全文获取类型
收费全文 | 305篇 |
免费 | 8篇 |
专业分类
313篇 |
出版年
2021年 | 2篇 |
2020年 | 3篇 |
2019年 | 4篇 |
2018年 | 5篇 |
2017年 | 6篇 |
2016年 | 11篇 |
2015年 | 5篇 |
2014年 | 3篇 |
2013年 | 33篇 |
2012年 | 7篇 |
2011年 | 7篇 |
2010年 | 3篇 |
2009年 | 13篇 |
2008年 | 12篇 |
2007年 | 13篇 |
2006年 | 8篇 |
2005年 | 15篇 |
2004年 | 9篇 |
2003年 | 8篇 |
2002年 | 13篇 |
2001年 | 11篇 |
2000年 | 5篇 |
1999年 | 5篇 |
1998年 | 5篇 |
1997年 | 6篇 |
1996年 | 4篇 |
1995年 | 4篇 |
1994年 | 9篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1989年 | 6篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1985年 | 4篇 |
1984年 | 3篇 |
1983年 | 7篇 |
1982年 | 2篇 |
1980年 | 7篇 |
1978年 | 9篇 |
1977年 | 5篇 |
1976年 | 2篇 |
1975年 | 4篇 |
1974年 | 6篇 |
1973年 | 2篇 |
1971年 | 2篇 |
1968年 | 1篇 |
1965年 | 1篇 |
排序方式: 共有313条查询结果,搜索用时 15 毫秒
1.
2.
Chloee K. Poag Ph.D. Robert Cohen Ph.D. Scott W. Henggeler Ph.D. Mary B. Summerville Ph.D. Glen E. Ray M.S. 《Journal of child and family studies》1992,1(3):287-303
The purpose of this research was to examine the relationship between parents' perceptions of marital satisfaction and family stress and their third grade children's classroom behavior. Twenty-one married couples completed questionnaires during home visits. Behavior observations were made from videotapes of children recorded in their classroom during lunch and group academic periods on each of three days. Frequencies of peer interactions, solitary behaviors, and teacher interactions were coded. Regression analyses showed that mothers' level of marital satisfaction (but not fathers') predicted their children's frequency of peer interactions during lunch. Fathers' level of perceived family stress (but not mothers') predicted their children's frequency of peer interactions during lunch. Neither measure for either parent was related to the frequency of peer interactions, solitary behaviors, or teacher interactions observed during the academic sessions. These findings highlight the importance of assessing the potential differential relation of parent variables to children's trans-situational behaviors, and the examination of these variables in relation to different social-environmental contexts in which children participate outside the home. 相似文献
3.
Competencies in social and life skills of a group of students expecting to leave school at the end of Grade 10 in Australia is compared with groups expecting to continue. Academic performance and skills were also assessed. The results of the study indicated that the potential early school-leavers were disadvantaged both socio-economically and academically. But, surprisingly, the findings indicated that they were not significantly different from the other two groups of students targeted in the study in terms of their social and life skills. The results imply that potential early leavers in school populations may be unnecessarily disadvantaged because school programmes, in concentrating on a narrow range of cognitive skills, do not build on personal competency skills already possessed by students of all levels of ability. Whilst this is the case, potential early school-leavers will be likely to continue to be disaffected and disadvantaged educationally. 相似文献
4.
Glen L. McCuller Charles L. Salzberg Benjamin Lignugaris/Kraft 《Journal of applied behavior analysis》1987,20(4):413-420
The development of generalized job initiative was examined with three severely retarded men working in an industrial assembly area of a sheltered workshop. Interventions included discrimination training, role-play training, and self-monitoring. For each participant, training was applied sequentially to three sets of job initiative behaviors. Intensive training was required to establish the first set of job initiative behaviors; however, the second and third sets of job initiative behaviors were learned with only discrimination training. The discussion summarizes the findings and suggests research needed to develop more powerful learning-to-learn paradigms. 相似文献
5.
Glen Dunlap Robert L. Koegel Jean Johnson Robert E. O'Neill 《Journal of applied behavior analysis》1987,20(2):185-191
To facilitate the classroom and workshop integration of three autistic clients, we examined the feasibility of teaching them to respond appropriately without the continual presence of specially trained treatment providers. Within a multiple baseline design, a 4-step treatment process was implemented to promote durable responsive performance. Results indicated that the therapist could be removed from the treatment environment and that appropriate behavior could be successfully maintained in community settings with only infrequent and delayed contingencies. 相似文献
6.
7.
The present study explored individual differences in performance of a geometric analogies task. Whereas past studies employed true/false or two-alternative items, the present research included four-alternative items and studied eye movements and confidence judgements for each item performance as well as latency and error. Item difficulty proved to be a function of an interaction between the number of response alternatives and the number of elements in items, especially for subjects lower in fluid-analytic reasoning ability. Results were interpreted using two hypothesized performance strategies: constructive matching and response elimination. The less efficient of these, response elimination, seemed to be used more by lower ability subjects on more difficult items. While two previous theories resemble one or the other of these strategies, neither alone seems to capture the complexity of adaptive problem solving. It appears that a comprehensive theory should incorporate strategy shifting as a function of item difficulty and subject ability.Componential models, based in part on past research, revealed that a justification component was activated and deactivated depending upon the nature of the analogy being solved. In addition, two new components, spatial inference and spatial application, were identified as important on some items, suggesting that different geometric analogy items invoke different cognitive processing components. Thus, a comprehensive theory should also describe component activation and deactivation. 相似文献
8.
Daya S. Sandhu T. Glen Reeves Pedro R. Portes 《Journal of multicultural counseling and development》1993,21(2):106-118
This study examined the effects of neurolinguistic mirroring versus nonmirroring of selected nonverbal behaviors on empathy, trustworthiness, and positive interaction in a cross-cultural setting among 60 Choctaw adolecents and Caucasian female counselors. Results indicated significant mirroring effects on the empathy scale of the Barrett-Lennard Relationship Inventory. 相似文献
9.
Glen Dunlap Ph.D. Ronnie White Arcadia Vera Diane Wilson Luanne Panacek Ed.D. 《Journal of Behavioral Education》1996,6(4):481-500
In this study, academic task assignments were modified in an effort to improve the conduct and task performance of three students with emotional and behavioral disorders. Functional assessments, including interviews and direct observations, were conducted to identify variables that affected the performance of each student during problematic assignments. The assessments implicated several variables for each student. These variables were then used as guides to modify the problematic tasks. The modifications resulted in reduced levels of problem behaviors and increased rates of task engagement, work productivity and accuracy for each of the students. The effects were demonstrated within ongoing academic activities and replicated through the use of reversal designs. The findings are discussed in relation to the practical process of functional assessment and the relevance of curricular and instructional arrangements to the occurrence of disruptive behavior. 相似文献
10.