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Jennie K. Grammer Jennifer L. Coffman Pooja Sidney Peter A. Ornstein 《Journal of cognition and development》2016,17(3):468-485
Although high-quality early educational environments are thought to be related to the growth of children’s skills in mathematics, relatively little is known about specific aspects of classroom instruction that may promote these abilities. Data from a longitudinal investigation were used to investigate associations between teachers’ language while teaching mathematics and their students’ growth in mathematical skill during the 2nd grade. Specifically, the extent to which mathematics lessons included cognitive-processing language (CPL)—instruction that is rich in references to cognitive processes, metacognition, and requests for remembering—was related to changes in students’ math achievement. Demonstrating the role of the language of instruction, the findings indicated that children whose 2nd-grade teachers included greater amounts of CPL during instruction evidenced greater growth in math fluency and calculation than did their peers whose teachers employed lower levels of CPL. 相似文献
115.
Wai Hing Cheuk Kwok Sai Wong Sidney Rosen 《Current psychology (New Brunswick, N.J.)》2003,22(1):47-56
Based on a model on spumed helpers’ reactions, a spurning scale for nurses was constructed with items to assess the extent
to which practicing nurses experience recurrent rejection of their help by patients and colleagues. Three approaches were
employed to examine the validity of the scale: the relationship of the spurning scores with job satisfaction and turnover
scores; the relationships of the spurning scores with burnout scores; and the relationships of the spurning scores with scores
indicative of stress arising from interactions with one's patients, colleagues, and supervisor. Practicing nurses in Hong
Kong (N = 212) who were enrolled in a refresher program of studies responded to a questionnaire containing the variables of
interest. The results offered promising evidence for the validity of the scale. 相似文献
116.
Sidney H. Phillips 《The International journal of psycho-analysis》2003,84(6):1431-1450
The author asserts that earlier theoretical assumptions contribute to the conceptual confusion about homosexuality in much contemporary psychoanalytic research. Bergeret's article, recently published in this Journal , is exemplary of this confusion. The author refutes his contention that homosexuality is not 'true' sexuality but merely a defensive, narcissistic fixation away from, or a nearly psychotic denial of, heterosexuality. He then clarifies specific areas of conceptual confusion regarding homosexuality still prevalent in psychoanalytic discourse that derive from earlier theoretical premises. These areas of confusion include manifest versus latent homosexuality, narcissism and bisexuality, oedipal dynamics and development, and transference and technique. 相似文献
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There is the question of whether learning differs when students speak versus type their responses when interacting with intelligent tutoring systems with natural language dialogues. Theoretical bases exist for three contrasting hypotheses. The speech facilitation hypothesis predicts that spoken input will increase learning, whereas the text facilitation hypothesis predicts typed input will be superior. The modality equivalence hypothesis claims that learning gains will be equivalent. Previous experiments that tested these hypotheses were confounded by automated speech recognition systems with substantial error rates that were detected by learners. We addressed this concern in two experiments via a Wizard of Oz procedure, where a human intercepted the learner's speech and transcribed the utterances before submitting them to the tutor. The overall pattern of the results supported the following conclusions: (1) learning gains associated with spoken and typed input were on par and quantitatively higher than a no-intervention control, (2) participants' evaluations of the session were not influenced by modality, and (3) there were no modality effects associated with differences in prior knowledge and typing proficiency. Although the results generally support the modality equivalence hypothesis, highly motivated learners reported lower cognitive load and demonstrated increased learning when typing compared with speaking. We discuss the implications of our findings for intelligent tutoring systems that can support typed and spoken input. 相似文献
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Battaglia FP Benchenane K Sirota A Pennartz CM Wiener SI 《Trends in cognitive sciences》2011,15(7):310-318
A complex brain network, centered on the hippocampus, supports episodic memories throughout their lifetimes. Classically, upon memory encoding during active behavior, hippocampal activity is dominated by theta oscillations (6-10Hz). During inactivity, hippocampal neurons burst synchronously, constituting sharp waves, which can propagate to other structures, theoretically supporting memory consolidation. This 'two-stage' model has been updated by new data from high-density electrophysiological recordings in animals that shed light on how information is encoded and exchanged between hippocampus, neocortex and subcortical structures such as the striatum. Cell assemblies (tightly related groups of cells) discharge together and synchronize across brain structures orchestrated by theta, sharp waves and slow oscillations, to encode information. This evolving dynamical schema is key to extending our understanding of memory processes. 相似文献
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Sidney L. Shaw Anayansi Lombardero Robbie Babins‐Wagner John Sommers‐Flanagan 《Journal of multicultural counseling and development》2019,47(1):49-68
The aim of this study was to determine whether client therapeutic alliance ratings and client symptom severity were predictors of counseling outcomes among Canadian Indigenous clients. Participants included 179 Canadian Indigenous clients who completed an outcome measure at the 1st and last sessions and an alliance measure at both the 2nd and 3rd sessions. Results indicated that higher client alliance ratings at Sessions 2 and 3 and baseline client symptom severity were significant predictors of outcome. El objetivo de este estudio fue determinar si las valoraciones del cliente de la alianza terapéutica y la severidad de los síntomas del cliente fueron indicadores de los resultados de la consejería entre clientes indígenas canadienses. Los participantes incluyeron 179 clientes indígenas canadienses que completaron una medida de resultados en la primera y última sesión, además de una medida de la alianza en la segunda y tercera sesión. Los resultados indicaron que unas valoraciones del cliente más altas de la alianza en las sesiones 2 y 3 y la severidad preliminar de los síntomas del cliente fueron indicadores significativos del resultado. 相似文献
120.
Pooja G. Sidney Rajaa Thalluri Morgan L. Buerke Clarissa A. Thompson 《Thinking & reasoning》2019,25(1):94-131
Adults use a variety of strategies to reason about fraction magnitudes, and this variability is adaptive. In two studies, we examined the relationships between mathematics anxiety, working memory, strategy variability and performance on two fraction tasks: fraction magnitude comparison and estimation. Adults with higher mathematics anxiety had lower accuracy on the comparison task and greater percentage absolute error (PAE) on the estimation task. Unexpectedly, mathematics anxiety was not related to variable strategy use. However, variable strategy use was linked to more accurate magnitude comparisons, especially among adults with lower working memory performance or those who use mathematics less frequently, as well as lower PAE on the estimation task. These findings shed light on the role of strategy variability in fraction problem solving and demonstrate a link between mathematics anxiety and fraction magnitude reasoning, a key predictor of general mathematics achievement. 相似文献