全文获取类型
收费全文 | 5206篇 |
免费 | 233篇 |
国内免费 | 5篇 |
专业分类
5444篇 |
出版年
2020年 | 79篇 |
2019年 | 89篇 |
2018年 | 136篇 |
2017年 | 144篇 |
2016年 | 139篇 |
2015年 | 94篇 |
2014年 | 128篇 |
2013年 | 633篇 |
2012年 | 179篇 |
2011年 | 184篇 |
2010年 | 125篇 |
2009年 | 135篇 |
2008年 | 222篇 |
2007年 | 191篇 |
2006年 | 151篇 |
2005年 | 152篇 |
2004年 | 136篇 |
2003年 | 137篇 |
2002年 | 126篇 |
2001年 | 55篇 |
2000年 | 70篇 |
1999年 | 67篇 |
1998年 | 82篇 |
1997年 | 63篇 |
1996年 | 61篇 |
1995年 | 52篇 |
1994年 | 62篇 |
1992年 | 70篇 |
1990年 | 51篇 |
1989年 | 51篇 |
1988年 | 56篇 |
1987年 | 44篇 |
1986年 | 58篇 |
1985年 | 58篇 |
1984年 | 68篇 |
1983年 | 53篇 |
1982年 | 51篇 |
1981年 | 58篇 |
1980年 | 59篇 |
1979年 | 59篇 |
1978年 | 64篇 |
1977年 | 68篇 |
1976年 | 75篇 |
1975年 | 74篇 |
1974年 | 63篇 |
1973年 | 69篇 |
1972年 | 51篇 |
1971年 | 45篇 |
1970年 | 49篇 |
1968年 | 48篇 |
排序方式: 共有5444条查询结果,搜索用时 0 毫秒
111.
Debra M. Kamps Patricia M. Barbetta Betsy R. Leonard Joseph Delquadri 《Journal of applied behavior analysis》1994,27(1):49-61
A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher-led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of well-specified instruction in which tutor—learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15- to 20-min unstructured free-time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free-time social interactions for students with autism and typical peers, with individual variation in performance. 相似文献
112.
The effects of functional communication training, extinction, and response chaining on 3 subjects' escape-maintained aberrant behavior were evaluated using a multielement design. Functional communication training consisted of teaching subjects a verbal response that was functionally equivalent to their aberrant behavior. Subjects initially were allowed to escape from a task contingent on the trained verbal response. In subsequent treatment phases, escape was contingent on the trained verbal response plus the completion of the specified number of steps in the task (response chaining). The number of steps was increased until a subject completed the task to obtain a break. Results showed that the treatment reduced rates of aberrant behavior and that the chaining procedure was effective in decreasing the availability of escape. 相似文献
113.
The present study investigated the role of the work value of fairness and attributions regarding the causes of absence in supervisor disciplinary decisions. It was hypothesized that supervisors who valued fairness, and those who made internal attributions regarding the cause of a particular absence incident, render more severe disciplinary decisions than supervisors who value fairness less, and who make external attributions. Furthermore, it was hypothesized that the degree to which supervisors valued fairness moderates the relationship between external attributions and the severity of disciplinary decisions. Using a policy capturing approach, results were consistent with predictions. Implications of the results for research and practice are discussed. 相似文献
114.
115.
A series of studies investigated the capacity of children between the ages of 7 and 12 to give free and informed consent to participation in psychological research. Children were reasonably accurate in describing the purpose of studies, but many did not understand the possible benefits or especially the possible risks of participating. In several studies children's consent was not affected by the knowledge that their parents had given their permission or by the parents saying that they would not be upset if the children refused. In contrast, other studies found that children were much more likely to stop their participation if the experimenter said explicitly that she would not be upset if they stopped. We suggest that experimenters should pay more attention to describing the possible risks and benefits of participation in research, and that they should also make it clearer to children that they are free to stop once they have begun. 相似文献
116.
The present paper takes a first step toward the integration of recent findings on brain dynamics and learning into established
fields of psychophysiological science.
Leading-edge studies of brain dynamics have shown that the brain manifests an inherent variability and that, when new stimuli
(i.e., “problems”) are presented to the organism, brain chaos increases. 相似文献
117.
118.
119.
Joseph G. Ponterotto Brian P. Rieger Ann Barrett Rickey Sparks 《Journal of counseling and development : JCD》1994,72(3):316-322
The authors review four new instruments designed to assess multicultural counseling competence in trainees and practicing professionals. The Cross-Cultural Counseling Inventory—Revised (CCCI-R), the Multicultural Counseling Awareness Scale—Form B (MCAS:B), the Multicultural Counseling Inventory (MCI), and the Multicultural Awareness-Knowledge-and Skills Survey (MAKSS) were each critically reviewed in terms of item development, psychometric properties, and pragmatic utility. Specific research suggestions for continued empirical validation on the instruments are posited, and strong cautions regarding their current use in training are leveled. 相似文献
120.
The study examines the relative merits of a noncompatibility and a restructuring explanation of the recurrent empirical finding that a prominent attribute looms larger in choices than in judgments. Pairs of equally attractive options were presented to 72 undergraduates who were assigned to six conditions in which they performed (1) only preference judgments or choices, (2) preference judgments or choices preceded by judgments of attractiveness of attribute levels, or (3) preference judgments or choices accompanied by think-aloud reports. The results replicated the prominence effect for choices, but a prominence effect was also found for preference judgments. In accordance with the restructuring explanation, the think-aloud protocols indicated that options were more often restructured in choices than in preference judgments. However, restructuring could not explain the prominence effect observed for preference judgments. A modified compatibility hypothesis is offered as an alternative explanation. 相似文献