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341.
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Data from the Oregon Youth Study, consisting of the verbal behavior of 210 adolescent boys determined to be at risk for delinquency (targets) and 210 of their friends (peers), were analyzed for their conformance to the complete family of matching theory equations in light of recent findings from the basic science, and using recently developed analytic techniques. Equations of the classic and modern theories of matching were fitted as ensembles to rates and time allocations of the boys' rule-break and normative talk obtained from conversations between pairs of boys. The verbal behavior of each boy in a conversation was presumed to be reinforced by positive social responses from the other boy. Consistent with recent findings from the basic science, the boys' verbal behavior was accurately described by the modern but not the classic theory of matching. These findings also add support to the assertion that basic principles and processes that are known to govern behavior in laboratory experiments also govern human social behavior in undisturbed natural environments. 相似文献
343.
Seventy‐five participants from one suburban high school formed 21 teams with 3–4 members each for the Future Problem Solving Program International (FPSPI). Students were selected to participate in either the regular FPSPI or an enhanced FPSPI, where multiple group training activities grounded in problem‐solving style were incorporated into a 9‐week treatment period. An ANCOVA procedure was used to examine the difference in team responses to a creative problem‐solving scenario for members of each group, after accounting for initial differences in creative problem‐solving performance, years of experience in FPSPI, and creative thinking related to fluency, flexibility, and originality. The ANCOVA resulted in a significant difference in problem‐solving performance in favor of students in the treatment group (F(1, 57) = 8.21, p = .006, partial eta squared = .126, medium), while there were no significant differences in years of experience or creativity scores. This result led researchers to conclude that students in both groups had equivalent creative ability and that participation in the group activities emphasizing problem‐solving style significantly contributed to creative performance. 相似文献
344.
Jeffrey M. Pisklak Margaret A. McDevitt Roger M. Dunn Marcia L. Spetch 《Journal of the experimental analysis of behavior》2019,112(3):242-253
Pigeons (n = 14) were trained in a concurrent‐chains suboptimal choice procedure that tested the effect of an increased ratio requirement in the initial links. Fixed‐ratio 1 and 25 conditions were manipulated within subjects in a counterbalanced order. In all conditions, distinct terminal‐link stimuli on a suboptimal alternative signaled either primary reinforcement (20% of the time) or extinction (80% of the time). On an optimal alternative, two distinct terminal‐link stimuli each signaled a 50% chance of primary reinforcement. Preference for the suboptimal alternative was significantly attenuated, and in some birds completely reversed, by the larger response requirement irrespective of condition order. This larger response requirement also generated a notable increase in between‐subject variability. A measure of cumulative choice responding is introduced to mitigate the problems associated with traditional session averages. Ordinal predictions of some current theories of suboptimal choice are also considered in light of the results. 相似文献
345.
Graphs illustrating complex scientific relationships require students to integrate multiple concepts and visual features into a coherent understanding. We investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density. We randomly assigned 325 8th-grade students to 1 of 2 graphing activities. In the analyze condition, students plotted a set of data points selected to help clarify the relationship between mass, volume, and buoyancy, and then interacted with a guided simulation to improve their plotting accuracy. In the generate condition, students chose their own data points, and then interacted with a guided simulation to test and revise their choices. We found that, although analyze participants were more likely to construct accurate graphs, generate participants were more likely to develop a coherent understanding of density and buoyancy. Analyses of process data and interviews suggest that generate participants grappled with the mass-volume ratio by deliberately testing points and identifying patterns as they updated their understanding of science concepts. In contrast, analyze participants displayed less deliberate exploration of the graph space. We discuss how activities that integrate graph interpretation and concept refinement can deepen science learning. 相似文献
346.
Lisa P. Armistead Heather Clark C. Nekol Barber Shannon Dorsey Jennifer Hughley Marcia Favors Sarah C. Wyckoff 《Journal of child and family studies》2004,13(1):67-80
We present a discussion of the literature addressing retention of ethnic minority samples in longitudinal studies. In addition, we describe the retention procedures implemented in the Parents Matter! Program (PMP), a community-based sexual risk reduction intervention for African American families. Finally, the results of PMP's retention strategies are presented. 相似文献
347.
We compared young and older adults' source monitoring performance on an explicit source identification test using the misinformation paradigm. Several age‐related differences in source memory were demonstrated: (a) older adults were more likely than were young adults to say that they saw information that was actually only suggested to them; (b) older adults were more confident in their false memories than were young adults; (c) older adults were less confident in their accurate memory for the source of information than were young adults. Together, the data suggest that older adults either lacked or failed to use helpful diagnostic source information (e.g. perceptual details or temporal information), and that their confidence in their false memories reflected an over‐weighting of semantic information. Copyright © 2002 John Wiley & Sons, Ltd. 相似文献
348.
In an ecologically diverse society (the Philippines), measurement equivalence across ecological settings was investigated with two culture-specific intelligence tests. Comparative reliability and factor analyses indicated that the tests (one for preschoolers, one for adults) were measuring the same ability dimensions equally reliably within each setting. Across settings, however, delta-plot analyses revealed considerable bias at the item level in tests of crystallized abilities, and the preschool tests tended to favor children from the setting where the tests were developed. The results are interpreted in terms of an ecocultural framework in which group differences in intellectual performance can reflect not only actual ability differences but differences in practice with, and exposure to, particular environmental stimuli and/or cognitive skills. The study demonstrates: (a) the need, particularly in ecologically diverse and segmented societies, to inspect tests for item bias; (b) the difficulty of culturally “equating” cognitive measures, even for very similar cultural subgroups who differ primarily in ecological setting. 相似文献
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