首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   20448篇
  免费   10篇
  2023年   3篇
  2022年   1篇
  2021年   5篇
  2020年   9篇
  2019年   7篇
  2018年   3492篇
  2017年   2816篇
  2016年   2244篇
  2015年   190篇
  2014年   75篇
  2013年   73篇
  2012年   560篇
  2011年   2386篇
  2010年   2516篇
  2009年   1475篇
  2008年   1700篇
  2007年   2175篇
  2006年   25篇
  2005年   213篇
  2004年   163篇
  2003年   108篇
  2002年   60篇
  2001年   30篇
  2000年   51篇
  1999年   14篇
  1998年   21篇
  1997年   18篇
  1996年   8篇
  1995年   1篇
  1994年   2篇
  1993年   1篇
  1991年   1篇
  1990年   7篇
  1989年   1篇
  1986年   1篇
  1984年   3篇
  1982年   1篇
  1976年   1篇
  1969年   1篇
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
11.
12.
13.
14.
15.
16.
17.
18.
19.
Despite the importance of persistence in early learning, we know little about how children reason about outcomes that result from their efforts. Here we examined the role of effort type (i.e., physical vs. cognitive) and intensity (i.e., high vs. low effort) in shaping children's decision making about effort-based rewards. Five- to 7-year-olds (N = 133) were assigned to one of four conditions (High Physical Effort, Low Physical Effort, High Cognitive Effort, Low Cognitive Effort) and completed a series of tasks to construct a toy. Tasks varied in the type (physical/cognitive) and intensity (high/low) of effort required to complete them. After constructing their toy, children completed a series of tasks to probe how much they valued that toy. Across conditions, children preferred their toy and gave it a higher monetary value, relative to a stranger's. However, when choosing their toy came at a cost, children no longer preferred it. Only children who built their toy through either cognitive or low effort were willing to incur a cost for their toy. Older children, across conditions, were also more likely to incur a cost for their toy. These findings demonstrate that by age five, children are sensitive to variations in effort type and intensity, and these factors shape how they evaluate effort-based rewards.  相似文献   
20.
The essay examines the argument advanced by E.D. Hirsch, Jr., for instituting ‘cultural literacy’ as a fundamental priority of schools. A number of confusions and equivocations in Hirsch's reasoning are identified, and the propensity of his project to indoctrinate is exposed. Among the features of Hirsch's argument shown to be troubling are his shifting construal of ‘language’, his inconsistency about the requirements of cultural literacy, and his uncritical relation to traditional images of the American past and present. The upshot is to raise the question why Hirsch's project has elicited wide support and praise.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号