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101.
Cláudia Cardoso-Martins Robin Peterson Richard Olson Bruce Pennington 《Reading and writing》2009,22(3):277-292
This study investigates word reading skill in Down Syndrome (DS). Two main questions are addressed: (1) Is reading an island of ability in DS? and (2) What are the cognitive correlates of word reading ability in DS? In particular, how do language versus visual-spatial skills relate to individual differences in reading ability in DS? Participants were 19 individuals with DS, ranging in age from 10 to 19 years, and 19 typically developing children (mean age = 4.9 years) matched with the DS individuals for mental age. Overall, reading ability in DS was very poor. There was no evidence that reading represents an “island of ability” in DS; instead, the average reading level of DS participants was even lower than would be predicted by their IQ. However, there were substantial individual differences in literacy among DS participants. DS word reading and spelling skill correlated strongly with the ability to read by phonological recoding. It also correlated with several language measures. As a matter of fact, the often reported language-mental age gap was found only among the poor readers with DS. 相似文献
102.
2-year-old children's pointing responses to the closer or farther of 2 pictured houses were consistently accurate when the depth information included either interposition or relative height in the picture plane. Picture-plane size was not an effective source of depth information. These results place the emergences of pictorial depth perception prior to 20 months of age for children with previous exposure to pictures. 相似文献
103.
Leslie A. Baxter Dawn O. Braithwaite Tamara D. Golish Loreen N. Olson 《Journal of Applied Communication Research》2002,30(1):1-26
The researchers used a dialectical framework to examine interviews with wives whose elderly husbands experienced adult dementia from Alzheimer's disease and related disorders (ADRD), centering on how wives coped communicatively with their husbands' illness. These "married widows" experienced a primary contradiction between their husbands' physical presence and cognitive/emotional absence. Interwoven with the presence-absence contradiction were three additional contradictions: certainty-uncertainty, openness-closedness, and past-present. Results describe the ways these wives communicatively negotiated the web of contradictions as they interacted in the present with husbands they once knew. Applications for practitioners and caregivers working with ADRD patients and their wives, including formal and informal support, understanding, and managing contradictions, and ways to more effectively interpret ADRD patients' communication, are discussed. 相似文献
104.
The relationship of task and ego orientation to sportsmanship attitudes and the perceived legitimacy of injurious acts 总被引:2,自引:0,他引:2
Nicholls's theory of achievement motivation (1989) assumes one's goal orientation in an achievement activity is consistent with one's views concerning what is acceptable behavior in that setting. The purpose of this study was to determine the relationship of a task and ego goal orientation (i.e., the tendency to focus on personal mastery or beating others, respectively) to sportsmanship attitudes and perceptions of the legitimacy of aggressive acts by testing this assumption in the context of interscholastic sport. Fifty-six male and 67 female high school basketball players completed a three-part questionnaire assessing (a) individual differences in goal orientation, (b) approval of "unsportsmanlike play/cheating," "strategic play," and "sportsmanship behaviors," and (c) subjective ratings of the legitimacy of intentionally injurious behaviors. All measures were basketball-specific. Results indicated a low task orientation and high ego orientation corresponded to an endorsement of unsportsmanlike play/cheating. Ego orientation positively related to the rating of aggressive acts as more legitimate. Gender differences in goal orientation, sportsmanship attitudes, and legitimacy ratings were observed. 相似文献
105.
106.
A research-based framework for teaching science is a heuristic tool used to help preservice teachers conceptualize many
complexities of teaching while making explicit the strategy to use a research-based body of professional knowledge to inform
instructional decision-making (Clough, 2003, Paper presented at the annual meeting of the Association for the Education of Teachers in Science, St. Louis, MO). Elementary
preservice teachers frequently struggle to apply this knowledge to classroom decisions (Madsen, 2002, Paper presented at the annual meeting of the North Central Association for the Education of Teachers of Science, Bettendorf,
IA). This study examined the effects of using a video case-analysis within an elementary science methods course focused on
the development of a research-based framework. Students in two course sections completed a unit plan, and students in one
section completed the video analysis. Video analysis students’ performance on an oral defense with the instructor was compared
with oral defense performance from students in the unit plan group. Video analysis students outperformed their peers on questions
related to how learning theories influence decisions of selecting content, explaining the use of questioning, and the use
of self assessment strategies. Despite these differences, students in both groups still perceive teaching as primarily accomplished
through activities and have difficulties understanding the critical role of the teacher in promoting student goals. This study
raises issues regarding teachers’ knowledge development during preservice experiences. 相似文献
107.
本阐述了《机械设计基础》的教学对高职学生学习的重要性,总结该课程新的教学特点和过程,为后续课程打下好的基础。 相似文献
108.
Reflecting on Scientific Thinking: Children's Understanding of the Hypothesis-Evidence Relation 总被引:1,自引:1,他引:1
3 experiments were carried out to examine children's understanding of the role of covariation evidence in hypothesis formation. Previous research suggested that it is not until 8 to 11 years of age that children begin to understand how a given pattern of covariation supports a particular hypothesis about which factor is causally responsible for an observed effect. Experiments 1 to 3 employed a different (fake evidence) technique than previous research and showed that by 6 years of age most children understand how evidence would lead a story character to form a different hypothesis than the subject's own. Experiment 3 showed that most 6- and young 7-year-olds understand how a character's future actions (e.g., choice of an object) and predictions of future outcomes depend on the hypothesis he or she holds. 相似文献
109.
Rebecca S. Betjemann Erik G. Willcutt Richard K. Olson Janice M. Keenan John C. DeFries Sally J. Wadsworth 《Reading and writing》2008,21(5):539-558
Longitudinal twin data were analyzed to investigate the etiology of the stability of genetic and environmental influences
on word reading and reading comprehension, as well as the stability of those influences on their relationship. Participating
twin pairs were initially tested at a mean age of 10.3 years, and retested approximately five years later. Both word reading
and comprehension were found to be highly stable, and genetic influences were primarily responsible for that stability. In
contrast to studies with younger participants, no unique genetic influences were observed at follow-up testing in this older
sample. High genetic correlations were obtained between word reading and reading comprehension at both ages, indicating common
genetic influences. However, significant genetic influence on comprehension was also observed, independent of that on word
reading. Although the phenotypic relation between the two measures appeared to decline across time, the genetic etiology of
this relation was highly stable. 相似文献
110.