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Although substantial research has been conducted on chronic fatigue syndrome (CFS) over the past decade, the syndrome remains poorly understood. The most recent case definition describes CFS as being characterized both by disabling fatigue and by subjective reports of difficulty with concentration and short-term memory. However, research into the neurocognitive and psychological functioning of individuals with CFS has provided mixed objective results. The current paper reviews studies that have examined the neurocognitive and/or psychological functioning of individuals with CFS. Changes in research design and instruments employed to study individuals with CFS are suggested. 相似文献
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Brian A. Iwata Gary M. Pace Glynnis Edwards Cowdery Raymond G. Miltenberger 《Journal of applied behavior analysis》1994,27(1):131-144
We examined methods for determining how extinction should be applied to different functions of self-injurious behavior (SIB). Assessment data indicated that the head banging of 3 children with developmental disabilities was maintained by different reinforcement contingencies: One subject's SIB was positively reinforced by attention from adults, the 2nd subject's SIB was negatively reinforced by escape from educational tasks, and the 3rd subject's SIB appeared to be automatically reinforced or “self-stimulatory” in nature. Three functional variations of extinction—EXT (attention), EXT (escape), and EXT (sensory)—were evaluated, and each subject was exposed to at least two of these variations in reversal or multiple baseline designs. Reductions in SIB were observed only when implementation of “extinction” involved the discontinuation of reinforcement previously shown to be responsible for maintaining the behavior. These results highlight important differences among treatment techniques based on the same behavioral principle (extinction) when applied to topographically similar but functionally dissimilar responses, and further illustrate the practical implications of a functional analysis of behavior disorders for designing, selecting, and classifying therapeutic interventions. 相似文献
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Prof. Raymond Spier 《Science and engineering ethics》1995,1(2):151-162
Following an examination of the missions of industry and the university there is a comparison of the ‘wish-lists’ of industry
and the university. These ‘wish-lists’ have both similarities and differences. Some of the differences are expressed in a
further section on the kinds of interactions that neither institution wants from the other. In the canonical university, the
culture values features such as openness, individuality and the de-emphasis of monetary matters, whereas in the archetypal
industry the prevailing ethos tends towards secrecy, teamwork and financial advancement. When two such cultures are juxtaposed
under conditions where the survival of the university is dependent, in part, on receiving funds from industry, there is a
danger of an erosion of academic standards as the university becomes more oriented to service the needs of industry as opposed
to the development of its students and its independent scholastic and research activities. Industry, however, is in a position
to derive benefit from the interaction without incurring an equivalent cost. These issues are discussed and some recommendations
are made to improve the ethical nature of the interaction. 相似文献
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Raymond M. Klein Tracy L. Taylor Alan Kingstone 《Attention, perception & psychophysics》1995,57(4):573-577
Saccadic reaction time (RT) is reduced when the fixation point is removed shortly before target onset. Although Tam and Stelmach (1993) argued that thisgap effect could not be explained solely by the idea that fixation offset disengaged visual attention and preferred an explanation based on disengagement of the oculomotor system, they felt that they could not rule out a hybrid model in which both oculomotorand attentional disengagement contribute to the gap effect. Our analysis of the dual response experiment (Experiment 4), upon which this hybrid model was based, shows that manual and saccadic responses were likely compromised by a grouping or delay strategy and that subjects may not have been attending as instructed. On these grounds, we argue that Tam and Stelmach (1993), like Kingstone and Klein (1990; 1993a) provide no evidence that attentional disengagement contributes to the gap effect. An alternative proposal (Klein & Kingstone, 1993), that motor preparation and oculomotor disengagement combine additively to produce the gap effect, is consistent with the data from Tam and Stelmach’s Experiments 1–3, is similar to the explanation that they prefer, and has been strongly supported when directly tested (Kingstone, Klein, & Taylor, 1994). 相似文献