全文获取类型
收费全文 | 1073篇 |
免费 | 46篇 |
出版年
2023年 | 11篇 |
2022年 | 15篇 |
2021年 | 26篇 |
2020年 | 27篇 |
2019年 | 42篇 |
2018年 | 51篇 |
2017年 | 46篇 |
2016年 | 35篇 |
2015年 | 36篇 |
2014年 | 26篇 |
2013年 | 107篇 |
2012年 | 56篇 |
2011年 | 61篇 |
2010年 | 46篇 |
2009年 | 30篇 |
2008年 | 33篇 |
2007年 | 50篇 |
2006年 | 36篇 |
2005年 | 26篇 |
2004年 | 30篇 |
2003年 | 27篇 |
2002年 | 21篇 |
2001年 | 11篇 |
2000年 | 11篇 |
1999年 | 26篇 |
1998年 | 24篇 |
1997年 | 10篇 |
1996年 | 17篇 |
1995年 | 10篇 |
1994年 | 6篇 |
1992年 | 10篇 |
1991年 | 11篇 |
1990年 | 7篇 |
1989年 | 6篇 |
1988年 | 12篇 |
1987年 | 10篇 |
1986年 | 10篇 |
1985年 | 7篇 |
1984年 | 11篇 |
1983年 | 6篇 |
1982年 | 13篇 |
1981年 | 10篇 |
1980年 | 10篇 |
1979年 | 8篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1975年 | 4篇 |
1974年 | 4篇 |
1973年 | 5篇 |
排序方式: 共有1119条查询结果,搜索用时 15 毫秒
111.
Mark R. Leary Robin M. Kowalski Laura Smith Stephen Phillips 《Aggressive behavior》2003,29(3):202-214
Media commentators have suggested that recent school shootings were precipitated by social rejection, but no empirical research has examined this claim. Case studies were conducted of 15 school shootings between 1995 and 2001 to examine the possible role of social rejection in school violence. Acute or chronic rejection—in the form of ostracism, bullying, and/or romantic rejection—was present in all but two of the incidents. In addition, the shooters tended to be characterized by one or more of three other risk factors—an interest in firearms or bombs, a fascination with death or Satanism, or psychological problems involving depression, impulse control, or sadistic tendencies. Implications for understanding and preventing school violence are discussed. Aggr. Behav. 29:202–214, 2003. © 2003 Wiley‐Liss, Inc. 相似文献
112.
113.
114.
Marvin R. Lamb Betsy London Heather M. Pond & Kathryn A. Whitt 《Psychological science》1998,9(1):14-19
Targets are identified faster if they appear at the same level (global vs. local) as the target on the previous trial. This effect has been attributed to a controlled attentional process wherein participants attend to the level containing the target on trial n − 1, thus facilitating performance if target level repeats on trial n. An alternative explanation (Lamb & Yund, 1966) is that automatic activation of level-specific neural mechanisms is responsible. The controlled-process hypothesis predicts better performance whenever target level is predictable, because participants can anticipate, and thus attend to, the appropriate level. The automatic-process hypothesis predicts better performance when target level repeats, regardless of target-level predictability. In the present studies, level repetitions facilitated performance regardless of target-level predictability. The data support the automatic-process explanation of level repetition and other attentional effects. The data illustrate how an automatic process can give rise to performance that seems to reflect more cognitive or strategic mechanisms. 相似文献
115.
Alan Roland Ph.D. Elizabeth Strahan Doris Brothers Ph.D. Ann Belford Ulanov William W. Rich S.T.M. Kathryn Madden M.A. Kathleen Ford C.S.W. Claude Barbre Karen A. Monk S.T.M. Bruce G. Epperly Jill Carlen Kirby M.S. Ed. C.S.W. Michael W. McCann M.Div. Matthew Smith M.A. Loch Kelly M. Div. C.S.W. Beverly J. Stoute M.D. Angelo Paiano M.Div. Barry Ulanov Andrew Forge 《Journal of religion and health》1996,35(4):353-380
116.
Three experiments examined the effects of constant vs. varied input of letter strings on recall, and then examined the effects of such training in the learning of new lists of letter strings. Letter strings were constructed from pairs of trigrams spatially grouped, and were presented either consistently or with different spatial groupings on successive presentations. In Experiments I and II, varied input produced substantially greater recall than constant input. When transferred to a new list of letter strings, containing either the same general structure or a new scrambled structure, recall of the second list was determined primarily by conditions of first-list input, and unaffected by second-list structure. Although the "variability effect" did not appear in the training phase of Experiment III, Varied input led subjects to regroup or integrate the letter sequences more frequently and produced similar transfer effects as in Experiments I and II. 相似文献
117.
Geraldine Cassens Clifford Shaw Kathryn Eike Dudding A. William Mills 《Behavior research methods》1975,7(2):145-150
This program and interface for a small computer (PDP8/e) performs the following operations: generates and delivers constant current stimulation to the brain of an animal, monitors electrical resistance at the stimulating electrode, and calculates the threshold of reinforcement based upon the frequency of characteristic pauses in the animal’s responding. 相似文献
118.
119.
120.
Amanda N. Zangrillo William J. Warzak Valerie M. Volkert Rachel J. Valleley Mark D. Shriver Nicole M. Rodriguez Holly J. Roberts Cathleen C. Piazza Kathryn M. Peterson Suzanne M. Milnes Kathryn M. Menousek Terri L. Mathews Kevin C. Luczynski Sara S. Kupzyk Brett R. Kuhn William J. Higgins Allison O. Grennan Brian D. Greer Wayne W. Fisher Joseph H. Evans Keith D. Allen 《The Behavior analyst / MABA》2016,39(1):157-166
Increased demand for applied behavior analysis (ABA) services has increased the need for additional masters-level practitioners and doctoral-level academicians and clinical directors. Based on these needs, the University of Nebraska Medical Center’s (UNMC) Munroe-Meyer Institute has developed a PhD program. The academic structure at UNMC allowed us to create our PhD program in a relatively quick and efficient manner. Our PhD program has many unique features, including (a) close integration of didactic instruction with clinical and research training provided by leading experts in ABA in which students immediately apply concepts introduced in the classroom during coordinated clinical and research practica; (b) structured grant writing training in which students learn to write and submit an NIH-level grant; (c) financial support in the form of a stipend of $23,400 per year, free health benefits, and a full-tuition waiver for up to 12 credits per semester for UNMC courses (a benefits package worth approximately $50,000 per year for an out-of-state student); and (d) encouragement and financial support to present papers at local, regional, and national behavior analysis conferences. 相似文献