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1.
Reene M. Sterling Patricia M. Barbetta William L. Heward Timothy E. Heron 《Journal of Behavioral Education》1997,7(2):151-165
An alternating treatments design was used to compare the effects of active student response (ASR) and on-task (OT) instruction on the acquisition and maintenance of health facts during small-group lessons. Five students with learning difficulties (4 students identified as developmentally handicapped and 1 student identified as learning disabled) participated in daily instruction on weekly sets of 20 unknown health facts (10 facts assigned to the ASR condition and 10 to the OT condition). During ASR instruction, the teacher modeled the correct response to a health question that was presented visually on a health fact card, and the students immediately repeated the correct response in unison three times. During OT instruction, students attended visually to the health fact card as the teacher modeled the correct response. All 5 students made more correct responses on end-of-day tests on health facts taught with ASR instruction than they did on health facts taught with OT instruction. ASR instruction also produced consistently superior results on maintenance tests administered 2 weeks after instruction. 相似文献
2.
Thomas G. Haring Ph.D. 《Journal of Behavioral Education》1995,5(2):123-149
This paper presents a behavioral model which proposes that operants are organized and regulated into systems of responding. Multi-operant theory proposes that operants are organized into response systems that interact to adapt behavior to the complexities of the environment. The operant is the interaction between behavior and the environment which includes the conditions under which responses may occur, the class of behavior that is likely to be effective in producing outcomes, and the antecedent conditions that define the context of behavior. A central feature of this theory is that operants within a repertoire are organized into regulated systems of responding. The mechanisms of regulation are themselves operants that are learned and controlled by processes that are the same as those that govern more overt behavior. Operants stand in relationship to each other in coordinated response systems with some operants directly affecting and organizing the performance of other operants. An important implication of the systemic nature of behavioral repertoires is that bringing some aspect of a behavior class under control of new variables may demonstrate a spread throughout the entire operant system depending on past histories linking the classes.deceased 相似文献
3.
Katrina N. Rhymer Christopher H. Skinner Carlen Henington Robyn A. D'Reaux SanPier Sims 《Journal of applied behavior analysis》1998,31(4):673-677
A multiple baseline design was used to evaluate the effects of Van Houten and Thompson's (1976) explicit timing procedure on problem completion rates and accuracy levels in African-American third-grade students. During the explicit timing phase, students were told that they were being timed and were instructed to circle the last problem completed at each 1-min interval. Results showed that the explicit timing procedure increased problem completion rates. A decreasing trend in percentage of problems correct also occurred. Exploratory data analysis suggested that decreases in accuracy were not caused by the explicit timing procedure and did not occur in students who had attained high levels of preintervention accuracy. Discussion focuses on recommendations for educators who wish to use timing procedures to increase students' rates of accurate responding. 相似文献
4.
Stimulus control of respondent and operant key pecking: A single key procedure 总被引:1,自引:1,他引:0 下载免费PDF全文
Marcucella H 《Journal of the experimental analysis of behavior》1981,36(1):51-60
Pigeons' responses to a uniformly illuminated response key were either reinforced on a variable-interval one-minute schedule of reinforcement or extinguished for one-minute periods. When 1.5 second signals were presented at the beginning of each component, so as to differentially predict reinforcement, the pigeons pecked at the signals, at rates higher than rates during the remainder of the component. When the brief signals were not differentially predictive of reinforcement, pecking in their presence decreased to near zero levels. Similar results were obtained with signals based upon colors and upon line orientations. Changes in rates of (unreinforced) pecking occurred during the signal whether pigeons responded differentially during the remainder of the component or not. Experiment II demonstrated that the presence of the signal correlated with extinction was not necessary for pecking to develop at the signal which preceded the component in which responding was intermittently reinforced. The experiments demonstrated a clear dissociation of respondent control from operant control of a response. In addition, operant behavior was shown to be relatively insensitive to differing rates of reinforcement, as compared to the sensitivity of respondent behavior to differing rates of reinforcement produced by the very same operant behavior. 相似文献
5.
Effects of fixed-ratio sample and choice response requirements upon oddity matching 总被引:2,自引:2,他引:0 下载免费PDF全文
Three pigeons were trained on oddity matching in which either 1, 4, 8, 16, or 32 sample-key observing responses were required to turn off the sample stimuli and turn on the comparison stimuli. Oddity accuracy increased when the observing-response requirement was raised and decreased when the requirement was lowered. Next, while the observing requirement was maintained at one response, the number of responses required to the comparison stimuli was either 1, 4, 8, 16, or 32. Under these conditions, choice was defined as the comparison that first accumulated the required number of responses. In general, increasing the comparison-response requirement decreased accuracy and lowering the comparison requirement increased accuracy. The fixed-ratio observing requirements appeared to facilitate control by stimuli serving an instructional function. 相似文献
6.
Weiner H 《Journal of the experimental analysis of behavior》1977,27(3):515-528
Human altruistic responding (called give responding), which delivered a reinforcer to someone other than the responder, was compared to responding where the responder was the recipient of the reinforcer (called earn responding). The same type of response (button pressing), the same reinforcer (a point representing a penny), and the same reinforcer contingency (a 40-response fixed-ratio schedule) were used for both give and earn responding. Since points representing pennies were used to reinforce give and earn responding, responding for points not worth money was also assessed. Give, earn, and point responding were arranged as concurrent incompatible operants. Lowest rates were obtained for point responding. Compared to earn responding, give responding occurred at lower rates, was more susceptible to cessation when point responding was possible, extinguished more rapidly in the absence of money, and produced less responding during reconditioning compared to conditioning when reconditioning followed a period of nonreinforcement. Give responding was less when it reduced the giver's opportunity to earn. Finally, histories of getting reinforcement from others were shown to determine give responding. 相似文献
7.
Carnine DW 《Journal of applied behavior analysis》1976,9(2):199-206
Off-task behavior, correct answering, and participation during beginning reading instruction were recorded for two low-achieving first-grade children during two different rates of teacher presentation. A slow-rate presentation (A) was compared with a fast-rate presentation (B) in an ABABAB design. In slow-rate presentation, there was a delay between the children's response and introduction of the next task. In fast-rate presentation, there was no delay. A new teacher taught during the final AB phases, which allowed for a brief replication. Both teachers were reminded on a fixed-interval 90-sec schedule throughout all phases of the experiment to praise the subjects, thus preventing a confounding of social praise and rate of teacher presentation. Fast-rate presentation was accompanied by a lower per cent occurrence of off-task behavior for both Subjects 1 and 2. For Subject 1, correct answering and participation were more frequent during all three fast-rate phases. For Subject 2, correct answering and participation were more frequent during the fast-rate phases after the first reversal. 相似文献
8.
A comparison of the key-peck and treadle-press operants in the pigeon: differential-reinforcement-of-low-rate schedule of reinforcement 总被引:1,自引:1,他引:0 下载免费PDF全文
Key pecking and treadle pressing in pigeons were compared under concurrent (key-treadle) and single-operant differential-reinforcement-of-low-rate schedules of food reinforcement ranging from 5 to 60 sec (concurrent procedure) or 5 to 120 sec (single-operant procedure). Under both procedures, the two operants followed the same general law: decreasing response rate and reinforcement rate and increasing number of responses per reinforcement as a function of increasing schedule interval. High correlations were found between key pecking and treadle pressing for the measures of response rate, reinforcement rate, and responses per reinforcement. Regression equations allowed the prediction of treadle pressing from key pecking. More bursting occurred in responding to the key, and key pecking showed a more precise temporal discrimination than treadle pressing. A test for sequential dependencies between key and treadle responses showed significant dependencies not only under the concurrent procedure but also in data created artificially by merging key and treadle sequences from different pigeons under the concurrent procedure and from the same pigeon under the single-operant procedure. It seems likely that the sequential dependencies found were due to the independent action of the schedule on each operant and that behavioral dependencies did not occur with the concurrent training procedure. The key-peck operant does not appear to have any special qualities that preclude its use in discovering general laws of behavior, at least under the differential-reinforcement-of-low-rate schedule. The usefulness of the key peck in other situations requires direct experimental study. 相似文献
9.
10.
Responding may change substantially over the course of a session (McSweeney, Hinson, & Cannon, 1996). The role of satiation in this effect was investigated in three experiments. Experiment 1 showed that the capacity of pigeons to consume milo over a 1-hr period was relatively stable across three different methods of measurement. In Experiment 2, pigeons were divided into two groups that differed in their capacity based on one of those measures. Key pecking was then reinforced under a variable-interval 30-s schedule with hopper durations of 2 or 5 s. According to the satiation hypothesis, subjects with small capacities should satiate faster and therefore show greater decreases in food-reinforced responding than would subjects with larger capacities. The results confirmed this prediction and showed that the magnitudes of within-session decreases were better predicted by the amount an animal consumed relative to its capacity than by absolute amount alone. In Experiment 3, each pigeon was prefed 0, 5, 15, or 25 g of milo prior to each session. Consistent with the satiation hypothesis, increases in prefeeding produced lower overall response rates in the smaller capacity subjects than in the larger capacity subjects at each level of prefeeding. These experiments demonstrate the importance of a new variable in the control of behavior, and provide a recommended technique for its measurement. 相似文献