全文获取类型
收费全文 | 1437篇 |
免费 | 239篇 |
国内免费 | 157篇 |
出版年
2024年 | 3篇 |
2023年 | 21篇 |
2022年 | 27篇 |
2021年 | 61篇 |
2020年 | 71篇 |
2019年 | 82篇 |
2018年 | 73篇 |
2017年 | 77篇 |
2016年 | 96篇 |
2015年 | 62篇 |
2014年 | 74篇 |
2013年 | 241篇 |
2012年 | 61篇 |
2011年 | 70篇 |
2010年 | 39篇 |
2009年 | 77篇 |
2008年 | 79篇 |
2007年 | 61篇 |
2006年 | 66篇 |
2005年 | 45篇 |
2004年 | 47篇 |
2003年 | 52篇 |
2002年 | 41篇 |
2001年 | 38篇 |
2000年 | 23篇 |
1999年 | 19篇 |
1998年 | 14篇 |
1997年 | 13篇 |
1996年 | 12篇 |
1995年 | 16篇 |
1994年 | 20篇 |
1993年 | 19篇 |
1992年 | 18篇 |
1991年 | 13篇 |
1990年 | 9篇 |
1989年 | 4篇 |
1988年 | 6篇 |
1987年 | 2篇 |
1986年 | 8篇 |
1985年 | 12篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1982年 | 7篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 7篇 |
1978年 | 12篇 |
1977年 | 10篇 |
1976年 | 8篇 |
1975年 | 3篇 |
排序方式: 共有1833条查询结果,搜索用时 15 毫秒
21.
Determinants of pigeons' waiting time: Effects of interreinforcement interval and food delay
下载免费PDF全文
![点击此处可从《Journal of the experimental analysis of behavior》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Manabe K 《Journal of the experimental analysis of behavior》1990,53(1):123-132
Four pigeons performed on three types of schedules at short (i.e., 10, 30, or 60 s) interreinforcement intervals: (a) a delay-dependent schedule where interreinforcement interval was held constant (i.e., increases in waiting time decreased food delay), (b) an interreinforcement-interval-dependent schedule where food delay was held constant (i.e., increases in waiting time increased interreinforcement interval), and (c) a both-dependent schedule where increases in waiting time produced increases in interreinforcement interval but decreases in food delay. Waiting times were typically longer under the delay-dependent schedules than under the interreinforcement-interval-dependent schedules. Those under both-dependent schedules for 1 subject were intermediate between those under the other two schedule types, whereas for the other subjects waiting times under the both-dependent procedure were similar either to those under the delay-dependent schedule or to those under the interreinforcement-interval-dependent schedule, depending both on the subject and the interreinforcement interval. These results indicate that neither the interreinforcement interval nor food delay is the primary variable controlling waiting time, but rather that the two interact in a complex manner to determine waiting times. 相似文献
22.
小学儿童对习俗时间的周期性特点的认知 总被引:2,自引:0,他引:2
本研究探讨了小学儿童对习俗时间周期性特点的认知发展.实验任务是让被试判断两个给定日期之间的时间距离是正向接近还是反向接近。结果表明:儿童对习俗时间的周期性特点的认知成绩随年龄增长而不断提高;随着两个日期之间距离的增大,反应时不断增加,正确率不断降低,在两个日期相互接近的方向发生改变的边界处,反应时最长,正确率最低,表现出显著的“距离效应”和“边界效应”;儿童可以利用数字系统进行判断,他们的认知加工策略包括计数、数字运算和凭借习俗时间的空间表象进行模拟加工等等。 相似文献
23.
24.
在微机上编制能产生动态随机点立体图(DRDS),亮暗类棋盘格和随机点背景三种图形刺激的软件.记录了34例正常人在这三种刺激下的VBP.其结果为:(1)DRDS刺激下的VEPN1波潜伏期为265±25ms,基波能量占总交流能量的63.2±18.9%.(2)亮暗类棋盘格刺激下的VEPN1波的潜伏期为190±22ms,基波能量占总交流能量的39.2±19.6%.(3)随机点背景刺激下的VEP波则为一些杂乱的小波.结果提示:动态RDS刺激下的VEP除在潜伏期方面具有特异性外,并在谐波的能量分布上也具有特异性,且客观性更强.根据这些特征有助于对立体视觉功能进行客观性评价. 相似文献
25.
26.
Operant temporal discrimination learning was investigated in goldfish. In the first experiment, there was a fixed daily change in illumination. Eight subjects were trained to operate a lever that reinforced each press with food. The period during which responses were reinforced was then progressively reduced until it was 1 hr in every 24. The final 1-hr feeding schedule was maintained over 4 weeks. The feeding period commenced at the same time each day throughout. The food dispensers were then made inactive, and a period of extinction ensued for 6 days. The pattern of responding suggested that the fish were able to exhibit temporal discrimination in anticipation of feeding time. This pattern of responding persisted for a limited number of days during the extinction procedure. The second experiment produced evidence that operant temporal discrimination could develop under continuous illumination. 相似文献
27.
Seven undergraduates participated in a concurrent-choice experiment with monetary reinforcers. Response-independent analogues of variable-interval and variable-ratio schedules were used to assess whether subjects would maximize reinforcement rate. The optimal pattern of behavior, in terms of maximizing reinforcement rate, involved a large bias toward the ratio alternative, with only occasional sampling of the interval schedule. Most experiments with pigeons, however, demonstrate matching of response rates to reinforcement rates, with only slight biases for the ratio schedule. Although subjects in the present experiment allocated more time to the ratio alternative than required by matching, the magnitude of the bias did not approximate that predicted by a maximizing account. After exposure to clock stimuli correlated with the operation of each schedule, 1 subject's behavior did show a substantial level of bias, increasing the total number of reinforcers obtained, and lay at a point between the predictions of matching and maximizing. The other subjects, however, continued to respond less optimally. The present results can be accounted for by a view of matching that incorporates the effects of delayed reinforcement. 相似文献
28.
Children with autism were taught spontaneous requests through a time delay procedure. Unlike previous research, which usually employed food as the target stimuli to be requested, the present study used toy pieces from multi-component toys. The procedure involved presenting a child with the target stimulus, with the trainer prompting the child by immediately modeling the request response. When the response was imitated without error, prompting was delayed with the time interval gradually being increased over trials. A spontaneous or imitated response was reinforced by giving the child the requested object. As the stimulus/model interval increased, children with autism were expected to initiate the request by themselves prior to the prompt. The efficacy of the time delay procedure was assessed using a multiple baseline across subject design with three Chinese boys with autism. Results showed that the three children acquired a 100% performance within five to nine sessions of training and the skill was maintained at the one-month and three-month followups. Furthermore, the learned response transferred to various conditions when tested across setting, person, toy, and food items. These results suggest that toys, the multi-component ones in particular, served well as reinforcers for language training. Furthermore these findings confirmed the practical utility of the time delay procedure for promoting spontaneous communication skills in children with autism. 相似文献
29.
Five pigeons were trained on a concurrent-schedule analogue of the “some patches are empty” procedure. Two concurrently available alternatives were arranged on a single response key and were signaled by red and green keylights. A subject could travel between these alternatives by responding on a second yellow “switching” key. Following a changeover to a patch, there was a probability (p) that a single reinforcer would be available on that alternative for a response after a time determined by the value of λ, a probability of reinforcement per second. The overall scheduling of reinforcers on the two alternatives was arranged nonindependently, and the available alternative was switched after each reinforcer. In Part 1 of the experiment, the probabilities of reinforcement, ρred and ρgreen, were equal on the two alternatives, and the arranged arrival rates of reinforcers, λred and λgreen, were varied across conditions. In Part 2, the reinforcer arrival times were arranged to be equal, and the reinforcer probabilities were varied across conditions. In Part 3, both parameters were varied. The results replicated those seen in studies that have investigated time allocation in a single patch: Both response and time allocation to an alternative increased with decreasing values of λ and with increasing values of ρ, and residence times were consistently greater than those that would maximize obtained reinforcer rates. Furthermore, both response- and time-allocation ratios undermatched mean reinforcer-arrival time and reinforcer-frequency ratios. 相似文献
30.
From the narrative point of view the plot of a story configures time. In psychosis, when experiences remain unnarrated, experience being-in-time is also missing. Once experiences are given narrative form, they can be left behind as a part of individual's personal history, thus enabling present experiences to be narrated. Unnarrated experiences do not accumulate. Narrative history contains, however, enough redundancy to invite you to restory your past in a new way if you need to. Hence, from the narrative point of view, early, family- and network-centered intervention is of special value in cases of acute psychosis. 相似文献