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Reading comprehension plays an important role in achievement for all academic domains. The purpose of this study is to describe the sentence verification technique (SVT) (Royer, Hastings, &; Hook, 1979) as an alternative method of assessing reading comprehension, which can be used with a variety of texts and across diverse populations and educational contexts. Additionally, this study adds a unique contribution to the extant literature on the SVT through an investigation of the precision of the instrument across proficiency levels. Data were gathered from a sample of 464 fourth-grade students from the Northeast region of the United States. Reliability was estimated using one, two, three, and four passage test forms. Two or three passages provided sufficient reliability. The conditional reliability analyses revealed that the SVT test scores were reliable for readers with average to below average proficiency, but did not provide reliable information for students who were very poor or strong readers. 相似文献
835.
Qian Zhang Yi Cao JingYa Gao Xiong Yang Detlef H. Rost Gang Cheng ZhaoJun Teng Dorothy L. Espelage 《Aggressive behavior》2019,45(5):489-497
This article reports on an experiment designed to test whether the cartoon manipulation leads to significant increases in aggressive thoughts and aggressive behaviors among Chinese children (n = 3,000). Results indicated that brief exposure to a violent cartoon triggered higher aggressive thoughts and aggressive behaviors than a nonviolent cartoon. Females displayed higher aggressive thoughts and aggressive behaviors than males in a nonviolent cartoon condition, while males displayed higher aggressive behaviors than females in a violent cartoon condition. Mediation analysis suggested that the effect on aggressive behaviors was mediated by aggressive thoughts. The findings imply that cartoon developers, parents, and teachers should develop cartoons that inhibit children's aggressive thoughts to avoid aggressive behaviors. Females are the key group for the prevention and intervention of aggression in a nonviolent cartoon context, while males are the key group for the prevention and intervention of aggression in a violent cartoon context. 相似文献
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Initiatives promoting diversity, equity, and inclusion in predominantly White contexts, including STEM fields, have primarily relied on approaches to increase the representation of minoritized individuals. However, an increase in the representation of minoritized individuals is only one step of the process, as the present study suggests that explicit beliefs about particular racial groups’ abilities also matter. The present article examined whether classroom racial stereotype endorsement about science and math disadvantaged Black American adolescents relative to their White American peers. Across two longitudinal studies with 533 and 1,189 adolescents (N-adolescents = 1722; N-classrooms = 86; 45% Black American, 55% White American; 51% females; M-age = 13–14), classroom pro-White/anti-Black stereotype endorsement in the fall term predicted better science and math achievement scores for White American adolescents and lower science and math achievement scores for Black American adolescents at the end of the academic year. Student- and teacher-reported student engagement in science and math classrooms mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and students’ achievement scores. Results suggest that classrooms may be important conduits for communicating racial stereotypes that create racially hostile STEM learning environments.
Research Highlights
- Using a longitudinal sample of 1722 adolescents enrolled in 86 classrooms, the present study examined the consequences of classroom racial stereotype endorsement during adolescence.
- White American adolescents demonstrated favorable achievement scores in science and math when their classmates endorsed traditional, or pro-White/anti-Black, stereotypes.
- Black American adolescents showed worse achievement scores in science and math when their classmates endorsed pro-White/anti-Black stereotypes.
- Classroom engagement mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and achievement scores for both Black and White American adolescents.
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Objectives
We studied adults with autism spectrum disorder living in a specialized residential care home (n = 148). The participants’ behavioral problems were assessed using the French-language Scale for the Observation of Behavioral Problems in Adults with Autism (Échelle Pour l’Observation des Comportements-problèmes d’Adultes avec Autisme, EPOCAA; Recordon-Gaboriaud & Granier-Deferre). The study's main objectives were to (i) replicate the data from the EPOCAA reference group in a new sample of institutionalized adults, and (ii) study the impact of intellectual disability and medication on the EPOCAA scale. Our first hypothesis was that the severity of intellectual impairment would be associated with a greater likelihood of major behavioural problems. Our second hypothesis was that treatment (or the absence of treatment) with psychotropic and/or anti-epileptic medications would interact with the behavioural problems evaluated on the EPOCAA.Method
We first used Cohen's d to compare the results from our sample with those given in the EPOCAA. Next, we performed a multivariate analysis of covariance with intellectual impairment, sex, the use of anti-epileptic medications (as a yes/no binary variable), and the use of psychotropic medications (as a yes/no binary variable) as fixed factors, and age as a covariate.Results
All patients suffered from profound to severe intellectual impairment and low autonomy, which justified their permanent residence in a care home. A behavioral assessment of the study participants showed that the overall EPOCAA scores were much lower in the study sample than in the scale's reference sample. The combination of profound intellectual disability and autism was associated with more behavioral problems than severe intellectual impairment. The residents’ intellectual impairments were predominantly related to two domains (object use and sensorimotor activities/stereotypy) and to the severity of difficulties in the social interactions domain. The second hypothesis was not confirmed: the presence or absence of the various medications did not appear to influence behavioral problems. These results are discussed with a view to improving the residents’ quality of life. 相似文献840.
The ability to delay gratification – conceived as an early expression of self-regulation – develops in the second half of the second year of life. We used inductive methodology to identify different behaviors and set of behaviors performed by children while waiting for a treat. We asked which sets are more effective when it comes to successfully delaying gratification and how all observed sets change during toddler age. 130 children were tested twice – at 18 and at 24 months – using a Snack Delay Task. We observed 20 different behaviors and distinguished 4 sets of behaviors. The most important and effective set for delaying gratification in 18 and in 24 month olds was the set called Attention and Movements. We concluded that growth in the ability to delay gratification resulted from increased ability to overcome temptation by using an active strategy mainly based on attention. 相似文献