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31.
Kent L. Norman 《Current Psychology》1990,9(2):141-161
The introduction of hypermedia into the classroom presents both an opportunity to expand the power of teaching through electronic
facilitation of the media and a challenge to redesign the classroom and instructional environment to exploit the enhanced
features of hypermedia. This paper briefly surveys the current state of computers in the classroom and then argues that a
more integrated approach is required. To this end, the concept of an electronic teaching theater is proposed which takes advantage
of hypermedia and collaborative work environments. The aim of the electronic teaching theater is not to totally redesign the
classroom and instructional interaction, but rather to facilitate it using well understood metaphors to lay out the dynamics
of classroom interaction on the electronic media and to use the results from research in human/computer interaction to design
the interface. To facilitate the application of hypermedia, a model of instructional interaction among the students, the instructors,
the course material, and the products of instruction is presented. A number of component models pertaining to course preparation,
lectures, note taking, and other instructional activities are then discussed that should prove useful in designing the electronic
classroom. The origin of these models is the mental representation of the interaction as perceived by the teacher and the
student. The idea is to start with such models as a base metaphor, to instantiate the metaphors in the electronic classroom,
and then to explore innovations in the technology that go beyond the strict application of the metaphor.
This work was supported in part by a grant from AT&T to the University of Maryland during the author’s visit to the Medical
Research Council—Applied Psychological Unit, Cambridge, England. Appreciation is expressed to Patricia Wright and Richard
M. Young for their helpful comments on this paper. 相似文献
32.
The focus of this paper is mechanisms that may be responsible for intellectual and developmental differences in the cognitive strategies of typical and atypical children, including those with mental retardation. The discussion of these mechanisms is based on behavioral experiments on external memory strategies and on a set of neural network models designed for these tasks. Following the review of the external memory research, the rationale for using neural network models, how they have been used in other research, and their specific application to intellectual and developmental differences in external memory, including the results of several simulations, are reviewed. This is followed by a discussion of the mechanisms of intellectual differences and developmental change included in the models and some challenges for this type of modeling. Neural network modeling is discussed as an asset to research on cognitive development. 相似文献
33.
The American Journal of Psychoanalysis - 相似文献
34.
Greene BF Norman KR Searle MS Daniels M Lubeck RC 《Journal of applied behavior analysis》1995,28(4):417-434
Two families, in which the children had been placed in foster care due to abuse and neglect by parents who had disabilities, were studied. In the first case, the mother was instructed in skills that our assessment suggested were important for her child's survival. The mother readily acquired and applied these skills, a fact reflected both in changes in her behavior and in changes in the child's well-being. In the second case, the parent's incremental resumption of child custody was made contingent upon completion of relevant parenting tasks. Initially, improvements in the completion of such tasks were evident, but over time and with the onset of militating factors, no further progress was made and all parental rights were terminated. The implications of these cases for behavior analysis and the effort to reunite and preserve families are discussed. 相似文献
35.
36.
Norman M. Kiracofe Patsy A. Donn Charles O. Grant Edward E. Podolnick Rosie P. Bingham Herbert R. Bolland Clarke G. Carney Judith Clementson Robert P. Gallagher Richard D. Grosz Lee Handy Janet H. Hansche Judith K. Mack Donald Sanz Lilly J. Walker Kerry T. Yamada 《Journal of counseling and development : JCD》1994,73(1):38-43
The accreditation standards outlined in the article are used by the International Association of Counseling Services, Inc., as the basis for the formal accreditation of college and university counseling programs throughout the United States and Canada. They reflect the program elements and practice standards that are deemed essential in a counseling center that provides high-quality services to students. 相似文献
37.
Two common methods of measuring personality variables are examined with respect to the ways in which they control respondent biases. A form of the mental-test theory model is developed which makes explicit differences in score components that result from different methodological constraints imposed by the two methods. From the model, it is possible to specify the operations necessary to provide equivalent information from the two sets of data. Performance of these operations in an empirical test supports the model by producing generally higher correlations between the variables having score components which are more closely matched. 相似文献
38.
39.
Norman T. Feather Margaret A. Norman Anthony Worsley 《Journal of applied social psychology》1998,28(7):639-656
This study investigated relations between values and the attractiveness and choice of food in different contexts for a sample of 464 participants who completed a mail survey distributed in 12 supermarkets in metropolitan Adelaide, South Australia. Participants responded to 5 hypothetical scenarios describing situations, each of which presented 2 alternatives relating to the presentation or consumption of different foods. Participants also completed the Schwartz Value Survey (Schwartz, 1992). Results showed that measures of the attractiveness (or valence) of each alternative and choice of alternative were related to specified value types for some scenarios, depending on context and structural relations among the value types engaged by each alternative. Results also implied that choice of alternative was mediated by the valences. 相似文献
40.
Exposure to numerical examples (seed facts) produced a substantial long-term reduction in domain-specific innumeracy. In particular, learning the populations of 24 seed countries improved accuracy of estimates of the populations of 75 untrained countries, both at the time of learning and 4 months later. Consistent with abstraction-based theories of learning and memory, the benefits of having been exposed to the seed facts were as large 4 months after the exposure as immediately after it, despite the specific populations of the seed countries having been forgotten during the interval. 相似文献