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Despite data showing that teacher victimization is at least as great a problem as student victimization, far less research exists regarding teacher victimization than student victimization and overall school crime, particularly with regard to the application of criminological theory to explain the victimization of teachers. We address this gap by examining the hierarchical relationship between communal school organization and teacher victimization in a nationally representative sample of 37,497 teachers from 7,488 public schools in the United States. Results showed that teacher experienced less victimization in schools that were more communally organized. We discuss these findings and present implications for school-based delinquency prevention. 相似文献
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The climate and weather dynamics in the past few years has driven a massive increase in the number and intensity of flood disasters, which severely claim casualties in human, goods and properties. Aimed to reduce these casualties, emerging software-defined internet protocol-based communication technologies in the form of Internet of Things (IoT) have attracted strong interests from disaster mitigation stakeholders to rapidly locate victims and acquire their relevant information, which in turn can boost up the efficiency and effectiveness of Search and Rescue (SAR) missions. In order to capture state-of-the-art development and technological challenges, this paper presents an extensive review on the flood SAR systems, highlighting some of the key emerging IoT technologies that prove or are potentially useful in improving the SAR operation by the rescuers. Furthermore, a comprehensive study on different existing communication technologies for SAR is provided, covering the system architecture, communication network compositions and applications. Based on the critical analysis of existing works, this paper puts forward a proposal on an IoT-aided integrated flood management framework to support SAR in the flood-catchment areas, leveraging upon three-domain (ground, water and air) collaborative wireless networks. 相似文献
736.
Layla Unger Hyungwook Yim Olivera Savic Simon Dennis Vladimir M. Sloutsky 《Developmental science》2023,26(4):e13373
Recent years have seen a flourishing of Natural Language Processing models that can mimic many aspects of human language fluency. These models harness a simple, decades-old idea: It is possible to learn a lot about word meanings just from exposure to language, because words similar in meaning are used in language in similar ways. The successes of these models raise the intriguing possibility that exposure to word use in language also shapes the word knowledge that children amass during development. However, this possibility is strongly challenged by the fact that models use language input and learning mechanisms that may be unavailable to children. Across three studies, we found that unrealistically complex input and learning mechanisms are unnecessary. Instead, simple regularities of word use in children's language input that they have the capacity to learn can foster knowledge about word meanings. Thus, exposure to language may play a simple but powerful role in children's growing word knowledge. A video abstract of this article can be viewed at https://youtu.be/dT83dmMffnM .
Research Highlights
- Natural Language Processing (NLP) models can learn that words are similar in meaning from higher-order statistical regularities of word use.
- Unlike NLP models, infants and children may primarily learn only simple co-occurrences between words.
- We show that infants' and children's language input is rich in simple co-occurrence that can support learning similarities in meaning between words.
- We find that simple co-occurrences can explain infants' and children's knowledge that words are similar in meaning.
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Philippe Eon Duval Eleonora Fornari Marion Décaillet Jean-Baptiste Ledoux Roger E. Beaty Solange Denervaud 《Developmental science》2023,26(6):e13389
Fostering creative minds has always been a premise to ensure adaptation to new challenges of human civilization. While some alternative educational settings (i.e., Montessori) were shown to nurture creative skills, it is unknown how they impact underlying brain mechanisms across the school years. This study assessed creative thinking and resting-state functional connectivity via fMRI in 75 children (4–18 y.o.) enrolled either in Montessori or traditional schools. We found that pedagogy significantly influenced creative performance and underlying brain networks. Replicating past work, Montessori-schooled children showed higher scores on creative thinking tests. Using static functional connectivity analysis, we found that Montessori-schooled children showed decreased within-network functional connectivity of the salience network. Moreover, using dynamic functional connectivity, we found that traditionally-schooled children spent more time in a brain state characterized by high intra-default mode network connectivity. These findings suggest that pedagogy may influence brain networks relevant to creative thinking—particularly the default and salience networks. Further research is needed, like a longitudinal study, to verify these results given the implications for educational practitioners. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=xWV_5o8wB5g .
Research Highlights
- Most executive jobs are prospected to be obsolete within several decades, so creative skills are seen as essential for the near future.
- School experience has been shown to play a role in creativity development, however, the underlying brain mechanisms remained under-investigated yet.
- Seventy-five 4–18 years-old children, from Montessori or traditional schools, performed a creativity task at the behavioral level, and a 6-min resting-state MR scan.
- We uniquely report preliminary evidence for the impact of pedagogy on functional brain networks.