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151.
Ed Page 《Res Publica》2016,22(1):83-97
In this paper, I explore the question of how the costs of undertaking an important type of climate change mitigation should be shared amongst states seeking an environmentally effective and equitable response to global climate change. While much of the normative literature on climate mitigation has focused on burden sharing within the context of reductions in emissions of greenhouse gas, I explore the question of how the costs of protecting tropical forests in order to harness their climate mitigation potential should be distributed amongst developing and developed states. In response to this question, I outline and defend a ‘beneficiary pays’ account of forestry mitigation burden sharing that requires affluent states to finance measures supporting avoided deforestation while less affluent states, within whose territory these forests tend to be located, implement these measures. The normative basis for this account, I argue, is a principle of ‘unjust enrichment’ according to which developed states must bear much of the cost of avoided deforestation for its climate mitigation potential because of the huge economic benefits their citizens have accumulated from productive activities that have contributed to climate change. 相似文献
152.
In this study we evaluated the effects of two psychoeducational groups (anger management and goal setting) on state and trait
anger, anger expression, and on self-efficacy beliefs of high risk adolescents enrolled in an alternative high school. Participants
(n = 57) were pre- and post-tested using the State Trait Anger Expression Inventory (STAXI) with subscales for (a) state anger,
(b) trait anger, and (c) anger expression, and on a measure of self-efficacy related to (a) anger management, (b) goal setting,
and (c) group behavior and interpersonal communication. We hypothesized that each treatment would favorably impact the self-efficacy
items related to it, that participants in both treatment groups would show gains in self-efficacy for general group behavior
and communication skills, and that the anger management treatment would decrease state anger and anger expression. Results
of a series of Repeated Measures ANOVAS revealed no group effects or group by time interaction effects. Analysis of Cohen's
d effect sizes for the treatment groups in comparison with the control condition indicated only small treatment effects for
the goal setting group on the STAXI, and small, negative treatment effects for the anger management group on the STAXI and
on state anger. Thus, results failed to support the hypotheses with the current data set. Limitations of this study and implications
for future research and group practice within schools are discussed.
The authors thank Ellen Hawley McWhirter, Greg Sandstrom, and the administration, faculty, and students of the participating
“alternative high school” for their help and support. 相似文献
153.
Richard C. Page Linda Campbell Deborah Cohen Wilder 《Journal of Addictions & Offender Counseling》1994,14(2):57-66
A 17-hour marathon group was conducted in a residential treatment center established for inmates in a correctional setting in the southeastern United States. The Hill Interaction Matrix (HIM-G; Hill, 1965) was used to measure the types of leader activity and the types of member activity during portions of each hour of the group activity. It was found that when the group was most therapeutic, there was a relationship between the therapists' actions and behaviors and the types of issues that were discussed in the group. The results that were found do not agree with some of the established drug and alcohol abuse literature. 相似文献
154.
Monte M. Page 《Journal of personality》1970,38(2):287-301
A cognitive or problem-solving interpretation of verbal conditioning was extended by making explicit the role of demand awareness and cooperation motivation in mediating the behavior. It was found that the word “reinforcement” itself was effective in producing verbal conditioning, and as predicted there was a highly significant difference between subjects who had taken a course in psychology and those who had not Postexperimental measures of contingency awareness, demand awareness and cooperation motivation all correlated with experimental performance That the strongest association was obtained when demand awareness plus cooperation motivation were considered was interpreted as indicating the crucial importance of these variables in mediating so-called verbal conditioning Data were interpreted as questioning the appropriateness of using the concepts of instrumental appetitive conditioning to describe so-called verbal conditioning. The effect seems to be an artifact of subjects cooperating with experimental demand characteristics 相似文献
155.
R A Page 《The Journal of psychology》1985,119(1):71-80
Moral reasoning was assessed with two dilemmas from the Kohlberg Moral Judgment Interview (1976) in 7 adults who were hypnotically age regressed to four ages: 15, 12, 9, and 6 years. Seven adults in a control group under task-motivation instructions were age regressed to the same ages and administered the dilemmas. Age-regressed moral maturity scores for both groups were compared to pretest scores, to data for actual 15-, 12-, 9-, and 6-year-olds from other studies, and to each other. Both groups were able to lower their moral reasoning scores when given age-regression instructions; however, hypnosis subjects not only scored lower than task-motivation subjects but also more closely resembled the levels of reasoning used by children at these ages. The results provide some support for a distinction between age regression through hypnosis and age regression through task-motivation instructions. 相似文献
156.
Terry J. Page Brian A. Iwata Dennis H. Reid 《Journal of applied behavior analysis》1982,15(3):335-351
This study evaluated an indirect method of training 45 institutional direct care staff to conduct behavioral programs. Three supervisors were trained to improve teaching behaviors (instructions, prompts, and consequences) used by the direct care staff while working with severely and profoundly handicapped residents. In addition to training, daily feedback was provided to supervisors regarding performance of their staff. Results of a multiple baseline analysis across teaching behaviors (instructions, prompts, and consequences) and content areas (communication and gross motor skills) showed that providing training and feedback to supervisors resulted in increases in correct teaching behavior by direct care staff. However, teaching behavior newly learned in one content area (communication) did not generalize to the other area (gross motor skills). Data collected on resident behavior showed small but noticeable improvement in terms of correct responses and attending behavior during programming. Results are discussed in terms of the benefits of a pyramidal approach to training institutional staff. 相似文献
157.
Sixteen preschool children were administered a two-choice discrimination problem consisting of three stimulus compounds: the consistently rewarded stimulus, the consistently nonrewarded stimulus, and the ambiguous stimulus which was nonrewarded when paired with the positive, but rewarded when paired with the negative. When both pair of stimuli, positive-ambiguous and negative-ambiguous, were presented together the subject was required either to choose or to avoid the ambiguous stimulus depending upon the stimulus with which it was paired. In Experiment 1, when each of three stimuli (positive, negative, ambiguous) varied along one nonspatial cue dimension (color), performance was better on negative-ambiguous trials than positive-ambiguous trials. In Experiment 2, when the positive and negative stimuli varied along three nonspatial cue dimensions (colors and form) and the ambiguous stimulus varied along one of these dimensions (color), superior positive-ambiguous over negative-ambiguous performance was obtained. These findings complement those reported for other subjects and confirm Berch's (D. B. Berch, Learning and Motivation, 1974, 5, 135–148) predictions regarding use of differential numbers of cue dimensions. 相似文献
158.
Martin T. Ivancic Dennis H. Reid Brian A. Iwata Gerald D. Faw Terry J. Page 《Journal of applied behavior analysis》1981,14(1):95-107
This study evaluated a program to teach and maintain language training interactions between institutional staff and profoundly handicapped children during a routine care task. Following baseline observations of bath sessions, staff were sequentially taught in multiple baseline fashion to vocalize more during the bath, praise child vocalizations, imitate sounds, and provide sound prompts. Procedures included a brief in-service meeting followed by a series of supervisory prompts and feedback. Results indicated that staff acquired the interaction skills in the bath sessions and that the skills generalized to another direct care task, dressing. The number of days on which components of supervision were implemented decreased from 47% of all days during the experimental conditions to 19% of the days during a 19-week maintenance period with no decrease in staff behavior. The interactions were shown not to interfere with the quality of the direct care task nor to increase the amount of time necessary to complete it. Also, some increases were noted for child vocalization frequencies. The advantages of providing therapeutic interactions during care routines are discussed along with the need for staff management techniques with long-term maintenance value. 相似文献
159.
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