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951.
Sandra Baker Morissette David A. Spiegel David H. Barlow 《Journal of psychopathology and behavioral assessment》2008,30(3):211-219
State dependent learning (SDL) occurs when learning acquired in one context is not retrievable in a different context. Although
traditionally SDL is thought of in the context of substance use, the role of SDL should be considered during combined medication
and exposure treatment for anxiety disorders. Data are presented from a within-subjects, case-series design of four participants
with social anxiety disorder. Participants engaged in a series of situational exposures while taking either alprazolam (0.75 mg),
propranolol (40 mg), placebo or no medication. They returned 48 h later and engaged in the same situational exposure in an
unmedicated state to determine retention of learning following the shift in drug context. Results suggest that SDL effects
are possible when combining pharmacotherapy (alprazolam) with exposure therapy. Future research is needed determine the conditions
under which SDL is most likely to occur and ways to facilitate transfer of learning across different contexts. 相似文献
952.
Research in the process of relapse has uncovered important developmental differences in the situations that make adolescents and adults most vulnerable to relapse after substance abuse treatment. This study takes a developmental, person-centered approach to relapse by examining the latent class structure of relapse precursors in adolescents and adults. Adults (N = 160) and adolescents (N = 188) in substance abuse and psychiatric treatment were followed up to 18 months after discharge to gather detailed information about their first relapse after treatment. Both adolescents and adults exhibited a 2-class structure of relapse precursors. Adult classes were labeled social and urges situations (primary precursors: social pressure and urges; 67%) and negative and urges situations (primary precursors: negative affect and urges; 33%), while teen classes were labeled social and positive situations (primary precursors: enhancing a positive emotional state and social pressure; 69%) and complex situations (primary precursors: negative affect, negative interpersonal situations, social pressure, and urges; 31%). Findings are discussed in relation to developmental and clinical considerations in treating clients with substance use disorders and comorbid psychopathology. 相似文献
953.
Sandra E. Marshall 《Res Publica》2008,14(4):253-257
Since I do not disagree with the line of argument taken by Kramer and the distinctions he draws between the different ways
rules can be ‘mind-independent’, my comments focus on some of the complexities involved in the application of his distinctions.
I suggest that law, properly understood as a system of rules/conventions is both existentially and observationally weakly mind independent, but nonetheless objective.
相似文献
Sandra E. MarshallEmail: |
954.
In this paper we consider the perceptual and conceptual contributions that shape early word learning, using research on the shape bias as a case in point. In our view, conceptual, linguistic, social-pragmatic, and perceptual sources of information influence one another powerfully and continuously in the service of word learning throughout infancy and early childhood. We articulate several key points of convergence and divergence between our theoretical perspective and that of the attentional learning account. Finally, we consider the broader implications of this debate for clarifying the forces that constrain development. 相似文献
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Zusammenfassung. Dieser Artikel beschreibt einen Ansatz zur Codierung und Analyse pädagogischer Interaktionen zwischen Lernenden und Experten im Bereich der Luftfahrt-Technik im Rahmen einer intelligenten tutoriellen Lernumgebung zur Fehlererkennung und -behebung (Sherlock 2). Es werden zwei prototypische maschinelle Lernverfahren dargestellt, welche bei der Analyse eines Corpus von Dialogprotokollen eingesetzt werden. Die Verfahren generieren der Diskursstruktur möglichst gut entsprechende Grammatiken. Die gefundenen Grammatiken führten zu neuen Einsichten hinsichtlich der Funktion bestimmter Sprechakte in tutoriellen Dialogen sowie zu klaren und präzisen Modellen von Erklärungsdialogen bei Diagnoseproblemen. Summary. This paper describes our approach to coding pedagogical interactions that took place between avionics students and domain experts in an ITS for electronic troubleshooting called Sherlock 2. We also describe prototype machine learning systems that we developed to learn grammars of discourse structure. The grammars revealed instructional functions of particular speech acts that we had not been aware of, and provided concise models of explanations common in diagnostic tasks. 相似文献
959.
Melissa Stormont Sydney S. Zentall Sandra Beyda Teresa Javorsky Phillip Belfiore 《Journal of Behavioral Education》2000,10(1):37-48
This study assessed the naturalistic conditions that set the occasion for aggressive behavior in three preschoolers with hyperactivity and aggression (H/A). Peer and teacher responses to preschoolers' aggression were also investigated. For a total of 114 aggressive instances observed, relatively low percentages of aggression in social play with at least one other child were documented. The antecedent condition that was most predictive of aggression was (a) when children were seeking to enter into an activity and were denied entry and (b) when another child interrupted an on-going activity. Aggression was about 14 times greater for seeking/interrupted activity than for ongoing social play. Finally, the percentage of negative responses from peers to aggression on the playground was almost three times the rate documented in past research for preschoolers without hyperactivity. 相似文献
960.
Jane Drummond Nicole Letourneau Susan Neufeld Harriet Harvey M. Ruth Elliott Sandra Reilly 《Infant mental health journal》1999,20(4):452-465
Infant crying is frequently quantified as a primary dependent variable in studies where the goal is to understand and soothe infant crying within the context of the parent–infant relationship. Through a historical review and an examination of studies and measurement techniques, the utility of quantifying infant crying is discussed. Although duration and timing of infant crying may be a practical concern for families and health professionals, the effectiveness of soothing interventions may not be best examined by attempts to measure unit reductions in infant crying. Rather, developing an understanding of infant crying within the context of parent–infant relationships may have more utility. Understanding infant crying in context may provide direction to the selection of soothing interventions and to more appropriate measures of the effectiveness of such interventions. ©1999 Michigan Association for Infant Mental Health. 相似文献