全文获取类型
收费全文 | 921篇 |
免费 | 34篇 |
专业分类
955篇 |
出版年
2021年 | 7篇 |
2020年 | 14篇 |
2019年 | 23篇 |
2018年 | 24篇 |
2017年 | 30篇 |
2016年 | 27篇 |
2015年 | 14篇 |
2014年 | 27篇 |
2013年 | 104篇 |
2012年 | 31篇 |
2011年 | 40篇 |
2010年 | 21篇 |
2009年 | 19篇 |
2008年 | 33篇 |
2007年 | 32篇 |
2006年 | 23篇 |
2005年 | 21篇 |
2004年 | 28篇 |
2003年 | 21篇 |
2002年 | 22篇 |
2001年 | 21篇 |
2000年 | 20篇 |
1999年 | 14篇 |
1998年 | 7篇 |
1997年 | 9篇 |
1996年 | 8篇 |
1995年 | 13篇 |
1994年 | 11篇 |
1992年 | 11篇 |
1991年 | 8篇 |
1990年 | 9篇 |
1989年 | 9篇 |
1988年 | 9篇 |
1987年 | 13篇 |
1986年 | 16篇 |
1985年 | 11篇 |
1984年 | 12篇 |
1983年 | 9篇 |
1982年 | 8篇 |
1981年 | 13篇 |
1979年 | 17篇 |
1978年 | 7篇 |
1977年 | 15篇 |
1976年 | 10篇 |
1975年 | 7篇 |
1974年 | 11篇 |
1973年 | 10篇 |
1971年 | 8篇 |
1970年 | 10篇 |
1968年 | 7篇 |
排序方式: 共有955条查询结果,搜索用时 15 毫秒
181.
182.
183.
Two teachers and a parent used three basic multiple baseline designs to investigate the effects of systematic reinforcement and punishment procedures in the classroom and at home. (1) A fifth-grade teacher concurrently measured the same behavior (tardiness) in three stimulus situations (after morning, noon, and afternoon recesses). Posting the names of pupils on a chart titled "Today's Patriots" was made contingent on being on time after the noon recess, then successively also the morning and afternoon recesses. Tardiness was reduced to near zero rates at the points where contingencies were applied. (2) A highschool teacher recorded the same behavior (daily French-quiz grades) of three students. She then successively applied the same consequences (staying after school for individual tutoring for D and F grades) for each student. At the points where the contingency was applied, D and F grades were eliminated. (3) A mother concurrently measured three different behaviors (clarinet practice, Campfire project work, reading) of her 10-yr-old daughter. She successively applied the same contingency (going to bed early) for less than 30 min spent engaged in one after another of the behaviors. Marked increases in the behaviors were observed at the points where the contingency was applied. 相似文献
184.
The present study examined the relations between field independence and simultaneous processing of preschool children as measured by the Preschool Embedded Figures Test (PEFT) and subtests from the Kaufman Assessment Battery for Children (K-ABC), respectively. Data partially supported the assumption that field-independent children would perform significantly better on simultaneous processing tasks in general. Significant age and sex differences on field-independence/field-dependence and simultaneous-processing abilities were found among the embedded figures task and selected portions of the K-ABC. Analysis of embedded figures further indicated age differences, but no significant sex differences. 相似文献
185.
William S. Hall Ellin Kofsky Scholnick Alva T. Hughes 《Journal of psycholinguistic research》1987,16(4):289-310
The conversations of 36 41/2 to 5-year-olds differing in race (black and white) and social class (professional and working class) and the adults with whom they spoke were tape-recorded during play and teaching time at preschool and dinnertime at home. Usage of cognitive words was analyzed for six levels of meaning that differed in depth of processing from reference to (1) perception and attention, (2) recognition, (3) fact recall, (4) understanding, (5) metacognition, and (6) evaluation of presuppositions. Although the rank order of usage was the same, children devoted less of their lexicon to the three higher levels of meaning than adults. Even in adults, perceptual references predominated. Use of higher-level meaning was less prominent in school and in the black working-class population. There were significant correlations between exposure to adult conversations with high-level meaning and child use of those meanings, and between the diversity of cognitive vocabulary in children and adults, but those correlations were smallest in the black working-class population.Funds to the project on which this paper is based were given by The Carnegie Corporation of New York to William S. Hall. The authors wish to thank the Computer Science Center of the University of Maryland for funds for data analysis. 相似文献
186.
A number of experiments have demonstrated that the learning of braille is affected by a variety of factors. The present experiment was carried out to determine the relative importance of these variables for braille learning. The variables were stimulus set discriminability (high, low), study modality (visual, haptic), test modality (visual, haptic), study size (large vs standard braille cell), test size (large vs standard braille cell), study rate (5 or 10 seconds per item), and test rate (5 or 10 seconds per item). The results showed that study modality, stimulus set discriminability, and test modality were the variables mainly responsible for differences in performance during acquisition. Some practical and theoretical implications of these results are considered. 相似文献
187.
Marjorie Hall Davis 《Zygon》1987,22(3):361-376
Abstract. This paper states the author's understanding of the doctrines of the Christian faith in the light of her scientific background and her interpretation of current evolutionary, neuropsychologi–cal, and other scientific theories. It contains the actual ordination vows and her response to them, based upon an outline of questions suggested by the United Church of Christ. 相似文献
188.
189.
Ronald L. Hall 《Zygon》1982,17(1):9-18
This paper is a critique of the theory of meaning in art and religion that Michael Polanyi developed in his last work entitled Meaning. After giving a brief summary of Polanyi's theory of art, I raise two serious difficulties, not with the theory itself, but with the claims Polanyi makes about the relation of meaning in art to science and religion. Regarding the first difficulty, I argue that Polanyi betrays an earlier insight when in Meaning he attempts to dissociate meaning in art from meaning in science; instead I argue that both science and art are aesthetic enterprises. Regarding the second, I argue that Polanyi's account of religion is an aesthetic reduction, that meaning in religion, at least in the Western tradition, is not so much an aesthetic as it is an existential matter. 相似文献
190.
Christine Hall Jan Sheldon-Wildgen James A. Sherman 《Journal of applied behavior analysis》1980,13(3):433-442
Six retarded adults were taught job application and interview skills including introducing oneself, filling out a standard job application form, answering questions, and asking questions. A combination of instructions, modeling, role playing, and positive and corrective feedback was used across a multiple baseline experimental design. After training, the clients' performance in each area improved substantially over baseline levels. In addition, the newly taught skills appeared to generalize to a different office, application form, and interviewer. 相似文献