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71.
Age versus schooling effects on intelligence development 总被引:1,自引:0,他引:1
The effect of formal education, as opposed to chronological age, on intelligence development has suffered from inadequate empirical investigation. Most studies of this issue have relied on natural variation in exposure to school among children of the same age, thus confounding differences in schooling with differences in other intelligence-related variables. This difficulty can be overcome by a quasi-experimental paradigm involving comparison between children who differ in both chronological age and schooling. The present study applies this paradigm to the estimation of the independent effects of age and schooling in grades 5 and 6 on raw scores obtained on a variety of general ability tests. The sample included all students in Jerusalem's Hebrew-language, state-controlled elementary schools. The results unambiguously point to schooling as the major factor underlying the increase of intelligence test scores as a function of age and to the larger effect schooling has on verbal than nonverbal tests. These results contribute to our understanding of the causal model underlying intelligence development and call for reconsideration of the conceptual basis underlying the definition of deviation-IQ scores. Some implications of these results concerning the distinction between intelligence and scholastic achievement, the causal model underlying the development of "crystallized" and "fluid" abilities, and the notion of "culture-fair" tests are discussed. 相似文献
72.
The perception of relational information such as the correlation or co-occurrence among features should play a central role in abilities ranging from the perception and recognition of a simple pattern or object to the formation of a category. 4 experiments were conducted to examine developmental change in 4-, 7-, and 10-month-old infants' perception of correlations among attributes. The results suggested a developmental progression in infants' processing of simple correlational information, ranging from the processing of independent featural information only at 4 months, the perception of relations among features of a single pattern at 7 months, to the abstraction of invariant relations from a category at 10 months. 相似文献
73.
Clemencia Cosentino de Cohen 《Higher Education》2003,46(1):1-35
Private education is a remarkably dynamic area of change in post-secondary education, particularly in Latin America. Evidence of growth in the number of private institutions and enrollment suggests that higher education is becoming increasingly diversified into two sectors – public and private. While this appears to be true throughout Latin America, and much of the developing world, recent evidence from Argentina casts doubt on the degree to which private sector growth trends may actually translate into a significant increase in the impact of private institutions in higher education, where impact is proxied by the relative share of student enrollment and graduates. This study explores the dimensions and impact of private expansion in Argentina, and places the findings in a comparative (regional) and theoretical framework. The analysis shows that, despite unprecedented growth in the number of private universities, the public sector remains the dominant provider of university education. Private institutions, while certainly more numerous and training a growing number of students, do not account for a larger share of university enrollment. They have, however, developed specific niches (e.g., in graduate level training and in urban areas). Significantly, following a pattern of institutional proliferation found throughout Latin America, some private universities offer elite alternatives to prestigious public institutions. The findings serve to qualify apparent `gains' in private higher education and to underscore the need for further research into the relevant intrasectoral (public and private) dimensions of change in post-secondary education. 相似文献
74.
ABSTRACTIn the current study, two pools of 250 essays, all written as a response to the same prompt, were rated by two groups of raters (14 or 15 raters per group), thereby providing an approximation to the essay’s true score. An automated essay scoring (AES) system was trained on the datasets and then scored the essays using a cross-validation scheme. By eliminating one, two, or three raters at a time, and by calculating an estimate of the true scores using the remaining raters, an independent criterion against which to judge the validity of the human raters and that of the AES system, as well as the interrater reliability was produced. The results of the study indicated that the automated scores correlate with human scores to the same degree as human raters correlate with each other. However, the findings regarding the validity of the ratings support a claim that the reliability and validity of AES diverge: although the AES scoring is, naturally, more consistent than the human ratings, it is less valid. 相似文献
75.
Six-month-old infants' ability to form an abstract category of containment was examined using a standard infant categorization task. Infants were habituated to 4 pairs of objects in a containment relation. Following habituation, infants were tested with a novel example of the familiar containment relation and an example of an unfamiliar relation. Results indicate that infants look reliably longer at the unfamiliar versus familiar relation, indicating that they can form a categorical representation of containment. A second experiment demonstrated that infants do not rely on object occlusion to discriminate containment from a support or a behind spatial relation. Together, the results indicate that by 6 months, infants can recognize a containment relation from different angles and across different pairs of objects. 相似文献
76.
Arthur M. Cohen 《Research in higher education》1976,5(4):313-319
Using on-campus facilitators to distribute and retrieve an 11-page questionnaire administered to a nationwide sample of humanities faculty and nonhumanities department chairmen in two-year colleges resulted in an 84% return rate. The 2,000 subjects were drawn from 156 junior/community colleges selected on the basis of geographic locale and type of control. Secondary stratification variables included college size, organization, and curriculum emphasis. Accurate rosters of full-time and part-time faculty were generated from class schedules. Pilot procedures, selection of the college and faculty samples, and the use of facilitators are described. 相似文献
77.
When learning to program in Logo, many young children experience difficulties using the right and left turn commands. This paper looks at the spatial concepts required for the understanding and manipulation of these commands. We begin by providing an overview of research on children's Logo learning and point to specific problems children have with right and left commands and to related characteristics of standard Logo systems that seem to contribute to these problems. To shed further light on the source of these problems, the psychological-cognitive literature on the development of spatial concepts concerned with the use of frames of reference and obliques is reviewed. It is argued that in order for children to handle meaningful programming projects they need to master a set of prerequisite skills. These skills, involving the development of elaborated and explicated spatial concepts, include a distinction between right and left, the intentional reference to the Turtle as a frame of reference, the assignment of appropriate axes and the application of units of measurement for determining distance and angles. We conclude by suggesting that children need to be exposed to Logo programs designed to facilitate the development of spatial concepts which would enable the successful progression to more complex Turtle Geometry programming tasks. 相似文献
78.
79.
The present paper describes a model for predicting the consequences of reduced funding for public education and a case study designed as an initial test of the validity of the model. The case study highlights an inner-city high school in San Jose, California, during the aftermath of Proposition 13. As a result of the passage of Proposition 13 in 1978, severe limitations were placed on the ability of school districts in California to generate revenues from property taxes. San Jose High School was forced to cut programs and personnel. The impact of these cuts on the capacity of the school to serve its urban clients is investigated. Findings from the case study support the model's prediction that budget cuts in public education are more likely to exert a negative impact on disadvantaged students than on students from middle-class homes. Implications of further cuts in public education in general are discussed in the concluding section of the paper. 相似文献
80.