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181.
182.
Yuval Palgi 《Anxiety, stress, and coping》2013,26(6):674-689
This study examined the relationship between ongoing cumulative chronic stressors (OCCSs) and optimism and pessimism during the second half of life. The sample comprised of 7166 participants who completed the 2006 Health and Retirement Study's (HRS) psychosocial questionnaire. The association between OCCSs and optimism and pessimism was evaluated among the individuals in the second half of life. The number of OCCSs was associated with both optimism and pessimism. However, the interaction between OCCSs and age was associated with pessimism alone. The relationship between “very upsetting” OCCSs and pessimism was significant among midlife and young old, but not among old–old participants. A larger number of OCCSs in the second half of life has a deleterious association with optimism and pessimism; however, it may be that the large sample allowed small effects to become significant. Nevertheless, the association between OCCSs and pessimism is regulated by age. Old–old participants maintain a stable level of pessimism, which is not related to the number of “very upsetting” OCCSs that they reported. Implications of the results are discussed. 相似文献
183.
Helen Gavin 《Journal of aggression, maltreatment & trauma》2013,22(5):503-529
The relationship between psychological maltreatment in childhood and adult well-being has previously been established via the statistical modeling of psychometric data. This study examines a set of statistical data regarding abuse alongside personal accounts. A group of 165 participants completed several psychometric scales, including a measure of childhood emotional abuse. Several participants were then invited to participate in interviews exploring issues in more depth. Statistical analysis supported previous findings, but the interviews exposed themes pertinent to the examination of long-term effects of emotional abuse, such as acknowledgment of abuse. The findings support the use of a mixed methodology, as statistical measurements alone did not reveal some detail. The implications of this finding for psychological research and practice are discussed. 相似文献
184.
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
185.
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
186.
This study compared three different methods of teaching five basic algebra rules to college students. All methods used the same procedures to teach the rules and included four 50-question review sessions interspersed among the training of the individual rules. The differences among methods involved the kinds of practice provided during the four review sessions. Participants who received cumulative practice answered 50 questions covering a mix of the rules learned prior to each review session. Participants who received a simple review answered 50 questions on one previously trained rule. Participants who received extra practice answered 50 extra questions on the rule they had just learned. Tests administered after each review included new questions for applying each rule (application items) and problems that required novel combinations of the rules (problem-solving items). On the final test, the cumulative group outscored the other groups on application and problem-solving items. In addition, the cumulative group solved the problem-solving items significantly faster than the other groups. These results suggest that cumulative practice of component skills is an effective method of training problem solving. 相似文献
187.
Within-session changes in responding by pigeons during a maintained successive discrimination procedure were examined in four experiments. In the first two experiments, which involved discrimination of visual flicker rate, within-session changes in responding were minimal or absent. A third experiment, which examined discrimination of rectangular forms, demonstrated that the absence of within-session changes in responding was not limited to flicker-rate stimuli. A fourth experiment showed that the absence of within-session changes in responding was not due to high task difficulty in the previous experiments. For the group of subjects in each experiment, within-session changes in responding did not influence discrimination performance. Therefore, measures of overall response rate accurately represented responding both within and across sessions. The occasional appearance of within-session decreases in responding for a few birds may be attributable to satiation. 相似文献
188.
A Leinenweber S M Nietzel A Baron 《Journal of the experimental analysis of behavior》1996,66(3):311-326
Progressive-interval performances are described using measures that have proven to be successful in the analysis of fixed-interval responding. Five rats were trained with schedules in which the durations of consecutive intervals increased arithmetically as each interval was completed (either 6-s or 12-s steps for different subjects). The response patterns that emerged with extended training (90 sessions) indicated that performances had come under temporal control. Postreinforcement pausing increased as a function of the interval duration, the pauses were proportional to the prevailing duration, and the likelihood of the first response within an interval increased as the interval elapsed. To assess the resistance of these patterns to disruption, subjects were trained with a schedule that generated high response rates and short pauses (variable ratio). When the progressive-interval schedule was reinstated, pausing was attenuated and rates were elevated, but performances reverted to earlier patterns with continued exposure. The results indicated that temporal control by progressive-interval schedules, although slow to develop, is similar in many respects to that for fixed-interval schedules. 相似文献
189.
190.