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Harris J 《The Philosophical quarterly》1983,33(132):217-237
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A behavioral perspective on college teaching 总被引:1,自引:0,他引:1
Michael J 《The Behavior analyst / MABA》1991,14(2):229-239
Much of the subject matter learned in college, particularly during the first two years, is taught in relatively large classes with text and lecture as the primary source of the information being learned. If students make effective and prolonged contact with these sources, they can acquire extensive verbal repertoires in many areas of knowledge. Unfortunately there are many other activities that compete for the typical student's study time. Several factors are often cited as variables that will support study behavior in competition with other activities, but the only powerful one available to the teacher is the exam grade, as it is related to the course grade. However, unless exams are clearly related to appropriate study behavior, require through and extensive coverage of the subject matter, occur frequently (preferably no less often than once a week), and are also clearly related to the course grade, even this factor will not generate prolonged and effective study behavior. Effective college teaching is essentially a form of aversive control, but if done properly the aversiveness is quite mild, and such aversive control can be responsible for the development of large and valuable intellectual repertoires. 相似文献
157.
Moore J 《Journal of the experimental analysis of behavior》1982,37(1):115-122
Pigeons chose between equivalent two-component mixed and multiple terminal-link schedules of reinforcement in the concurrent-chains procedure. The pigeons preferred the multiple schedule over the mixed when the components of the compound schedules were differentiated in terms of density of reinforcement, but the pigeons were indifferent when the components were differentiated in terms of number of reinforcers per cycle. Taken together, these results indicate that a local variable, the interval to the first reinforcer, but not a molar variable, the number of reinforcers, was sufficient to differentiate the components and thereby evoke preference. 相似文献
158.
Smith BM Schumaker JB Schaeffer J Sherman JA 《Journal of applied behavior analysis》1982,15(1):97-110
An experiment was conducted to evaluate procedures to improve classroom discussions in seventh-grade social studies classes. An increased number of students participated in discussions when rules were stated for discussions, students were praised for their contributions, the teacher restated or paraphrased students' contributions aloud or on the blackboard, the teacher planned an outline of discussion questions, student contributions to discussions were recorded and were used to determine part of the students' grades for the class, and discussion grades were publicly posted.The second part of the study focused on procedures designed to improve quality of classroom discussions. Students were taught to participate in discussions by providing reasons for their statements, comparisons between different points, or examples supporting their statements. As each type of contribution was taught, recorded, and counted toward part of the students' classroom grades, each type of contribution increased. Ratings of discussions by outside judges consisting of junior high school teachers, junior high school students, and persons experienced in conducting discussions, indicated that the training increased the overall quality of the discussions. Use of the quality training procedures, however, resulted in decreased levels of overall participation in discussion, a decrease that was reversed by the use of a group contingency for participation. Finally, the discussions after training seemed to be preferred by both the teacher and the students. 相似文献
159.
Investigated age and sex differences on the Hand Test across the life span, while statistically partialing-out the effects of educational level and verbal ability. Subjects were 150 individuals (75 males, 75 females) ranging in age from 20 to 86 years, assigned to one of three age groups on the basis of their chronological age. Participants were administered the Hand Test and the WAIS vocabulary subtest; in addition, years of formal education completed for each subject was obtained. Results indicated that even after statistically adjusting for the effects of education and verbal ability, a number of significant Age. Sex, Age and Sex, as well as Age x Sex interactions were obtained on the Hand Test. It was suggested that, as previous criticisms of projective research with the aged are met, a residue of important personality trends persists. 相似文献
160.
Changes in a multiple-response repertoire during response-contingent punishment and response restriction: Sequential relationships
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A multiple-response baseline of four activities was established using gerbils as subjects. When one of the baseline responses was punished (Experiment 1) or restricted (Experiments 2 and 3), only the most probable of the alternative baseline responses increased. The response most likely to follow the punished or restricted responses during baseline sessions was also suppressed during subsequent punishment or response-restriction treatment. 相似文献