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881.
The present study tested predictions derived from equitable exchange, social attraction, and normative information theories of self-disclosure. Variables relevant to each theory were manipulated orthogonally in the following factorial design: (1) intimate vs. superficial vs. no confederate disclosure, (2) positive vs. negative evaluation delivered by the confederate, and (3) intimate vs. non-intimate disclosure as normative for the experimental situation. Groups in which the subject was exposed to one of the independent variables in the absence of the others were included, to yield 18 cells with 10 female subjects per cell. The findings conformed to equitable exchange theory, in that subjects were more willing to disclose to a high- than a low-revealing partner. However, disclosure appeared to be suppressed in response to low disclosure, rather than enhanced by intimate disclosure. Also, true reciprocity of disclosure did not occur, in that subjects did not completely match the intimacy of the confederate. Normative information proved to be a potent determinant of disclosure tendency. No support was found for social attraction theory. Although confederate evaluation was the best predictor of interpersonal attraction, it was the poorest predictor of intent to disclose. Attraction was not found to parallel disclosure level.  相似文献   
882.
883.
Present research and legislation regarding mainstreaming autistic children into normal classrooms have raised the importance of studying whether autistic children can benefit from observing normal peer models. The present investigation systematically assessed whether autistic children's learning of discrimination tasks could be improved if they observed normal children perform the tasks correctly. In the context of a multiple baseline design, four autistic children worked on five discrimination tasks that their teachers reported were posing difficulty. Throughout the baseline condition the children evidenced very low levels of correct responding on all five tasks. In the subsequent treatment condition, when normal peers modeled correct responses, the autistic children's correct responding increased dramatically. In each case, the peer modeling procedure produced rapid achievement of the acquisition criterion which was maintained after the peer models were removed. These results are discussed in relation to issues concerning observational learning and in relation to the implications for mainstreaming autistic children into normal classrooms.  相似文献   
884.
Many authors have reported that the development of programs for producing durable extra-therapy responding lags behind the development of programs for producing initial behavior change. In Experiment I, responding was recorded continuously in both the therapy and extra-therapy settings. The results showed that one child did not generalize to the extra-therapy setting, but that other children did. However, for the children who generalized, extra-therapy responding was not maintained. Therefore, in Experiment II two variables affecting the durability of extra-therapy responding were assessed and found to be influential: (a) the use of partial reinforcement schedules in the original treatment environment; and (b) the presence of noncontingent reinforcers in the extra-therapy environment. The results suggest that there are two distinct parameters of extra-therapy responding: generalization and maintenance. A technology for producing durable extra-therapy responding is discussed in terms of different treatment procedures required for different deficits in extra-therapy responding.  相似文献   
885.
This study was designed to assess the feasibility of providing individualized instruction in a classroom of autistic children. In particular, we investigated whether students' unsupervised responding was a variable which would influence the effectiveness of individualized instruction procedures. Initially, one teacher attempted to teach different academic behavior to four autistic children simultaneously. During these sessions the teacher rotated from child to child, providing individualized instructions and reinforcers to each. We found, however, that each child stopped responding whenever the teacher rotated to a different child and, further, no academic progress occurred for any of the children during these sessions. In a multiple baseline design, treatment procedures were then introduced (prompt fading, chaining, and programmed instructional materials) to teach each student to continue working for an extended period of time after each instruction from the teacher. After treatment, sessions of individualized instruction in a group were reintroduced for each child. The results showed that unsupervised responding was an important variable influencing the effectiveness of individualized instruction. Specifically, the data show that (1) unsupervised responding, acquired during treatment, generalized to the group setting; (2) after treatment, each child began to make progress on his assigned tasks; and (3) programming instructional materials in small steps appeared to be necessary in order to ensure the maintenance of unsupervised responding across changes in instructional materials. By the end of this study it was possible for one teacher to simultaneously teach four autistic children — with each child learning at his own rate, on his own task, with minimal supervision from the teacher. It is suggested that the generalizability of these results, to other settings where continuous supervision is difficult, may be an important concern of future research.  相似文献   
886.
It has been repeatedly reported that when presented with a discrimination task involving multiple cues, autistic children, as compared to normal children, tend to respond on the basis of only a restricted portion of the component cues. This phenomenon has been called stimulus overselectivity and has been implicated as a possible basis for some of the pronounced behavioral deficits characteristic of autism. Examination of the results of several previous studies suggests that the overselectivity effect might be reduced with repeated exposure to testing. However, since the previous studies were not designed to test this hypothesis, no conclusions were drawn regarding variables influencing the reduction of the overselectivity phenomenon. The present investigation was therefore conducted to determine if stimulus overselectivity in autistic children is changed as a function of repeated exposure to testing. Nineteen autistic children were trained on a discrimination task with a cue complex composed of two visual cues. After the children reached criterion on the task, they were exposed to a testing phase with probe trials where the cue components were presented singly. The results indicated that 16 of the children initially showed overselectivity and 3 responded to both cues. Of the 16 children who showed overselectivity, 13 decreased their level of overselectivity with continued testing. These results are discussed in relation to variables in the testing procedure itself and to the literature on selective attention.This research was funded by USPHS Research Grants MH11440, MH28210, and MH28231 from the National Institute of Mental Health. The authors wish to acknowledge the assistance of Cathy Hook, Hannelore Wilhelm, and Jon Killion in conducting this research.  相似文献   
887.
Auditory cues (the target word distorted by a low-pass filter) and rhyming cues act as retrieval aids for people who have a word on the tip of their tongue. Parallels between the tip-of-thetongue phenomenon (TOT) and the perception of well-put passages of poetry are also discussed. It is argued that the effects of these poetic passages derive in part from the engagement of TOT-like processes. In support of this hypothesis, poets (poetry appreciators) are shown to be more aware of being helped by TOT retrieval cues than are nonpoets (poetry nonappreciators); however, the retrieval cues do not differentially influence successful recall of TOT words by poets and nonpoets.  相似文献   
888.
On-site observations analyzing student-teacher interaction for 50 college classes, matched by level, subject, and teacher's sex, revealed no difference in number and type of interactions in which male and female students participated. In female-taught classes, style differences were found: Male students' interactions were characterized by more student-teacher exchanges than females' interactions. From student questionnaires, differences in office visitation patterns were revealed, showing an apparent relationship to sex: Female students visited more female than male instructors. However, closer examination showed the student's major to be the key variable influencing visitation patterns. Results point to the need for testing a variety of variables in addition to sex before drawing conclusions about sex-related behavior.Ordering of authors was determined alphabetically. A CETA special project grant from the King-Snohomish Manpower Consortium (P. Dee Boersma, principal investigator) funded the research. The authors thank the Institute for Environmental Studies for providing space.  相似文献   
889.
An armed robbery alarm system was implemented in 48 different stores in two separate geographical areas for 6 months and 12 months, respectively. The alarms were placed in the two separate areas at different times and all alarms were eventually removed. Thus, multiple baseline and reversal strategies were used to evaluate program impact. A device planted in a cash drawer was triggered whenever “bait” money was removed from the drawer sending an alarm signal directly to police cars and headquarters. Onscene apprehensions of armed robbers within target stores were greatly increased even though the armed robbery systems did not deter robbery incidents nor influence the court disposition of the cases. There was also no crime deterrence, crime displacement, or increased apprehensions in either the immediate neighborhoods of target stores or on a city-wide basis. The cost effectiveness of the program was calculated to be poor even though the program is being maintained because of the absence of an alternative robbery apprehension technology.  相似文献   
890.
Stimulus overselectivity in autism: a review of research   总被引:6,自引:0,他引:6  
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