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51.
Kenneth Einar Himma 《Ethics and Information Technology》2007,9(4):259-272
The amount of content, both on and offline, to which people in reasonably affluent nations have access has increased to the
point that it has raised concerns that we are now suffering from a harmful condition of ‹information overload.’ Although the
phrase is being used more frequently, the concept is not yet well understood – beyond expressing the rather basic idea of
having access to more information than is good for us. This essay attempts to provide a philosophical explication of the concept
of information overload and is therefore what philosophers call ‹conceptual analysis’ – a task that, along with normative
ethical analysis, is distinctive to Anglo-American style analytic philosophy. I will begin with an analysis of the atomic
concepts expressed by the terms ‹information’ and ‹overload’ and then attempt to give a philosophical explanation of the concept
of information overload that more precisely identifies exactly what the condition amounts to. 相似文献
52.
53.
Impaired visual attention in children with dyslexia 总被引:2,自引:0,他引:2
Reading involves the correct and rapid identification of visual stimuli with letters and words. The processing of visual stimuli depends not only on the integrity of the peripheral and central visual system but also on the attentional systems involved. In the present study, a cue-target visual attention task was administered to a population-based sample of 25 children with dyslexia from 10 to 12 years of age. A control group matched for group size, age, and gender was obtained from the same general population. A two-stage screening process involved a spelling task of regular words followed by a battery of five single-word reading tasks. The cue-target task involved both a computer-controlled stimulus presentation and a computer-controlled measurement of reaction time. The data were analyzed by visual field, cue condition (valid, invalid, and no cue), and cue-target interval (CTI). The results showed a general pattern of slower responses in the dyslexia group compared to the control group. The dyslexia group also had longer reaction times in the short CTI condition (covert shift of attention) and in the long CTI condition (overt shift of attention). The findings may reflect a general attentional deficit to visual stimuli in dyslexia, possibly related to problems with the recruitment of necessary cognitive resources for the performance of complex reaction time tasks and for fluent reading. 相似文献
54.
Ivan Crozier Patricia Fara Jon Hodge Brendan Kitts Robin Knight Sverre Myhra David Oldroyd Elizabeth A. Wilson Rosemary Robins Stephen Dovers John Forge Harshi Gunawardena Jenny Tannoch-Bland Loet Leydesdorff David Oldroyd David Oldroyd David Oldroyd Nicolas Rasmussen Greg Restall Helaine Selin Michael Shortland E. E. Sleinis Fiona Solomon Scott McQuire Maurice Crosland David Farrier Roslynn Haynes Sverre Myhra Colin Russell Libby Robin Karin Garrety Stephen Gaukroger Stephen Ames Wendy Varney Vojislav Bozickovic Phil Dowe 《Metascience》1996,5(2):71-192
55.
56.
John Henry Katherine Neal Sokhieng Au Gabrielle M. O'Sullivan John Forge Rosemary Robins Stephen Healy Mark Rix James Tabery Katie Vann Carl Windhorst Katherine Neal Peter Neushul Gail Clements Ingo Brigandt Nicolas Rasmussen Anthony S. Travis Lloyd Ackert Simon Knell Claire Hooker 《Metascience》2002,11(2):201-268
57.
58.
Chris Rasmussen Oh Nam Kwon Karen Allen Karen Marrongelle Mark Burtch 《Asia Pacific Education Review》2006,7(1):85-93
This paper provides an overview of the Inquiry-Oriented Differential Equations (IO-DE) project and reports on the main results
of a study that compared students’ beliefs, skills, and understandings in IO-DE classes to more conventional approaches. The
IO-DE project capitalizes on advances within mathematics and mathematics education, including the instructional design theory
of Realistic Mathematics Education and the social negotiation of meaning. The main results of the comparison study found no
significant difference between project students and comparison students on an assessment of routine skills and a significant
difference in favor of project students on an assessment of conceptual understanding. Given these encouraging results, the
theoretical underpinnings of the innovative approach may be useful more broadly for undergraduate mathematics education reform. 相似文献
59.
Annette Rasmussen Nanna Friche 《Educational Assessment, Evaluation and Accountability》2011,23(2):113-129
Performance pressure at both the institutional and individual level of secondary education has been identified as a pressure
that is acknowledged all over Europe and raises questions about the extent to which agents in lower and upper secondary education
interpret assessment in terms of either control or learning, or perhaps both. Drawing on empirical findings from two case
studies in Denmark, the article focuses on the social roles of educational evaluation and assessment, and discusses the ways
in which the local level interpretations of policy demands influence teaching and learning in secondary education. To enable
an analysis of the understanding of different agents in the field, the article combines important sociological thinking with
the basic distinction between assessment of programmes and assessment of individuals. Presuming that assessment practices
bear the traces of the social structure that they both express and reproduce, the aim of this paper is to interrogate how
the agents view and interpret such practices. 相似文献
60.
Martinez Antonio Estevan Gehrtz Jessica Rasmussen Chris LaTona-Tequida Talia Vroom Kristen 《Innovative Higher Education》2022,47(2):327-346
Innovative Higher Education - One way that university mathematics departments across the United States are making efforts to improve their introductory mathematics courses is by implementing or... 相似文献