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201.
Troy W. Ertelt Joanna M. Marino James E. Mitchell Kathy Lancaster 《Journal of Contemporary Psychotherapy》2009,39(4):213-220
Compulsive buying disorder is a condition characterized by repeated episodes of unnecessary, excessive purchases. These behaviors
are frequently accompanied by negative mood states that are reduced by compulsive buying. Those with compulsive buying disorder
are also observed to have a number of highly comorbid disorders. This clinical presentation creates a complex set of symptoms
of which clinicians must be mindful when approaching the treatment of compulsive buying. The present article examines previous
literature about compulsive buying disorder and outlines the use of an empirically supported cognitive-behavioral approach
to treating compulsive buying. 相似文献
202.
Caio F Miguel Kathy Clark Lisa Tereshko William H Ahearn Jennifer Zarcone 《Journal of applied behavior analysis》2009,42(4):883-888
Although response interruption and redirection (RIRD) has been shown to be successful in reducing vocal stereotypy, recent reports have suggested that selective serotonin reuptake inhibitors (SSRIs) may also reduce these behaviors. The purpose of the current investigation was to examine the effects of RIRD with and without sertraline on automatically maintained vocal stereotypy of a 4‐year‐old boy with autism. Results suggested that vocal stereotypy decreased when RIRD was implemented and that sertraline did not affect the participant's vocal stereotypy. 相似文献
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Kathy A. Parrott John W. Schuster Belva C. Collins Linda J. Gassaway 《Journal of Behavioral Education》2000,10(1):3-19
This study evaluated the effectiveness of the simultaneous prompting procedure when teaching students with moderate to severe mental retardation a chained task (i.e., hand washing). This study also evaluated if students could acquire responses to instructive feedback stimuli presented during training sessions. The effectiveness of these procedures was assessed by using a multiple probe across students design. Acquisition, maintenance, and generalization data were collected and analyzed. Results indicated that the simultaneous prompting procedure was effective in teaching 3 of the 5 students to follow a 16-step task analysis to wash their hands. All students who met criterion maintained and generalized the skills with 100% accuracy. All students acquired some of the instructive feedback stimuli. Future research issues are discussed. 相似文献
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Terezinha Nunes Peter Bryant Rossana Barros Kathy Sylva 《The British journal of educational psychology》2012,82(1):136-156
Background. Two distinct abilities, mathematical reasoning and arithmetic skill, might make separate and specific contributions to mathematical achievement. However, there is little evidence to inform theory and educational practice on this matter. Aims. The aims of this study were (1) to assess whether mathematical reasoning and arithmetic make independent contributions to the longitudinal prediction of mathematical achievement over 5 years and (2) to test the specificity of this prediction. Sample. Data from Avon Longitudinal Study of Parents and Children (ALSPAC) were available on 2,579 participants for analyses of KS2 achievement and on 1,680 for the analyses of KS3 achievement. Method. Hierarchical regression analyses were used to assess the independence and specificity of the contribution of mathematical reasoning and arithmetic skill to the prediction of achievement in KS2 and KS3 mathematics, science, and English. Age, intelligence, and working memory (WM) were controls in these analyses. Results. Mathematical reasoning and arithmetic did make independent contributions to the prediction of mathematical achievement; mathematical reasoning was by far the stronger predictor of the two. These predictions were specific in so far as these measures were more strongly related to mathematics than to science or English. Intelligence and WM were non‐specific predictors; intelligence contributed more to the prediction of science than of maths, and WM predicted maths and English equally well. Conclusions. There is clear justification for making a distinction between mathematical reasoning and arithmetic skills. The implication is that schools must plan explicitly to improve mathematical reasoning as well as arithmetic skills. 相似文献