全文获取类型
收费全文 | 3422篇 |
免费 | 173篇 |
专业分类
3595篇 |
出版年
2023年 | 28篇 |
2022年 | 22篇 |
2021年 | 35篇 |
2020年 | 67篇 |
2019年 | 81篇 |
2018年 | 112篇 |
2017年 | 105篇 |
2016年 | 123篇 |
2015年 | 103篇 |
2014年 | 87篇 |
2013年 | 399篇 |
2012年 | 162篇 |
2011年 | 202篇 |
2010年 | 123篇 |
2009年 | 113篇 |
2008年 | 157篇 |
2007年 | 145篇 |
2006年 | 134篇 |
2005年 | 124篇 |
2004年 | 115篇 |
2003年 | 115篇 |
2002年 | 122篇 |
2001年 | 58篇 |
2000年 | 50篇 |
1999年 | 44篇 |
1998年 | 50篇 |
1997年 | 30篇 |
1996年 | 46篇 |
1995年 | 37篇 |
1994年 | 30篇 |
1993年 | 33篇 |
1992年 | 39篇 |
1991年 | 31篇 |
1990年 | 28篇 |
1989年 | 26篇 |
1988年 | 28篇 |
1987年 | 17篇 |
1986年 | 29篇 |
1985年 | 27篇 |
1984年 | 36篇 |
1983年 | 33篇 |
1982年 | 28篇 |
1981年 | 30篇 |
1980年 | 27篇 |
1979年 | 22篇 |
1978年 | 27篇 |
1977年 | 15篇 |
1975年 | 11篇 |
1974年 | 14篇 |
1973年 | 14篇 |
排序方式: 共有3595条查询结果,搜索用时 0 毫秒
941.
Johnny L. Matson Jay A. Sevin Margaret L. Box Kelley L. Francis Bart M. Sevin 《Journal of applied behavior analysis》1993,26(3):389-398
Three children with autism and mental retardation were treated for deficits in self-initiated speech. A novel treatment package employing visual cue fading was compared with a graduated time-delay procedure previously shown to be effective for increasing self-initiated language. Both treatments included training multiple self-initiated verbalizations using multiple therapists and settings. Both treatments were efffective, with no differences in measures of acquisition of target phrases, maintenance of behavioral gains, acquisition with additional therapists and settings, and social validity. 相似文献
942.
Context specificity of operant discriminative performance in pigeons: II. Necessary and sufficient conditions 下载免费PDF全文
Thomas DR Empedocles S Morrison SK Bing MN 《Journal of the experimental analysis of behavior》1993,60(2):313-329
Six experiments were performed to explore the necessary and sufficient conditions for producing context specificity of discriminative operant performance in pigeons. In Experiment 1, pigeons learned a successive discrimination (red S+/blue S−) in two chambers that had a particular odor present and between which they were frequently switched. The birds subsequently learned the reversal (blue S+/ red S−) in one of these chambers with a different odor present. When switched to the alternative chamber, although the odor and the reinforcement contingency were still appropriate to the reversal, performance appropriate to the original discrimination recurred in subjects for which the houselights were on during training and testing but not for those for which the houselights were off. This indicated the importance of visual contextual cues in producing context specificity. Experiment 2 showed that the frequent switching between boxes in initial training was of no consequence, presumably because the apparatus cues were highly salient to the subjects. Experiment 3 showed significantly less context specificity when odor cues were omitted. Experiment 4 showed that simply using a different reinforced stimulus in each phase of training was ineffective in producing context specificity. Experiment 5 showed that the generalization test procedure used in Experiment 4 was sensitive to context specificity when discrimination-reversal training was used with different odors in the two training phases. Experiment 6 replicated the results of Experiment 4, but then showed that when different odors accompanied the two training phases, context specificity was obtained with the single-stimulus paradigm. Thus in both single-stimulus and discrimination-reversal paradigms, redundant odor cues potentiated learning about apparatus cues. 相似文献
943.
Carolyn Rovee-Collier Margaret A. Borza Scott A. Adler Kimberly Boller 《Memory & cognition》1993,21(2):267-279
In eyewitness testimony research, postevent information impair retention of the original event and increases the probability that interpolated information will be identified as part:of the original event. The present experiments studied these effects with 3-month-olds. Infants learned to kick to move a particular crib mobile and then were briefly exposed to information about a novel mobile. The novel postevent information impaired recognition of the-original mobile when it immediately followed training but not when it was delayed by 1 day. Like adults, infants treated the postevent information as part of the original training event, continuing to do so for at least 2 weeks. We propose that postevent information displaces conflicting information coactive with it in primary memory and creates a new, updated memory token of the event. Once the new token leaves primary memory, however, it is protected; only a copy can be retrieved and modified in the future. 相似文献
944.
AIDS (Acquired Immune Deficiency Syndrome) education is the only effective method of reducing the transmission of HIV (human immunodeficiency virus) disease. The authors of this article compare the AIDS epidemic to past epidemics, including social and political responses. Populations at risk for HIV infection are identified, and the authors discuss current social and economic factors affecting AIDS education programs. Recommendations are made and resources are identified for starting a community-based AIDS education program. 相似文献
945.
Working memory and conditional reasoning 总被引:4,自引:0,他引:4
Margaret Toms Neil Morris Deborah Ward 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1993,46(4):679-699
Little is known about the role of working memory in conditional reasoning. This paper reports three experiments that examine the contributions of the visuo-spatial scratch pad (VSSP), the articulatory loop, and the central executive components of Baddeley and Hitch's (1974) model of working memory to conditional reasoning. The first experiment employs a spatial memory task that is presented concurrently with two putative spatial interference tasks (tapping and tracking), articulatory suppression, and a verbal memory load. Only the tracking and memory load impaired performance, suggesting that these tap the VSSP and central executive, respectively. Having established the potency of these interference tasks two further experiments examined the effects of tapping and tracking (Experiment 2) and articulation and memory load (Experiment 3) on a conditional reasoning task. Neither tracking nor tapping affected the number of inferences accepted or response latency. Articulation also failed to affect conditional reasoning but memory load selectively reduced acceptance of modus tollens inferences. These results are discussed in terms of both rule-based and mental models theories of reasoning. While these data cannot discriminate between the two perspectives they provide support for one of the central assumptions in each: that some errors in reasoning are attributable directly to working memory demands. Taken together these experiments suggest that conditional reasoning requires an abstract working memory medium for representation; it does not require either the VSSP or the articulatory loop. It is concluded that the central executive provides the necessary substrate. 相似文献
946.
The use of medications in insight-oriented groups has not been adequately investigated. We report a group in which the anxiolytic buspirone appeared to be associated with attractiveness to the group in the face of impending therapists' termination. We feel that in this group, medications became a variable associated with group cohesiveness, served as a vehicle for the expression of group dynamics, and as an indicator of regression within the group. These observations suggest that, under certain circumstances, medications may become an important variable in the process and expression of group dynamics.They would like to thank Myron Pisetsky, M.D., for reading the original draft of this paper, and are also indebted to Daniel O'Neil, Ph.D., for his input. 相似文献
947.
A conference of genetic counseling and clinical nurse specialist graduate program directors was hosted by the National Society of Genetic Counselors and funded by the Ethical, Legal, and Social Implications Program of the National Center for Human Genome Research in June 1992. One aspect of the conference addressed implications of the Human Genome Initiative for graduate education in genetic counseling. Within this paper, the topics of human variation and diversity, genetic discrimination, issues in non-directiveness, and genetic screening and policy development are reviewed and recommendations made for graduate curricula development and enhancement. In addition, suggestions are included for practicing genetic counselors. 相似文献
948.
Margaret Glass Daniel Houlihan Michael Fatis Howard Levine 《Behavioral Interventions》1993,8(4):281-288
This study assessed the effectiveness of a program designed to increase compliance with teacher commands in a regular 5th grade math class. A reversal design (A-B-B'-A-B') was employed. The teacher used a discriminative stimulus to signal the students as to the availability of an opportunity to earn a point towards a reinforcer. To receive the point the students were required to return the signal and initiate compliance. The entire class was involved in the program; however, data were recorded on two students, one identified by the teacher as noncompliant; the other served as a control. The results indicated that the program was effective in increasing initiation of compliance to teacher commands. However, serious questions were raised about the generalizability of such a program. 相似文献
949.
950.
C. A. Chaffee Charles E. Cunningham Ph.D. Margaret Secord-Gilbert Heather Elbard Joanne Richards 《Journal of abnormal child psychology》1991,19(1):65-74
This study examined the relative contributions of parental reports of child-related and parent-related stress to their estimates of expressive and receptive language skills on the Minnesota Child Development Inventory in 152 children referred to a communicative disorders clinic. Correlational analysis showed moderately high agreement between parental estimates and objective measures of expressive and receptive language ability. Multiple-regression analyses revealed that independent measures of language acquisition accounted for the greatest amount of variance in parental estimates of expressive and receptive language skills. Stressful child behavior accounted for a small but statistically significant proportion of the variance in estimates of expressive and receptive language skills. Parental stress, in contrast, did not contribute significantly to language estimates. These findings suggest that parents are able to formulate estimates of language development which are relatively independent of personal or child-related stressors. 相似文献