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Julian Jara-Ettinger Sammy Floyd Holly Huey Joshua B. Tenenbaum Laura E. Schulz 《Child development》2020,91(4):1135-1149
Four experiments show that 4- and 5-year-olds (total N = 112) can identify the referent of underdetermined utterances through their Naïve Utility Calculus—an intuitive theory of people’s behavior structured around an assumption that agents maximize utilities. In Experiments 1–2, a puppet asked for help without specifying to whom she was talking (“Can you help me?”). In Experiments 3–4, a puppet asked the child to pass an object without specifying what she wanted (“Can you pass me that one?”). Children’s responses suggest that they considered cost trade-offs between the members in the interaction. These findings add to a body of work showing that reference resolution is informed by commonsense psychology from early in childhood. 相似文献
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Julian Barreiro-Gomez Carlos Ocampo-Martinez Nicanor Quijano José M. Maestre 《Journal of The Franklin Institute》2017,354(14):5771-5796
This paper solves a data-driven control problem for a flow-based distribution network with two objectives: a resource allocation and a fair distribution of costs. These objectives represent both cooperation and competition directions. It is proposed a solution that combines either a centralized or distributed cooperative game approach using the Shapley value to determine a proper partitioning of the system and a fair communication cost distribution. On the other hand, a decentralized non-cooperative game approach computing the Nash equilibrium is used to achieve the control objective of the resource allocation under a non-complete information topology. Furthermore, an invariant-set property is presented and the closed-loop system stability is analyzed for the non-cooperative game approach. Another contribution regarding the cooperative game approach is an alternative way to compute the Shapley value for the proposed specific characteristic function. Unlike the classical cooperative-games approach, which has a limited application due to the combinatorial explosion issues, the alternative method allows calculating the Shapley value in polynomial time and hence can be applied to large-scale problems. 相似文献
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Nadin Beckmann Jens F. Beckmann Julian G. Elliott 《Learning and individual differences》2009,19(2):277-282
This study takes an individual differences' perspective on performance feedback effects in psychometric testing. A total of 105 students in a mainstream secondary school in North East England undertook a cognitive ability test on two occasions. In one condition, students received item-specific accuracy feedback while in the other (standard condition) no feedback was provided. While accuracy feedback had, on average, no effect on test performance, differential effects were observed. Performance goal orientation and self-confidence moderated feedback effects on performance. The provision of accuracy feedback seemed to have performance optimising effects upon test takers with high performance goal orientation in combination with low self-confidence. The implications of these findings in relation to the validity of findings from psychological testing are discussed. 相似文献
35.
This article shares research facilitated by a multinational technology provider, converging mobile networked technology (tablets) used across school and home, a technology enhanced community ‘third space’ providing workshops for students aged 6–9 with their parents/carers. The approach taken avoids the instrumental measurement of functional digital literacy competences, but instead seeks to negotiate a more nuanced and complex understanding of the ‘uses of literacy’ [from Hoggart, R. 1957. The Uses of Literacy. London: Pelican] in digital contexts and in a deeply situated, specific local setting. Working with our findings, we later put Amartya Sen’s concept of capability [Sen, A. K. 2005. “Human Rights and Capabilities.” Journal of Human Development 6 (2): 151–166; Sen, A. K. 2008. “Capability and Well-Being.” In The Philosophy of Economics, edited by D. M. Hausman, 3rd ed., 270–293. Cambridge: Cambridge University Press] to work on our data in order to provide a discussion on how the digital literacy community might distinguish digital competences as functionings from the ‘uses’ of such competences for a broader range of capabilities. 相似文献
36.
Community Level Factors and Child Maltreatment Rates 总被引:8,自引:1,他引:8
Using census and administrative agency data for 177 urban census tracts, variation in rates of officially reported child maltreatment is found to be related to structural determinants of community social organization: economic and family resources, residential instability, household and age structure, and geographic proximity of neighborhoods to concentrated poverty. Furthermore, child maltreatment rates are found to be intercorrelated with other indicators of the breakdown of community social control and organization. These other indicators are similarly affected by the structural dimensions of neighborhood context. Children who live in neighborhoods that are characterized by poverty, excessive numbers of children per adult resident, population turnover, and the concentration of female-headed families are at highest risk of maltreatment. This analysis suggests that child maltreatment is but one manifestation of community social organization and that its occurrence is related to some of the same underlying macro-social conditions that foster other urban problems. 相似文献
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Julian G Elliott Neil Hufton Leonid Illushin Wayne Willis 《Cambridge Journal of Education》2001,31(2):179-204
Comparative studies of attitudes in different countries have resulted in the claim that parents in the USA and England tend to have unrealistically positive views of their children's schools and academic performance. Low expectations, together with a belief in the importance of natural ability, it has been argued, lead to low standards and reduce striving to succeed. The present study builds upon earlier investigations of children's attitudes, beliefs and behaviours in Sunderland, Eastern Kentucky and St Petersburg by surveying parental perspectives. Findings from these three regions reinforce earlier findings about English and American complacency and the more demanding nature of the Russian context. In line with our earlier studies, and contrary to the suggestion of a number of writers, an emphasis upon effort, rather than ability, was a strong feature of the English and American responses, although it is pointed out that such beliefs may not actually result in high work rates. The paper concludes by suggesting that the important role of parents in instilling important attitudes and behaviours in their children is undermined by the current emphasis upon schools as fundamentally responsible for ensuring high levels of achievement. 相似文献
40.
Maria Pampaka Julian Williams Graeme Hutcheson 《British Educational Research Journal》2012,38(6):1041-1071
Previously we showed how we measured pedagogy and revealed its association with learning outcomes of sixth‐form college mathematics students. In this project we followed a similar approach to the study of university transition. We particularly sought to identify the students’ perceptions of the transitional experience, and measure the association with learning outcomes. We drew on longitudinal surveys of students entering different programmes in five universities. Following them into their first year or so, allowed us to track their ‘disposition to complete the course’ and their ‘disposition to study more mathematics’, inter alia. We developed and validated two ‘fit‐for‐purpose’ measures of students’ perception of their transition, one we call ‘perception of the transitional gap/jump’ and one we call ‘degree of positive feeling about the transition’. We report some statistically and educationally significant associations between these and the students’ developing dispositions, and discuss the prospects for this approach to studying transition. 相似文献