全文获取类型
收费全文 | 3311篇 |
免费 | 2157篇 |
国内免费 | 12篇 |
出版年
2023年 | 2篇 |
2021年 | 128篇 |
2020年 | 133篇 |
2019年 | 563篇 |
2018年 | 464篇 |
2017年 | 574篇 |
2016年 | 537篇 |
2015年 | 473篇 |
2014年 | 394篇 |
2013年 | 472篇 |
2012年 | 274篇 |
2011年 | 235篇 |
2010年 | 186篇 |
2009年 | 157篇 |
2008年 | 101篇 |
2007年 | 125篇 |
2006年 | 126篇 |
2005年 | 105篇 |
2004年 | 78篇 |
2003年 | 87篇 |
2002年 | 79篇 |
2001年 | 81篇 |
2000年 | 60篇 |
1999年 | 34篇 |
1998年 | 2篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1995年 | 3篇 |
1993年 | 1篇 |
1990年 | 1篇 |
1981年 | 1篇 |
1977年 | 1篇 |
排序方式: 共有5480条查询结果,搜索用时 15 毫秒
991.
Borrero JC Bartels-Meints JA Sy JR Francisco MT 《Journal of applied behavior analysis》2011,44(1):163-167
We evaluated the effects of fixed-interval (FI), fixed-time (FT), and conjoint (combined) FI FT reinforcement schedules on the responding of 3 adults who had been diagnosed with schizophrenia. Responding on vocational tasks decreased for 2 of 3 participants under FT alone relative to FI alone. Responding under FI FT resulted in response persistence for 2 of 3 participants. Results have implications for the maintenance of desirable behavior, as well as for situations in which FT treatment has been implemented for problem behavior and problem behavior is nevertheless reinforced by caregivers. 相似文献
992.
A brief training package consisting of modeling, rehearsal, and feedback was evaluated to train caregivers to use incidental teaching to teach 3 children with autism to request an item or activity. The training package improved correct implementation of the incidental teaching procedure by caregivers. In addition, probes indicated that caregivers could apply these skills to teach the child an additional skill. 相似文献
993.
This study describes an unexpected behavioral process that influenced behavior during the teaching of concepts to a 4-year-old girl. The efficacy of and preference for three strategies that varied in teacher directedness were assessed in a multielement design and concurrent-chains arrangement, respectively. The strategy that involved the most teacher direction was most efficacious and preferred. In addition, embedded teacher prompts, common in child-led teaching procedures, functioned as a punisher for the child's toy play. Implications for designing effective and preferred teaching conditions are discussed. 相似文献
994.
Sidman M 《Journal of applied behavior analysis》2011,44(4):973-991
I have written before about the importance of applied behavior analysis to basic researchers. That relationship is, however, reciprocal; it is also critical for practitioners to understand and even to participate in basic research. Although applied problems are rarely the same as those investigated in the laboratory, practitioners who understand their basic research background are often able to place their particular problem in a more general context and thereby deal with it successfully. Also the procedures of applied behavior analysis are often the same as those that characterize basic research; the scientist-practitioner will appreciate the relation between what he or she is doing and what basic experimenters do, and as a consequence, will be able to apply therapeutic techniques more creatively and effectively. 相似文献
995.
Lang R Regester A Mulloy A Rispoli M Botout A 《Journal of applied behavior analysis》2011,44(3):623-628
We evaluated a behavioral intervention for a 9-year-old girl with selective mutism. The intervention consisted of role play and video self-modeling. The frequency of spoken initiations, responses to questions, and communication breakdowns was measured during three social situations (i.e., ordering in a restaurant, meeting new adults, and playing with new children) and in three community settings. Results demonstrated increases in spoken initiations and responses and decreases in communication breakdowns across all situations and settings. 相似文献
996.
Previous research indicates that pairing pictures with associated words when teaching sight-word reading may hinder acquisition (e.g., Didden, Prinsen, & Sigafoos, 2000; Singh & Solman, 1990; Solman & Singh, 1992). The purpose of the current study was to determine whether this phenomenon was due to a previously learned association between the spoken word and picture (i.e., blocking) or due to the mere presence of a picture as an extrastimulus prompt (i.e., overshadowing). Three participants were taught to recognize words that were presented alone or paired with pictures that the participants either could or could not identify prior to training. All participants learned the words more quickly when they were presented alone rather than with pictures, regardless of their prior learning history with respect to pictures representing the words. This finding is consistent with the phenomenon of overshadowing. Nonetheless, consistent with blocking, all participants also acquired the words presented alone more quickly if they could not identify the associated pictures prior to training. Together, these findings have important implications for using prompts when teaching skills to individuals with developmental disabilities. 相似文献
997.
Marzullo-Kerth D Reeve SA Reeve KF Townsend DB 《Journal of applied behavior analysis》2011,44(2):279-294
The current study examined the utility of multiple-exemplar training to teach children with autism to share. Stimuli from 3 of 4 categories were trained using a treatment package of video modeling, prompting, and reinforcement. Offers to share increased for all 3 children following the introduction of treatment, with evidence of skill maintenance. In addition, within-stimulus-category generalization of sharing was evident for all participants, although only 1 participant demonstrated across-category generalization of sharing. Offers to share occurred in a novel setting, with familiar and novel stimuli, and in the presence of novel adults and peers for all participants during posttreatment probes. 相似文献
998.
We used general-case training, instructions, rehearsal, and feedback to teach 3 advanced flute students to improve their sight-reading skills. Training resulted in systematic decreases in note errors, rhythm errors, repetitions, and hesitations for each participant. The procedures and outcomes were socially validated through subjective evaluation by the participants and music teachers not involved with the study. 相似文献
999.
This study examined the relationship between depressive symptoms and dyadic adjustment, as well as between interpersonal problems and dyadic adjustment, during residential couple therapy and at a three‐year follow‐up (N=106). Mixed models were used in the analyses. Significant improvement (p<.001) occurred on all measures from admission to discharge (effect sizes .27?.83) and from admission to three‐year follow‐up (effect sizes .52?.79). During the observation period, improvement in depressive symptoms at the first time point predicted improvement in dyadic adjustment at the subsequent time point. Furthermore, the dyadic adjustment level at discharge predicted improvement in depressive symptoms in the follow‐up period. There were only modest associations between personality variables and dyadic adjustment. The clinical implication is that in couples suffering from co‐existing relational and symptomatic distress, couple therapy should include the aim of lowering depressive symptoms. 相似文献
1000.
There is growing interest in whether and how sunk-cost effects for purely behavioral investments occur. In this article, we further discuss Cunha and Caldieraro's (2009) Behavioral Investment Sunk Cost (BISC) model and reconcile Otto's (2010) results with the BISC model predictions. We also report new data from two unpublished experiments that are consistent with the BISC model, and we discuss the conditions under which purely behavioral sunk-cost effects are likely to be observed. 相似文献