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141.
A 64-subject computer-controlled laboratory for use in research and as a teaching aid is described. The laboratory hardware includes an 8K minicomputer, a 64-channel input multiplexor, and a video display generator. The software includes a complete operating system and an easy-to-use programming language. The entire laboratory, including the computer, was built for under $12,000. 相似文献
142.
George W. Stern Susan A. Fowler Frank W. Kohler 《Journal of applied behavior analysis》1988,21(1):103-109
Two fifth-grade students' high levels of off-task and disruptive behavior decreased rapidly during an intervention in which they were appointed peer monitors or point earners. The children worked in dyads in which one child served as a peer monitor and the other child earned points from his or her monitor for good behavior. Points were accumulated as part of a group contingency. We introduced the two appointments in an independent math period and alternated the appointments across days. The peer monitor and point earner roles, when alternated on an every-other-day basis, were equally effective in reducing the students' inappropriate behavior. Furthermore, their behavior during intervention fell well within the range of inappropriate behavior levels exhibited by classmates. The speed with which both students completed their math problems increased during both appointments. The accuracy of their academic work, however, varied; one student improved slightly and the other student decreased slightly in accuracy. 相似文献
143.
A series of experiments investigated the role of orthography in the organization of the mental lexicon. A pilot experiment had found no effect of formal overlap between words on a repetition priming task at a lag of 56 intervening items. The first two experiments reported here used a lag of zero and varied SOA. Formal priming was found at SOAs of 1,650 milliseconds and less. However, reducing the proportion of related primes and targets in the experiment reduced formal priming. Moreover, it did so not by affecting response times to formally related primes and targets but by reducing response times to comparison trials in which primes and targets were unrelated. This led to a hypothesis that the formal priming we had observed was only apparent and due to strategic inhibition of responses to unrelated prime-target pairs. The final experiment reduced the proportion of responses to related targets further and examined formal priming at lags of 0, 1, 3, and 10. No formal priming was found under these conditions. Across all experiments, where formal priming occurred, it was due to changes in levels of inhibitory priming in comparison conditions. The conclusion is drawn that convincing evidence for an orthographic or phonological organization of the lexicon is not obtainable using priming procedures.This research was supported by NIH Grant HD 01994 to Haskins Laboratories 相似文献
144.
Transfer of conditioned appetitive stimuli to conditioned aversive excitatory and inhibitory stimuli
The transfer of Pavlovian appetitive stimuli to Pavlovian aversive stimuli was examined in three experiments. In Experiment 1, rats received appetitive (Ap) conditioning designed to establish a flashing-light stimulus as either a CS+, CSo, or CS? for food, or to maintain it as a novel stimulus for US-alone subjects. Then, the stimulus was employed as a signal for weak shock in conditioned-emotional-response (CER) training. Both acquisition and extinction results showed that the ApCS+ facilitated and the ApCS? retarded aversive excitatory conditioning relative to the ApCSo and US-alone controls. Experiment 2 replicated the findings of Experiment 1 with both a moderate and a severe shock in CER training. In Experiment 3, different groups received the same appetitive conditioning as before, but to a flashing-light stimulus which was then employed as a signal for no shock in CER training. The ApCS? facilitated and the ApCS+ retarded aversive inhibitory conditioning relative to ApCSo and US-alone controls. Collectively, these findings establish that, in Pavlovian conditioning, transfer of an appetitive CS to an aversive excitor or inhibitor is facilitated by maintaining the initial conditioning contingency. 相似文献
145.
It is possible to eliminate most of the known subjective biases that affect judgments of sensory magnitude using numbers. Experiments are described which do this, and which also investigate some of the biases. The least biased estimate for doubling the loudness of a 1-kHz tone is found to be about 11.5 dB. This value is still slightly affected by the logarithmic bias, although the bias could be eliminated. It is also affected by the stimulus equalizing bias, produced by the inequality between the finite range of loudnesses to which the ears are sensitive and the infinite range of numbers to which the loudnesses are matched. This last bias cannot be eliminated completely in direct magnitude estimation. 相似文献
146.
We examined the effects of a social skills training package on the play behaviors of three young girls. Two children were taught to invite their peers to play and to use social amenities during their conversations with other children. A combined reversal and multiple baseline across responses design demonstrated that both children directed more social behaviors to their classroom peers after training and that these two children's play invitations were maintained in the later absence of experimental contingencies. In addition, both target children received a greater number of play invitations from their peers during the free play periods. In contrast, a third child's play invitations were not reciprocated by peers; her invitations subsequently decreased in rate after training was discontinued. An interdependent group contingency produced a reciprocal exchange of invitations between this child and her classroom peers. A reversal design demonstrated partial maintenance of subject-peer exchanges after the group intervention was discontinued. The results obtained with the three target children suggest that peer reciprocity may facilitate the maintenance of children's play invitations over time. 相似文献
147.
Rats were used in a conditioned-suppression paradigm to investigate why a conditioned inhibition (CS-) does not extinguish when presented alone. Experiment 1 assessed the role of blocking by excitatory contextual cues and/or an evoked representation of the conditioned excitor (CS+), which had been nonreinforced in compound with the CS-. When the CS+ and context were extinguished prior to presentations of the CS- alone, the CS- showed a retardation effect, evidently reflecting latent inhibition, because no inhibition was detected in controls for which presentations of the CS- alone had been omitted. Experiment 2 showed that the loss of conditioned inhibition (CI) was due to excitatory extinction and not to time since conditioning. Furthermore, when excitation was reconditioned to the extinguished CS+ (Experiment 1), or to a novel CS in the same context (Experiment 2), CI was restored. Two other experiments evaluated whether the maintenance of CI depended upon excitation that was generic in form or associatively tied to the training context. They showed no loss of CI when groups received CS+ extinction in that context, along with concomitant presentations in a different context of the US by itself, for a novel CS, or correlated either positively or negatively with the original CS+. Collectively, the findings argue that CI is a "slave" to excitation, for when excitation is extinguished, CI is deactivated; and yet when excitation is reconditioned to the original or a new CS+ in the same or a different context, CI is restored. 相似文献
148.
149.
Holly A. White 《创造性行为杂志》2020,54(2):472-483
Creative generation is structured around existing knowledge and task examples, yet overreliance on specific examples may limit imagination (Ward, T. B., Finke, R. A., & Smith, S. M., 1995). The constraining influence of knowledge during creative generation may be offset by conceptual expansion, a process of thinking outside traditional conceptual boundaries, which may be heightened by distractibility and mild executive dysfunction (Abraham, A., Windmann, S., Daum, I., & Güntürkün, O., 2005). The present study explored the constraining effects of knowledge in adults with Attention Deficit Hyperactivity Disorder (ADHD), a disorder characterized by impaired attention and inhibitory control (Barkley, R. A., 1997). College students with and without ADHD were compared on two creative generation measures: an alien fruit invention task that required participants to imagine fruit that might exist on another planet (Ward, T.B., 1994), and a product label invention task wherein the goal was to invent product names without using elements of task examples (Kray, L.J., Galinski, A.D. & Wong, E.M., 2006). ADHD participants created alien fruit that diverged more from Earth fruit and labels that conformed less to examples, relative to non-ADHD peers. Results suggest that adults with ADHD may be less constrained by knowledge during creative generation. Findings are discussed in terms of theoretical import and practical implications for individuals with ADHD. 相似文献
150.
Holly E. Tatum Beth M. Schwartz Megan C. Hageman Shelby L. Koretke 《Ethics & behavior》2018,28(4):302-315
College students (n = 928) from small, medium, and large institutions with either a modified or no honor code were presented with cheating scenarios and asked to rate how dishonest they perceived the behavior to be and the likelihood that they would report it. No main effects were found for institution size or type of honor code. Student–faculty ratio was not correlated with responses to the cheating scenarios. Students from modified honor code schools perceived more severe punishments for cheating and understood the reporting process better than students from non–honor code schools. Implications for modified honor code systems are discussed. 相似文献