全文获取类型
收费全文 | 65篇 |
免费 | 5篇 |
专业分类
教育 | 54篇 |
科学研究 | 6篇 |
各国文化 | 2篇 |
体育 | 1篇 |
信息传播 | 7篇 |
出版年
2022年 | 2篇 |
2021年 | 2篇 |
2020年 | 1篇 |
2019年 | 2篇 |
2016年 | 4篇 |
2015年 | 3篇 |
2013年 | 20篇 |
2012年 | 3篇 |
2011年 | 4篇 |
2010年 | 2篇 |
2008年 | 3篇 |
2007年 | 1篇 |
2006年 | 3篇 |
2005年 | 1篇 |
2004年 | 1篇 |
2003年 | 1篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1966年 | 2篇 |
1926年 | 1篇 |
1890年 | 2篇 |
1882年 | 1篇 |
1852年 | 1篇 |
排序方式: 共有70条查询结果,搜索用时 859 毫秒
1.
2.
3.
James V. Devine Luther C. Jones Janice W. Neville Dilys J. Sakai 《Learning & behavior》1977,5(1):57-62
Two experiments were performed to determine the effect of sample duration (0.1, 2, and 4 sec), delay interval (.03, 4, 8, 16, and 32 sec), and type of stimulus (color and shape) on the matching performance of rhesus monkeys. In Experiment 1, the 15 possible delay-duration combinations were randomly presented in blocks of 15 trials. In Experiment 2, each duration was held constant and the five delays randomly presented. Then each delay interval was held constant with the three durations randomly varied. Matching performance increased as sample duration increased (ps < .01 and .005), while length of delay did not significantly affect performance. The type of stimuli paired in the matching test significantly affected performance (ps < .05 and .10) with the shape/shape choices leading to the poorest performance. Stimulus discriminability and amount of training with brief sample durations were implicated as significant determinants of matching performance. 相似文献
4.
Acknowledging the affective in higher education 总被引:1,自引:0,他引:1
This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under‐researched and under‐theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These data highlight the importance of relationships, students' changing emotions over the year, their perceptions of their academic studies and understandings of life at university. The article concludes that it is important to understand the affective dimension in pedagogic encounters and the lifeworld of students, and that it is possible to do so without a collapse into therapeutic discourses. 相似文献
5.
The current study used a novel methodology based on multivocal ethnography to assess the relations between conformity and evaluations of intelligence and good behavior among Western (U.S.) and non-Western (Ni-Vanuatu) children (6- to 11-year-olds) and adolescents (13- to 17-year-olds; N = 256). Previous research has shown that U.S. adults were less likely to endorse high-conformity children as intelligent than Ni-Vanuatu adults. The current data demonstrate that in contrast to prior studies documenting cultural differences between adults' evaluations of conformity, children and adolescents in the United States and Vanuatu have a conformity bias when evaluating peers' intelligence and behavior. Conformity bias for good behavior increases with age. The results have implications for understanding the interplay of conformity bias and trait psychology across cultures and development. 相似文献
6.
7.
8.
9.
Cathryn Knight Zoe Clegg Carmel Conn Matt Hutt Tom Crick 《British Journal of Special Education》2022,49(1):6-23
Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards inclusion in creating inclusive learning environments. This research study is based on data from a survey of teachers in Wales (n = 253) exploring their perceptions of inclusive education. Thematic analysis of open-text responses revealed that while teachers were able to articulate the ‘ideal’ of inclusion, these positive ideals were often caveated by both implicit othering of learners with ALN and by the explicit limitations of behaviour, training, and finance and resources. This article critically evaluates the implications of teacher perceptions of inclusive education in Wales, suggesting that without a change in teacher attitudes, the vision of an inclusive education system may be compromised. 相似文献
10.