全文获取类型
收费全文 | 2097篇 |
免费 | 63篇 |
国内免费 | 2篇 |
专业分类
教育 | 1637篇 |
科学研究 | 109篇 |
各国文化 | 29篇 |
体育 | 120篇 |
综合类 | 1篇 |
文化理论 | 13篇 |
信息传播 | 253篇 |
出版年
2023年 | 13篇 |
2022年 | 19篇 |
2021年 | 36篇 |
2020年 | 46篇 |
2019年 | 75篇 |
2018年 | 98篇 |
2017年 | 103篇 |
2016年 | 110篇 |
2015年 | 62篇 |
2014年 | 83篇 |
2013年 | 447篇 |
2012年 | 64篇 |
2011年 | 82篇 |
2010年 | 53篇 |
2009年 | 51篇 |
2008年 | 64篇 |
2007年 | 69篇 |
2006年 | 53篇 |
2005年 | 35篇 |
2004年 | 47篇 |
2003年 | 35篇 |
2002年 | 28篇 |
2001年 | 24篇 |
2000年 | 33篇 |
1999年 | 26篇 |
1998年 | 13篇 |
1997年 | 18篇 |
1996年 | 22篇 |
1995年 | 24篇 |
1994年 | 23篇 |
1993年 | 13篇 |
1992年 | 20篇 |
1991年 | 15篇 |
1990年 | 19篇 |
1989年 | 12篇 |
1988年 | 7篇 |
1987年 | 8篇 |
1986年 | 13篇 |
1985年 | 15篇 |
1984年 | 15篇 |
1983年 | 17篇 |
1982年 | 12篇 |
1981年 | 14篇 |
1980年 | 7篇 |
1978年 | 8篇 |
1976年 | 7篇 |
1975年 | 5篇 |
1974年 | 5篇 |
1927年 | 6篇 |
1923年 | 6篇 |
排序方式: 共有2162条查询结果,搜索用时 15 毫秒
1.
2.
3.
The present study examined three hypotheses regarding the consequences of early brain damage for academic achievement: First, early brain insults will have a negative impact on achievement, even in children with normal intelligence. Second, underachievement in these children will be at least partially independent of IQ (i.e., not fully accounted for by a lowering of IQ within the average range). Third, normally intelligent children with histories of brain insult will also manifest selective cognitive dysfunctions. To test these hypotheses, we compared two groups of children who had recovered from Haemophilus influenzae type b meningitis. The "complicated" group consisted of children who, as a consequence of having sustained neurologic complications during their illness, were more likely to have had brain insults. Children in the "uncomplicated" group did not have complications with their illness and were regarded as having escaped significant central nervous system (CNS) pathology. Only children with normal hearing and a prorated Full Scale IQ of at least 80 (WISC-R) were considered. Group differences on the Wide Range Achievement Test-Revised were consistent with the first two hypotheses. Although the two groups had similar Verbal IQs, the complicated group also had a lower mean Performance IQ and performed less well on perceptually demanding neuropsychological tasks. Findings suggest that learning disabilities may have selective, brain-related cognitive antecedents; but they challenge the practice of using IQ criteria for clinical diagnosis. 相似文献
4.
Amy O'Connor 《Journal of Applied Communication Research》2006,34(3):263-284
This exploratory study addresses the ability of values advocacy messages to influence target publics' behavior beyond consumer purchase decisions. In doing so, it fills a gap in the research by extending our understanding of the persuasive premises of values advocacy messages beyond rhetorical (de)construction; consumer behavior; and the establishment of typologies, definitions, and methods of inquiry. Using focus group methodology, target audience members (n=37) of a contemporary values advocacy campaign reflect upon the messages presented in the context of jury deliberations. The findings show that focus group participants would likely reduce punitive damage judgments if exposed to values advocacy messages. The social and cultural implications exposed by participants' comments reflect ongoing concern among critical scholars about the ability of corporations to manipulate public behavior and indicate the ethical conundrum between corporate and community speech. 相似文献
5.
Amy Brand 《Learned Publishing》2004,17(3):225-230
CrossRef is an independent membership association for building collaborative publishing technologies. Its mission is to provide services that enable the scholar to reach source material easily; it focuses on methods that are best achieved through collective agreement among publishers. The CrossRef network now covers millions of journal articles and other content items from hundreds of publishers. This article looks at CrossRef's significance for the online research experience, four years after the launch of the CrossRef initiative. 相似文献
6.
7.
Amy Genders 《Journal of Radio & Audio Media》2018,25(1):142-155
Today more than half of all radio listening in the UK is occurring through digital platforms. Within this context the BBC’s current arts proposition provides a valuable insight into how public service broadcasters are adapting and responding to this burgeoning digital audience. In particular, attention is drawn to the ways in which digital platforms are used to supplement and enhance the auditory listening experience. In doing so, the present article argues that radio continues to occupy a significant position in furthering public engagement with the arts due to, rather than despite of, advances in digital technology. 相似文献
8.
9.
10.
William J. Therrien Jonte C. Taylor John L. Hosp Erica R. Kaldenberg Jay Gorsh 《Learning disabilities research & practice》2011,26(4):188-203
Although science has received much attention as a political and educational initiative, students with learning disabilities (LD) perform significantly lower than their nondisabled peers. This meta‐analysis evaluates the effectiveness of instructional strategies in science for students with LD. Twelve studies were examined, summarized, and grouped according to the type of strategy implemented. Effect sizes (ES) were calculated for each study. Across all studies, a mean ES of .78 was obtained, indicating a moderate positive effect on students with LD science achievement. Findings also align with past reviews of inquiry‐based instruction for students with special needs, indicating that students with LD need structure within an inquiry science approach in order to be successful. Additionally, results suggest that mnemonic instruction is highly effective at increasing learning disabled students' acquisition and retention of science facts. 相似文献