全文获取类型
收费全文 | 7008篇 |
免费 | 168篇 |
国内免费 | 21篇 |
专业分类
教育 | 4780篇 |
科学研究 | 738篇 |
各国文化 | 98篇 |
体育 | 679篇 |
综合类 | 7篇 |
文化理论 | 62篇 |
信息传播 | 833篇 |
出版年
2023年 | 36篇 |
2022年 | 49篇 |
2021年 | 76篇 |
2020年 | 160篇 |
2019年 | 231篇 |
2018年 | 282篇 |
2017年 | 310篇 |
2016年 | 303篇 |
2015年 | 214篇 |
2014年 | 257篇 |
2013年 | 1270篇 |
2012年 | 204篇 |
2011年 | 212篇 |
2010年 | 177篇 |
2009年 | 163篇 |
2008年 | 185篇 |
2007年 | 186篇 |
2006年 | 151篇 |
2005年 | 104篇 |
2004年 | 118篇 |
2003年 | 126篇 |
2002年 | 84篇 |
2001年 | 131篇 |
2000年 | 148篇 |
1999年 | 112篇 |
1998年 | 92篇 |
1997年 | 76篇 |
1996年 | 73篇 |
1995年 | 55篇 |
1994年 | 61篇 |
1993年 | 45篇 |
1992年 | 86篇 |
1991年 | 84篇 |
1990年 | 70篇 |
1989年 | 69篇 |
1988年 | 86篇 |
1987年 | 64篇 |
1986年 | 81篇 |
1985年 | 76篇 |
1984年 | 62篇 |
1983年 | 70篇 |
1982年 | 55篇 |
1981年 | 53篇 |
1979年 | 55篇 |
1978年 | 57篇 |
1977年 | 39篇 |
1976年 | 40篇 |
1975年 | 31篇 |
1974年 | 33篇 |
1973年 | 33篇 |
排序方式: 共有7197条查询结果,搜索用时 140 毫秒
1.
Jonathan S. Jones Anna-Lynne R. Adlam Abdelmalek Benattayallah Fraser N. Milton 《Child development》2022,93(3):815-830
Working memory training improves children's cognitive performance on untrained tasks; however, little is known about the underlying neural mechanisms. This was investigated in 32 typically developing children aged 10–14 years (19 girls and 13 boys) using a randomized controlled design and multi-modal magnetic resonance imaging (Devon, UK; 2015–2016). Training improved working memory performance and increased intrinsic functional connectivity between the bilateral intraparietal sulci. Furthermore, improvements in working memory were associated with greater recruitment of the left middle frontal gyrus on a complex span task. Repeated engagement of fronto-parietal regions during training may increase their activity and functional connectivity over time, affording greater working memory performance. The plausibility of generalizable cognitive benefits from a neurobiological perspective and implications for neurodevelopmental theory are discussed. 相似文献
2.
Daniel C. Kopala-Sibley Marilyn Cyr Megan C. Finsaas Jonathan Orawe Anna Huang Nim Tottenham Daniel N. Klein 《Child development》2020,91(1):110-128
Seventy-nine 3-year olds and their mothers participated in a laboratory-based task to assess maternal hostility. Mothers also reported their behavioral regulation of their child. Seven years later, functional magnetic resonance imaging data were acquired while viewing emotional faces and completing a reward processing task. Maternal hostility predicted more negative amygdala connectivity during exposure to sad relative to neutral faces with frontal and parietal regions as well as more negative left ventral striatal connectivity during monetary gain relative to loss feedback with the right posterior orbital frontal cortex and right inferior frontal gyrus. In contrast, maternal regulation predicted enhanced cingulo-frontal connectivity during monetary gain relative to loss feedback. Results suggest parenting is associated with alterations in emotion and reward processing circuitry 7–8 years later. 相似文献
3.
4.
5.
6.
7.
8.
Daniel Koretz 《Educational Measurement》2006,25(3):46-50
The goal of the Standards for Educational and Psychological Testing is to improve testing practices, but their impact on practice appears spotty. Self-regulation clearly fails in some instances. The establishment of an external agency to oversee testing practices and adherence to the Standards would face substantial hurdles, and the ambiguity of many of the Standards would hobble such an organization if one were created. Many of the Standards are general statements of principle, and past controversies make clear that we in the field often disagree about the reasons for them, their applicability to specific cases, and their practical meaning in specific contexts. This paper argues that the field should follow two approaches to lessen this ambiguity. First, using journals, conferences, and other vehicles, we should foster more frequent and more protracted debate about the practical meaning of key Standards, such as 13.6 and 13.7, which mandate that a decision that will have a "major impact" on a student should not be based on a single score. Second, future revisions of the Standards should use concrete examples of testing practices to clarify the meaning of the Standards, much as the legal system uses case law to clarify the meaning of the general principles embodied in statutes . 相似文献
9.
10.
Educational Assessment, Evaluation and Accountability - Promoting success for all students is the driving force to develop and implement sound teacher evaluation systems. As Stronge suggests,... 相似文献