全文获取类型
收费全文 | 2689篇 |
免费 | 55篇 |
专业分类
教育 | 2058篇 |
科学研究 | 136篇 |
各国文化 | 44篇 |
体育 | 220篇 |
综合类 | 1篇 |
文化理论 | 27篇 |
信息传播 | 258篇 |
出版年
2023年 | 16篇 |
2022年 | 18篇 |
2021年 | 41篇 |
2020年 | 73篇 |
2019年 | 123篇 |
2018年 | 159篇 |
2017年 | 152篇 |
2016年 | 108篇 |
2015年 | 79篇 |
2014年 | 99篇 |
2013年 | 644篇 |
2012年 | 89篇 |
2011年 | 77篇 |
2010年 | 71篇 |
2009年 | 70篇 |
2008年 | 77篇 |
2007年 | 62篇 |
2006年 | 46篇 |
2005年 | 51篇 |
2004年 | 55篇 |
2003年 | 51篇 |
2002年 | 34篇 |
2001年 | 45篇 |
2000年 | 29篇 |
1999年 | 23篇 |
1998年 | 21篇 |
1997年 | 34篇 |
1996年 | 20篇 |
1995年 | 31篇 |
1994年 | 25篇 |
1993年 | 25篇 |
1992年 | 18篇 |
1991年 | 20篇 |
1990年 | 23篇 |
1989年 | 16篇 |
1988年 | 13篇 |
1987年 | 10篇 |
1986年 | 14篇 |
1985年 | 13篇 |
1984年 | 25篇 |
1983年 | 12篇 |
1982年 | 15篇 |
1981年 | 19篇 |
1980年 | 16篇 |
1979年 | 9篇 |
1978年 | 9篇 |
1977年 | 11篇 |
1976年 | 10篇 |
1975年 | 7篇 |
1974年 | 11篇 |
排序方式: 共有2744条查询结果,搜索用时 15 毫秒
81.
Raymond W. Kulhavy Mary T. White Bruce W. Topp Ann L. Chan James Adams 《Contemporary educational psychology》1985,10(3):285-291
College undergraduates read a 2400-word passage, responded to 16 multiple-choice questions, and received one of four types of feedback following their responses. Complexity of feedback was inversely related to both error correctability and criterion efficiency taken as a ratio of feedback study time to post-test corrects. The results were discussed in terms of depth of processing and instructional comprehension. 相似文献
82.
Raquel Cerdán Eduardo Vidal-Abarca Tomás Martínez Ramiro Gilabert Laura Gil 《Learning and Instruction》2009,19(1):13-27
This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search for the answer. Results indicated that high-level questions facilitated deep comprehension but not immediate performance or delayed recall of text, independently of the reading condition, and that high- and low-level questions differentially affected text-inspection patterns. 相似文献
83.
84.
85.
86.
Anaïs Bohuon 《国际体育史杂志》2015,32(7):965-979
This paper aims to analyze gender verifications in sport from a socio-historical approach. These medical controls intended to keep men from competing in women's international competitions. Some female athletes are put through a masculinization trial, because of morphologies and performances judged as too masculine. Facing these athletes who disrupt the representation of a binary construction between the male sex and the female sex, sports institutions attempt to maintain a sexual bi-categorization. More precisely, this paper will present the ‘symbolic’ suppression of tests since 2000. Thereafter, authorities only rely on an aesthetic and visual assessment of female bodies and no longer use tests in a systematic and obligatory fashion. This reveals the moving boundary subjectively plotted between the masculine and the feminine, which become all the more blurred when the ‘race and class markers’ interfere with the ‘sex markers’. 相似文献
87.
Natàlia Balagué Robert Hristovski Sergi Garcia Daniel Aragonés Selen Razon Gershon Tenenbaum 《Journal of sports sciences》2015,33(1):48-57
Using a non-linear approach, intentional dynamics of thoughts were examined during constant cycling performed until volitional exhaustion. Participants (n = 12) completed two sessions at 80% Wmax. Their (1) intrinsic thought dynamics (i.e., no-imposed thoughts condition) and (2) intentional thought dynamics (i.e., imposed task-unrelated thoughts condition; TUT) were recorded and then classified into four categories: internal and external TUT (TUT-I, TUT-E) and external and internal task-related thoughts (TRT-E, TRT-I). The probability estimates for maintaining each thought category stable, the rate of switching from one category to another, and the entropy dynamics along the testing procedure were assessed and compared through time phase. Friedman ANOVA tests revealed a significant effect of effort increase on thought contents only in the imposed TUT test. While TUT-I probabilities decreased significantly (P < .001) as effort increased, TRT-I probabilities increased (P < .05). Moreover, the entropy to the entire thought dynamics increased at the outset of task performance and decreased upon approaching volitional exhaustion (P < .001). As time spent in constant effort increased, and volitional exhaustion approached, task relatedness (TUT, TRT), direction (internal, external), and entropy of thought contents changed unintentionally providing further evidence for a nonlinear dynamics of attention focus. 相似文献
88.
This study investigated development of the Big Five personality traits from early childhood into adulthood. An initial group of 137 Swedish children were assessed eight times between ages 2 and 29 years. Initial decreases in extraversion leveled off in early adulthood; agreeableness and conscientiousness increased from ages 2 to 29; neuroticism initially increased, leveled off in later childhood and adolescence, and decreased throughout early adulthood; while openness to experience showed an initial increase, then decreased and leveled off in early adulthood. Individual developmental trajectories varied significantly, particularly in relation to gender. Personality traits became increasingly stable, and the fact that childhood scores predicted scores in adulthood indicated that personalities are fairly stable across this portion of the life span. 相似文献
89.
The authors investigated whether some advantages of tutoring over other instructional methods are due to microadaptation, or, tutors basing their actions on assessments of tutees they develop during tutoring. In a 2 × 2 between-subjects experiment, independent variables were shared experience (tutors either worked with the same or a different tutee in each of four segment of the tutoring session) and communication context (face-to-face or computer-mediated). Although there were no overall learning differences across experience conditions, tutees who worked with the same tutor demonstrated better learning of concepts initially discussed during the final tutoring segment. Shared experience led to accurate competence assessments only in the computer-mediated context, suggesting that cognitive load influences assessment development. However, there was no evidence of micro-adaptation. 相似文献
90.