全文获取类型
收费全文 | 505篇 |
免费 | 21篇 |
专业分类
526篇 |
出版年
2023年 | 3篇 |
2022年 | 5篇 |
2019年 | 6篇 |
2018年 | 10篇 |
2017年 | 14篇 |
2016年 | 12篇 |
2015年 | 9篇 |
2014年 | 11篇 |
2013年 | 49篇 |
2012年 | 25篇 |
2011年 | 24篇 |
2010年 | 12篇 |
2009年 | 12篇 |
2008年 | 34篇 |
2007年 | 20篇 |
2006年 | 24篇 |
2005年 | 17篇 |
2004年 | 19篇 |
2003年 | 19篇 |
2002年 | 17篇 |
2001年 | 3篇 |
2000年 | 8篇 |
1999年 | 4篇 |
1998年 | 6篇 |
1997年 | 15篇 |
1996年 | 7篇 |
1995年 | 6篇 |
1994年 | 6篇 |
1993年 | 4篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1989年 | 3篇 |
1988年 | 14篇 |
1987年 | 6篇 |
1986年 | 5篇 |
1985年 | 4篇 |
1984年 | 7篇 |
1983年 | 4篇 |
1982年 | 7篇 |
1981年 | 5篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1977年 | 3篇 |
1976年 | 7篇 |
1975年 | 6篇 |
1974年 | 5篇 |
1973年 | 4篇 |
1971年 | 3篇 |
1970年 | 6篇 |
1967年 | 3篇 |
排序方式: 共有526条查询结果,搜索用时 7 毫秒
101.
Jessica L. Becraft Samantha L. Hardesty Kissel J. Goldman Lesley A. Shawler Matthew L. Edelstein Phillip Orchowitz 《Journal of applied behavior analysis》2024,57(1):55-70
We conducted a scoping review to characterize the role of caregiver involvement in behavior-analytic research. We reviewed eight behavioral-learning journals from 2011–2022 for works that included children or caregivers as participants and characterized caregiver involvement as passive (implications for caregivers, input, social validity) and active (implementation, caregiver behavior, training, caregiver-collected data). The review identified 228 studies, and almost all (96.1%; n = 219) involved caregivers in some capacity; 94.3% (n = 215) had passive involvement (26.8% had only passive involvement; n = 61), 69.3% (n = 158) had active involvement (1.8% had only active involvement; n = 4), and 3.9% (n = 9) had neither passive nor active involvement. Involvement generally increased over publication years. The most common types of involvement were implications for caregivers, implementation, and input; caregiver-collected data were rare. We propose considerations when engaging caregivers in research and suggest new avenues of inquiry related to caregivers' treatment objectives and social validity, treatment implementers, and caregiver-collected data. 相似文献
102.
Phillip L. Ackerman 《Current directions in psychological science》2007,16(5):235-239
ABSTRACT— Skilled performance, whether it involves rapid and accurate motor movements (such as playing a video game or using a scalpel in the operating room) or a high degree of domain knowledge (such as finding a small tumor in an X-ray or writing a journal article) typically involves learning and practice over an extended period of time. In light of recent theory and empirical research, I consider two enduring issues associated with skill acquisition: whether individuals become more alike in performance or more different over the course of skill acquisition, and what the determinants of individual differences in skilled performance are. Two broad classes of tasks are considered: tasks that involve speed and accuracy of motor movements and tasks that primarily involve domain knowledge. Issues of practice, ability, and other determinants of skilled performance such as gender and aging are discussed. 相似文献
103.
Robert C. Satterwhite John W. Fleenor Phillip W. Braddy Jack Feldman Linda Hoopes 《International Journal of Selection & Assessment》2009,17(2):154-164
The forces of attraction–selection–attrition have been hypothesized to create homogeneity of personality within organizations, and vocational choice theory predicts that these forces lead to a ‘modal personality’ within given occupations. This study compared the homogeneity of a set of personality characteristics for 6582 incumbents from eight organizations in eight occupations. The results indicated that (1) the homogeneity hypothesis was supported both within organizations as well as within occupations; and (2) the homogeneity within occupations was higher than that found in organizations. 相似文献
104.
Phillip A. Foster Marla Reese‐Weber Jeffrey H. Kahn 《Infant and child development》2007,16(3):277-293
The present study examined fathers' daily parenting hassles and coping strategies to (a) determine their association with fathers' emotional expressiveness and (b) predict their sons' development of socioemotional competence. Fathers of 148 preschool‐aged boys reported on their parenting hassles, coping strategies, and emotional expressiveness; mothers also reported on fathers' emotional expressiveness; and teachers reported on boys' socioemotional competence. Parenting hassles were associated with less rational, more emotional, and more avoidance coping as well as negative emotional expressiveness. More emotional and less rational coping responses were related to more negative expressiveness, whereas more rational, more emotional, and less coping were related to more positive expressiveness. Fathers' negative expressiveness was predictive of their sons being rated as more aggressive and disruptive by their teachers. In addition, fathers' parenting hassles and coping both predicted teacher ratings of their sons' aggressiveness. Implications of the findings are discussed. Copyright © 2007 John Wiley & Sons, Ltd. 相似文献
105.
106.
Lecso PA 《Journal of religion and health》1986,25(1):51-57
This paper introduces basic Buddhist cosmology and ethical teachings, emphasizing the concepts of rebirth and Karma. There follows a discussion of the Buddhist view of illness and its causes. Using these introductory concepts, the Buddhist view on euthanasia is explored and contrasted with the views of Marvin Kohl, a leading proponent of euthanasia. It is shown that Buddhism prohibits euthanasia as an option for the terminally ill but instead advocates hospice care. The paper is offered to expand the current dialogue on bioethical issues beyond the Judeo-Christian perspective. 相似文献
107.
We compared two procedures for improving the social interactions of three autistic children. In a peer-initiation condition, confederates were taught to initiate interaction with the autistic children. In a teacher-antecedent condition, teachers prompted the autistic children to initiate with confederates, who had been taught to reciprocate. Using an alternating treatment design, differential effects were found. The peer-initiation procedure reliably increased the social responses of the autistic children, whereas the teacher-antecedent condition increased the initiations and responses of the autistic children. In addition, longer chains of social interaction occurred during the teacher-antecedent condition. 相似文献
108.
Christopher H. Skinner Ph.D. Priscilla A. Fletcher B.S. Mark Wildmon B.S. Phillip J. Belfiore Ph.D. 《Journal of Behavioral Education》1996,6(4):427-436
College students were exposed to a control mathematics assignment containing 16 three-digit by two-digit multiplication (3×2) problems and two experimental assignments that contained 16 equivalent 3×2 problems and six additional interspersed problems. On one experimental assignment, 4-digit plus 4-digit problems (4+4) were interspersed. On the other experimental assignment, 2-digit divided by 1-digit with whole number answers problems (2/1) were interspersed. When given a choice, significantly more students choose the 2/1 assignment over the control and 1+4 assignment. Students also ranked the 2/1 sheet as requiring less time to complete than the control or 4+4 assignment but no differences were found on assignment difficulty rankings between the 4+4 and 2/1 assignments. No differences were found on accuracy levels or rates of responding on the target 3×2 problems across assignments. Results showed that interspersing additional problems that take relatively less time to complete may be more important for altering student preference for assignments than interspersing easier problems. Discussion focuses on schedules of reinforcement and resource efficient procedures for increasing student preference for assignment without compromising curricula integrity. 相似文献
109.
Previous research conducted on the effectiveness of basic life support skills courses has reported that participants typically do not achieve correct performance of life support skills. We used a multiple baseline design across subjects to assess the effects of a classwide peer tutoring intervention on the correct cardiopulmonary resuscitation skills of ten physical education majors. The classwide peer tutoring intervention consisted of (a) a checklist, (b) a prompting procedure, and (c) immediate feedback on performance. Procedural fidelity measures were taken on the correct implementation of the basic life supports skill course and on the implementation of the classwide peer tutoring intervention. Results indicated that students achieved and maintained 100% correct performance during the classwide per tuition condition. These results challenge the current polices of the American Red Cross and the American Heart Association who have reduced course performance criteria because participants were not achieving an adequate standard of performance. 相似文献
110.