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601.
James M. Fitterling John E. Martin Sandra Gramling Patricia Cole Michael A. Milan 《Journal of applied behavior analysis》1988,21(1):9-19
A behavioral package was used to shape and maintain the adherence of 5 subjects with vascular headache to a program of aerobic exercise training. Repeated measures of exercise behavior were examined through the use of a bidirectional changing criterion design. Repeated measures of headache activity were also collected. Results demonstrated a functional relationship between the behavioral package and exercise adherence, because all 5 subjects showed exercise behavior that matched bidirectional changing exercise criteria. The results also indicated clinically significant collateral reductions in vascular headache activity in 4 subjects. Subjects whose aerobic fitness levels were not masked by vasoactive medication also showed measurable increases in aerobic fitness. The results are discussed in terms of the methodology used to demonstrate a functional relationship between the adherence package and exercise behavior and the possible mechanism(s) by which aerobic exercise activity might affect vascular headache activity. 相似文献
602.
A single-subject design often used to compare the effectiveness of two or more independent variables (like treatment programs) is the multielement (alternating treatments or simultaneous treatments) design. Variants of this design approximate the concurrent comparison of the effects of two or more variables (or levels of variables) by programming the variables (or levels) in rapid alternation, typically across or within daily sessions. Properly combined with conventional reversal designs, these designs can also display a variety of interaction effects, some of them worrisome, others highly desirable for the future development of the field. A worrisome model is the possibility that when Treatment B alternates rapidly with Treatment C, the effects of each will not be the same as when each is the only treatment used. A desirable model is the use of the multielement design as a fast-paced component of an otherwise conventional reversal design examining contextual control of some relationship: the possibility that some behavior responds differently to Controlling Variables A and B in Context X than in Context Y. This second possibility opens single-subject designs to the more efficient examination of all interactive effects and is highly desirable, considering the prevalence and importance of interactions in determining the limits and the generality of currently understood behavioral phenomena. 相似文献
603.
Michael C. Loui 《Science and engineering ethics》1998,4(3):347-350
This paper offers a definition of quality for products, explains why engineers are morally responsible for quality, and outlines
how engineers can fulfill this responsibility.
This paper was presented at the Engineering Foundation Conference on “Ethics for Science and Engineering Based International
Industries”, Durham, NC, USA, 14–17 September 1997. 相似文献
604.
This article describes and illustrates with two case studies a relatively novel form of the multiple-baseline design called the changing criterion design. It also presents the design's formal requirements, and suggests target behaviors and circumstances for which the design might be useful. 相似文献
605.
The use of well-documented procedures such as shaping, differential reinforcement, and fading may not be the most practical for teaching certain academic behaviors. An alternative procedure of interspersing trials on previously trained items with trials on unknown items has been suggested, but its effects on acquisition and retention have not been systematically examined. This study investigated the effects of interspersing known items during training on new tasks. Six mentally retarded adolescents were given pretests on spelling and sightreading words, which were divided into pools of learned and unlearned items. Training and baseline conditions were implemented concurrently, using a multi-element design. During interspersal training sessions, 10 known words from the pretest were alternately presented with each of 10 test words that were incorrect on the pretest. The ratio of previously mastered words to test words was gradually reduced. During baseline sessions, 10 different test words were presented without alternation of previously known words. During this condition, a procedure involving high-density social reinforcement contingent on task-related behaviors, but not necessarily correct responses, was later introduced, followed by a return to the original noninterspersal baseline. During all conditions, test words were deleted and replaced after meeting a mastery criterion of three consecutive correct trials. Retention tests were administered over learned test words for all conditions, at specified intervals. Results showed that both acquisition and retention of spelling and sightreading words were facilitated by the interspersal procedure. All subjects acquired more words during the interspersal condition than either the high-density or baseline conditions. The effectiveness of the procedure may possibly be attributed to better maintenance of attending behavior to unknown items as a function of the inclusion of known items, which directly increase the amount of reinforcement for correct responses during the early stages of skill acquisition. 相似文献
606.
An experimental analysis of electricity conservation procedures 总被引:2,自引:0,他引:2
Daily electricity consumption of four families was recorded for 106 days. A reversal design, consisting of various experimental conditions interspersed between repeated baseline conditions, was used. During experimental conditions, daily prompts (written conservation slogans attached to front doors) and/or daily feedback (daily kilowatts consumed and daily cost information) were in effect. Maximum consumption occurred during the initial baseline; minimum consumption occurred during different experimental conditions for different families. The mean decrease from the maximum to the minimum for all families was 35%. Reversals in consumption were demonstrated in three families, although successive baselines tended to decrease. No clear differences in effectiveness between prompting and feedback conditions were apparent. The procedures used resulted in considerable dollar savings for the families. 相似文献
607.
Time-dependent changes in a response following aversive conditioning were investigated using a conditioned suppression procedure in a within-subjects design. Four groups of pigeons received Pavlovian conditioning “off the baseline”, immediately followed by an operant task. During the Pavlovian phase, two groups received a forward pairing of a tone with shock, one group received a backward pairing, and one group received a truly random pairing. One of the forward pairing groups also received a delay between the Pavlovian and operant phases. For all groups, key pecking was reinforced on a variable-interval schedule during the operant phase. Testing sessions were identical to training sessions, except that the tone used during Pavlovian conditioning was presented either 0, 15, 30, 45, of 60 minutes after the operant phase began. Testing sessions in which the Pavlovian phase was omitted were also included. The results showed suppression to change as a function of the retention interval, with maximum suppression occurring at intermediate intervals. This U-shaped function was obtained for 11 of the 12 pigeons in the forward-pairing groups and for three of the five in the truly random group. Pigeons in the background pairing group did not show changes in suppression as a function of the retention interval. 相似文献
608.
The case study, as a method of inquiry, is particularly suited to the field of political psychology. Yet there is little training in political science, and even less in psychology, on how to do case study research. Furthermore, misconceptions about case studies contribute to the methodological barrier that exists within and between the two parent disciplines. This paper reviews the various definitions and uses of case studies and integrates a number of recent insights and advances into a practical guide for conducting case study research. To this end, the paper discusses various stereotypes of the case study and offers specific steps aimed at addressing these criticisms. 相似文献
609.
Nichols SP 《Science and engineering ethics》2000,6(3):399-412
ABET 2000 Criteria encourages development of proficiency in professional responsibility in engineering as part of the undergraduate
curriculum. This paper discusses the use of industrially sponsored capstone design projects to encourage active discussion
of professional responsibility in engineering that naturally occurs during the engineering design process. The paper also
discusses student participation in designing responses and approaches to issues such as engineering ethics. The paper includes
specific examples of topics addressed by students and the approaches developed (by students) in addressing these issues.
An earlier version of this paper was presented at the International Conference on Ethics in Engineering and Computer Science,
Case Western Reserve University, Cleveland, March 21–24, 1999. 相似文献
610.
Daly EJ 《Journal of applied behavior analysis》1994,27(3):459-469
The instructional hierarchy is a behavior-analytic model that links level of academic skill development (i.e., acquisition, fluency, generalization, adaptation) with appropriate instructional techniques. The present study used the instructional hierarchy to compare the effects of three instructional interventions (listening passage preview, subject passage preview, and taped words) on subjects' oral reading performance on word lists and passages. Subjects were 4 male students with learning disabilities who ranged in age from 8 years 10 months to 11 years 11 months. A multielement design was used to compare the effects of the three interventions to each other and to baseline. Results indicated that the listening passage preview intervention (which contained modeling, drill, and generalization components) produced the largest performance gains. The implications of these results for selecting academic interventions based on the instructional hierarchy are discussed. 相似文献