全文获取类型
收费全文 | 4611篇 |
免费 | 745篇 |
国内免费 | 471篇 |
出版年
2024年 | 21篇 |
2023年 | 90篇 |
2022年 | 152篇 |
2021年 | 171篇 |
2020年 | 289篇 |
2019年 | 219篇 |
2018年 | 214篇 |
2017年 | 219篇 |
2016年 | 203篇 |
2015年 | 183篇 |
2014年 | 204篇 |
2013年 | 572篇 |
2012年 | 164篇 |
2011年 | 233篇 |
2010年 | 134篇 |
2009年 | 222篇 |
2008年 | 215篇 |
2007年 | 210篇 |
2006年 | 197篇 |
2005年 | 156篇 |
2004年 | 142篇 |
2003年 | 133篇 |
2002年 | 112篇 |
2001年 | 87篇 |
2000年 | 89篇 |
1999年 | 72篇 |
1998年 | 70篇 |
1997年 | 72篇 |
1996年 | 59篇 |
1995年 | 61篇 |
1994年 | 72篇 |
1993年 | 49篇 |
1992年 | 49篇 |
1991年 | 39篇 |
1990年 | 29篇 |
1989年 | 22篇 |
1988年 | 22篇 |
1987年 | 35篇 |
1986年 | 32篇 |
1985年 | 46篇 |
1984年 | 51篇 |
1983年 | 48篇 |
1982年 | 50篇 |
1981年 | 40篇 |
1980年 | 48篇 |
1979年 | 38篇 |
1978年 | 39篇 |
1977年 | 61篇 |
1976年 | 53篇 |
1975年 | 27篇 |
排序方式: 共有5827条查询结果,搜索用时 15 毫秒
191.
Open classrooms with few rules, individualized instruction, and informal class organization present new problems for the application of behavior principles. The effects of three types of teacher aides on student achievement and on-task behavior were studied. Each was compared with a standard no-aide condition. Subjects were 54 third graders in two "open"-style classrooms. The three types of aide, helping adult, disciplinary adult, and helping fifth-grade aide, were compared in a multi-element design with a no-aide control. The helping-adult aide significantly affected the academic output of the class, when compared with the no-aide condition. All aide conditions produced more academic work and on-task behavior than did the standard no-aide condition. 相似文献
192.
A community education program, to develop a variety of performance competencies in large numbers of neighborhood residents, requires a technology for preparing learning units administerable by community members themselves. The effects of a writing manual, designed to teach nonprofessionals to prepare such instructional packages, were analyzed in two experiments. Experiment I employed a multiple-baseline design across three university student trainees. The results showed that appropriate program writing increased by 75% after completion of the manual. The results of Experiment II, with two low-income neighborhood residents serving as trainees, showed that packages produced by trained writers resulted in a greater increase in skill activities than sets of training stimuli produced by untrained writers. 相似文献
193.
The effect of using teachers as behavioral observers on both student and teacher behavior was examined with eight teachers and 32 elementary school children. The frequency of prompts (but not praise or criticism) to those students observed by the teacher increased significantly from nonobserver to teacher observed experimental phases. In addition, students observed by the teacher showed more change in appropriate behavior than students who were not observed. The significance of these findings for research and therapy is discussed. 相似文献
194.
195.
Two treatment tactics, food and praise contingent on appropriate play and varying doses of methylphenidate (Ritalin), were evaluated for their effects on a preschool child's activity changes. In addition, other social, verbal, and academic behaviors were monitored to examine possible side effects of the two treatment tactics. Fewer free-play activity changes occurred during contingent reinforcement phases while medication had variable effects: increasing attention to tasks but, at higher doses, decreasing intelligibility of speech and responsiveness to mands. The study outlines a replicable model for comparing medication with alternative behavioral strategies to control hyperactivity and enhance skill development. 相似文献
196.
Georganne White-Blackburn Susan Semb George Semb 《Journal of applied behavior analysis》1977,10(2):312-312
The effects of a good-behavior contract on the on-task behavior, disruptive behavior, daily assignment completion, and weekly grades of four sixth-grade students were examined in a public school classroom. The contract consisted of presenting the students with a list of good conduct and assignment completion goals and a list of disruptive behaviors coupled with a list of rewards and penalties that could be earned. The rewards and penalties made use of existing facilities and classroom privileges. At the beginning of each morning work period, the teacher negotiated the good-behavior contract with each experimental subject. During the negotiations, the teacher emphasized student self-management and encouraged each student to earn a reward by achieving the good-conduct goals and completing the contract assignments. An isolated work area was provided to allow students the opportunity to remove themselves from their desks for a fixed period of 15 min. At the end of the work period, the teacher determined whether each student earned a choice of reward or penalty dependent on assignment completion and whether the teacher had observed disruptive behaviors. Thus, the contract permitted the student to negotiate the goal behaviors and contingencies with the teacher. Throughout the study, the students were in agreement with the teacher on whether a choice of reward or penalty had been earned. The contract was introduced for different children at different times, constituting a multiple-baseline analysis. On-task behavior and daily assignment completion increased, weekly grades were higher, and disruptive behavior decreased when the contract was in effect. Three contrast subjects were selected from the class as model students who consistently produced acceptable assignments and who did not engage in high rates of disruptive and/or off-task behaviors. When the contract was in effect for the experimental subjects, their performance compared favorably with the contrast subjects, who never received the daily contract. The results demonstrated that the contract was effective within the confines of the facilities and contingencies readily available in a public school classroom setting. 相似文献
197.
Thomas Sajwaj 《Journal of applied behavior analysis》1977,10(3):531-540
Several guidelines surrounding the use of behavioral procedures have recently appeared, the best of which is that of the National Association of Retarded Citizens (NARC). Some issues and implications of the establishment of guidelines are briefly reviewed in the context of the NARC guidelines. Issues include the factual versus opinion bases for guidelines and the need to continue the development of explicit behavioral criteria for assessing staff competence. Implications for programs include the impact of guidelines on professional boundaries, administrative decision-making, and budgeting, together with the dangers of expanding the regulatory bureaucracy. Several miscellaneous impacts are noted, including a potential for curbing innovative behavioral technology. 相似文献
198.
E. Beth Switzer Terrence E. Deal Jon S. Bailey 《Journal of applied behavior analysis》1977,10(2):267-272
Three classes of second graders served as subjects in this study of the effects of two types of intervention programs upon stealing: (1) an antistealing lecture with no specific contingency implied, and (2) a direct group contingency applied, whereby children were rewarded with (a) extra free time for no thefts, (b) allowed normal free time if stolen items were returned, and (c) punished with loss of free time if stolen items were not returned. A multiple-baseline design across the three classes showed the group contingency to be effective in reducing stealing behavior; the anti-stealing lecture was ineffective. 相似文献
199.
Keith J. Holyoak 《Cognitive psychology》1977,9(1):31-51
The information used to choose the larger of two objects from memory was investigated in two experiments that compared the effects of a number of variables on the performance of subjects who either were instructed to use imagery in the comparison task or were not so instructed. Subjects instructed to use imagery could perform the task more quickly if they prepared themselves with an image of one of the objects at its normal size, rather than with an image that was abnormally big or small, or no image at all. Such subjects were also subject to substantial selective interference when asked to simultaneously maintain irrelevant images of digits. In contrast, when subjects were not specifically instructed to use imagery to reach their decisions, an initial image at normal size did not produce significantly faster decisions than no image, or a large or small image congruent with the correct decision. The selective interference created by simultaneously imaging digits was reduced for subjects not told to base their size comparisons on imagery. The difficulty of the size discrimination did not interact significantly with any other variable. The results suggest that subjects, unless specifically instructed to use imagery, can compare the size of objects in memory using information more abstract than visual imagery. 相似文献
200.
Experiment 1 examined short-term memory with a serial probe task in 20 younger (mean age: 6 years, 3 months) and 20 older (mean age: 8 years, 8 months) deaf children. Four sets of stimuli were used: familiar animals, unfamiliar nonsense forms, fingerspelled letters, and lower-case print. In contrast to earlier research with hearing children, strong primacy effects were found with all stimuli at both ages, with frequent gestural and/or oral labeling but little cumulative rehearsal evident. To determine whether results were uniquely tied to deafness, identical procedures were used in Experiment 2 with 20 younger (4 years, 9 months) and 20 older (5 years, 10 months) hearing children. Again, overt activity was common, with strong primacy effects on animals and nonsense forms in the older group and on animals in the younger group. Contrasts between present and earlier findings suggest the need to consider the degree to which stimulus labels are overlearned, the role of nonverbal mediators in rehearsal, and the effects of changing educational experiences. 相似文献