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131.
Berg WK Wacker DP Cigrand K Merkle S Wade J Henry K Wang YC 《Journal of applied behavior analysis》2007,40(3):545-552
The results of a functional analysis of problem behavior and a paired-choice assessment were compared to determine whether the same social reinforcers were identified for problem behavior and an appropriate response (time allocation). The two assessments were conducted in classroom settings with 4 adolescents with mental retardation who engaged in severe problem behavior. Each student's classroom teacher served as the therapist for all phases of assessment. The two assessment procedures identified the same social reinforcers for problem and appropriate behavior for 3 of 4 participants. 相似文献
132.
The present study investigated emotional influences on behavior in a one-shot, simultaneous, give-some dilemma game. In accordance with functional perspectives on the role of discrete emotions, we found fear to reduce, and guilt to increase levels of cooperation. Moreover, we showed individual differences in the effect of induced emotional states. Specifically, results indicated that inducing fear reduced cooperation only for individuals with a pro-social value orientation, and that guilt induction increased cooperation only for individuals with a pro-self value orientation. We also established that both social value orientations could be adequately described in terms of differences in chronically accessible goals (as assessed by value-importance ratings). These results, therefore, seem to support our hypothesis that individual differences in the behavioral consequences of induced emotional states are related to variation in chronic accessibility of general goals associated with a particular emotional state. 相似文献
133.
关注降压药物的选择,促使更有效的降压达标 总被引:2,自引:0,他引:2
我国成人高血压患病率高达18.8%,全国有高血压患者约1.6亿。合理的药物治疗是降压达标的主要措施,如何进行正确选择成为摆在我们面前的难题。目前,降压药物主要包括利尿剂、β受体阻断剂、血管紧张素转换酶抑制剂、血管紧张素Ⅱ受体拮抗剂、钙拮抗剂和α受体阻断剂6类。因降压治疗的收益主要来自于降压本身,为了提高降压达标率及高血压患者的用药依从性,目前多主张低剂量联合治疗。 相似文献
134.
Effects of classroom context on university students’ judgments about cheating: mediating and moderating processes 总被引:2,自引:1,他引:1
Tamera Burton Murdock Angela D. Miller Amy Goetzinger 《Social Psychology of Education》2007,10(2):141-169
Hypothetical vignettes were used to examine the effects of classroom context variables (pedagogical quality and classroom
goal structure) on undergraduate (study 1) and graduate (study 2) students’ judgments about cheating. Consistent with attribution
theory and previous findings, poor (versus good) pedagogy and performance (versus mastery) goals structures resulted in more
teacher blame and less student blame for cheating, and cheating was rated as more acceptable and more likely in these situations.
Participants’ own prior cheating history but not their experience as a classroom teacher also affected these judgments. Relations
between classroom context variables and assigned blame for cheating were mediated by students’ assessments of the fairness
of the classroom situation. 相似文献
135.
David W Munro Jennifer Stephenson Henry Roane 《Journal of applied behavior analysis》2009,42(4):795-800
The use of response cards during whole‐class English vocabulary instruction was evaluated. Five low‐participating students were observed during hand‐raising conditions and response‐card conditions to observe the effects of response cards on student responding and test scores and teacher questions and feedback. Responding and test scores were higher for all targeted students in the response‐card condition. The teacher asked a similar number of questions in both conditions; however, she provided more feedback in the response‐card condition. 相似文献
136.
Jennifer F. Marchand-Reilly 《Journal of Adult Development》2009,16(1):31-38
Although romantic involvement in adulthood has generally been associated with enhanced well-being, some aspects of adults’
romantic relationships (e.g., maladaptive conflict behaviors) have been linked with depressive symptoms. In order to better
understand the role of romantic involvement in well-being, the present study examined links among attachment orientations,
conflict behaviors with romantic partners, and depressive symptoms in an undergraduate sample of young adults (N = 110). Correlational analyses generally supported the hypothesized links. When a regression series was applied to the data
in order to determine whether young adults’ conflict behaviors serve as a mediator in the link between their attachment orientations
and depressive symptoms, mediation was not supported. Instead, results supported a model wherein attachment orientations and
conflict behaviors (attacking) were independent predictors, explaining unique variance in young adults’ depressive symptoms.
Findings underscore the importance of considering specific aspects of young adults’ romantic relationships in the prediction
of their depressive symptoms and illuminate the role attachment orientations and conflict behaviors in their depressive symptoms. 相似文献
137.
选取138名大学生被试,采用移动窗口实时阅读技术和探测技术,探讨文本理解过程中长时记忆的目标信息激活的机制。实验1探讨在中文条件下目标焦点是否也启动长时记忆中目标信息的整合。结果表明在目标实现的条件下,目标句1可以作为目标启动句,激活进入长时记忆中的目标信息。实验2和3探讨长时记忆中目标信息的激活是自然实现的还是需要目标愈合信号启动激活,实验结果表明长时记忆中目标信息的激活需要目标愈合信号的启动。该研究结果总的表明:阅读过程长时记忆中目标信息的激活不需要与当前阅读信息发生共振,目标愈合情境是影响长时记忆目标信息通达的关键因素。 相似文献
138.
139.
以1995名普高生和中职生为被试,采用未来取向问卷(中文版),考察了普高生和中职生的个人未来目标和担忧的内容与时间广度。研究发现:普高生与中职生较多地关注未来教育、职业、婚姻/家庭、家庭安康和自我,预期重要生活事件发生在二三十岁左右。普高生更多地提及教育目标和担忧以及与家庭安康有关的担忧,而中职生更多地提及职业目标和担忧,并预期职业目标和担忧发生的年龄较早;农村学生更多地提及与未来教育和家庭安康有关的目标,而相对较少提及职业目标,并预期教育和职业目标以及职业担忧发生的年龄早于城市学生;男生更多地提及职业和婚姻/家庭目标以及与自我有关的担忧,而女生更多地提及与家庭安康有关的目标和教育担忧,并预期教育和职业目标发生的年龄较早。 相似文献
140.
从时间管理倾向和目标设置的有关理论出发,设计了两个实验任务,考察了中学优、差生目标设置的效果。结果发现,中学优、差生在目标设置效果上存在一定差异。在简单任务上,中学优差生在完成任务的时间和准确率上均不存在显著差异;在复杂任务上,二者都存在显著差异,优生好于差生。研究还发现,在完成任务的时间上,目标设置对中学优生和差生的影响具有一致性,复杂任务明确目标的成绩明显好于不明确目标的成绩。 相似文献