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51.
In Pavlovian fear conditioning, context-mediated decrements in conditioned responding (e.g., the US preexposure effect) can
counteract competition between cues trained together (e.g., overshadowing). Two experiments were conducted using rats in a
conditioned lick suppression preparation to determine whether context-mediated competition also counteracts competition between
cues trained separately (retroactive interference, or RI). In Experiment 1, a combination of degraded contingency and RI treatments
produced less of a decrement in conditioned responding than did either of those treatments alone. Experiment 2 showed that
RI treatment attenuates the normally deleterious effect of trial massing. The results suggest that empirical similarities
are shared by interference between cues trained apart and competition between cues trained together. 相似文献
52.
Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs 总被引:10,自引:0,他引:10
Early DM Maxwell KL Burchinal M Alva S Bender RH Bryant D Cai K Clifford RM Ebanks C Griffin JA Henry GT Howes C Iriondo-Perez J Jeon HJ Mashburn AJ Peisner-Feinberg E Pianta RC Vandergrift N Zill N 《Child development》2007,78(2):558-580
In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children. 相似文献
53.
亨利·普拉肯 《中山大学学报论丛》2011,4(1)
论证是一个用理由支持观点以及回应其所受攻击的过程.在过去的几十年里,论证已经成为哲学和人工智能研究领域中的一个重要主题.在哲学方面,十九世纪50年代和60年代图尔敏和佩雷尔曼对形式逻辑的批判,促进了非形式逻辑这一学科的产生,它研究推理和论证的非形式模型.在人工智能方面,论证的形式模型也发展成为常识推理和多主体冲突解决的基本模型.本文将讨论后一领域中所研究发展的形式模型如何能够用以澄清一些哲学领域、以及非形式逻辑领域中的理论问题和争议.本文的一个重要观点是,图尔敏和佩雷尔曼时代的形式逻辑只关注数学化的推理,但那些非数学化的推理形式其实同样也能够被形式化. 相似文献
54.
Rogers Kaliisa Edward Palmer Julia Miller 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):546-561
The purpose of this paper is to compare and contrast characteristics of use and adoption of mobile learning in higher education in developed and developing countries. A comparative case study based on a survey questionnaire was conducted with 189 students (undergraduate and postgraduate) from Makerere University in Uganda and the University of Adelaide in Australia. The Unified Theory of Acceptance and Use of Technology (UTAUT) was employed as the theoretical framework. The results indicated that higher education students in developed and developing countries use a range of technologies for learning, with major differences between Uganda and Australia. The study concludes that mobile learning in higher education in developed and developing country contexts is still at an experimental stage with students using mobile devices in pedagogically limited ways. 相似文献
55.
Amy M. Magnus Jenny S. West Daniel W. Scott Cheryl Maxson Jody Miller 《Journal of Criminal Justice Education》2019,30(2):223-249
This paper describes our efforts to systematically generate knowledge from ethnographic and other qualitative scholarship as a way of bridging intellectual gaps found in quantitative research. We ground this scholarly endeavor in the study of gangs, which has a lengthy history in the field of criminology, yet lacks a coherent, coordinated, and comparative understanding of gang dynamics, behavior, and impacts. We discuss the importance of acknowledging the multiple and mixed methodologies used in gang scholarship and detail the inductive, deductive, and iterative process that helped us (1) develop a comprehensive coding instrument for coding a range of qualitative works, (2) establish the instrument’s inter-rater reliability, and (3) remain cognizant and reflexive about the strengths of both quantitative and qualitative research. Finally, we share the critical yet informative challenges we faced throughout the project and conclude with reflections on why the project was unsuccessful in the way we originally envisioned. 相似文献
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