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121.
122.
Paul E. Priester Janice E. Jones Christina M. Jackson‐Bailey Asma Jana‐Masri Edgar X. Jordan A. J. Metz 《Journal of multicultural counseling and development》2008,36(1):29-39
The authors present a content analysis of syllabi from introductory multicultural counseling training (MCT) courses. Results suggest that these courses focus on knowledge of other cultural groups, emphasize the cultural identity exploration of the student at a lower level of training, and almost completely ignore the development of skills. The study revealed that MCT frequently includes groups beyond racial and ethnic minority groups. A broad range of instructional strategies are used, with a handful being used on a frequent basis. Los autores presentan un análisis del contenido de planes de estudios empleados en cursos introductorios de formación en consejería multicultural (MCT, por sus siglas en inglés). Los resultados sugieren que estos cursos se centran en el conocimiento de otros grupos culturales, enfatizan la exploración de la identidad cultural del alumno en los niveles iniciales de su formación e ignoran casi por completo el desarrollo de habilidades. El estudio reveló que la MCT incluye con frecuencia grupos aparte de las minorías raciales y étnicas. Se utiliza una amplia gama de estrategias didácticas, un puñado de las cuales se emplea frecuentemente. 相似文献
123.
Bailey GK Westbrook RF 《Journal of experimental psychology. Animal behavior processes》2008,34(1):106-118
Exposure to a solution composed of an odor (almond) and a taste (salt) produced a context-independent preference when rats were subsequently tested with almond under a salt appetite. Postcompound exposure to either the almond or the salt alone reduced almond preferences but only when rats were tested in the extinction context. Exposure to either the almond or the salt in 1 context in advance of exposure to the compound in a different context also reduced preferences but only when the rats were tested in the context in which the element had been pre-exposed. These results show that extinction and latent inhibition of within-event learning are context specific. 相似文献
124.
Thomas S Huddle Michael A Schwartz F Amos Bailey Michael A Bos 《Philosophy, ethics, and humanities in medicine : PEHM》2008,3(1):1-5
A series of papers in Philosophy, Ethics and Humanities in Medicine (PEHM) have recently disputed whether non-heart beating organ donors are alive and whether non-heart beating organ donation (NHBD) contravenes the dead donor rule. Several authors who argue that NHBD involves harvesting organs from live patients appeal to "strong irreversibility" (death beyond the reach of resuscitative efforts to restore life) as a necessary criterion that patients must meet before physicians can declare them to be dead. Sam Shemie, who defends our current practice of NHBD, holds that in fact physicians consider patients to be dead or not according to physician intention to resuscitate or not. We suggest that criteria for a concept are not necessarily truth conditions for assertions involving the concept. Hence, non-heart beating donors may be declared dead without meeting the criterion of strong irreversibility even though strong irreversibility is implied by the concept of death. Our perception that a concept applies in a given case is determined not by the concept itself but by our necessary skill and judgment when using it. In the case of deciding that a patient is dead, such judgment is learned by physicians as they learn the practice of medicine and may vary according to circumstances. Current practice of NHBD can therefore be defended without abandoning death as an empirical concept, as Shemie appears to do. We conclude that the dead donor rule continues to be viable and ought to be retained so as to guarantee what the public most cares about as regards organ donation: that physicians can be trusted to make determinations of eligibility for organ donation in the interests of patients and not for other purposes such as increasing the availability of organs. 相似文献
125.
Homosexual adults tend to be more gender nonconforming than heterosexual adults in some of their behaviors, feelings, and interests. Retrospective studies have also shown large differences in childhood gender nonconformity, but these studies have been criticized for possible memory biases. The authors studied an indicator of childhood gender nonconformity not subject to such biases: childhood home videos. They recruited homosexual and heterosexual men and women (targets) with videos from their childhood and subsequently asked heterosexual and homosexual raters to judge the gender nonconformity of the targets from both the childhood videos and adult videos made for the study. Prehomosexual children were judged more gender nonconforming, on average, than preheterosexual children, and this pattern obtained for both men and women. This difference emerged early, carried into adulthood, and was consistent with self-report. In addition, targets who were more gender nonconforming tended to recall more childhood rejection. 相似文献
126.
Jennifer L. Austin Melissa Gilbert Lee Matthew D. Thibeault James E. Carr Jon S. Bailey 《Journal of Behavioral Education》2002,11(4):243-254
The present study assessed the effects of guided notes on student responding and accuracy of recall of lecture material in an undergraduate psychology class using multi-element design. Guided notes were administered for approximately half of the class sessions on a random schedule. Data were collected on the frequency of student responses and daily quizzes were administered to assess accuracy of recall of information presented in the lecture. Results indicated higher mean quiz scores and response frequencies during the guided notes condition. Social validity questionnaires administered to participants revealed satisfaction with results and procedures. 相似文献
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Brandon F. Greene Jon S. Bailey Frank Barber 《Journal of applied behavior analysis》1981,14(2):177-192
Thousands of children are injured or killed each year in school bus accidents. A significant number of these tragic incidents is precipitated by disruptive child behavior that distracts the drivers from their difficult task. Two experiments were conducted which addressed this problem. For both experiments an automated sound recording device (referred to as a Noise Guard) selectively responsive to frequencies above 500 Hz (i.e., unresponsive to bus drone) recorded both the duration and frequency of noise outbursts above a tolerable threshold. Additionally, an observer made in situ measurements of other disruptions including roughhousing and getting-out-of-seat. In the first experiment, following baseline measurements of these behaviors, middle-school students received feedback for noise outbursts. That is, when “Noise Guard'” was activated, it in turn operated one of several lights on a panel visible to all passengers. Each day students were allowed to listen to high-appeal taped music while riding the bus and to participate in a raffle for prizes, provided the number of outbursts on the preceding day remained below a specified criterion indicated on the light panel. This intervention resulted in drastic reductions of noise outbursts with a concomitant reduction in other disruptive behaviors. Comparable results were obtained in the second experiment which eliminated the raffle from the intervention. 相似文献
130.
The mother of a 3-yr-old girl who showed "autistic-like" behavior was cued via an FM wireless microphone systematically to approve and disapprove of her child's behavior. After baselines were taken on two categories of problem behavior (Pre-Academic and Social Behavior), the social contingencies were applied successively to each category. The Pre-Academic task was quickly established in the child when the mother applied these social contingencies. This result was replicated with requests for social interaction. In the final phase, cueing was withdrawn from both situations and the mother was able to maintain the child's improved behavior. An analysis of the mother's behavior suggested that her increased use of social punishment for inappropriate behavior was the key factor in the child's increasing responsiveness. Follow-up seven months later indicated that the improvements maintained. 相似文献