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141.
This study provides a preliminary analysis of how the techniques of fluency training can be combined with systematic concept instruction to improve the learning of complex verbal concepts. Fluency techniques, which require the learner to respond accurately at high rates, have typically focused on definition learning when teaching concepts. Instructional psychologists, however, recommend multiple exemplar training for conceptual instruction. To examine this issue, 41 undergraduate students completed a computer-based instructional module on logical fallacies. Participants were assigned to one of four groups, with the modules for each group differing only in the type of practice provided—either fluency or practice with either examples or definitions. Examination of posttest scores revealed significantly higher scores for participants in the examples groups than those in the definitions groups, but low experimental power prevented a clear conclusion to be drawn about differences between the fluency and practice groups. Implications of results and several methodological issues relevant to this area of research are discussed. 相似文献
142.
Sandra M. Chafouleas Brian K. Martens Robin L. Dobson Kristen S. Weinstein Kate B. Gardner 《Journal of Behavioral Education》2004,13(2):67-81
The impact of adding performance-based interventions to a skill-based intervention on oral reading fluency was examined with 3 elementary students identified as having difficulty with reading. Two performance-based interventions were combined with the skill-based intervention Repeated Reading (RR) to create the three instructional packages investigated. The packages included Repeated Readings (RR), Repeated Readings with Performance Feedback (RR/FB), and Repeated Readings with Performance Feedback and Contingent Reward (RR/FB/REW). Results suggested that Repeated Reading (RR) alone led to the greatest increase in reading fluency for participants with the highest reading rates and lowest error rates at baseline. In contrast, the participant who exhibited the lowest reading rate and highest error rate benefited the most when Repeated Readings was offered in conjunction with Performance Feedback (RR/FB) or Performance Feedback plus Contingent Reward (RR/FB/RW). Implications for blending skill- and performance-based interventions to develop stimulus control over fluent reading and future research directions are discussed. 相似文献
143.
Jaime Szpilka 《The International journal of psycho-analysis》2002,83(5):1037-1049
The author attempts to establish a framework for understanding the contribution of psychoanalysis to ethics through examining the work of certain philosophers, especially Kant. After reviewing the development of Freudian thought and going beyond the ‘psychoanalysis and/or psychiatry?’ question, he asserts that the space of the psychoanalytical cure revolves around an ethical problem. Thus, the limits of analysis should be determined by the subject's capacity for developing a structure of belief in the unconscious, with the concomitant capacity to go beyond equivocation in respect of an ethical conflict that underlies all cases where psychical suffering is manifested. Indeed, only human beings are called upon to deal with an ethical paradox “equally a logical one”which could be stated thus: there is Good in Evil and Evil in Good. This ethical paradox is the consequence of human subjection to the constituent laws of the Oedipus complex, which distances the human being, in his/her dealings with Evil and with Good, from any naturalist stance. In respect of the cure, then, we must take into account that Evil does not proceed from any particular drive‐based characteristic, but is rather the expression of specific subjection to an unconscious Other, towards which it directs its affects. Finally, the author proposes a principle that emerges from the preceding discussion: let us not impute to or place in the Other our own subjective splitting or pain at existing. 相似文献
144.
Carol M. Woods 《Journal of psychopathology and behavioral assessment》2002,24(4):215-223
It is well known that traditional factor analytic methods are designed for use with continuous data, and suboptimal for items with 2 response options (i.e., binary items). Nevertheless, traditional methods have been employed in all previous assessment of the dimensionality of the Maudsley Obsessional Compulsive Inventory (MOCI), a true/false measure of obsessive–compulsive symptoms ( R. J. Hodgson &; S. Rachman, 1977). The aim of this paper is to illustrate 2 techniques that are more suitable for factor-analyzing binary items than traditional methods, through application to the MOCI (n = 1,080). Computer files for use with the TESTFACT (D. Wilson, R. L. Wood, &; R. Gibbons, 1991 ) and Mplus (Muthén &; Muthén, 1998) computer programs are provided. Results from an inappropriately applied principal axis factor analysis are presented for comparison, and factor structures, loadings, and interfactor correlations are compared across methods. 相似文献
145.
Matthew Porritt Karen Van Wagner Alan Poling 《Journal of applied behavior analysis》2009,42(2):295-307
Pigeons were exposed to a repeated acquisition procedure in which no delays were imposed and rate of responding was relatively high. They also were exposed to conditions in which delays were arranged between trials within chains or between completed chains, and rates of responding were lower. Number of trials, rate of reinforcement, difficulty of the discrimination, and motivating operations were held constant. Terminal accuracy was highest under the no‐delay condition, in which rate of responding was highest. Effects of trial spacing on retention were mixed and depended on whether delays were imposed between trials within chains or between completed chains. These findings provide basic‐research support for the rapid presentation of trials in direct instruction and for rate building in precision teaching. 相似文献
146.
Solution Strategies and Achievement in Dutch Complex Arithmetic: Latent Variable Modeling of Change 总被引:2,自引:2,他引:0
Marian Hickendorff Willem J. Heiser Cornelis M. van Putten Norman D. Verhelst 《Psychometrika》2009,74(2):331-350
In the Netherlands, national assessments at the end of primary school (Grade 6) show a decline of achievement on problems of complex or written arithmetic over the last two decades. The present study aims at contributing to an explanation of the large achievement decrease on complex division, by investigating the strategies students used in solving the division problems in the two most recent assessments carried out in 1997 and in 2004. The students’ strategies were classified into four categories. A data set resulted with two types of repeated observations within students: the nominal strategies and the dichotomous achievement scores (correct/incorrect) on the items administered.It is argued that latent variable modeling methodology is appropriate to analyze these data. First, latent class analyses with year of assessment as a covariate were carried out on the multivariate nominal strategy variables. Results showed a shift from application of the traditional long division algorithm in 1997, to the less accurate strategy of stating an answer without writing down any notes or calculations in 2004, especially for boys. Second, explanatory IRT analyses showed that the three main strategies were significantly less accurate in 2004 than they were in 1997. 相似文献
147.
148.
知觉流畅性对判断和决策的影响 总被引:1,自引:0,他引:1
流畅性是个体对加工信息难易程度的一种主观体验, 它分为知觉流畅性、概念流畅性、提取流畅性等。研究者通过操纵刺激与背景的颜色对比度、刺激的字体类型、清晰程度等因素来控制知觉流畅性, 发现知觉流畅性会影响一系列判断和决策任务, 如命题真实性、类别判断、偏好、熟悉性等。知觉流畅性既可以作为判断的直接线索也可以通过选择不同线索和认知策略来间接影响判断和决策。 相似文献
149.
150.
THOMAS E. HILL Jr. 《The Journal of Ethics》1997,1(2):105-140
Rejecting Kant's absolute opposition to revolution, I propose a modified Kantian perspective for reflecting on political violence, drawing from Kant's basic ideas but abandoning some dubious assumptions. Developing suggestions in earlier papers, the essay sketches a model for moral legislation that combines the core ideas of each of Kant's formulas of the Categorical Imperative. Though only a framework for deliberation, not a complete decision procedure, this excludes extremist positions, prohibitive and permissive, about political violence. Despite Kant's hopes, the values implicit in his fundamental principle fail to support easy, inflexible solutions; but they place strong presumptions against lawless coercion and killing, undermining social order, treating persons as dispensable, underestimating options, arrogant faith in one's own judgment, and reckless simplicity in political thinking. 相似文献