全文获取类型
收费全文 | 1059篇 |
免费 | 111篇 |
国内免费 | 161篇 |
出版年
2023年 | 23篇 |
2022年 | 28篇 |
2021年 | 44篇 |
2020年 | 44篇 |
2019年 | 54篇 |
2018年 | 35篇 |
2017年 | 55篇 |
2016年 | 45篇 |
2015年 | 27篇 |
2014年 | 59篇 |
2013年 | 139篇 |
2012年 | 40篇 |
2011年 | 59篇 |
2010年 | 32篇 |
2009年 | 49篇 |
2008年 | 58篇 |
2007年 | 45篇 |
2006年 | 55篇 |
2005年 | 39篇 |
2004年 | 53篇 |
2003年 | 32篇 |
2002年 | 39篇 |
2001年 | 20篇 |
2000年 | 28篇 |
1999年 | 18篇 |
1998年 | 11篇 |
1997年 | 15篇 |
1996年 | 12篇 |
1995年 | 6篇 |
1994年 | 8篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1986年 | 1篇 |
1985年 | 14篇 |
1984年 | 20篇 |
1983年 | 16篇 |
1982年 | 17篇 |
1981年 | 18篇 |
1980年 | 20篇 |
1979年 | 14篇 |
1978年 | 15篇 |
1977年 | 5篇 |
1976年 | 3篇 |
1974年 | 1篇 |
1973年 | 2篇 |
排序方式: 共有1331条查询结果,搜索用时 31 毫秒
161.
The use of the Programme for International Student Assessment (PISA) across nations, cultures, and languages has been criticized. The key criticisms point to the linguistic and cultural biases potentially underlying the design of reading comprehension tests, raising doubts about the legitimacy of comparisons across economies. Our research focused on the type and magnitude of invariance or non-invariance in the PISA Reading Comprehension test by language, culture, and economic development relative to performance of the Australian English-speaking reference group used to develop the tests. Multi-Group Confirmatory Factor Analysis based on means and covariance structure (MACS) modeling was used to establish a dMACS effect size index for each economy for the degree of non-invariance. Only three wealthy, English-speaking countries had scalar invariance with Australia. Moderate or large effects were observed in just 31% of the comparisons. PISA index of economic, social and cultural status had a moderate inverse correlation with dMACS suggesting that socioeconomic resourcing of education played a significant role in measurement invariance, while educational practice and language factors seemed to play a further small role in non-invariance. Alternative approaches to reporting PISA results consistent with non-invariance are suggested. 相似文献
162.
Guangming Ling 《International Journal of Testing》2016,16(4):352-377
To investigate possible iPad related mode effect, we tested 403 8th graders in Indiana, Maryland, and New Jersey under three mode conditions through random assignment: a desktop computer, an iPad alone, and an iPad with an external keyboard. All students had used an iPad or computer for six months or longer. The 2-hour test included reading, math, and writing items adapted from released NAEP 8th grade tests. Overall, no significant difference was found on the reading, math, or writing section scores or section response time among the three mode conditions. Further, roughly comparable numbers of students reportedly favored testing using an iPad or a desktop computer, but using a preferred mode did not lead to significantly higher section scores. These findings suggest that there is no noticeable disadvantage associated with taking a test on an iPad than on a desktop computer for experienced users of these two studied devices. 相似文献
163.
Shekeila D. Palmer Sven L. Mattys 《Quarterly journal of experimental psychology (2006)》2016,69(12):2390-2401
The purpose of this study was to examine the extent to which working memory resources are recruited during statistical learning (SL). Participants were asked to identify novel words in an artificial speech stream where the transitional probabilities between syllables provided the only segmentation cue. Experiments 1 and 2 demonstrated that segmentation performance improved when the speech rate was slowed down, suggesting that SL is supported by some form of active processing or maintenance mechanism that operates more effectively under slower presentation rates. In Experiment 3 we investigated the nature of this mechanism by asking participants to perform a two-back task while listening to the speech stream. Half of the participants performed a two-back rhyme task designed to engage phonological processing, whereas the other half performed a comparable two-back task on un-nameable visual shapes. It was hypothesized that if SL is dependent only upon domain-specific processes (i.e., phonological rehearsal), the rhyme task should impair speech segmentation performance more than the shape task. However, the two loads were equally disruptive to learning, as they both eradicated the benefit provided by the slow rate. These results suggest that SL is supported by working-memory processes that rely on domain-general resources. 相似文献
164.
Florian Hintz Antje S. Meyer Falk Huettig 《Quarterly journal of experimental psychology (2006)》2016,69(6):1056-1063
Many studies have shown that a supportive context facilitates language comprehension. A currently influential view is that language production may support prediction in language comprehension. Experimental evidence for this, however, is relatively sparse. Here we explored whether encouraging prediction in a language production task encourages the use of predictive contexts in an interleaved comprehension task. In Experiment 1a, participants listened to the first part of a sentence and provided the final word by naming aloud a picture. The picture name was predictable or not predictable from the sentence context. Pictures were named faster when they could be predicted than when this was not the case. In Experiment 1b the same sentences, augmented by a final spill-over region, were presented in a self-paced reading task. No difference in reading times for predictive versus non-predictive sentences was found. In Experiment 2, reading and naming trials were intermixed. In the naming task, the advantage for predictable picture names was replicated. More importantly, now reading times for the spill-over region were considerable faster for predictive than for non-predictive sentences. We conjecture that these findings fit best with the notion that prediction in the service of language production encourages the use of predictive contexts in comprehension. Further research is required to identify the exact mechanisms by which production exerts its influence on comprehension. 相似文献
165.
166.
Robert E. Harris Nancy Marchand-Martella Ronald C. Martella 《Journal of Behavioral Education》2000,10(1):21-36
The effects of a peer-delivered Corrective Reading program (CRP) (Engelmann, Hanner, & Johnson, 1989) with repeated reading on the reading performance of at-risk high school students were examined. High school peer instructors and students in need of reading remediation were randomly assigned to dyads or triads. Peer instructors presented the CRP, conducted repeated reading trials, and took rate and accuracy measures. Pre to post test data were collected on vocabulary and comprehension subtests of the Gates–MacGinitie Reading Tests, oral reading fluency (words read per minute) and accuracy, number of repeated readings on initial and final lessons, and lessons completed. Results indicated that students' performance on the standardized reading assessment increased as did their oral reading fluency. In general, the number of repeated readings decreased from the initial lesson to the final lesson. Implications for further research are discussed. 相似文献
167.
本研究探讨文章阅读过程中结构因素对文章信息保持的影响作用。包括两个实验。实验 1探讨阅读文章结构是否清晰及主体对文章结构是否有清晰的把握对文章信息保持的影响效果。结果表明 ,阅读的文章结构越清晰 ,主体对文章结构把握能力越强 ,越能促进文章的信息保持。实验 2进一步探讨文章的结构清晰及主体对文章结构的清晰把握促进的是何种信息的保持。结果证明 ,结构清晰与否促进的是文章的主要信息的保持 ,而对文章的细节性信息促进作用不大。本研究结果表明 ,文章的结构因素对阅读保持有促进作用 ,主要是促进文章的主要信息的保持。 相似文献
168.
Zhou Xiaolin 《心理科学》2000,(2)
IntroductionThereareatleastthreecrucialissuesconcerningtheroleofphonologyinvisualwordrecognition(e.g .,Seidenberg&McClelland ,1 989;Taft&Graan ,1 998;Zhou ,Shu ,Bi,&Shi,1 999) :a)whetherphono logicalinformationisautomaticallyactivatedininitiallexicalprocessing;b)towhat… 相似文献
169.
阅读发展相关的认知技能:汉语和英语的比较 总被引:9,自引:0,他引:9
对英语和汉语阅读获得所需要的认知技能及发展性阅读障碍儿童认知缺陷的研究进行了回顾。分析表明阅读发展所需认知资源表现出了跨语言的一致性,都要求有充足的学习与记忆能力和正常的视觉正字法技能,语音和语义知识表征足够精细;阅读障碍儿童的主要认知缺陷也表现出了跨文字的一致性,都包括语音缺陷和一般的学习与记忆问题。然而儿童所面临的语言文字特性会影响到阅读技能获得的难易和发展性阅读障碍的表现 相似文献
170.