全文获取类型
收费全文 | 751篇 |
免费 | 28篇 |
出版年
2020年 | 12篇 |
2019年 | 9篇 |
2018年 | 10篇 |
2017年 | 22篇 |
2016年 | 15篇 |
2015年 | 7篇 |
2014年 | 10篇 |
2013年 | 74篇 |
2012年 | 40篇 |
2011年 | 25篇 |
2010年 | 24篇 |
2009年 | 19篇 |
2008年 | 24篇 |
2007年 | 25篇 |
2006年 | 21篇 |
2005年 | 23篇 |
2004年 | 8篇 |
2003年 | 20篇 |
2002年 | 31篇 |
2001年 | 11篇 |
2000年 | 11篇 |
1999年 | 12篇 |
1998年 | 8篇 |
1996年 | 12篇 |
1995年 | 6篇 |
1994年 | 7篇 |
1993年 | 10篇 |
1992年 | 10篇 |
1991年 | 9篇 |
1990年 | 8篇 |
1989年 | 9篇 |
1988年 | 9篇 |
1987年 | 14篇 |
1986年 | 14篇 |
1985年 | 10篇 |
1984年 | 19篇 |
1981年 | 7篇 |
1980年 | 10篇 |
1979年 | 8篇 |
1978年 | 6篇 |
1977年 | 19篇 |
1976年 | 10篇 |
1975年 | 9篇 |
1974年 | 16篇 |
1973年 | 7篇 |
1972年 | 14篇 |
1969年 | 8篇 |
1967年 | 9篇 |
1966年 | 12篇 |
1965年 | 6篇 |
排序方式: 共有779条查询结果,搜索用时 15 毫秒
161.
Barbara Wilcox Terry D Meddock Warren M Steinman 《Journal of experimental child psychology》1973,15(3):381-393
Two experiments investigated characteristic generalized imitation procedures on a nonimitative successive visual discrimination task. In Experiment I, no discriminative behavior was obtained though a number of procedures designed to enhance discrimination were employed. The introduction of a differential modeling procedure after nine or 10 sessions of nondifferential performance was ineffective in producing differential responding for three of four Ss. In the second experiment, the differential modeling procedure was introduced as an initial manipulation and was successful in establishing discriminative performance in all Ss. After several sessions of differential responding, the observation of a model performing nondifferentially was relatively ineffective in altering the pattern of responding. These results suggest (1) that modeling may be functional in altering a S's behavior depending on what point in the procedures the manipulation is introduced and (2) that certain procedural variables may define a functional response class characterized by the failure to develop discriminative responding. 相似文献
162.
163.
164.
165.
166.
Lloyd KE Garlington WK Lowry D Burgess H Euler HA Knowlton WR 《Journal of applied behavior analysis》1972,5(2):151-155
Contingency management systems in university courses have sometimes assigned the role of reinforcing stimulus to lectures and demonstrations. Attending a lecture was made contingent upon having previously finished certain course assignments. The present paper investigated some variables that control student attendance at lectures. Attendance remained high throughout each course at those class meetings where quizzes contributing to course grades were given or where impending quizzes were discussed. Attendance at lectures over the reading assignments or over material unrelated to course quizzes rapidly declined. When students were given course credit for attending these lectures, or when the lectures included information for future quizzes, attendance increased. When attending these lectures was made contingent upon having completed certain assignments the prior week, no increase in assignment completion was noted and the attendance at the lectures decreased even further. All lectures were given during one class meeting each week. Attendance at the other class meetings during the week remained stable. 相似文献
167.
168.
Two experiments were designed to investigate the factors involved in the visual facilitation of auditory localization. In both experiments, adult human Ss pointed to targets in a variety of visual conditions. The results of the first experiment showed that target-directed eye movements were important. In the second experiment, eye localization was assessed, along with pointing localization. Both eye and hand localization of the hidden auditory targets were better when target-directed eye movements were made in a lighted environment than when made in the dark. Data also suggested that Ss have better knowledge of their eye position in the light. Possible mechanisms for the involvement of eye movements were suggested, and the theoretical importance of the results was discussed. 相似文献
169.
170.