an experiment in which 315 7th-, 9th-, and 11th-grade students of low-to-high reading ability monitored and controlled their reading as they searched three times through a text. Search One showed that although all readers failed to monitor many problems, monitoring at lexical, syntactic, and particularly semantic levels increased with age and reading ability. Monitoring for low-ability readers remained low at all three grades. Search Two showed an asymmetry in the effects of instruction to search for errors, and some students exhibited constraints on monitoring and control. Finally, Search Three showed that some students had knowledge necessary to monitor more errors but failed to apply that knowledge to the text.  相似文献   
35.
36.
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号