全文获取类型
收费全文 | 665篇 |
免费 | 45篇 |
出版年
2024年 | 4篇 |
2023年 | 7篇 |
2021年 | 5篇 |
2020年 | 13篇 |
2019年 | 21篇 |
2018年 | 12篇 |
2017年 | 20篇 |
2016年 | 29篇 |
2015年 | 9篇 |
2014年 | 17篇 |
2013年 | 100篇 |
2012年 | 28篇 |
2011年 | 28篇 |
2010年 | 18篇 |
2009年 | 27篇 |
2008年 | 20篇 |
2007年 | 25篇 |
2006年 | 18篇 |
2005年 | 15篇 |
2004年 | 15篇 |
2003年 | 17篇 |
2002年 | 22篇 |
2001年 | 18篇 |
2000年 | 8篇 |
1999年 | 13篇 |
1998年 | 10篇 |
1997年 | 17篇 |
1996年 | 4篇 |
1995年 | 5篇 |
1994年 | 10篇 |
1993年 | 7篇 |
1992年 | 19篇 |
1991年 | 10篇 |
1990年 | 6篇 |
1989年 | 5篇 |
1988年 | 7篇 |
1987年 | 4篇 |
1985年 | 10篇 |
1984年 | 6篇 |
1983年 | 4篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 6篇 |
1978年 | 5篇 |
1977年 | 6篇 |
1976年 | 4篇 |
1975年 | 4篇 |
1973年 | 6篇 |
1972年 | 5篇 |
1970年 | 7篇 |
排序方式: 共有710条查询结果,搜索用时 15 毫秒
91.
Ss classified a test form as matching or not matching one of a set of memorized forms relative to which the test forms were rotated up to 90 deg. “Match” reaction times increased monotonically with both number of forms memorized and degrees of rotation. Disappearance of the rotation effect after practice was attributed to a change from considering rotational information during comparison to comparing rotation invariant features. The change in strategy is considered an indicant of the development of shape constancy. Time taken to memorize the patterns increased linearly with the size of the memory set, justifying interpretation of the RT effects in terms of comparison time differences rather than differences in memorial specification of the patterns. 相似文献
92.
93.
Hall RV Fox R Willard D Goldsmith L Emerson M Owen M Davis F Porcia E 《Journal of applied behavior analysis》1971,4(2):141-149
Disputing and talking-out behaviors of individual pupils and entire classroom groups in special education classes and regular classes from white middle-class areas and from all black poverty areas ranging from the first grade to junior high school were studied. The classroom teacher in each case acted as the experimenter and as an observer. Various means of recording behaviors were used and reliability of observation was checked by an outside observer, another teacher, a teacher-aide, a student, or by using a tape recorder. Observation sessions varied from 15 min to an entire school day. After baseline rates were obtained, extinction of inappropriate disputing or talking-out behaviors and reinforcement of appropriate behavior with teacher attention, praise and in some cases a desired classroom activity or a surprise at the end of the week brought a decrease in undesired verbalizations. A reversal of contingencies brought a return to high levels of inappropriate talking with a return to low levels when reinforcement for appropriate talking was reinstated. The experiments demonstrated that teachers in a variety of classroom settings could obtain reliable observational records and carry out experimental manipulations successfully using resources available in most schools. 相似文献
94.
The Psychological Record - 相似文献
95.
Riding the waves: A functional‐cognitive perspective on the relations among behaviour therapy,cognitive behaviour therapy and acceptance and commitment therapy
下载免费PDF全文
![点击此处可从《International journal of psychology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Jan De Houwer Yvonne Barnes‐Holmes Dermot Barnes‐Holmes 《International journal of psychology》2016,51(1):40-44
Different types of therapy explain psychopathology and the effects of psychotherapy differently. Different explanations are, however, not necessarily mutually exclusive. Based on the idea that functional and cognitive explanations are situated at different levels, we argue that functional therapies such as traditional Behaviour Therapy (BT) and Acceptance and Commitment Therapy (ACT) are not necessarily incompatible with Cognitive Behaviour Therapy (CBT). Whether a functional and a cognitive therapy actually align depends on whether they highlight the same type of environmental causes. This functional‐cognitive perspective reveals various differences and communalities among BT, CBT and ACT. 相似文献
96.
William Meredith‐Owen 《The Journal of analytical psychology》2016,61(5):565-566
97.
98.
99.
Faking revisited: Exerting strategic control over performance on the Implicit Relational Assessment Procedure
下载免费PDF全文
![点击此处可从《European journal of social psychology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Sean Hughes Ian Hussey Bethany Corrigan Katie Jolie Carol Murphy Dermot Barnes‐Holmes 《European journal of social psychology》2016,46(5):632-648
Across four studies, we demonstrate that effects obtained from the Implicit Relational Assessment Procedure, like those obtained from other indirect procedures, are not impervious to strategic manipulation. In experiment 1, we found that merely informing participants to “fake” their performance without providing a concrete strategy to do so did not eliminate, reverse, or in any way alter the obtained outcomes. However, when those same instructions orientated attention toward the core parameters of the task, participants spontaneously derived a strategy that allowed them to eliminate their effects (experiment 2). When the participants were provided with a viable response strategy, they successfully reversed the direction of their overall Implicit Relational Assessment Procedure effect (experiment 3). By refining the nature of those instructions, we managed to target and alter individual trial‐type effects in isolation with some success (experiment 4). 相似文献
100.