全文获取类型
收费全文 | 845篇 |
免费 | 52篇 |
国内免费 | 50篇 |
出版年
2024年 | 1篇 |
2023年 | 4篇 |
2022年 | 11篇 |
2021年 | 30篇 |
2020年 | 32篇 |
2019年 | 24篇 |
2018年 | 27篇 |
2017年 | 26篇 |
2016年 | 23篇 |
2015年 | 30篇 |
2014年 | 51篇 |
2013年 | 150篇 |
2012年 | 31篇 |
2011年 | 56篇 |
2010年 | 30篇 |
2009年 | 54篇 |
2008年 | 66篇 |
2007年 | 57篇 |
2006年 | 33篇 |
2005年 | 27篇 |
2004年 | 24篇 |
2003年 | 31篇 |
2002年 | 18篇 |
2001年 | 14篇 |
2000年 | 13篇 |
1999年 | 8篇 |
1997年 | 4篇 |
1996年 | 4篇 |
1995年 | 4篇 |
1994年 | 1篇 |
1993年 | 6篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1983年 | 1篇 |
1982年 | 5篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 4篇 |
1978年 | 4篇 |
1977年 | 9篇 |
1976年 | 2篇 |
1975年 | 6篇 |
1974年 | 3篇 |
1973年 | 5篇 |
排序方式: 共有947条查询结果,搜索用时 15 毫秒
1.
Self‐explaining is an effective metacognitive strategy that can help learners develop deeper understanding of the material they study. This experiment explored if the format of material (i.e., text or diagrams) influences the self‐explanation effect. Twenty subjects were presented with information about the human circulatory system and prompted to self‐explain; 10 received this information in text and 10 in diagrams. Results showed that students given diagrams performed significantly better on post‐tests than students given text. Diagrams students also generated significantly more self‐explanations that text students. Furthermore, the benefits of self‐explaining were much greater in the diagrams condition. To discover why diagrams can promote the self‐explanation effect, results are interpreted with reference to the multiple differences in the semantic, cognitive and affective properties of the texts and diagrams studied. 相似文献
2.
How people learn chunks or associations between adjacent items in sequences was modelled. Two previously successful models of how people learn artificial grammars were contrasted: the CCN, a network version of the competitive chunker of Servan‐Schreiber and Anderson [J. Exp. Psychol.: Learn. Mem. Cogn. 16 (1990) 592], which produces local and compositionally‐structured chunk representations acquired incrementally; and the simple recurrent network (SRN) of Elman [Cogn. Sci. 14 (1990) 179], which acquires distributed representations through error correction. The models' susceptibility to two types of interference was determined: prediction conflicts, in which a given letter can predict two other letters that appear next with an unequal frequency; and retroactive interference, in which the prediction made by a letter changes in the second half of training. The predictions of the models were determined by exploring parameter space and seeing howdensely different regions of the space of possible experimental outcomes were populated by model outcomes. For both types of interference, human data fell squarely in regions characteristic of CCN performance but not characteristic of SRN performance. 相似文献
3.
比较研究-影响中美儿童计算能力差异的认知因素 总被引:2,自引:0,他引:2
本研究要确定中美儿童基本计算技能的差异是否与他们使用的解题策略和基本加工过程的速度有关。为此,对中美两国的一年级儿童进行了书面计算能力测验,以及一组计算机呈现的加法作业。中国儿童在计算能力测验上表现出3:1的操作优势。中美儿童使用的解题策略种类一样,但是,中国儿童在策略综合运用的发展程度上超过美国儿童,检索策略的加工速度也超过美国儿童。显然,策略运用和加工速度的差异促成了中国儿童在计算能力测验上的优势. 相似文献
4.
5.
Shaun Gallagher 《Studies in Philosophy and Education》1996,15(4):323-328
In response to Robert Young's critical comments concerning Hermeneutics and Education I clarify two issues. First, I suggest that a more detailed account of interpretation and learning could be developed in a hermeneutically informed cognitive psychology. This would be an account that escapes the textual model of silent reading construed as private mental experience, and that acknowledges the social and communicative dimensions of understanding. Second, in contrast to Young's view, I contend that phronesis is not reducible to a set of inner thought processes and that it has a role to play even in a critical social theory of education. 相似文献
6.
A potential cause for children's failure to transfer learning strategies was explored in the present study. A self-monitoring process was suggested to be essential for evaluating one's own level of performance and the effectiveness of various mnemonic strategies. Matched on free recall scores in this study's first sort-and-recall phase, first, third, and fifth graders (ages 7, 9, and 11 years, respectively) were assigned to one of three treatment groups or a control group. During Phase II, the treatment groups received instruction in sorting pictures according to semantic similarities in preparation for future recall. In addition, Groups 3 and 4 later received feedback indicating their Phase II improvement in performance. A cause-and-effect relationship between strategy use and enhanced recall was further suggested to Group 4. Among third graders, only those provided with feedback and strategy instruction continued to rely upon the input organization strategy when faced with transfer tasks in Phase III. Both enhanced recall and improved sorting styles were observed for these subjects in Phase III. Some first graders also showed improved sorting styles and improved recall following feedback, while fifth graders showed enhanced recall even without experimenter-provided feedback. Subject's responses to a metamemory interview provided additional support for the hypothesis that the self-monitoring of memory performance is more likely to be part of fifth graders' (than first graders') memory abilities. 相似文献
7.
Frances Lamberts 《Brain and language》1980,11(1):106-118
The hypotheses were investigated that (a) ability to recognize the auditory perceptual stimuli for familiar events is a developmental correlate to language acquisition and (b) the low functioning mentally handicapped suffer from auditory agnosia and are impaired in this ability. The subjects were 42 nonretarded children of ages 3 through 6 and 53 severely and moderately retarded, noninstitutionalized students. The retarded subjects were matched by mental age to the chronological age of the nonretarded children. The stimuli were 49 environmental sounds; the task consisted of sound-and-picture matching-to-sample. Group membership and developmental age were the factors in an analysis of variance design. The results revealed a strong effect of developmental age (p <. 0001). The effect of group was not significant, indicating that auditory agnosia may not be common among the lower functioning retarded. The assumption that agnosia may be a major factor underlying the language disability of the severely retarded was reexamined. It was suggested that the severely retarded achieve the requisite perceptual-semantic knowledge base for language too late, after the critical age for spontaneous and efficient language learning has passed. 相似文献
8.
9.
10.
A series of four experiments is reported in which reaction times for naming line drawings were analyzed as a function of the similarity of the print superimposed on the drawings to the printed label for the drawing. This effect was studied as a function of grade level (ages 6, 8, and 11 years) and, hence, reading experience. The studies were designed to determine more precisely the characteristics of the stage of visual feature analysis of word identification and to examine response competition factors in this interference task. Results indicated that a combination of end letters and word shape was important for word identification and that response articulation was a significant distinct interference component in this task. 相似文献