全文获取类型
收费全文 | 3319篇 |
免费 | 160篇 |
专业分类
3479篇 |
出版年
2023年 | 19篇 |
2022年 | 25篇 |
2021年 | 28篇 |
2020年 | 62篇 |
2019年 | 88篇 |
2018年 | 103篇 |
2017年 | 100篇 |
2016年 | 109篇 |
2015年 | 92篇 |
2014年 | 105篇 |
2013年 | 386篇 |
2012年 | 198篇 |
2011年 | 189篇 |
2010年 | 117篇 |
2009年 | 109篇 |
2008年 | 141篇 |
2007年 | 162篇 |
2006年 | 112篇 |
2005年 | 124篇 |
2004年 | 122篇 |
2003年 | 117篇 |
2002年 | 120篇 |
2001年 | 55篇 |
2000年 | 41篇 |
1999年 | 52篇 |
1998年 | 41篇 |
1997年 | 40篇 |
1996年 | 36篇 |
1995年 | 33篇 |
1994年 | 33篇 |
1993年 | 32篇 |
1992年 | 17篇 |
1991年 | 21篇 |
1990年 | 18篇 |
1989年 | 24篇 |
1988年 | 20篇 |
1986年 | 22篇 |
1985年 | 18篇 |
1984年 | 26篇 |
1983年 | 20篇 |
1982年 | 16篇 |
1981年 | 24篇 |
1977年 | 16篇 |
1976年 | 15篇 |
1975年 | 19篇 |
1974年 | 25篇 |
1973年 | 15篇 |
1969年 | 14篇 |
1967年 | 16篇 |
1966年 | 15篇 |
排序方式: 共有3479条查询结果,搜索用时 0 毫秒
41.
V M LoLordo R T Ross 《Journal of experimental psychology. Animal behavior processes》1990,16(4):402-406
Findings concerning the effectiveness of stimuli from various conditioning procedures in blocking conditioned excitation and occasion-setting functions of an added stimulus in a serial feature-postive discrimination training procedure (LoLordo & Ross, 1987; Ross & LoLordo, 1986, 1987) are retracted. Videotapes on which the published data were based were rescored by 2-5 people, most of whom were uninformed about group memberships of the subjects. In no case did the rescoring confirm any of the orginal findings of blocking. Possible factors contributing to the discrepancies are discussed. The experiments should be repeated with feature stimuli that are less similar to each other and with several scorers, at least one of whom is unaware of the group assignment of the subjects. 相似文献
42.
43.
44.
The focus of this paper is mechanisms that may be responsible for intellectual and developmental differences in the cognitive strategies of typical and atypical children, including those with mental retardation. The discussion of these mechanisms is based on behavioral experiments on external memory strategies and on a set of neural network models designed for these tasks. Following the review of the external memory research, the rationale for using neural network models, how they have been used in other research, and their specific application to intellectual and developmental differences in external memory, including the results of several simulations, are reviewed. This is followed by a discussion of the mechanisms of intellectual differences and developmental change included in the models and some challenges for this type of modeling. Neural network modeling is discussed as an asset to research on cognitive development. 相似文献
45.
Abstract— An abundance of research from diverse areas of psychological science is potentially relevant to behavioral therapy development research. The National Institute on Drug Abuse of the National Institutes of Health convened a workshop to reinforce the connection between basic behavioral and therapy development research. The articles in this Special Section are the product of this workshop. Several lines of basic behavioral research are described, and implications for the development of behavioral therapies are discussed. This Special Section highlights the notion that strengthening the bond between behavioral therapy development research and basic behavioral science will accelerate the advancement of knowledge about behavior, behavioral change and therapeutic interventions. 相似文献
46.
The authors summarise the findings of four recent experiments whichexamined childrens capacity to remember a particular occurrence of arecurring event. Issues discussed include the timing of the interview, thetype of errors, the questioning techniques, the age of the child, theconsistency of the childs account, and the impact of an interveninginterview. Implications for professionals who conduct investigatory orevidentiary interviews with child witnesses are discussed and suggestionsfor future research are also offered. 相似文献
47.
We studied the academic effects on peers without disabilities of serving as peer supports for students with disabilities in general education classrooms. Three peers were studied using a range of indicators, including academic engagement, coursework performance, and social validity assessments. Peers assisting a student with disabilities via curricular adaptation, assignment completion, and social facilitation constituted the multicomponent independent variable. We used withdrawal or multiple baseline designs to demonstrate positive benefits for peers for all measures used. In addition, follow-up data for 2 peers indicated that the positive changes associated with serving as a peer support were maintained for up to 2 months. Our results are discussed in relation to the possible academic and social effects of providing peer supports in general education classrooms for students with and without disabilities. 相似文献
48.
Valerie J. Steffen Louis Sternberg Lisa A. Teegarden Kristen Shepherd 《Journal of applied social psychology》1994,24(10):897-925
Many behaviors are performed less frequently than intended because they require knowledge and skill to overcome behavioral barriers. This experiment tested effects of two factors, direct experience and message frame, that were hypothesized to affect men's intention to perform the testicle self-exam for cancer (TSE) and their actual exam performance, in part by affecting their knowledge and beliefs about overcoming TSE performance barriers. Men's experience performing the TSE on a life-like model and the frame (negative, positive, or neutral) of the recommendation promoting the exam were manipulated factorially. Consistent with prediction, men who practiced (vs. did not practice) the self-exam: (a) endorsed stronger beliefs about behavior-specific knowledge (e.g., ability to imagine a lump), (b) held more positive intention, and (c) translated that intention more consistently into self-reported action, in part because their behavior-specific knowledge increased their tendency to act on their intention. Consistent with action phase theory (Gollwitzer, 1990), intention related more strongly to behavior-specific beliefs than to general, long-term beliefs, and more strongly than attitude related to behavior-specific beliefs. These findings have practical and theoretical implications for promoting healthful and other intended behaviors. 相似文献
49.
Michael W. Vasey Eric L. Daleiden Laura L. Williams Lisa M. Brown 《Journal of abnormal child psychology》1995,23(2):267-279
This study provides preliminary tests of two hypotheses: (1) Anxiety-disordered children show an attentional bias toward emotionally threatening stimuli, and (2) normal controls show an attentional bias away from emotionally threatening stimuli. Twelve children, 9 to 14 years of age, with primary diagnoses of anxiety disorder were compared with 12 normal controls matched for age, gender, vocabulary level, and reading ability. Subjects completed a reaction time task that measured visual attention toward threatening versus neutral words. The anxious group showed the predicted attentional bias toward threat words. However, controls did not show the predicted bias away from threat words. These results are the first showing that biased attentional processing occurs among clinically anxious children. The potential role of such an attentional bias in childhood anxiety disorders and future direction for research are discussed.This research was supported by a Seed Grant and a Small Grant to the first author from The Ohio State University. Portions of this paper were presented at the 27th Annual Convention of the Association for the Advancement of Behavior Therapy, Atlanta, November 1993. Thanks are extended to the participants and all those who helped with the project. 相似文献
50.
There has been a paucity of research that has investigated whether skilled performers of a complex sports skill can readily change their technique. This study was designed to investigate whether swimmers skilled in the conventional breaststroke technique could adjust readily to the wave action technique. Nine masters swimmers with well established and stable movement patterns for the conventional technique were coached in the wave action breaststroke technique. The swimmers were videotaped from the side during maximum speed trials of the conventional breaststroke technique before coaching and the wave action technique after ten 45-minute coaching sessions. The amplitude and phase of the waveforms comprising the vertical displacements of the body parts were determined by Fourier analysis. In response to the coaching, the amplitude of the fundamental frequency of the vertex of the head, shoulders, hips, and knees increased significantly (p < 0.01). The percentage of power contained in the fundamental frequency of the shoulder and hip vertical displacements also increased significantly (p < 0.01). All subjects changed the relative phase of the fundamental frequencies of the vertex, shoulder, and hip vertical displacements. It was concluded that in this complex skill, major changes to the low frequency waveforms comprising the motion were achieved readily. 相似文献