全文获取类型
收费全文 | 2774篇 |
免费 | 81篇 |
国内免费 | 2篇 |
专业分类
教育 | 2101篇 |
科学研究 | 137篇 |
各国文化 | 51篇 |
体育 | 198篇 |
综合类 | 1篇 |
文化理论 | 23篇 |
信息传播 | 346篇 |
出版年
2023年 | 16篇 |
2022年 | 31篇 |
2021年 | 49篇 |
2020年 | 84篇 |
2019年 | 135篇 |
2018年 | 153篇 |
2017年 | 165篇 |
2016年 | 116篇 |
2015年 | 94篇 |
2014年 | 110篇 |
2013年 | 640篇 |
2012年 | 78篇 |
2011年 | 79篇 |
2010年 | 71篇 |
2009年 | 69篇 |
2008年 | 82篇 |
2007年 | 63篇 |
2006年 | 55篇 |
2005年 | 53篇 |
2004年 | 57篇 |
2003年 | 34篇 |
2002年 | 41篇 |
2001年 | 28篇 |
2000年 | 30篇 |
1999年 | 18篇 |
1998年 | 29篇 |
1997年 | 20篇 |
1996年 | 18篇 |
1995年 | 17篇 |
1994年 | 25篇 |
1993年 | 21篇 |
1992年 | 18篇 |
1991年 | 19篇 |
1990年 | 17篇 |
1989年 | 11篇 |
1988年 | 17篇 |
1987年 | 10篇 |
1986年 | 13篇 |
1985年 | 14篇 |
1984年 | 16篇 |
1983年 | 14篇 |
1982年 | 16篇 |
1981年 | 9篇 |
1979年 | 12篇 |
1978年 | 18篇 |
1977年 | 13篇 |
1976年 | 10篇 |
1974年 | 8篇 |
1973年 | 8篇 |
1970年 | 8篇 |
排序方式: 共有2857条查询结果,搜索用时 15 毫秒
51.
Rats were trained to leverpress for food and subsequently exposed to either arithmetic series or random variable-interval reinforcement schedules. Adjunctive drinking developed in all subjects exposed to arithmetic variable-interval reinforcement, but did not develop in six of the eight animals trained on the random schedule. The results suggest that adjunctive drinking is the result of an interaction between the tendency of rats to drink after eating and the ability of locally low probabilities of reinforcement within schedules to induce conditioned behavioral states. 相似文献
52.
53.
54.
Albert W. Wienen Inge Reijnders Marleen H. van Aggelen Elske H. Bos Laura Batstra Peter de Jonge 《Psychology in the schools》2019,56(2):232-241
School‐wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students’ academic and behavioral outcomes by targeting the school’s organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers’ perceptions of the student behavior (N = 3,295) across schools, teachers, and children using a multilevel approach. We assessed teacher perception of student problem behavior five times during a 3‐year implementation of SWPBS in 23 Dutch schools. Multilevel analyses not only revealed a small increase in perceived prosocial behavior and a small decrease in problems with peers, but also different effects across children, teachers, and schools. Effects were stronger for girls and for students with higher severity of perceived problems at baseline. At teachers’ level, higher mean baseline severity of perceived problems was associated with the reduced impact of SWPBS on perceived emotional problems and problems with peers. At the school level, effects were stronger for regular schools as compared with special needs schools. 相似文献
56.
Too Much,Too Young? An Analysis of the Key Stage 3 National Literacy Strategy in Practice 总被引:1,自引:0,他引:1
Neil Allen 《English in Education》2002,36(1):5-15
This article was first drafted after I worked for 14 weeks last year in a school that was piloting the National Literacy Strategy at Key Stage 3. I now work in another school delivering the full published Strategy to Year 7. In this article, I explore the contradictions inherent in the Strategy in attempting to develop the English and literacy skills of Key Stage 3 pupils. Ultimately, my argument is that the educational benefits of this teaching to objectives is at odds with some of the deeper aims of the Strategy and of English teaching, and that the constant assessment involved puts too much pressure on our youngsters at an age when they should be concentrating on social development as people. 相似文献
57.
Special services usage and related assessment procedures were investigated for 50 students with epilepsy. Fifty‐six percent of students with epilepsy received special education services, with mental retardation designation and self‐contained placement common, especially among individuals with epilepsy plus a coexisting neurological diagnosis. Sixteen percent of participants had an “other health impairment” designation, and several of these were deemed eligible in at least one other special education category. The majority of students who had been evaluated were administered IQ, adaptive behavior, speech/language, and sensorimotor components, whereas few were assessed for executive or memory functions. Little information about antiepileptic drugs, their effects, or the actual manifestation of students' seizures appeared in special services school documents. Additional empirical information regarding services for children with chronic health conditions, such as epilepsy, is necessary to improve school psychologists' practice. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 169–181, 2006. 相似文献
58.
Perception of sign language and its application to visual communications for deaf people 总被引:1,自引:0,他引:1
Video communication systems for deaf people are limited in terms of quality and performance. Analysis of visual attention mechanisms for sign language may enable optimization of video coding systems for deaf users. Eye-movement tracking experiments were conducted with profoundly deaf volunteers while watching sign language video clips. Deaf people are found to fixate mostly on the facial region of the signer to pick up small detailed movements associated with facial expression and mouth shapes. Lower resolution, peripheral vision is used to process information from larger, rapid movements of the signer in the video clips. A coding scheme that gives priority to the face of the signer may be applied to improve perception of video quality for sign language communication. 相似文献
59.
Martha Putallaz Laura Hellstern Blair H. Sheppard Christina L. Grimes Kimberly A. Glodis 《Early education and development》1995,6(4):433-447
The current study was designed to address two major purposes. The first goal was to investigate the joint influence of children's sociometric status and sex on their conflict behavior, and the second goal was to explore the similarities and differences in children's conflict behavior across two contexts, specifically conflicts arising during interactions with mothers and with peers. Forty-two first-graders were videotaped playing with their mothers and then with an unfamiliar peer partner. Conflict behavior occurring in the mother-child context was quite different from that occurring between children, reflecting the contrast between the vertical and horizontal nature of these relationships. Most striking were the large number of sociometric status and sex differences in conflict behavior found across both contexts. Further, it appears that effective conflict behavior may differ for boys and girls. Implications for future research are discussed. 相似文献
60.
Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well‐Being
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Keith A. Crnic Cameron L. Neece Laura Lee McIntyre Jan Blacher Bruce L. Baker 《Child development》2017,88(2):436-445
Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence‐based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family‐focused developmental systems approach (M. J. Guralnick, 2011) is emphasized. 相似文献