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111.
Provides a comprehensive review of John T. Lanzetta's research program on facial expression and emotion. After reviewing the study that initiated this research program (Lanzetta & Kleck, 1970), the program is described as developing along four distinct lines of research: (1) the role of facial expression in the modulation and self-regulation of emotion, (2) the evocative power of the face as an emotional stimulus, (3) the role of facial expression in empathy and counterempathy, and (4) the role of facial displays in human politics. Beyond reviewing the major studies and key findings to emerge from each of these lines, the progression of thought underlying the development of this research program as a whole and the interrelations among the individual research lines are also emphasized. 相似文献
112.
Alan C. Repp Ph.D. Kathryn G. Karsh Ed.D. Jesse W. Johnson Ed.D. Toni VanLaarhoven Ed.D. 《Journal of Behavioral Education》1996,6(2):213-230
In teaching discriminations to persons with retardation, we often presume we will improve acquisition and generalization if we use multiple examples of boththe correct and incorrect stimuli. Two experiments were conducted to test this hypothesis. In the first experiment, 7 persons with moderate retardation learned to discriminate between functional words under two conditions. In one condition, Multiple Example of S- Only,1 example of the correct stimulus (S+) and 10 examples of the incorrect stimulus (S-) were used during acquisition. In the other condition, Multiple Examples of S+ and S-,10 examples of the S+ and 10 examples of the S- were used. Results showed that the condition which presented only a single example of S+ was superior 16 times and inferior 4 times during acquisition, generalization, and maintenance. A second experiment was conducted to (a) replicate the methodology and procedures in Experiment 1 with different participants, (b) determine whether the results were replicable, and (c) obtain efficiency data. Results replicated the findings of the first experiment. The condition which presented only a single example of S+ was superior on measures of (a) trials to criterion, (b) percent correct during acquisition, and (c) minutes to criterion. On measures of generalization, the two conditions were relatively equal. Thus, the condition which presented only a single example of the correct stimulus was more efficient and was just as effective in generalization as the condition which presented multiple examples of both the S+ and S-. These surprising results were discussed in terms of stimulus control, why students performed just as well during generalization when only one example of the S+ was used, why acquisition was also poorer for this condition, and how future studies might address these points. 相似文献
113.
Patti Johnson M.S. John Schuster Ed.D. Jennifer K. Bell M.S. 《Journal of Behavioral Education》1996,6(4):437-458
This study compared the effectiveness and efficiency of simultaneous prompting with and without error correction during daily probe sessions in teaching science vocabulary words. The teacher presented the vocabulary word definitions as instructive feedback during training sessions. Five 16–17 year old students with disabilities participated in an adapted alternating treatments design that evaluated the simultaneous prompting strategy, error correction and instructive feedback. Instruction occurred in a group format using choral responding. The results indicate that (a) all students learned to read the vocabulary words, (b) simultaneous prompting with error correction was slightly more efficient for three of the five subjects in learning the targeted words, and four of the five students made fewer errors in this condition, (c) all students preferred simultaneous prompting with error correction over simultaneous prompting without error correction, (d) words mastered in both conditions generalized equally, (e) there were minimal differences between the two conditions in the collected maintenance data, and (e) students experienced only minimal improvement in their ability to define vocabulary words (instructive feedback). Discussion focuses on issues for further research and implications for instructional practice with simultaneous prompting, error correction and instructive feedback. 相似文献
114.
Gregory M A Gronbacher 《Christian Bioethics: Non-Ecumenical Studies in Medical Morality》1996,2(3):293-308
This paper examines the arguments presented by the Roman Catholic Bishops in their 1993 Pastoral Resolution, Comprehensive Health Care Reform: Protecting Human Life, Promoting Human Dignity, Pursuing the Common Good, concerning health care reform. Focusing on the meaning of equality in health care and traditional Roman Catholic doctrine, it is argued that the Bishops fail to grasp the force of the differences among persons, the value of the market, and traditional scholastic arguments concerning obligatory and extraordinary health care. To attempt to equalize the distribution of health care would be ruinous. A more traditional understanding of Christian thought reveals an acceptance of inequality in health care distribution and a bias against using the secular state to coerce a solution to such concerns for social justice. 相似文献
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118.
This paper presents a brief history of the use of internal computer networks, an introduction to networking concepts and topology, and suggestions regarding a possible system for use in a psychology laboratory. Considerations about the design and use of a microcomputer network are discussed. 相似文献
119.
James H. Johnson Ronald A. Giannetti Thomas A. Williams 《Behavior research methods》1978,10(4):579-581
This paper describes a newly available microcomputer system for the on-line administration, scoring, and interpretation of psychological tests. User response to the system is reported. Results of a validity study of the system’s Minnesota Multiphasic Personality Inventory interpretative program are presented. 相似文献
120.
A sample of 45 student subjects provided solution scores for 80 five-letter anagrams. These scores were analysed as a function of solution word imagery, con-creteness, familiarity, objective frequency, age-of-acquisition and associative meaningfulness using multiple regression techniques. Two bigram measures together with number of vowels, nature of starting letter (vowel or consonant), anagram pronounceability and anagram-solution similarity scores were also entered into the regression equations. The bigram measures, the starting letter and anagram-solution similarity emerged as having significant associations with the solution scores. Previous reports of imagery effects in anagram are discussed in the light of the present results. 相似文献