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81.
Howard A. Paul Book Review Editor JCFBT PhD ABPP 《Child & family behavior therapy》2013,35(4):347-351
Behavioral procedures aimed at decreasing disruptiveness through increasing self-evaluative skills and programming generalization in a class of disruptive retarded children were examined. Phases of the study included: (a) baseline; (b) systematic feedback; (c) a token economy; (d) matching of teacher's ratings by students; (e) four fading phases during which progressively fewer students were required to match the teacher; (f) self-evaluation during which each student received the amount of points self-allotted regardless of teacher's ratings; (g) doubling of point costs of back-up reinforcers ("Inflation"); (h) complete removal of back-up reinforcers ("Points Only"); and (i) return to baseline conditions. The class was observed 5 days per week dueing a morning experimental period and several times per week in the afternoon as a measure of generalization. Additional measures of generalization included days when the token program was not in effect ("Off Days") and when the class was taught by a substitute teacher. Behavior was recorded according to an interval sampling observational code. The results showed that systematic feedback was effective in significantly reducing disruptiveness with even greater reductions resulting from the token program and the subsequent matching and fading phases. Decreased levels of disruptiveness were maintained throughout self-evaluation and the phases which followed. Decreased levels of disruption also generalized to afternoon sessions, to days when the experimental procedures were not in effect, and to self-evaluate, the class initially matched the teacher's ratings with about 50% accuracy. This gradually increased to consistently above 90% during the latter phases. The study demonstrated that retarded children can learn to accurately observe and veridically evaluate their own behavior, and that this has beneficial effects in terms of decreased disruptiveness. 相似文献
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Mathew Guest Sonya Sharma Kristin Aune Rob Warner 《Journal of Contemporary Religion》2013,28(2):207-223
Abstract Popular and academic accounts of university-based religion tend to privilege evangelical Christianity, presented as a morally conservative, conversionist movement at odds with university contexts, which are widely assumed to be vehicles for a progressive Western modernity. This is especially the case in the UK, given the association of higher education with secularisation, yet virtually no research has studied this interface by examining the lives of students. This article discusses findings from the three-year project “Christianity and the University Experience in Contemporary England”, including a nation-wide survey of undergraduate students, in examining how the experience of university shapes on-campus expressions of Christian identity. We argue that a sizeable constituency of undergraduates self-identify as ‘Christian’, but evangelicals emerge not as the dominant majority, but as a vocal minority. The emerging internal complexity is masked by a public discourse that conceives of religion in terms of propositional belief and presents evangelicalism as its pre-eminent form. 相似文献
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Mathew Guest 《Journal for the scientific study of religion》2017,56(1):41-51
Is the Emerging Church movement (ECM) a single transnational movement? Or is it a series of parallel religious orientations framed by nationally specific contexts? Cross‐national comparisons of the many manifestations of the ECM remain scarce, especially as the development of the ECM across the globe (e.g., in the United States, the United Kingdom, Australia, and New Zealand) is most certainly affected by divergent histories and socioreligious landscapes. Focusing on a comparative analysis of the United Kingdom and the United States, I trace how these different cultural contexts determine variant patterns of ECM identity formation. Overall, a global perspective on the ECM calls for a theorization of the national development of religious movements and takes seriously the cultural and historical experiences that shape both its emergence in particular nations and the differentiated development of distinctive manifestations of ECM identity. 相似文献
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NANCY T. TIPPINS Associate Editor 《Personnel Psychology》2005,58(4):1039-1039
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