全文获取类型
收费全文 | 1503篇 |
免费 | 142篇 |
国内免费 | 234篇 |
专业分类
1879篇 |
出版年
2024年 | 3篇 |
2023年 | 35篇 |
2022年 | 35篇 |
2021年 | 47篇 |
2020年 | 80篇 |
2019年 | 101篇 |
2018年 | 103篇 |
2017年 | 107篇 |
2016年 | 105篇 |
2015年 | 58篇 |
2014年 | 76篇 |
2013年 | 343篇 |
2012年 | 53篇 |
2011年 | 73篇 |
2010年 | 60篇 |
2009年 | 54篇 |
2008年 | 56篇 |
2007年 | 71篇 |
2006年 | 51篇 |
2005年 | 51篇 |
2004年 | 44篇 |
2003年 | 35篇 |
2002年 | 38篇 |
2001年 | 32篇 |
2000年 | 32篇 |
1999年 | 19篇 |
1998年 | 24篇 |
1997年 | 14篇 |
1996年 | 15篇 |
1995年 | 11篇 |
1994年 | 3篇 |
1993年 | 8篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1985年 | 5篇 |
1984年 | 2篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1976年 | 5篇 |
1975年 | 3篇 |
排序方式: 共有1879条查询结果,搜索用时 0 毫秒
11.
Ziegler SG 《Journal of applied behavior analysis》1994,27(3):545-552
One of the most important skills in soccer is the ability to respond quickly and accurately to the changing demands of the competitive environment (i.e., position of ball, teammates, opponents). A multiple baseline design across 4 male collegiate soccer players was used to determine the effectiveness of an attentional training program on the execution of targeted soccer skills. The treatment included information and laboratory attentional shift exercises followed by practice of attentional shifting skills on the execution of different soccer exercises. Following treatment, the accuracy of execution of the experimental soccer drill improved. 相似文献
12.
John Northup Kevin Jones Carmen Broussard Terri George 《Journal of applied behavior analysis》1995,28(1):99-100
We evaluated the relative treatment utility of a verbal forced-choice questionnaire, child nomination, and direct observation for identifying the most potent reinforcers for children with attention deficit hyperactivity disorder. Results demonstrated that all three methods were more likely to disagree than to agree, that a forced-choice format may enhance verbal reinforcer assessment, and that further development and evaluation of verbal reinforcer-assessment methods are needed. 相似文献
13.
Stimulus control in the use of landmarks by pigeons in a touch-screen task 总被引:2,自引:1,他引:1 下载免费PDF全文
Pigeons were tested in a search task on the surface of a monitor on which their responses were registered by a touch-sensitive device. A graphic landmark array was presented consisting of a square outline (the frame) and a colored “landmark.” The unmarked goal, pecks at which produced reward, was located near the center of one edge of the frame, and the landmark was near it. The entire array was displaced without rotation on the monitor from trial to trial. On occasional no-reward tests, the following manipulations were made to the landmark array: (a) either the frame or the landmark was removed; (2) either one edge of the frame or the landmark was shifted; and (3) two landmarks were presented with or without the frame present. On these two-landmark tests, the frame, when present, defined which was the “correct” landmark. When the frame was absent, the “correct” landmark was arbitrarily determined. Results showed that pecks of 2 pigeons were controlled almost solely by the landmark, pecks of 3 were controlled primarily by the landmark but the frame could distinguish the correct landmark, and 1 bird's behavior was controlled primarily by the frame. Stimulus control in this search task is thus selective and differs across individuals. Comparisons to other search tasks and to other stimulus control experiments are made. 相似文献
14.
Nancy C. Grace Rachel Thompson Wayne W. Fisher 《Journal of applied behavior analysis》1996,29(2):239-242
Assessment and treatment of covert self-injurious behavior are complicated because it is difficult to quantify and apply differential consequences to covert responses. In this study, both tangible and social reinforcers were identified using reinforcer assessment methods. These reinforcers were then provided contingent upon the absence of tissue damage identified during physical examinations, resulting in near 100% success in physical assessment checks that was maintained over 10 months. 相似文献
15.
LARS BÄCKMANx LARS-GÖRAN NILSSON AGNETA HERLITZ LARS NYBERG ANNA STIGSDOTTER 《Scandinavian journal of psychology》1991,32(4):289-299
Two experiments are reported in which we tested the hypothesis that encoding of verbal features of subject-performed tasks or SPTs (e.g., bounce the ball, lift the spoon) is attention-demanding and effortful, whereas physical features of this memory task (e.g., color, weight) are acquired with little effort, and without deliberate encoding strategies. In Experiment 1, subjects were asked to perform a series of SPTs and were examined on recall of verbal instructions and colors of objects involved under conditions of focused or divided attention. In Experiment 2, performance of a series of SPTs was followed by recall of verbal instructions and recall of weights of objects involved. Results of both experiments indicated that recall of the verbal task component was negatively affected by requirements of dual-task performance, whereas recall of both physical task features was equally good in both encoding conditions. The obtained pattern of outcome is interpreted as supportive of the dual conception hypothesis of the nature of the encoding of action events. 相似文献
16.
Analysis of the elements of attention: A neuropsychological approach 总被引:15,自引:0,他引:15
Allan F. Mirsky Bruno J. Anthony Connie C. Duncan Mary Beth Ahearn Sheppard G. Kellam 《Neuropsychology review》1991,2(2):109-145
A model for conceptualizing the components or elements of attention is presented. The model substitutes for the diffuse and global concept of attention a group of four processes and links them to a putative system of cerebral structures. Data in support of the model are presented; they are derived from neuropsychological test scores obtained from two samples, the first consisting of 203 adult neuropsychiatric patients and normal control subjects, and the second, an epidemiologically-based sample of 435 elementary school children. Principal components analyses of test scores from these two populations yielded similar results: a set of independent elements of attention that are assayed by different tests. This work presents a heuristic for clinical research in which the measurement of attention is essential. 相似文献
17.
Steven P. Warner Frank D. Miller Mark W. Cohen 《Journal of applied behavior analysis》1977,10(4):737-737
A variety of behavioral procedures have been employed in recent years to modify disruptive classroom behavior. Such methods have been developed with the belief that curtailing disruptive behavior would strengthen positive classroom performance. In this study, two procedures, the good behavior game and the teacher-attention method, were compared to determine short-run effectiveness. Four teachers (two fourth-grade and two fifth-grade) implemented both methods in their classrooms over a five-week period. Presentation of methods was alternated in a counterbalanced design to control for order effects. Each of the four classrooms consisted of 25 students. A time-sampling procedure was used to record the presence or absence of disruptive behavior within 15-second intervals. Disruptive behavior was defined as any talking-out or out-of-seat behavior without permission. The results indicated that both procedures were effective in modifying disruptive classroom behavior, but that the good behavior game reduced disruptive behavior significantly better than the teacher-attention method. In addition, all teachers preferred the game to the teacher-attention procedure. This reaction seemed related to the effort involved in initiating the two activities. The good behavior game required less effort on the teacher's part. However, use of the game alone raises certain ethical considerations. One such issue involves abuse of peer pressure. Also, there is a possibility that negative rules may tend to promote resentment. Positively stated rules would ameliorate that problem. Another relates to the possibility that some teachers might be carried away by the ease of the game's implementation to the extent that behavior control becomes the primary objective in the classroom. As a result, one might consider use of the game to maximize short-term change, but then phase out this procedure in favor of another method (e.g., teacher attention) for long-run effects. 相似文献
18.
Trudylee G. Rowbury Ann M. Baer Donald M. Baer 《Journal of applied behavior analysis》1976,9(1):85-104
Token-mediated access to play and snacks was made contingent on completion of academic tasks in the Baseline Experiment. This contingency produced stable completion rates that were subsequently doubled, and then tripled, for four deviant children in a special preschool. A reversal design demonstrated that the contingency was functional in maintaining the children's rates of task completion. The Guidance Experiment examined the role of a social event, teacher guidance, in the acquisition of task-completion skills, in a multiple-baseline-across-tasks design (with reversals). The analysis demonstrated that teacher guidance was an important supplement to the token-mediated contingency in establishing significant increases in task completions for a second group of three deviant children in the special class. The importance of teacher guidance was related to the difficulty level of the children's tasks. 相似文献
19.
Pigeons with extensive training pecking a key illuminated by a white line then had brief training with the key illuminated by 555 nanometers. This was immediately followed by a wavelength generalization test in extinction. Dimensional stimulus control about the training wavelength increased with the duration and number of reinforcements given on variable-interval 30-sec and variable-interval 10-sec schedules in Experiment I. In Experiment II, dimensional stimulus control was obtained after only 4 min of wavelength training from birds with prior and independent discrimination training. Experiment III provided groups equated in number of reinforcers with groups in Experiment I and two 8-min duration groups. Analyses, which included results from both Experiments I and III, showed that dimensional stimulus control increased: (a) more rapidly as a function of the duration of variable-interval 10-sec than variable-interval 30-sec reinforcement; (b) at the same rate across variable-interval reinforcement schedules, as a function of the number of reinforcers available during brief wavelength training. 相似文献
20.
采用心理旋转范式和词汇判断范式,探讨媒体多任务经验不同者在听觉信息干扰和视听信息整合情境下对图形一致性和真假词的判断表现。结果发现:(1)以判断图形一致性为实验任务,在无声和低音干扰条件下,低经验组的正确率均显著高于高经验组,两组的反应时差异均不显著;在高音干扰条件下,高经验组的反应时显著短于低经验组,正确率则没有显著差异。(2)以真假词判断为实验任务,对真词进行判断,在三种听觉条件下,高经验组在语音匹配条件下的反应时最短,与低经验组无显著差异,但正确率显著高于低经验组,与另两种听觉条件没有显著差异;低经验组在语音匹配条件下的反应时显著长于另两种听觉条件,正确率则显著高于无声条件,与不匹配条件差异不显著。对假词的判断,低经验组在三种听觉条件下的反应时均显著短于高经验组,正确率与高经验组均无显著差异。研究表明,媒体多任务经验丰富者相比经验缺乏者受到任务无关的纯短高音干扰的影响要小,在需要视听通道语义整合的加工中具有一定的优势。 相似文献