全文获取类型
收费全文 | 143篇 |
免费 | 2篇 |
专业分类
教育 | 112篇 |
科学研究 | 10篇 |
各国文化 | 1篇 |
体育 | 3篇 |
文化理论 | 1篇 |
信息传播 | 18篇 |
出版年
2020年 | 1篇 |
2018年 | 2篇 |
2017年 | 3篇 |
2016年 | 4篇 |
2015年 | 6篇 |
2014年 | 9篇 |
2013年 | 50篇 |
2012年 | 2篇 |
2011年 | 2篇 |
2010年 | 1篇 |
2009年 | 3篇 |
2008年 | 5篇 |
2007年 | 1篇 |
2005年 | 3篇 |
2004年 | 3篇 |
2003年 | 1篇 |
2002年 | 4篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 4篇 |
1984年 | 2篇 |
1983年 | 3篇 |
1982年 | 1篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 3篇 |
1976年 | 2篇 |
1975年 | 3篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1967年 | 1篇 |
1962年 | 1篇 |
1958年 | 1篇 |
1944年 | 4篇 |
1941年 | 1篇 |
排序方式: 共有145条查询结果,搜索用时 46 毫秒
1.
2.
3.
Jack Edward Sherman 《Learning & behavior》1978,6(4):463-468
Two experiments with rat subjects in a conditioned punishment paradigm are reported. These experiments attempted to determine if the events entering into association with the CS following conditioning with informative (forward) and noninformative (simultaneous) CSs were comparable. In Experiment 1, exposure to intense shock alone following trace (ISI = 10 sec) conditioning with moderate shock enhanced the suppressive effects of a 2-sec CS. A similar manipulation following explicitly unpaired CS-US presentations (ISI = 2 min) had no effect. These data were taken as evidence that the CS and US were associated during trace conditioning. Experiment 2 showed that exposure to intense shock following simultaneous conditioning also enhanced suppression to the CS. These results suggested that simultaneous and forward conditioning procedures yield similar forms of associative learning. 相似文献
4.
5.
Researchers in the area of educational effectiveness should attempt to develop a new theoretical framework. A critical analysis of the current models of educational effectiveness research is provided and reveals that a dynamic model of effectiveness must: (a) be multilevel in nature, (b) be based on the assumption that the relation of some effectiveness factors with achievement may be curvilinear, (c) illustrate the dimensions upon which the measurement of each effectiveness factor should be based, and (d) define relations among the effectiveness factors. In principle, each factor that refers to the classroom, school, and system, can be measured by taking into account five dimensions: frequency, focus, stage, quality, and differentiation. Examples of measuring effectiveness factors operating at different levels using these 5 dimensions are given. More attention in describing in detail factors associated with teacher behaviour in the classroom is given, since this is seen as the starting point for the development and the testing of the dynamic model. Finally, suggestions for the next steps in the development of other parts of the model are provided. 相似文献
6.
7.
Emily Lubart Refael Segal Vera Rosenfeld Jack Madjar Michael Kakuriev 《Educational gerontology》2013,39(5):416-423
Medical care in nursing homes is not provided by board-licensed geriatricians; it mainly comes from physicians in need of educational programs in the field of geriatrics. Such programs, based on curriculum guidelines, should be developed. The purpose of this study was to seek input from nursing home physicians on their perceived needs for training in geriatrics. A mail questionnaire survey was sent to nursing home physicians regarding their opinion on the most needed subjects and preferred training methods. Of the 210 surveys mailed, 132 (63%) were returned. More than a quarter of the respondents had not had any kind of geriatric medical education. A desire for geriatric training was evident, preferably in the form of courses and periodic seminars. Use of medications, infectious diseases, depression, dementia and cardiac disorders were the most important topics indicated by the respondents. These data can be of help in preparing the curriculum for a continuous medical education program in geriatrics, preferably in the form of courses and periodic seminars. 相似文献
8.
Sherman S 《Endeavour》2004,28(4):156-160
The English translation of Pierre Pomet's A Compleat History of Druggs (1712) demonstrates how the expansion of print culture altered the way that scientific ideas were communicated. Although it makes utilitarian claims, the text of the History departs from the style of contemporary British pharmacopoeias by emphasizing the exotic aspects of drugs. In this sense, the text exemplifies how Enlightenment science could be sold to a cross-over audience interested as much in the fantastical as in the quality and operation of drugs. 相似文献
9.
This longitudinal investigation of 84 infants examined whether the effect of 12-month attachment on 18- and 24-month exploration and sociability with unfamiliar adults varied as a function of newborn irritability. As expected, results revealed an interaction between attachment (secure vs. insecure) and irritability (highly irritable vs. moderately irritable) in predicting both exploration and sociability with unfamiliar adults. For exploration, results supported a dual-risk model; that is, toddlers who had been both highly irritable and insecurely attached were less exploratory than other toddlers. For sociability, results supported the differential-susceptibility hypothesis; that is, highly irritable infants, compared to moderately irritable infants, were both less sociable as toddlers when they had been insecurely attached and more sociable when they had been securely attached. 相似文献
10.
Erica Rosenfeld Halverson Damiana Gibbons Shelby Copeland Alon Andrews Belen Hernando Llorens Michelle B. Bass 《Learning, Media and Technology》2014,39(3):386-403
In this article, we explore how youth audiences evaluate the quality of youth-produced films. Our interest stems from a dearth of ways to measure the quality of what youth produce in artistic production processes. As a result, making art in formal learning settings devolves into either romanticized creativity or instrumental work to improve skills in core content areas. We conducted focus groups with 38 youth participants where they viewed four different films produced by the same youth media arts organization that works with young people to produce short-form, autobiographical documentaries. We found that youth focused their evaluations on identifying the films' genre and content and on assessing how well the filmmakers' creative decisions fit with identifications of genre and content. Evaluations were mediated by audiences' expectations and seemed to inform judgments of quality and creativity. We hope that our work can inform the design of formal learning spaces where young people are producing narrative art. 相似文献