全文获取类型
收费全文 | 368篇 |
免费 | 60篇 |
国内免费 | 30篇 |
专业分类
458篇 |
出版年
2024年 | 4篇 |
2023年 | 8篇 |
2022年 | 2篇 |
2021年 | 11篇 |
2020年 | 16篇 |
2019年 | 22篇 |
2018年 | 22篇 |
2017年 | 14篇 |
2016年 | 17篇 |
2015年 | 18篇 |
2014年 | 9篇 |
2013年 | 51篇 |
2012年 | 19篇 |
2011年 | 14篇 |
2010年 | 14篇 |
2009年 | 13篇 |
2008年 | 16篇 |
2007年 | 13篇 |
2006年 | 18篇 |
2005年 | 12篇 |
2004年 | 14篇 |
2003年 | 13篇 |
2002年 | 9篇 |
2001年 | 2篇 |
2000年 | 9篇 |
1999年 | 7篇 |
1998年 | 6篇 |
1997年 | 12篇 |
1996年 | 7篇 |
1995年 | 7篇 |
1994年 | 5篇 |
1993年 | 5篇 |
1992年 | 6篇 |
1991年 | 12篇 |
1990年 | 1篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1978年 | 2篇 |
1977年 | 6篇 |
1976年 | 5篇 |
1975年 | 3篇 |
排序方式: 共有458条查询结果,搜索用时 0 毫秒
161.
Daniel M. Fienup Daniel P. Covey Thomas S. Critchfield 《Journal of applied behavior analysis》2010,43(1):19-33
Instructional interventions based on stimulus equivalence provide learners with the opportunity to acquire skills that are not directly taught, thereby improving the efficiency of instructional efforts. The present report describes a study in which equivalence‐based instruction was used to teach college students facts regarding brain anatomy and function. The instruction involved creating two classes of stimuli that students understood as being related. Because the two classes shared a common member, they spontaneously merged, thereby increasing the yield of emergent relations. Overall, students mastered more than twice as many facts as were explicitly taught, thus demonstrating the potential of equivalence‐based instruction to reduce the amount of student investment that is required to master advanced academic topics. 相似文献
162.
Sequence Memory in Music Performance 总被引:1,自引:0,他引:1
Caroline Palmer 《Current directions in psychological science》2005,14(5):247-250
Abstract— How do people remember and produce complex sequences like music or speech? Music provides an example of excellent sequence memory under fast performance conditions; novices as well as skilled musicians can perform memorized music rapidly, without making mistakes. In addition, musical pitches repeat often within a melodic sequence in different orders, yet people do not confuse the sequential ordering; temporal properties of musical pitches aid sequence memory. I describe a contextual model of sequence memory that is sensitive to the rate at which musical sequences are produced and to individual differences among performers. Age and musical experience differentiate adults' and children's memory for musical sequences during performance. Performers' memory for the sequential structure of one melody transfers or generalizes to other melodies in terms of the sequence of pitch events, their temporal properties, and their movements. Motion-analysis techniques provide further views of the time course of the cognitive processes that make sequence memory for music so accurate. 相似文献
163.
Programmed Instruction: Construction Responding, Discrimination Responding, and Highlighted Keywords
Skinner (1958) expressed the need for an increase in the effectiveness and efficiency of education. In particular, he suggested that programmed instruction could provide such efficiency. The present study used a within-subject design to compare the effects of four types of instructional materials; those requiring overt construction responses, overt discrimination responses, covert reading of text with highlighted key words, and covert reading of standard text. The materials requiring overt responding produced greater learning than did the covert reading materials, with or without highlighting. There was no difference found between the two types of overt responding; nor were there differences between the two types of covert reading materials. Thus, this study supports the assumption that overt responding is more effective. However, the overt response materials also required proportionately more time. Therefore, this showed no benefit of overt responding in terms of efficiency. 相似文献
164.
Briana Hautau Haley C. Turner Erin Carroll Kathryn Jaspers Katy Krohn Megan Parker Robert L. Williams 《Journal of Behavioral Education》2006,15(3):170-180
Students (N=153) in three equivalent sections of an undergraduate human development course compared pairs of related concepts via either written or oral discussion at the beginning of most class sessions. A writing-for-random-credit section achieved significantly higher ratings on the writing activities than did a writing-for-no-credit section. The writing-for-random-credit section also obtained significantly higher correlations between the writing ratings and scores on multiple-choice exam items related to the conceptual pairs (r=.74) and on total exam scores (r=.78) than did the writing-for-no-credit section (rs=.45 and .43, respectively). Finally, the writing-for-random-credit condition produced significantly higher scores on exam items related to the conceptual pairs than did the oral-discussion-only condition. Plus, effect-size comparisons showed weak to medium differences between exam scores under the writing-for-random-credit and the writing-for-no-credit condition. 相似文献
165.
研究以100名中学生为被试,进行了学习成绩抱负水平指导的实验。研究采用集体指导和个别谈话的方式,配以强化问卷,经过半年的实证研究,发现指导中学生设置恰当的学习成绩抱负水平,可以促进其学习成功感的提高。研究表明,可以采取适当的方法,发挥学习成绩(分数)(抱负水平)的积极作用。 相似文献
166.
Heather A. Knauer Patricia Kariger Pamela Jakiela Owen Ozier Lia C.H. Fernald 《Developmental science》2019,22(5)
In many low‐ and middle‐income countries, young children learn a mother tongue or indigenous language at home before entering the formal education system where they will need to understand and speak a country's official language(s). Thus, assessments of children before school age, conducted in a nation's official language, may not fully reflect a child's development, underscoring the importance of test translation and adaptation. To examine differences in vocabulary development by language of assessment, we adapted and validated instruments to measure developmental outcomes, including expressive and receptive vocabulary. We assessed 505 2‐to‐6‐year‐old children in rural communities in Western Kenya with comparable vocabulary tests in three languages: Luo (the local language or mother tongue), Swahili, and English (official languages) at two time points, 5–6 weeks apart, between September 2015 and October 2016. Younger children responded to the expressive vocabulary measure exclusively in Luo (44%–59% of 2‐to‐4‐year‐olds) much more frequently than did older children (20%–21% of 5‐to‐6‐year‐olds). Baseline receptive vocabulary scores in Luo (β = 0.26, SE = 0.05, p < 0.001) and Swahili (β = 0.10, SE = 0.05, p = 0.032) were strongly associated with receptive vocabulary in English at follow‐up, even after controlling for English vocabulary at baseline. Parental Luo literacy at baseline (β = 0.11, SE = 0.05, p = 0.045) was associated with child English vocabulary at follow‐up, while parental English literacy at baseline was not. Our findings suggest that multilingual testing is essential to understanding the developmental environment and cognitive growth of multilingual children. 相似文献
167.
Xin Li 《Journal of motor behavior》2019,51(1):68-74
Motor sequences are learned explicitly or implicitly based on conscious awareness of the sequence. Interference happens when two sequences are learned successively. Here, we aimed to determine whether implicit and explicit sequence learning are affected differently by retrograde interference. Young healthy volunteers participated in either a control or interference group and either an explicit or implicit learning condition. We used a modified serial reaction time task to induce sequence learning and control awareness. Results showed that the overall amount of sequence learning was greater in the explicit condition compared to implicit. However, sequence learning was equally susceptible to retrograde interference under either condition. We conclude that although susceptible to interference, explicit awareness improves overall sequence learning compared to implicit conditions. 相似文献
168.
We investigated whether seductive details (i.e., interesting but irrelevant adjuncts) are harmful to learning only when students (mistakenly) think that they are relevant. We therefore conducted a study in which participants (N = 86) learned either without seductive details (control condition) or with seductive details—in the latter case with or without being informed about the seductive details' irrelevance. In line with our hypotheses, only participants who were not informed about the irrelevance of seductive details revealed worse learning outcomes than those in the control condition, thereby revealing a seductive details effect. Extraneous cognitive load, but not perceived time pressure, mediated the negative effects of being uninformed about the irrelevance of seductive details on learning outcomes. Taken together, our results suggest that the perceived relevance of seductive details is a boundary condition of the seductive details effect. 相似文献
169.
论述了国家卫生财政政策补助对象的选择问题,公共卫生服务物品提供机构与医疗服务物品提供机构之间的选择、医疗机构与患者之间的选择、公共卫生服务物品提供机构与居民之间的选择以及医疗机构与医生之间的选择,提出了卫生财政政策补助对象的选择顺序,公共卫生服务物品生产和分配机构,医疗保障机构,患者,医生,医疗机构。 相似文献
170.
研究者以239名10岁、11岁和12岁的儿童为实验对象,采用四种作业时间(2分钟、4分钟、6分钟和8分钟)和两种指导语导向(无导向、导向独特性)为实验条件,考察了这些条件对儿童发散性思维的影响.结果发现,作业时间和指导语导向对儿童发散性思维的流畅性,变通性和独特性均有明显的影响.在该实验条件下,发散性思维的三个指标随作业时间的增加而增加.有导向组儿童的发散性思维作业成绩显著高于无导向组.另外,在各实验条件下,儿童的作业成绩都有随着年龄的增长而上升的趋势. 相似文献