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Anne Schulz 《Communication monographs》2019,86(1):88-111
This article presents a secondary analysis of two multi-national cross-sectional surveys conducted in 2015 (11 countries, N?=?10,570) and 2017 (4 countries, N?=?2165) to examine the relationship between populist attitudes and media use. The results indicate that populist citizens are more likely to consume news than non-populist citizens. Specifically, populist citizens exhibit a preference for commercial television (TV) news, as well as a tendency to read tabloid newspapers. While they use fewer quality newspapers, public TV news are not systematically avoided. Regarding the online news environment, populist citizens prefer Facebook over Twitter as a source of political information. This selective pattern will be discussed in light of the debates on news audience polarization and political polarization. 相似文献
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Susanne Schulz Stefanie Nelemans Hana Hadiwijaya Theo Klimstra Elisabetta Crocetti Susan Branje Wim Meeus 《Child development》2023,94(1):7-27
Positive peer and romantic relationships are crucial for adolescents' positive adjustment and relationships with parents lay the foundation for these relationships. This longitudinal meta-analysis examined how parent–adolescent relationships continue into later peer and romantic relationships. Included longitudinal studies (k = 54 involving peer relationships, k = 38 involving romantic relationships) contained demographically diverse samples from predominantly Western cultural contexts. Multilevel meta-regressions indicated that supportive and negative parent–adolescent relationships were associated with supportive and negative future peer and romantic relationships. Meta-analytic structural equation modeling (k = 54) indicated that supportive parent–adolescent relationships unidirectionally predicted supportive and negative peer relationships, while negative parent–adolescent relationships were bidirectionally associated with supportive and negative peer relationships. Maintaining mutually supportive relationships with parents may help adolescents to develop positive social relationships. 相似文献
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Three studies investigated children's belief in causal determinism. If children are determinists, they should infer unobserved causes whenever observed causes appear to act stochastically. In Experiment 1, 4-year-olds saw a stochastic generative cause and inferred the existence of an unobserved inhibitory cause. Children traded off inferences about the presence of unobserved inhibitory causes and the absence of unobserved generative causes. In Experiment 2, 4-year-olds used the pattern of indeterminacy to decide whether unobserved variables were generative or inhibitory. Experiment 3 suggested that children (4 years old) resist believing that direct causes can act stochastically, although they accept that events can be stochastically associated. Children's deterministic assumptions seem to support inferences not obtainable from other cues. 相似文献
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Campbell AM Zanta CA Heyer LJ Kittinger B Gabric KM Adler L Schulz B 《CBE life sciences education》2006,5(4):332-339
We have developed a wet lab DNA microarray simulation as part of a complete DNA microarray module for high school students. The wet lab simulation has been field tested with high school students in Illinois and Maryland as well as in workshops with high school teachers from across the nation. Instead of using DNA, our simulation is based on pH indicators, which offer many ideal teaching characteristics. The simulation requires no specialized equipment, is very inexpensive, is very reliable, and takes very little preparation time. Student and teacher assessment data indicate the simulation is popular with both groups, and students show significant learning gains. We include many resources with this publication, including all prelab introductory materials (e.g., a paper microarray activity), the student handouts, teachers notes, and pre- and postassessment tools. We did not test the simulation on other student populations, but based on teacher feedback, the simulation also may fit well in community college and in introductory and nonmajors' college biology curricula. 相似文献
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Jeremy Schulz 《Culture, Theory & Critique》2013,54(2):101-121
Two contrasting visions of ideological discourse populate sociological treatments of culture. In the work of the British social theorist Margaret Archer, we find a conception of ideological discourse as essentially dialectical and reliant on logically compelling argument. In American sociology of culture, conversely, we find an implicit understanding of ideological discourse as a ‘performative’ mode of discourse built around emotionally resonant symbols, image, and metaphors. If we take either of these categorical conceptualisations of ideological discourse seriously, then the only discourses which can qualify as ideological are those discourses which are either fully metaphorical or entirely dialectical. In fact, many ideological discourses make use of imagery and metaphors and at the same time feature propositions meant to be interpreted as part of a logically compelling argument. As the paper demonstrates through a detailed examination of the discourses produced by the American technocrats of the 1920s and 1930s, elaborate ideological productions often include both metaphorical propositions and logically compelling argument. Moreover, metaphorical constructions and literal propositions often function as complements in effective ideological discourses. This is especially true when the discourses are addressed to knowledgeable and economically privileged audiences, such as the ‘new class’ of the pre-depression United States. 相似文献
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Science & Education - 相似文献
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Three studies look at whether the assumption of causal determinism (the assumption that all else being equal, causes generate effects deterministically) affects children's imitation of modeled actions. These studies show even when the frequency of an effect is matched, both preschoolers (N = 60; M = 56 months) and toddlers (N = 48; M = 18 months) imitate actions more faithfully when modeled actions are deterministically rather than probabilistically effective. A third study suggests that preschoolers' (N = 32; M = 58 months) imitation is affected not just by whether the agent's goal is satisfied but also by whether the action is a reliable means to the goal. Children's tendency to generate variable responses to probabilistically effective modeled actions could support causal learning. 相似文献