全文获取类型
收费全文 | 24220篇 |
免费 | 2503篇 |
国内免费 | 1278篇 |
专业分类
28001篇 |
出版年
2024年 | 93篇 |
2023年 | 546篇 |
2022年 | 420篇 |
2021年 | 539篇 |
2020年 | 1091篇 |
2019年 | 1134篇 |
2018年 | 999篇 |
2017年 | 1045篇 |
2016年 | 912篇 |
2015年 | 731篇 |
2014年 | 879篇 |
2013年 | 2528篇 |
2012年 | 565篇 |
2011年 | 746篇 |
2010年 | 599篇 |
2009年 | 774篇 |
2008年 | 899篇 |
2007年 | 938篇 |
2006年 | 955篇 |
2005年 | 826篇 |
2004年 | 718篇 |
2003年 | 617篇 |
2002年 | 531篇 |
2001年 | 389篇 |
2000年 | 360篇 |
1999年 | 318篇 |
1998年 | 252篇 |
1997年 | 218篇 |
1996年 | 207篇 |
1995年 | 206篇 |
1994年 | 169篇 |
1993年 | 148篇 |
1992年 | 138篇 |
1991年 | 85篇 |
1990年 | 76篇 |
1989年 | 72篇 |
1987年 | 68篇 |
1985年 | 512篇 |
1984年 | 585篇 |
1983年 | 474篇 |
1982年 | 574篇 |
1981年 | 550篇 |
1980年 | 561篇 |
1979年 | 513篇 |
1978年 | 553篇 |
1977年 | 448篇 |
1976年 | 422篇 |
1975年 | 345篇 |
1974年 | 313篇 |
1973年 | 255篇 |
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
21.
Brian J. Cowley Gina Green Debra Braunling-McMorrow 《Journal of applied behavior analysis》1992,25(2):461-475
On pretests, 3 men with brain injuries matched dictated names of three therapists to written names, but did not match dictated or written names to photos, produce correct names in response to photos, locate offices given written names, or name therapists on sight. Match-to-sample training established conditional relations between dictated names and photos. Posttests showed the emergence of untrained conditional relations involving photos and written names, indicating development of three classes of equivalent stimuli (each containing a dictated name, photo, and written name). For 1 participant, conditional relations involving photos of office nameplates were also examined, but did not emerge pre- or posttraining. Two participants produced names orally when given photos and sorted written names and faces together after training; the 3rd participant was unavailable for these posttests. After training, 1 participant located and named all three therapists in their offices. 相似文献
22.
The multiple and long-term effects of functional communication training relative to a common reductive procedure (time-out from positive reinforcement) were evaluated. Twelve children participated in a functional analysis of their challenging behaviors (Study 1), which implicated adult attention as a maintaining variable. The children were then matched for chronological age, mental age, and language age and assigned to two groups. One group received functional communication training as an intervention for their challenging behavior, and the second group received time-out as a contrast. Both interventions were initially successful (Study 2), but durable results were achieved only with the group that received functional communication training across different stimulus conditions (Study 3). Students whose challenging behaviors were previously reduced with time-out resumed these behaviors in the presence of naive teachers unaware of the children's intervention history. The value of teaching communicative responses to promote maintenance is discussed as it relates to the concept of functional equivalence. 相似文献
23.
Discriminability between alternatives in a switching-key concurrent schedule 总被引:1,自引:1,他引:0 下载免费PDF全文
Six pigeons were trained to discriminate between two intensities of white light in a symbolic matching-to-sample procedure. These stimuli were then used to signal which schedule was available on the main key in a switching-key concurrent schedule. The concurrent schedules led to a symbolic matching-to-sample phase in which the subject identified the concurrent schedule to which it last responded before a reinforcer could be obtained. The concurrent schedules were varied across conditions. Discriminability, measured during the symbolic matching-to-sample performance, was high throughout and did not differ across the two procedures. Performance in the concurrent schedules was like that typically obtained using these schedules. Delays were then arranged between completion of the concurrent schedules and presentations of the symbolic matching-to-sample phase. A series of conditions with an intervening delay of 10 s showed that both concurrent-schedule performance and symbolic matching-to-sample performance were affected by the delay in a similar way; that is, choice responding was closer to indifference. 相似文献
24.
25.
26.
Mary Maxwell 《Zygon》1992,27(1):51-64
Abstract. The phenomenon of moral inertia is often explained by reference to all-encompassing features of human nature, such as laziness and cowardice, but in fact it has many causes. A modern person may fail to "stand up" to social evil because he has difficulty seeing it-perhaps because it is deliberately hidden or because she and her neighbors cannot find ways to recognize and discuss it as a soluble problem. Fourteen factors contributing to moral inertia will be listed here under the headings of cognitive and linguistic factors. Further, a consideration of ideology's role (both liberal and Marxist) in inhibiting action against social evil will be presented. 相似文献
27.
Roger W. Sperry 《Zygon》1992,27(3):245-259
Abstract. My account of the recent turnabout in the treatment of mental states in science and its basis in a modified concept of causal determinism and my claim that this opens the way for beliefs and values consistent with science are here reaffirmed in response to perceived weaknesses and "inherent incompleteness." Contested issues are reviewed to better clarify the main thesis. An inherent weakness in respect to deep spiritual needs is recognized and tentative remedial measures explored. 相似文献
28.
We assessed the effects of a computerized matching-to-sample procedure on the spelling performances of three students with mental retardation. Initially, the students could 1) match pictures and printed words to one another, and 2) match pictures and printed words to spoken words. However, they could not construct words to either pictures or spoken words (e.g., touch, in order, the letters s->h->o->e given the spoken-word sample Shoe). Word constructions then improved markedly after exposure to delayed constructed-response identity matching (e.g., touch the letters s->h->o->e given the printed-word sample shoe). One subject's oral and written spelling also improved. The results extend previous research by showing multiple positive effects of a computerized spelling intervention. These effects may have occurred in part because of the formation of stimulus classes among pictures, printed words, and spoken words. 相似文献
29.
The field of applied behavior analysis has devoted considerable effort to the problem of educating America's youth. In addition to developing a wide range of procedures to improve children's academic and classroom survival skills, behavioral researchers have discussed a wide range of technological characteristics that are likely to facilitate the adoption of their procedures by educational decision-makers and practitioners. A movement to restructure American schools has become highly popularized within educational, political, and public media forums over the past several years. One general characteristic of this movement is its failure to recommend the more frequent implementation of applied behavior analysis techniques to educate America's youth. A close inspection of three global models for school reform, however, reveals notable compatibilities with the focus and goals of applied behavior analysis. Applied behavior analysts can collaborate with and contribute to the school restructuring movement by pursuing the more formal and systematic analyses of characteristics essential to the adoption process. 相似文献
30.
K. Alison Clarke-Stewart 《Infant and child development》1992,1(1):5-14
Twenty years ago, William Kessen, Greta Fein and I developed and tested a model of parent education, a model which involved variation in curricular content, didactic approaches, and child outcomes–experimentally contrasted. Our experience yielded some valuable lessons about the extent to which researchers can influence parents' behaviour, and parents their children's development. In the present article I suggest that these lessons might be useful for researchers now as they were for us then. I present some observations about the research that developmental psychologists have done in the intervening two decades and suggest that we could learn much by using such a model of parent education to answer questions about the effets of parents' behaviour on children's development. Carefully done, parent education studies can yield valuable information about many of the questions raised in recent correlational research. Parent training research can suggest hypotheses that can be tested with data collected non-interventively and analysed in causal model analyses–and vice versa. What is more, because one reason for studying parent effects is so that we can offer guidance to parents about rearing their children, this design has a particular advantage; it is both the medium and the message. 相似文献