全文获取类型
| 收费全文 | 753篇 |
| 免费 | 10篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 583篇 |
| 科学研究 | 52篇 |
| 各国文化 | 7篇 |
| 体育 | 51篇 |
| 综合类 | 1篇 |
| 文化理论 | 9篇 |
| 信息传播 | 61篇 |
出版年
| 2021年 | 10篇 |
| 2020年 | 6篇 |
| 2019年 | 15篇 |
| 2018年 | 11篇 |
| 2017年 | 22篇 |
| 2016年 | 19篇 |
| 2015年 | 15篇 |
| 2014年 | 14篇 |
| 2013年 | 207篇 |
| 2012年 | 20篇 |
| 2011年 | 14篇 |
| 2010年 | 10篇 |
| 2009年 | 6篇 |
| 2008年 | 17篇 |
| 2007年 | 12篇 |
| 2006年 | 11篇 |
| 2005年 | 11篇 |
| 2004年 | 10篇 |
| 2003年 | 10篇 |
| 2002年 | 7篇 |
| 2001年 | 10篇 |
| 2000年 | 11篇 |
| 1999年 | 9篇 |
| 1998年 | 11篇 |
| 1996年 | 11篇 |
| 1994年 | 5篇 |
| 1993年 | 18篇 |
| 1992年 | 8篇 |
| 1991年 | 13篇 |
| 1990年 | 7篇 |
| 1989年 | 18篇 |
| 1988年 | 9篇 |
| 1987年 | 9篇 |
| 1986年 | 8篇 |
| 1985年 | 11篇 |
| 1984年 | 6篇 |
| 1982年 | 9篇 |
| 1980年 | 5篇 |
| 1978年 | 9篇 |
| 1977年 | 6篇 |
| 1976年 | 8篇 |
| 1974年 | 6篇 |
| 1973年 | 5篇 |
| 1969年 | 6篇 |
| 1968年 | 6篇 |
| 1967年 | 7篇 |
| 1954年 | 4篇 |
| 1924年 | 4篇 |
| 1923年 | 4篇 |
| 1918年 | 5篇 |
排序方式： 共有764条查询结果，搜索用时 15 毫秒
1.
2.
3.
Herbert London 《Academic Questions》1991,4(2):5-6
in addition to being editor ofAcademic Questions and chairman of the National Association of Scholars 相似文献
4.
Jeffery Sprague Hill M. Walker Steve Stieber Brandi Simonsen Vicki Nishioka Linda Wagner 《Psychology in the schools》2001,38(2):197-206
There is a growing concern about violent and destructive behaviors of youth that require intervention by juvenile justice and youth‐serving agencies. This concern has led many to conclude that schools and community agencies must increase efforts to prevent juvenile delinquency and to provide programs that will facilitate rehabilitation, education, and vocational training for youth already involved. A clear understanding of the nature and range of behaviors that result in juvenile crime is needed in order to develop programs and interventions that can be expected to lead to beneficial changes for youth and for society as a whole. The purpose of this article is to describe the relationship between school behaviors and youth characteristics in school (e.g., discipline referrals, teacher nominations, nomothetic ratings) and referrals to juvenile authorities (e.g., illegal behaviors). We describe a strategy of using teacher nominations, school discipline referrals, and community arrest data to predict delinquent and violent behavior in youth. We outline data from a group of socially maladjusted middle school youth to illustrate the relationship between the two data sources and recommendations for identification and treatment of youth at risk for delinquency and antisocial behavior. © 2001 John Wiley & Sons, Inc. 相似文献
5.
6.
This study examined the associations between classmates’ reading-related gender stereotypes and students’ reading self-efficacy, self-concept, motivation, and achievement. Our sample consisted of 1,508 fifth-grade students (49% girls; age: 10.89 years); data were collected at two time points. Multilevel analyses yielded two main results: First, there was a relation between students’ individual reading-related gender stereotypes and their reading self-concept, self-efficacy, and motivation with boys experiencing negative and girls experiencing positive effects. Second, a contextual effect was found: after controlling for students’ individual reading-related gender stereotypes, classmates’ gender stereotypes were negatively related to all of the boys’ reading outcomes. The results provide evidence for the assumption that classmates are important communicators of gender stereotypes and that they reinforce conforming behaviors. 相似文献
7.
8.
In two experiments, we examined two related conditioning problems previously investigated by Red-head and Pearce (1995a) and Pearce, Aydin, and Redhead (1997). Experiment 1 involved an A+, B+, C+, AB+, AC+, BC+, ABC2 discrimination. The Rescorla-Wagner model predicts that response to AB, AC, and BC will be greater than that to A, B, and C at asymptote, whereas the Pearce model makes the opposite prediction. In Experiment 2, we investigated the responding to a novel ABC compound in groups trained with either A+, B+, C+ or AB+, AC+, BC+. The Rescorla-Wagner model predicts greater response to ABC in the group trained with A+, B+, C+ than in the group trained with AB+, AC+, BC+, whereas the Pearce model makes the opposite prediction. In contrast to the findings of Redhead and Pearce (1995a) and Pearce et al. (1997) in pigeon autoshaping, our findings in rabbit eyelid conditioning support the Rescorla-Wagner model. 相似文献
9.
Children with mathematics learning disabilities in Belgium 总被引：6，自引：0，他引：6
In Belgium, between 3% and 8% of the children in elementary schools have mathematics learning disabilities (MLD). Many of these children have less developed linguistic, procedural, and mental representation skills. Moreover, a majority of the children have been found to show inaccurate prediction and evaluation skills in Grade 3. MLD often become obvious in elementary school. Whereas some children are retained, others are referred to special education. During the last 10 years, the number of children in special education and the number of children with learning disabilities who are following a special guidance program in general education (inclusive education) have increased. Children in Belgium with MLD can get therapy for about 2 years. Nevertheless, many problems continue unresolved even in high school and adulthood. 相似文献
10.