全文获取类型
收费全文 | 152篇 |
免费 | 80篇 |
国内免费 | 15篇 |
出版年
2024年 | 2篇 |
2023年 | 7篇 |
2022年 | 9篇 |
2021年 | 11篇 |
2020年 | 9篇 |
2019年 | 14篇 |
2018年 | 10篇 |
2017年 | 6篇 |
2016年 | 15篇 |
2015年 | 7篇 |
2014年 | 6篇 |
2013年 | 12篇 |
2012年 | 9篇 |
2011年 | 8篇 |
2010年 | 6篇 |
2009年 | 6篇 |
2008年 | 9篇 |
2007年 | 13篇 |
2006年 | 4篇 |
2005年 | 2篇 |
2004年 | 3篇 |
2003年 | 3篇 |
2002年 | 8篇 |
2001年 | 3篇 |
2000年 | 2篇 |
1999年 | 6篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 4篇 |
1995年 | 3篇 |
1994年 | 6篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1991年 | 3篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1983年 | 6篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1978年 | 1篇 |
1977年 | 3篇 |
1976年 | 4篇 |
1975年 | 1篇 |
排序方式: 共有247条查询结果,搜索用时 15 毫秒
181.
Two experiments examined whether acquired sample equivalence in many-toone matching was affected by variation in sample-response requirements. In each experiment, pigeons responded on either identical or different response schedules to the sample stimuli that occasioned the same reinforced comparison choice (i.e., to the within-class samples). Transfer-of-control tests were then conducted to determine acquired equivalence, or lack thereof, between these samples. In both experiments, there was minimal or no evidence of acquired sample equivalence when pigeons responded differently to the samples within each common-choice class. By contrast, transfer was observed if pigeons responded (a) identically to all sample stimuli, or (b) identically to samples within each common-choice class (viz., to samples that occasioned the same reinforced choice) and differently to samples from different classes (viz., to samples that occasioned different choices). These results may help to explain the recent lack of evidence for response membership in pigeons' acquired equivalence (Urcuioli, Lionello-DeNolf, Michalek, & Vasconcelos, 2006). They also raise questions about the functional sample stimuli and about possible interactions between acquired equivalence and acquired distinctiveness. 相似文献
182.
183.
Vansteenwegen D Vervliet B Iberico C Baeyens F Van den Bergh O Hermans D 《Behaviour research and therapy》2007,45(6):1169-1179
In a treatment-analogue experiment, extinction of fear of spiders was investigated in a group of spider-anxious students. Two groups were created: in the single extinction group the extinction trials consisted of repeated presentations of a videotaped spider in one specific location of a house, whereas in the multiple extinction group the trials consisted of videotapes of the same spider in three different locations of a house. Also a control group was included that was exposed to videotapes of the location but without the spider. As reflected in skin conductance responses and self-report data, fear of spiders was significantly reduced in the two extinction groups compared to the control group. Moreover, when the extinction groups were confronted with the videotape of the spider in a new location, the single extinction group did not show generalisation of extinction, whereas the multiple extinction group did. These results corroborate the existing evidence for context dependence of extinction of fear and provide new evidence that the use of multiple contexts during extinction might improve the generalisability of extinction in humans. Implications for exposure therapy are discussed. 相似文献
184.
Sidman M 《Journal of the experimental analysis of behavior》2007,87(2):309-316
When we publish behavioral research, we are not allowed to communicate the thrill, the poetry, or the exhilaration that are outcomes of the discovery process. Yet, these are among our most potent reinforcers. Explicit recognition of the emotional accompaniments to research could help attract students into the experimental analysis of behavior. 相似文献
185.
Fields L Tittelbach D Shamoun K Watanabe M Fitzer A Matneja P 《Journal of the experimental analysis of behavior》2007,87(1):97-119
When the stimuli in one perceptual class (A') become related to the stimuli in another perceptual class (B'), the two are functioning as a single linked perceptual class. A common linked perceptual class would be the sounds of a person's voice (class A') and the pictures of that person (class B'). Such classes are ubiquitous in real world settings. We describe the effects of a variety of training procedures on the formation of these classes. The results could account for the development of naturally occurring linked perceptual classes. Two perceptual classes (A' and B') were formed in Experiment 1. The endpoints of the A' class were called anchor (Aa) and boundary (Ab) stimuli. Likewise, the anchor and boundary stimuli in the B' class were represented as Ba and Bb. In Experiment 2, the A' and B' classes were linked by the establishment of one of four cross-class conditional discriminations: Aa-->Ba, Aa-->Bb, Ab-->Ba, or Ab-->Bb. Results were greatest after Aa-->Bb training, intermediate after Aa-->Ba and Ab-->Ba training, and lowest after Ab-->Bb training. Class formation was influenced by the interaction of the anchor/boundary values and the sample/comparison functions of the stimuli used in training. Experiment 3 determined whether class formation was influenced by different sets of two cross-class conditional discriminations: Aa-->Ba and Ab-->Bb, or Aa-->Bb and Ab-->Ba. Both conditions produced equivalent results. Similarities were attributable to the use of anchor stimuli as samples and boundary stimuli as comparisons in each training condition. Finally, the results afterjoint Aa-->Ba and Ab-->Bb training were much greater than those produced by summing the results of Aa-->Ba training alone and Ab-->Bb training alone. This same synergy was not observed after joint Aa-->Bb and Ab-->Ba training or either alone. 相似文献
186.
187.
188.
189.
190.
Teaching procedures that facilitate the emergence of novel responses allow for increased efficiency, which is critical when providing early-intervention services to children with autism spectrum disorder (ASD). Three 5- and 6-year-old children diagnosed with ASD participated. In Experiment 1, we demonstrated functional control over the effects of teaching echoic rehearsals on the emergence of completing novel two-step instructions via joint control and obtained generalization and maintenance of the effects in an applied, nontraining context. In Experiment 2, we conducted an experimental analysis of joint control by disrupting rehearsal of the instruction and tacts of the objects in the instruction, which served as the sources of joint control. Our results support the efficacy of the procedures for establishing first-trial performance with novel instructions and indicate that joint control is responsible for the emergent performance produced by our teaching procedures. 相似文献