全文获取类型
收费全文 | 1864篇 |
免费 | 71篇 |
专业分类
1935篇 |
出版年
2023年 | 14篇 |
2022年 | 9篇 |
2020年 | 22篇 |
2019年 | 23篇 |
2018年 | 36篇 |
2017年 | 44篇 |
2016年 | 48篇 |
2015年 | 49篇 |
2014年 | 39篇 |
2013年 | 174篇 |
2012年 | 65篇 |
2011年 | 73篇 |
2010年 | 54篇 |
2009年 | 55篇 |
2008年 | 79篇 |
2007年 | 69篇 |
2006年 | 83篇 |
2005年 | 59篇 |
2004年 | 63篇 |
2003年 | 69篇 |
2002年 | 69篇 |
2001年 | 23篇 |
2000年 | 25篇 |
1999年 | 30篇 |
1998年 | 37篇 |
1997年 | 39篇 |
1996年 | 28篇 |
1995年 | 31篇 |
1994年 | 33篇 |
1993年 | 35篇 |
1992年 | 32篇 |
1991年 | 23篇 |
1990年 | 26篇 |
1989年 | 20篇 |
1988年 | 16篇 |
1987年 | 21篇 |
1986年 | 19篇 |
1985年 | 23篇 |
1984年 | 17篇 |
1983年 | 22篇 |
1982年 | 17篇 |
1981年 | 28篇 |
1980年 | 23篇 |
1979年 | 30篇 |
1978年 | 23篇 |
1977年 | 17篇 |
1976年 | 24篇 |
1975年 | 14篇 |
1973年 | 10篇 |
1971年 | 8篇 |
排序方式: 共有1935条查询结果,搜索用时 15 毫秒
71.
Nancy A. Neef Michael S. Shafer Andrew L. Egel Michael F. Cataldo John M. Parrish 《Journal of applied behavior analysis》1983,16(1):81-99
Two experiments are reported in which the relationship between compliance with “do” and “don't” requests was examined with developmentally disabled children. In Experiment 1, a multiple baseline design across subjects with counterbalanced treatment conditions was used to evaluate a compliance training program composed of four phases: (a) baseline, during which no consequences were delivered for compliance, (b) reinforcement for compliance with one targeted “do” request, (c) reinforcement for compliance with one targeted “don't” request, and (d) follow-up with reinforcement on a variable ratio schedule for compliance with any “do” or “don't” request. Results of probes conducted before and after training within each condition indicated that generalized compliance occurred only with requests of the same type as the target exemplar (“do” or “don't”). In Experiment 2, these results were replicated in a classroom setting. Following collection of baseline probe data on student compliance, a teacher training program was successfully implemented to increase reinforcement of compliance first with one “do” and subsequently with one “don't” request of a target student. Results of multiple baseline probes across “do” and “don't” requests indicated that the teacher generalized and maintained reinforcement of compliance with other requests of the same type and to other students, with a resulting increase in student compliance with the type of requests reinforced. The impact of treatment on both teacher and student behavior was socially validated via consumer ratings. Implications of these findings with respect to response class formation and compliance training programs are discussed. 相似文献
72.
According to frequency theories of concept attainment, acquisition of rule-governed concepts depends on discriminating relevant from irrelevant stimulus features on the basis of their respective frequencies of occurrence. Depending on the theorist, the critical frequency counts may be based on occurrence in all stimuli or on occurrence in positive instances only. Experiment 1 held frequency in positive instances constant and varied the frequency of irrelevant features in the negative category. High frequency was associated with impaired performance, but only when concept problems started with a negative instance. Experiment 2 demonstrated that some previous findings in the literature that were thought to support frequency theory also depended on problems starting with a negative instance. These findings are not easily reconciled with existing frequency theories. We attribute our results to high intercategory similarity, which is a correlate of high frequency of irrelevant features. In the context of a hypothesis-testing theory, we propose that a negative start stimulus proactively interferes with memory for information in the initial positive instance and that the extent of the interference depends on how similar negative instances are to positive instances. 相似文献
73.
The major purpose of the present study was to investigate the relationship of mathematics self-efficacy expectations to the selection of science-based majors in college males and females. Based on results obtained from a pilot sample of college students, an instrument assessing mathematics self-efficacy expectations was developed. The items used in the mathematics self-efficacy scale included everyday math tasks, math problems, and math-based college courses. Subjects, 153 female and 109 male undergraduates, completed the mathematics self-efficacy scale, the Bem Sex Role Inventory, an adapted version of the Fennema-Sherman Mathematics Attitudes Scales, and a questionnaire concerning their college major choices. Results indicated that mathematics self-efficacy expectations were significantly related to the extent to which students selected science-based college majors, thus supporting the postulated role of cognitive mediational factors in educational and career choice behavior. In addition, the math-related self-efficacy expectations of college males were significantly stronger than were those of college females. Implications of the findings for the process of educational and career decision-making are discussed. 相似文献
74.
Janice G. Derrickson Nancy A. Neef John M. Parrish 《Journal of applied behavior analysis》1991,24(3):563-570
We examined the effectiveness of using dolls to teach young children with tracheostomies to self-administer a suctioning procedure. Four children between the ages of 5 and 8 years, who had had tracheostomies for 6 months or longer, participated. After skills were taught via doll-centered simulations, in vivo skills were evaluated. All of the training and probe sessions were conducted in the participants' classrooms or homes. Results of a multiple baseline design across subjects and skill components indicated that the performance of all children improved as a function of training. Skill maintenance was demonstrated by all participants during follow-up assessments conducted 2 to 6 weeks posttraining. Results of a questionnaire completed by caregivers and interviews with the children revealed high levels of satisfaction with the training procedures and outcomes. 相似文献
75.
Victoria Seitz Nancy H. Apfel Laurie K. Rosenbaum 《American journal of community psychology》1991,19(6):911-930
Examined postpartum effects of a school-based intervention program for pregnant adolescents. Interviews were conducted with 102 innercity black, low-income, school-aged mothers who had attended the program, and their academic and medical records were reviewed. For teenagers who had been poor students prior to becoming pregnant, a strong linear effect was found for duration of program attendance: with sufficient time in the program, poorer students became indistinguishable from better students in educational success. Most of the better students were educationally successful at 2 years postpartum, independent of their length of time in the program. For all students, longer durations of postnatal intervention were predictive of lower likelihood of subsequent childbearing. Numerous academic, medical, social, and demographic variables were ruled out as possible confounding factors that might have produced the positive educational outcomes for poorer students. The results suggest that adolescents who appear to have minimal academic promise prior to their pregnancy are nevertheless very responsive to school-based intervention. 相似文献
76.
Nancy Fraser 《希帕蒂亚:女权主义哲学杂志》1991,6(2):152-154
This piece sets the scene for the inaugural addresses by Rosi Braidotti and Selma Sevenhuijsen which follow and provides background information on the history of women's studies in the Netherlands. 相似文献
77.
Nancy A. Marlin 《Learning and motivation》1982,13(4):526-541
Three experiments were conducted to test for the presence of associations between contextual cues and the nominal conditioned stimulus (CS) in fear conditioning. Rats were given tone-footshock pairings and were tested for their fear of the nominal CS, the tone, in a different context. Experiments 1 and 2 demonstrated that rats given nonreinforced exposure to the training context following conditioning were less fearful of the CS. Experiment 3 indicated that additional footshock presentations in the training context following conditioning produced greater fear of the CS. In both procedures postconditioning treatments designed to directly alter only the associative strength of the training context yielded parallel changes in the conditioned response to the CS. These data suggest that within-compound associations are formed between the context and the CS during classical conditioning. 相似文献
78.
Most adults of average and superior intelligence incorrectly assume that in a two dimensional figure two attributes, area, and perimeter, are locked in a fixed relationship such that if one remains unchanged so does the other. Consequently, when they correctly conserve one attribute during shape transformation, they incorrectly conserve the other. Mentally retarded individuals assume no such fixed relationship but depend exclusively on perceptual information. Although this dependence adversely effects their judgment of conservation, it allows them to correctly judge the changed state of the nonconserved attribute. 相似文献
79.
In two 6-month longitudinal studies of intellectually advanced preschool children, letter naming time and backward digit span were moderately good predictors of concurrent reading achievement (PIAT Reading Recognition Score). None of the remaining measures in a battery of standard cognitive indices, including Stanford-Binet MA, was associated with reading achievement. The results of cross-lagged correlation analysis of data from one of the two samples suggested that individual differences in time to access name codes for visual stimuli predict, but are not a consequence of, individual differences in reading achievement. The results of the cross-lagged analysis for the second sample were inconclusive. As a whole, the results are consistent with findings from other populations indicating that both short term memory span and efficiency of retrieval from long term memory are related to reading ability. The results also indicate, however, that the relationship between retrieval efficiency and reading achievement in precocious readers cannot be described by extrapolation of threshold estimates from the performance of older, unselected groups of readers. 相似文献
80.
Susan T. Fiske Shelley E. Taylor Nancy L. Etcoff Jessica K. Laufer 《Journal of experimental social psychology》1979,15(4):356-377
Three studies were conducted to test whether imagery accounts for the effects of empathy on attributions, that is, whether attributers construct and scan a mental image of social scenarios the same way that actual participants scan a real environment. According to this interpretation, attributers “see” the world as the participant does and make vicarious attributions. An alternative interpretation holds that subjects base vicarious attributions on recreating the motivations and affect of the actor, so that imaging is irrelevant to empathy and attributions. In the first study, subjects who imagined a story from the perspective of a particular character later showed differential recall of story details as a function of role, but not differential attributions. In Experiment 2, role-taking subjects showed clear effects of imaged perspective on recall for story details, but no effects on attributions of causality for an accident. Further, recall and attribution were uncorrelated. In the last study, empathy and imagery role-taking instructions produced independent effects: imagers showed pronounced perspective-relevant recall and empathizers did not. Neither showed unambiguous vicarious attributions. Recall and attribution were again uncorrelated. These studies suggest that the imagery explanation of empathy effects is untenable, and imply that the recall of perspective-relevant details is unlikely to mediate attributions of causality in imaginary scenarios. 相似文献