全文获取类型
收费全文 | 500篇 |
免费 | 11篇 |
专业分类
教育 | 349篇 |
科学研究 | 43篇 |
各国文化 | 22篇 |
体育 | 43篇 |
文化理论 | 4篇 |
信息传播 | 50篇 |
出版年
2023年 | 2篇 |
2022年 | 2篇 |
2021年 | 6篇 |
2020年 | 18篇 |
2019年 | 31篇 |
2018年 | 29篇 |
2017年 | 28篇 |
2016年 | 21篇 |
2015年 | 25篇 |
2014年 | 20篇 |
2013年 | 100篇 |
2012年 | 14篇 |
2011年 | 16篇 |
2010年 | 12篇 |
2009年 | 18篇 |
2008年 | 17篇 |
2007年 | 9篇 |
2006年 | 9篇 |
2005年 | 8篇 |
2004年 | 7篇 |
2003年 | 6篇 |
2002年 | 9篇 |
2001年 | 4篇 |
2000年 | 7篇 |
1999年 | 6篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1996年 | 5篇 |
1995年 | 11篇 |
1994年 | 4篇 |
1993年 | 9篇 |
1992年 | 7篇 |
1991年 | 8篇 |
1989年 | 2篇 |
1987年 | 2篇 |
1986年 | 4篇 |
1985年 | 2篇 |
1983年 | 5篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1970年 | 1篇 |
1969年 | 2篇 |
1967年 | 1篇 |
1966年 | 2篇 |
1964年 | 1篇 |
1866年 | 1篇 |
排序方式: 共有511条查询结果,搜索用时 296 毫秒
1.
Abstract This paper provides a methodology to study the characteristics of the research output from a university department. The faculty publications and their cited references over a 10-year period were used as the basis for this study to identify their publishing patterns and the types of material they are publishing; a core set of journals and other resources they are publishing in and citing over this period; the characteristics of the journals in which they publish and cite; the degree of openness of their publications and their citation advantage; and the age of resources that are referenced. 相似文献
2.
3.
4.
Using the General Social Survey from 1972–2014, we examine variation in attitudes toward retaining controversial materials in libraries. Previously controversial topics have become much more widely accepted. We find that other controversies remain, showing how global conflicts become intertwined in local cultural controversies, and how the perceived threat from particular groups informs public concern with disseminating information from those groups. We find that more frequent library users are somewhat less likely to want to remove controversial books from the shelves, although some of these relationships are explained by variation in the respondent’s age, race, and other characteristics. 相似文献
5.
6.
7.
8.
A Methylome‐Wide Association Study of Trajectories of Oppositional Defiant Behaviors and Biological Overlap With Attention Deficit Hyperactivity Disorder 下载免费PDF全文
Edward D. Barker Esther Walton Charlotte A.M. Cecil Richard Rowe Sara R. Jaffee Barbara Maughan Thomas G. O'Connor Argyris Stringaris Alan J. Meehan Wendy McArdle Caroline L. Relton Tom R. Gaunt 《Child development》2018,89(5):1839-1855
In 671 mother–child (49% male) pairs from an epidemiological birth cohort, we investigated (a) prospective associations between DNA methylation (at birth) and trajectories (ages 7–13) of oppositional defiant disorder (ODD), and the ODD subdimensions of irritable and headstrong; (b) common biological pathways, indexed by DNA methylation, between ODD trajectories and attention deficit hyperactivity disorder (ADHD); (c) genetic influence on DNA methylation; and (d) prenatal risk exposure associations. Methylome‐wide significant associations were identified for the ODD and headstrong, but not for irritable. Overlap analysis indicated biological correlates between ODD, headstrong, and ADHD. DNA methylation in ODD and headstrong was (to a degree) genetically influenced. DNA methylation associated with prenatal risk exposures of maternal anxiety (headstrong) and cigarette smoking (ODD and headstrong). 相似文献
9.
Hae Yeon Lee Jeremy P. Jamieson Adriana S. Miu Robert A. Josephs David S. Yeager 《Child development》2019,90(6):e849-e867
Grades often decline during the high school transition, creating stress. The present research integrates the biopsychosocial model of challenge and threat with the implicit theories model to understand who shows maladaptive stress responses. A diary study measured declines in grades in the first few months of high school: salivary cortisol (N = 360 students, N = 3,045 observations) and daily stress appraisals (N = 499 students, N = 3,854 observations). Students who reported an entity theory of intelligence (i.e., the belief that intelligence is fixed) showed higher cortisol when grades were declining. Moreover, daily academic stressors showed a different lingering effect on the next day's cortisol for those with different implicit theories. Findings support a process model through which beliefs affect biological stress responses during difficult adolescent transitions. 相似文献
10.