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251.
252.
The knowledge-learning-instruction framework: bridging the science-practice chasm to enhance robust student learning 总被引:1,自引:0,他引:1
Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we illustrate the analyses of knowledge, learning, and instructional events that the KLI framework affords. We present a set of three coordinated taxonomies of knowledge, learning, and instruction. For example, we identify three broad classes of learning events (LEs): (a) memory and fluency processes, (b) induction and refinement processes, and (c) understanding and sense-making processes, and we show how these can lead to different knowledge changes and constraints on optimal instructional choices. 相似文献
253.
Repeated search and decision making is a common consumer activity that should benefit from advanced planning. In three simulated shopping experiments, we find that people often fail to plan spontaneously or, when they do plan, do not use an appropriate mental model of the search problem. We also manipulate the mental models used by subjects and find that while our manipulation successfully encourages the development of appropriate mental models and improves performance when search costs are low, it does not result in the type of sophisticated mental model required to change strategies based on increased search costs. Finally, we show that the benefits of planning generalize to real world shopping behavior in a field experiment. 相似文献
254.
This work is an extension of a study by Waber, Wolff, Forbes, and Weiler (2000) in which the specificity of naming speed deficits to reading disability (RD) was examined. One hundred ninety-three children (ages 8 to 11) evaluated for learning disabilities were studied. It was determined how well rapid automatized naming (RAN) discriminated between different diagnostic groups (learning impaired [LI] with and without RD) from controls and from each other. Whereas Waber et al. concluded that RAN was an excellent tool for detecting risk for learning disabilities in general, the results of the present study point to a more specific connection between RAN and RD. 相似文献
255.
This study examines the neuropsychological profile of a boy with congenital central hypoventilation syndrome (CCHS) without a paired-like homeobox gene (PHOX2B) mutation. CCHS is a rare disorder of autonomic nervous system development characterized by an impaired ventilatory response to hypercarbia and hypoxemia. Mild intellectual deficits are common but a specific cognitive profile is not established in CCHS. We describe a nonverbal learning disorder as a CCHS endophenotype and recommend that detailed neuropsychological testing be performed on all individuals with CCHS. Defining the psycho-educational needs in CCHS may avert compounding the emotional and medical stresses of this already debilitating disorder. 相似文献
256.
Evidence-based practice, the rigorous conduct of clinical analysis and intervention, includes practice-based evidence. Here, practice data were the source of three “clinical portraits” used for exploratory analysis of an array of cognitive and social problems in 30 children whose neurobehavioral profiles fulfilled psychometric criteria for a nonverbal learning disability (NLD). Qualitative analysis of the children's academic and adjustment difficulties revealed patterns of dissociable deficits. These findings argue for at least three groups within the NLD construct. Identifying such subgroups is of practical importance: More precise characterization of neuropsychological competencies leads to improved interventions and better outcomes. 相似文献
257.
A mathematical model is proposed to measure the learning curve in the California Verbal Learning Test–Children's Version. The model is based on the first-order system transfer function in the form Y = B3*exp[-B2*(X-1)]+B4*{1-exp[-B2*(X-1)]}, where X is the trial number, Y is the number of recalled correct words, B2 is the learning rate, B3 is interpreted as readiness to learn and B4 as the ability to learn. Children's readiness to learn and ability to learn were lower than adults. Modeling revealed that girls had greater readiness to learn and ability to learn than boys. 相似文献
258.
Gordon Dyer 《World Futures: Journal of General Evolution》2013,69(5-6):365-378
This paper examines how metaphors can play a key role in triggering individual emergence. Metaphor is referenced in two main ways: the enthalpy metaphor is used to provide understanding of, and guide, the process of effective conversation. Metaphor is also interpreted very broadly to define those images, analogies, concepts, models, and theories that define our understanding of the world and our perception. It is our perception that must change if we are to improve the future. The paper examines how sharing of appropriate metaphor through conversation can lead to collective emergence; and similarly, how integral conversation-with-self triggered by metaphors in (1) conversation with others, (2) other external stimuli, and (3) internal thought processes, can trigger individual emergence. The paper examines which of the three sources of trigger may be singly/jointly or sequentially the most powerful in their effect of triggering individual emergence, and under what context. The model presented is evaluated for the process of emergence of the paper. The reader is invited to participate in furthering the evaluation process. The author's own individual emergence is recognized as stemming from ongoing association with, and inspiration of, Bela Banathy, to whom the work is dedicated. 相似文献
259.
Christopher Williams 《World Futures: Journal of General Evolution》2013,69(3-4):301-313
Global leadership is the pivotal point for appropriate policies and action to ensure human survival, but a fast-changing world requires a learning leadership. How can potential and serving leaders acquire the necessary skills, abilities, and attributes for them to recognize and address the threats and challenges to our survival in the contemporary world? Serving leaders have little time for formal learning. They learn on the job through reciprocal peer interaction and transactional relationships with their followers. But the global aspect demands another dimension, cybernetic learning, within which an awareness of global ethics is central. 相似文献
260.
《Women & Therapy》2013,36(1-2):145-153
No abstract available for this article. 相似文献