全文获取类型
收费全文 | 89篇 |
免费 | 4篇 |
专业分类
93篇 |
出版年
2021年 | 1篇 |
2020年 | 1篇 |
2018年 | 1篇 |
2017年 | 2篇 |
2016年 | 1篇 |
2015年 | 2篇 |
2014年 | 5篇 |
2013年 | 23篇 |
2012年 | 2篇 |
2011年 | 2篇 |
2010年 | 2篇 |
2009年 | 3篇 |
2008年 | 2篇 |
2007年 | 7篇 |
2006年 | 3篇 |
2005年 | 2篇 |
2004年 | 4篇 |
2003年 | 5篇 |
2002年 | 1篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1994年 | 3篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
排序方式: 共有93条查询结果,搜索用时 0 毫秒
81.
The effects of behavioral skills training on mand training by staff and unprompted vocal mands by children 总被引:1,自引:0,他引:1
We evaluated the effects of a training package, including instructions, modeling, rehearsal, and feedback, for training staff members to conduct mand training with children. Experimenters collected data on staff performance on each step of a task analysis of mand training and on unprompted child vocal mands. Training resulted in increases in staff performance in mand training and in unprompted mands by children. We observed replication of these effects across settings for all staff and for 3 of the children. 相似文献
82.
Kimberly Matheson Alan Echenberg Donald M. Taylor Darlene Rivers Ivy Chow 《Journal of applied social psychology》1994,24(23):2075-2096
Although women typically favor affirmative action, they do exhibit a range of reactions to affirmative action programs. To understand the diversity of reactions, the present study proposed an examination of various forms of affirmative action in the context of the discrimination problem such actions were designed to address. In Study 1, 60 female university students were presented with one of six scenarios describing a situation of discrimination against women, followed by a series of potential affirmative action response options which participants rated in terms of their level of endorsement. Analyses of variance showed that, despite the range of discrimination scenarios, some of which presented extreme cases of discrimination against women, respondents consistently endorsed nondiscrimination measures, and opposed affirmative action strategies involving preferential treatment. Study 2, which preselected 43 women who valued social equality, replicated this finding and found that these results were not due to women not perceiving the presence of collective discrimination. Study 3 examined the attitudes of women in a law and security police training stream (n = 19), whose vulnerability to employment discrimination, both as a group and personally, would be salient. The women in this study endorsed all forms of affirmative action, including explicit preferential treatment in the hiring of women police officers. The implications of these results for the consideration and implementation of affirmative action programs are discussed. 相似文献
83.
Lione J. North Darlene Olfman Daniel R. Caldera Emily Munoz 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2018,25(3):390-405
We examined young and older adults' ability to flexibly adapt response criterion on a recognition test when the probability that a test item had been studied was cued by test color. One word color signaled that the probability of the test item being old was 70% and a second color signaled that the probability of the test item being new was 70%. Young and older adults demonstrated similar levels of criterion shifting in response to color cues. Moreover, although both young and older adults were slowed when test-item color incorrectly predicted test-item status, the extent of slowing did not differ across age group. Putative measures of cognitive control predicted recognition accuracy but not the degree to which criterion changed with test-item color. These results suggest that adaptive criterion shifting does not tax cognitive control or, if it does require effort, may be no more onerous for older than for young adults. 相似文献
84.
Intelligence-related differences in memory have been viewed as dependent upon control rather than structural memory processes. A test of this notion was made by comparing retarded and nonretarded persons on a subject-paced continuous recognition memory task which was judged to be nonstrategic. The stimuli were computer-generated faces and words. Analyses of pacing rates and posttest interviews provided no consistent evidence for strategy use. Differences in memory between the retarded and nonretarded subjects were attributed to differences in automatic aspects of encoding. 相似文献
85.
Walter H. Manning Anne Ells Burlison Darlene Thaxton 《Journal of Fluency Disorders》1999,24(4):161-280
In two investigations, nonprofessional listeners used a 25-item bi-polar adjective scale to evaluate an adult male speaker who stuttered. In investigation one, 24 listeners evaluated the speaker during a Stuttering Only and a Stuttering + Cancellation condition. In investigation two, 50 listeners evaluated the speaker in a Stuttering Only and a Stuttering + Pullout condition. Listeners in the first investigation did not assign significantly different ratings to the Stuttering Only and Stuttering + Cancellation conditions. In the second investigation listeners rated the Stuttering Only condition more positively than the Stuttering + Pullout condition (p < 0.05). Analysis of listener response to four open-ended questions indicated significantly more positive reaction to the Stuttering Only condition than either of the Stuttering + Modification conditions. Finally, listeners rated the speaker using the cancellation and pullout techniques as being significantly more handicapped than when he was stuttering only. The findings provided preliminary evidence indicating that everyday listeners may react less favorably to an adult male speaker who is modifying his stuttered speech than when this same speaker is simply stuttering. 相似文献
86.
Howard JH Howard DV Dennis NA Kelly AJ 《Journal of experimental psychology. Learning, memory, and cognition》2008,34(5):1139-1157
Knowledge of sequential relationships enables future events to be anticipated and processed efficiently. Research with the serial reaction time task (SRTT) has shown that sequence learning often occurs implicitly without effort or awareness. Here, the authors report 4 experiments that use a triplet-learning task (TLT) to investigate sequence learning in young and older adults. In the TLT, people respond only to the last target event in a series of discrete, 3-event sequences or triplets. Target predictability is manipulated by varying the triplet frequency (joint probability) and/or the statistical relationships (conditional probabilities) among events within the triplets. Results reveal that both groups learned, though older adults showed less learning of both joint and conditional probabilities. Young people used the statistical information in both cues, but older adults relied primarily on information in the 2nd cue alone. The authors conclude that the TLT complements and extends the SRTT and other tasks by offering flexibility in the kinds of sequential statistical regularities that may be studied as well as by controlling event timing and eliminating motor response sequencing. 相似文献
87.
Horne MR Martin GM Harley CW Skinner DM 《Journal of experimental psychology. Animal behavior processes》2007,33(2):92-99
Place learning is impaired when a single plus maze is moved between adjacent locations 33-120 cm apart. This maze translation creates distinct start locations but maintains a single goal location with respect to distal cues. Hippocampal cell recording data suggest the majority of place fields are tied to apparatus boundaries, not to distal cues, when an apparatus is moved these distances to the left or right. Thus, rats may fail to appreciate the existence of multiple start locations with respect to distal cues when the maze is moved in this way and their start location on the surface is constant. Performance on the single plus maze problem was improved when texture cues were correlated with different start locations. Place learning was supported when multiple start locations were provided on a single large surface (double plus maze), even though rats did not explore the entire surface. Place learning was also supported when random extensions were added to a double plus maze such that start locations, relative to surface boundaries, were not informative as to goal location. This outcome suggests sensitivity to multiple start locations is required for distal cue use in translational place problems. 相似文献
88.
Spontaneous Self‐Practice of Cognitive Behavioural Therapy (CBT) by Aboriginal Counsellors During and Following CBT Training: A Retrospective Analysis of Facilitating Conditions and Impact 下载免费PDF全文
James Bennett‐Levy Shawn Wilson Jeff Nelson Darlene Rotumah Kelleigh Ryan Wayne Budden Janelle Stirling Dean Beale 《Australian psychologist》2015,50(5):329-334
Previous cognitive behavioural therapy (CBT) training studies have suggested that therapists who practice CBT strategies on themselves during training may experience professional and personal benefits. However, it has also been reported that some CBT trainees are reluctant to engage in self‐practice. The present study reports an incidental finding from a CBT training study with Aboriginal counsellors: all five counsellors reported that they practiced CBT techniques on themselves without specific encouragement by the trainers to do so. This paper therefore posed three questions: (a) Why—in contrast to some other trainees—did this group choose to apply CBT to themselves? (b) How did they apply it—with what purpose, in what contexts, and which skills? (c) What was the impact of CBT self‐practice? Data from the group's reflections were qualitatively analysed by two of the researchers, and “member checked” by the remainder. Results indicated that the counsellors were motivated to practice CBT on themselves for two principal reasons: the value they placed on CBT, and their personal need resulting from the high number of crises experienced while living and working in their communities. The counsellors reported practicing CBT in a wide variety of contexts as part of their learning. As in previous studies, the impact of CBT self‐practice was that it increased their confidence and competence as therapists. It also appeared to be a valuable burnout prevention strategy. If the results are generalisable, they suggest that self‐experiential training in CBT may be a culturally responsive and adaptive way for Aboriginal counsellors to enhance their learning of CBT skills. 相似文献
89.
A meta-analysis of 117 studies evaluated the effects of behavior modeling training (BMT) on 6 training outcomes, across characteristics of training design. BMT effects were largest for learning outcomes, smaller for job behavior, and smaller still for results outcomes. Although BMT effects on declarative knowledge decayed over time, training effects on skills and job behavior remained stable or even increased. Skill development was greatest when learning points were used and presented as rule codes and when training time was longest. Transfer was greatest when mixed (negative and positive) models were presented, when practice included trainee-generated scenarios, when trainees were instructed to set goals, when trainees' superiors were also trained, and when rewards and sanctions were instituted in trainees' work environments. 相似文献
90.
Steven J. Amendum Yongmei Li Leigh A. Hall Jill Fitzgerald Kimberly H. Creamer Darlene M. Head-Reeves 《Reading Psychology》2013,34(2):119-147
Five reading lesson instruction characteristics were examined in relation to first and second graders' end-of-year instructional reading level: (a) teacher's preferred interaction style (indicated by extent of teacher telling and coaching); (b) teacher's preferred grouping (indicated by extent of whole class and small group instruction); (c) teacher's preferred focus of reading activity (indicated by extent of focus on words/letters and comprehension); (d) degree of student active response; and (e) instruction material (indicated by extent of use of narrative text and worksheets). Sixteen first- and second-grade teachers and 166 of their students were observed during reading instruction three times across the school year. Analyses of covariance were conducted. Complex relationships heretofore not revealed appeared. Different patterns of relationships between instructional characteristics and instructional reading level emerged for higher achievers compared to lower achievers and for first compared to second grade. 相似文献