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141.
We explored response rate as a possible mediator of learned stimulus equivalence. Five pigeons were trained to discriminate
four clip art pictures presented during a 10-sec discrete-trial fixed interval (FI) schedule: two paired with a one-pellet
reinforcer, which supported a low rate of responding, and two paired with a nine-pellet reinforcer, which supported a high
rate of responding. After subjects associated one stimulus from each of these pairs with a discriminative choice response,
researchers presented two new clip art stimuli during a 10-sec FI: one trained with a differential reinforcement of low rate
schedule (DRL) after the FI and the other trained with a differential reinforcement of high rate schedule (DRH) after the
FI. Each of the stimuli that were withheld during choice training was later shown to see if the choice responses would transfer
to these stimuli. The results suggest that response rate alone does not mediate learned stimulus equivalence. 相似文献
142.
143.
Georgia D. Wills Frank R. Moore Andrea L. Wesley Barry Friedman 《Learning & behavior》1984,12(1):106-108
The present experiment investigated the effects of kinship and familiarity upon food sharing in pairs of albino rat pups. Five pairs of rats from each of the following groups were tested: (1) familiar siblings, (2) nonfamiliar siblings, (3) familiar nonsiblings, and (4) nonfamiliar non-siblings. A small food portion was used, necessitating not only close physical contact, but also cooperation in the sense that both pups were required to remain relatively immobile in order for both to feed simultaneously. Results indicated more frequent sharing among unfamiliar pups, whether related or not. Results also indicated that food sharing increased in frequency among all four groups over the 5-day testing period, suggesting that cooperation in the form of food sharing can develop, or increase in frequency, over time in albino rat pups. 相似文献
144.
Dr. Andrea Liesner 《Zeitschrift für Erziehungswissenschaft》2007,10(1):131-134
Ohne Zusammenfassung 相似文献
145.
Water-deprived rats were given a single exposure to saccharin and LiCl, either paired or unpaired. Half the subjects then received three saccharin-only exposures (extinction) in the training enclosure, followed by a single LiCl-only presentation (unconditioned stimulus reinstatement) 8 days after conditioning. The remaining subjects received six saccharin-only exposures, followed by LiCl reinstatement 13 days after conditioning. In both cases LiCl reinstatement occurred outside the training/test context. Appreciable recovery from extinction was observed after the partial loss of taste aversion obtained with three extinction sessions and the 8-day conditioning-reinstatement interval, but not after the asymptotic loss of taste aversion obtained with six extinction sessions and the 13-day conditioning-reinstatement interval. Conditioned taste aversions appear to be similar to more traditional associations with respect to both extinction and reinstatement-induced recovery from extinction. The results are discussed with reference to the event-memory, contextual-conditioning, and facilitated-retrieval hypotheses of postextinction reinstatement effects. 相似文献
146.
ABSTRACTConcept inventories (CIs) are assessment instruments designed to measure students’ conceptual understanding of fundamental concepts in particular fields. CIs utilise multiple-choice questions (MCQs), and specifically designed response selections, to help identify misconceptions. One shortcoming of this assessment instrument is that it fails to provide evidence of the causes of the misconceptions, or the nature of students’ conceptual understanding. In this article, we present the results of conducting textual analysis on students’ written explanations in order to provide better judgements into their conceptual understanding. We compared students’ MCQ scores in Signals and Systems Concept Inventory questions, with the textual analysis utilising vector analysis approaches. Our analysis of the textual data provided the ability to detect answers that students identified as a ‘guessed’ response. However, the analysis was unable to detect if conceptually correct ideas existed within the ‘guessed’ responses. The presented approach can be used as a framework to analyse assessment instruments that utilise textual, short-answer responses. This analysis framework is best suited for the restricted conditions imposed by the short-answer structure. 相似文献
147.
148.
Gomoll Andrea Hmelo-Silver Cindy E. Šabanović Selma Francisco Matthew 《Journal of Science Education and Technology》2016,25(6):915-915
Journal of Science Education and Technology - 相似文献
149.
150.
Andrea Raiker 《Cambridge Journal of Education》2002,32(1):45-60
Teachers and learners use spoken language in the three part mathematics lesson advocated by the National Numeracy Strategy (NNS). This document recognises the importance of language by emphasising 'the correct use of mathematical vocabulary' in the raising of standards. Research into the use of vocabulary in science suggests that the use of scientific words does not necessarily demonstrate conceptual understanding. Pupils and teachers appear to ascribe different meanings to scientific words because of their relative positions on the novice/expert continuum. To explore whether mathematical words could cause similar problems, data collected from six groups of teachers and learners was subjected to discourse analysis to provide evidence of how spoken language was used and how meaning and understanding were achieved. The implications of the findings on the use of language by both teachers and learners in the NNS mathematics lesson, including vital areas for reflection by teachers, are fully considered. 相似文献