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The increasing availability of violent video games and their implication in recent school shootings has raised the volume of public debate on the effects of such games on aggressive behavior and related variables. This article reports an experiment designed to test key hypotheses concerning the short term impact of exposure to violent video games on young women, a population that has received relatively little attention in this research literature. Results were that brief exposure to a violent video game increased aggressive behavior. Mediational analyses suggested that the violent video game effect on aggression was not mediated by instrumental aggressive motivation, but was partially mediated by revenge motivation. Other results suggested that the violent video game effect on aggression might be greater when the game player controls a same‐sex violent game character. Aggr. Behav. 29:423–429, 2003. © 2003 Wiley‐Liss, Inc. 相似文献
93.
Cynthia N. Catania Daniel Almeida Brian Liu‐Constant Florence D. Digennaro Reed 《Journal of applied behavior analysis》2009,42(2):387-392
Three new direct‐service staff participated in a program that used a video model to train target skills needed to conduct a discrete‐trial session. Percentage accuracy in completing a discrete‐trial teaching session was evaluated using a multiple baseline design across participants. During baseline, performances ranged from a mean of 12% to 63% accuracy. During video modeling, there was an immediate increase in accuracy to a mean of 98%, 85%, and 94% for each participant. Performance during maintenance and generalization probes remained at high levels. Results suggest that video modeling can be an effective technique to train staff to conduct discrete‐trial sessions. 相似文献
94.
Christopher Barlett Omar Branch Christopher Rodeheffer Richard Harris 《Aggressive behavior》2009,35(3):225-236
How long do the effects of the initial short‐term increase in aggression and physiological arousal last after violent video game play? Study 1 (N=91) had participants complete pre‐ and postvideo game measures of aggressive thoughts, aggressive feelings, and heart rate. Then, participants completed Time 3 measures after 4 min or 9 min of delay. Study 2 employed a similar procedure, but had participants (N=91) complete the hot sauce paradigm to assess aggressive behavior after a 0, 5, or 10 min delay. First, results indicated that aggressive feelings, aggressive thoughts, aggressive behavior, and heart rate initially increased after violent video game play. Second, results of the delay condition revealed that the increase in aggressive feelings and aggressive thoughts lasted less than 4 min, whereas heart rate and aggressive behavior lasted 4–9 min. Aggr. Behav. 35:225–236, 2009. © 2009 Wiley‐Liss, Inc. 相似文献
95.
The use of edited videotape replay (which showed only “positive” behaviors) to improve the water skills of three spina bifida children, aged 5 to 10 years was examined. A multiple baseline across subjects design was used, and behavioral changes were observed to occur in close association with intervention. One child was given successive reapplications of videotaped self-modeling with continuing improvements. It appears that a useful practical technique has been developed. 相似文献
96.
Emmanuelle P. Kleinlogel Marianne Schmid Mast Dinesh Babu Jayagopi Kumar Shubham Anaïs Butera 《International Journal of Selection & Assessment》2023,31(3):403-419
Despite the growing number of organizations interested in the use of asynchronous video interviews (AVIs), little is known about its impact on interviewee reactions and behavior. We randomly assigned participants (N = 299) from two different countries (Switzerland and India) to a face-to-face interview, an avatar-based video interview (with an avatar as a virtual recruiter), or a text-based video interview (with written questions) and collected data on a set of self-rated and observer-rated criteria. Overall, we found that whereas participants reported more negative reactions towards the two asynchronous interviews, observer ratings revealed similar performance across the three interviews and lower stress levels in the two AVIs. These findings suggest that despite technology-mediated interview methods still not being well-accepted, interviewees are not at a disadvantage when these methods are used in terms of how well interviewees perform and how stressed they appear to external observers. Implications are discussed. 相似文献
97.
The effect of violent video games on aggressive behavior is an important topic in the field of game research. Recently, growing evidence suggests that justified game violence decreases feelings of guilt caused by in-game immoral behavior. However, little is known about the impact on aggressive behavior, and whether other factors moderate this effect. In a two-factor experiment, we tested the impact of justification of video game violence on aggressive behavior, and whether this effect would be enhanced by game immersion. Pilot experiment 1 (N = 60) and pilot experiment 2 (N = 40) demonstrated that the justification of violence and game immersion was successfully controlled by avatar and graphics quality. In the Main experiment, 123 participants played one of four conditions of a video game (2 [justification: justified vs. unjustified violence] × 2 [immersion: high vs. low immersion]) and it was found that participants who played in the justified violence condition reported greater aggressive behavior than those in the unjustified violence condition. In addition, participants who played in high immersion reported greater aggressive behavior than those in low immersion. However, game immersion did not moderate the effects of justified violence. This unexpected effect is likely due to participants' distancing themselves from and identifying less with their violent avatars. 相似文献
98.
提高教师课堂教学能力方法的实验研究 总被引:13,自引:1,他引:12
从教师课堂教学能力、教师能力自我概念、学生对教师课堂教学能力的评价及学生的思维品质等方面探讨了角色改变、摄象自我评价、现场指导三种方法对提高教师课堂教学能力的有效性、结果表明:角色改变、摄象自我评价、现场指导三种方法的合理结合是提高教师课堂教学能力的较好方法;教师课堂能力的不同维度其发展速度不同,依次为:认知能力、操作能力和监控能力;教师课堂教学能力的发展是受其自我概念发展水平影响的;教师课堂教学能力的提高促进了学生思维的深刻性、灵活性、独创性、批判性等思维品质的发展。 相似文献
99.
为了探讨自我录像示范对学龄初期儿童课堂学业自立养成的影响,研究采用单个被试的A-B实验设计,用自我录像示范对一名学龄初期儿童的课堂学业自立进行干预。结果表明:自我录像示范的干预能提高个案的课堂学业自立水平,在干预期和追踪期出现高课堂学业自立行为的频次均高于基线期。结论:自我录像示范能够促进学龄初期儿童课堂学业自立的养成。儿童对于示范录像中目标行为的习得和运用可以泛化到日常生活中类似的其他情境中,且情景越相似,效果越佳。 相似文献
100.