全文获取类型
收费全文 | 3103篇 |
免费 | 408篇 |
国内免费 | 331篇 |
出版年
2024年 | 7篇 |
2023年 | 73篇 |
2022年 | 79篇 |
2021年 | 130篇 |
2020年 | 184篇 |
2019年 | 235篇 |
2018年 | 166篇 |
2017年 | 203篇 |
2016年 | 181篇 |
2015年 | 121篇 |
2014年 | 139篇 |
2013年 | 538篇 |
2012年 | 92篇 |
2011年 | 176篇 |
2010年 | 89篇 |
2009年 | 153篇 |
2008年 | 177篇 |
2007年 | 129篇 |
2006年 | 140篇 |
2005年 | 142篇 |
2004年 | 109篇 |
2003年 | 103篇 |
2002年 | 92篇 |
2001年 | 52篇 |
2000年 | 53篇 |
1999年 | 47篇 |
1998年 | 32篇 |
1997年 | 21篇 |
1996年 | 23篇 |
1995年 | 24篇 |
1994年 | 19篇 |
1993年 | 16篇 |
1992年 | 11篇 |
1991年 | 9篇 |
1990年 | 5篇 |
1989年 | 7篇 |
1988年 | 5篇 |
1986年 | 2篇 |
1985年 | 6篇 |
1984年 | 3篇 |
1983年 | 4篇 |
1982年 | 8篇 |
1981年 | 4篇 |
1980年 | 2篇 |
1979年 | 7篇 |
1978年 | 9篇 |
1977年 | 6篇 |
1976年 | 7篇 |
1975年 | 2篇 |
排序方式: 共有3842条查询结果,搜索用时 15 毫秒
121.
The study of equivalence relations exhibited by individuals with mental retardation and language limitations holds the promise of providing information of both theoretical and practical significance. We reviewed the equivalence literature with this population, defined in terms of subjects having moderate, severe, or profound mental retardation. The literature includes 55 such individuals, most of whom showed positive outcomes on equivalence tests. The results to date suggest that naming skills are not necessary for positive equivalence test outcomes. Thus far, however, relatively few subjects with minimal language have been studied. Moreover, we suggest that the scientific contributions of studies in this area would be enhanced with better documentation of language skills and other subject characteristics. With recent advances in laboratory procedures for establishing the baseline performances necessary for equivalence tests, this research area is poised for rapid growth. 相似文献
122.
形成于两宋交替时代而极盛于南宋的易学"涪陵学派",具有悠久的理学传统、庞大的学术队伍、强烈的爱国感情以及浓厚的地域特色等特点.该学派对我国封建社会后期"程朱理学"的形成起到了承传的作用,对四川特别是涪陵的文化与教育有着极其深远的影响. 相似文献
123.
中国古代的自主学习思想探析 总被引:15,自引:0,他引:15
从自主学习的价值、自主学习的原则、自主学习的教学等方面探讨了中国古代的自主学习思想。中国古代学者强凋为学贵在自求自得。注重立志、学思结合、知疑善间、自我省察、相互切磋等自主学习原则。主张遵循启发式的、少而精的教学原则来培养学生的自主学习能力。 相似文献
124.
本文阐述了学习的双机制理论关于学习的基本机制的观点,根据该学习理论对知识分类进行了新的划分,并分析了不同类型知识学习的信息加工过程与特点,然后提出了课堂学习与教学的“七阶段模型”及相应的教学设计。 相似文献
125.
126.
Tina Dalton Ronald C. Martella Nancy E. Marchand-Martella 《Journal of Behavioral Education》1999,9(3-4):157-176
Two adolescents with learning disabilities were taught to use a self-management program to decrease off-task behavior in two general education classes and a study hall class. The self-management program included three components—a checklist, a behavior rating scale, and a self-monitoring form. A multiple baseline design was implemented across settings for each participant. The findings indicated that the self-management program was successful in all three settings in decreasing off-task behaviors. Additionally, the teacher ratings of student behavior were found to increase during self-monitoring, suggesting the overall behavior of the students improved during the self-management program. The results are discussed in terms of the novelty of using teacher ratings of student behavior to demonstrate a relationship between the implementation of the self-management program and teacher reports of changes in other classroom behaviors. 相似文献
127.
This work evaluated the prospect that organizational accounts of the retention of list information by monkeys might be an
artifact of familiarity with conditional relationships. Seven sophisticated macaques were trained on four five-item lists.
Each acquisition selectively excluded one of the internal conditional pairs of the typical four-problem sequence (AB,BC,CD,DE)
that defines a five-item serially ordered list. Then, all possible novel pairings and the trained pairs appeared together
in a test. After this, the previously omitted pair was trained and animals were retested. On all tasks, initial tests revealed
little organization and much intersubject variability of characteristic choice strategies, but subsequent inclusion of all
four conditional pairs always yielded organized serial choice. On both the four-problem tests and in a later retention, errors
were directly related to interitem distance between the objects paired on test trials. These results helped to specify the
conditions required for demonstration of non-human primate analogs of transitivity, and showed that even sophisticated monkeys
organize information in retention only if they know all interitem relationships.
Received: 7 October 1998 / Accepted after revision: 10 October 1999 相似文献
128.
This study was aimed at the examination of ‘mental construction’ in paradise fish by interactive learning, which is suggested
as an alternative hypothesis for backward or second-order conditioning. Avoidance of goldfish was established in paradise
fish by presenting a harmless goldfish (a novel stimulus) after an aversive event (mild electric shocks) in the dark compartment
of a shuttle tank. It was found that this avoidance depended on context pre-exposure. Experiment 1 was designed to study the
effect of mild shocks on shuttling activity in a familiar context. Experiment 2 aimed at establishing fear-conditioning to
the goldfish in a higher-order conditioning paradigm. In the course of training, unpaired stimuli were presented in the dark
compartment of the shuttle tank in such a manner that the presentation of mild shocks (20 mA) preceded the encounter with
a harmless fish (goldfish). Experiment 3 demonstrated the role of context pre-exposure in interactive learning. Results indicate
that (1) while 60 mA shocks resulted in avoidance of the dark compartment, the 20 mA mild shocks affected exploratory behaviour;
(2) after pre-exposure to the training environment, paradise fish avoided the dark compartment containing goldfish provided
that subjects had previously encountered mild, explorative shocks there; (3) this conditioned fear, a ‘mental construction’
of a potential danger, was proved to be transferable to another context and was consequently aimed specifically at the goldfish,
a living being, rather than the training context; (4) the pre-exposure to the shuttle tank was an important part of this training
procedure, that is, only subjects habituated to the shuttle tank avoided the goldfish. Results are discussed in the framework
of the Interactive Learning Hypothesis, which has been developed as an ethological approach to a higher-order conditioning
paradigm.
Received: 15 January 1999 / Accepted after revision: 18 August 1999 相似文献
129.
学习不良儿童的家庭心理环境,父母教养方式及其与社会性发展的关系 总被引:38,自引:3,他引:35
从2308名10—15岁儿童中选取429名被试的研究结果表明.一般儿童的家庭心理环境、父母教养方式大大优于学习不良儿童,这些家庭资源与学习不良儿童的社会交往、自我概念和社会行为等有着密切的联系,说明家庭心理环境、父母教养方式对学习不良儿童社会性发展产生着重要作用。 相似文献
130.
Experiments designed to establish stimulus equivalence classes frequently produce differential outcomes that may be attributable to training structure, defined as the order and arrangement of baseline conditional discrimination training trials. Several possible explanations for these differences have been suggested. Here we develop a hypothesis based on an analysis of the simple simultaneous and successive discriminations embedded in conditional discrimination training and testing within each of the training structures that are typically used in stimulus equivalence experiments. Our analysis shows that only the comparison-as-node (many-to-one) structure presents all the simple discriminations in training that are subsequently required for consistently positive outcomes on all tests for the properties of equivalence. The sample-as-node (one-to-many) training structure does not present all the simple discriminations required for positive outcomes on either the symmetry or combined transitivity and symmetry (equivalence) tests. The linear-series training structure presents all the simple discriminations required for consistently positive outcomes on tests for symmetry, but not for symmetry and transitivity combined (equivalence) or transitivity alone. Further, the difference in the number of simple discriminations presented in comparison-as-node training versus the other training structures is larger when the intended class size is greater than three or the number of classes is larger than two. We discuss the relevance of this analysis to interpretations of stimulus equivalence research, as well as some methodological and theoretical implications. 相似文献