全文获取类型
收费全文 | 3760篇 |
免费 | 681篇 |
国内免费 | 411篇 |
出版年
2024年 | 20篇 |
2023年 | 92篇 |
2022年 | 134篇 |
2021年 | 144篇 |
2020年 | 257篇 |
2019年 | 186篇 |
2018年 | 180篇 |
2017年 | 171篇 |
2016年 | 158篇 |
2015年 | 153篇 |
2014年 | 152篇 |
2013年 | 414篇 |
2012年 | 149篇 |
2011年 | 190篇 |
2010年 | 116篇 |
2009年 | 173篇 |
2008年 | 155篇 |
2007年 | 171篇 |
2006年 | 181篇 |
2005年 | 131篇 |
2004年 | 123篇 |
2003年 | 115篇 |
2002年 | 95篇 |
2001年 | 74篇 |
2000年 | 78篇 |
1999年 | 68篇 |
1998年 | 59篇 |
1997年 | 71篇 |
1996年 | 55篇 |
1995年 | 55篇 |
1994年 | 68篇 |
1993年 | 46篇 |
1992年 | 46篇 |
1991年 | 36篇 |
1990年 | 30篇 |
1989年 | 23篇 |
1988年 | 20篇 |
1987年 | 36篇 |
1986年 | 31篇 |
1985年 | 37篇 |
1984年 | 38篇 |
1983年 | 39篇 |
1982年 | 35篇 |
1981年 | 32篇 |
1980年 | 28篇 |
1979年 | 32篇 |
1978年 | 30篇 |
1977年 | 54篇 |
1976年 | 43篇 |
1975年 | 27篇 |
排序方式: 共有4852条查询结果,搜索用时 31 毫秒
161.
Open classrooms with few rules, individualized instruction, and informal class organization present new problems for the application of behavior principles. The effects of three types of teacher aides on student achievement and on-task behavior were studied. Each was compared with a standard no-aide condition. Subjects were 54 third graders in two "open"-style classrooms. The three types of aide, helping adult, disciplinary adult, and helping fifth-grade aide, were compared in a multi-element design with a no-aide control. The helping-adult aide significantly affected the academic output of the class, when compared with the no-aide condition. All aide conditions produced more academic work and on-task behavior than did the standard no-aide condition. 相似文献
162.
A community education program, to develop a variety of performance competencies in large numbers of neighborhood residents, requires a technology for preparing learning units administerable by community members themselves. The effects of a writing manual, designed to teach nonprofessionals to prepare such instructional packages, were analyzed in two experiments. Experiment I employed a multiple-baseline design across three university student trainees. The results showed that appropriate program writing increased by 75% after completion of the manual. The results of Experiment II, with two low-income neighborhood residents serving as trainees, showed that packages produced by trained writers resulted in a greater increase in skill activities than sets of training stimuli produced by untrained writers. 相似文献
163.
The effect of using teachers as behavioral observers on both student and teacher behavior was examined with eight teachers and 32 elementary school children. The frequency of prompts (but not praise or criticism) to those students observed by the teacher increased significantly from nonobserver to teacher observed experimental phases. In addition, students observed by the teacher showed more change in appropriate behavior than students who were not observed. The significance of these findings for research and therapy is discussed. 相似文献
164.
Two treatment tactics, food and praise contingent on appropriate play and varying doses of methylphenidate (Ritalin), were evaluated for their effects on a preschool child's activity changes. In addition, other social, verbal, and academic behaviors were monitored to examine possible side effects of the two treatment tactics. Fewer free-play activity changes occurred during contingent reinforcement phases while medication had variable effects: increasing attention to tasks but, at higher doses, decreasing intelligibility of speech and responsiveness to mands. The study outlines a replicable model for comparing medication with alternative behavioral strategies to control hyperactivity and enhance skill development. 相似文献
165.
Thomas Sajwaj 《Journal of applied behavior analysis》1977,10(3):531-540
Several guidelines surrounding the use of behavioral procedures have recently appeared, the best of which is that of the National Association of Retarded Citizens (NARC). Some issues and implications of the establishment of guidelines are briefly reviewed in the context of the NARC guidelines. Issues include the factual versus opinion bases for guidelines and the need to continue the development of explicit behavioral criteria for assessing staff competence. Implications for programs include the impact of guidelines on professional boundaries, administrative decision-making, and budgeting, together with the dangers of expanding the regulatory bureaucracy. Several miscellaneous impacts are noted, including a potential for curbing innovative behavioral technology. 相似文献
166.
E. Beth Switzer Terrence E. Deal Jon S. Bailey 《Journal of applied behavior analysis》1977,10(2):267-272
Three classes of second graders served as subjects in this study of the effects of two types of intervention programs upon stealing: (1) an antistealing lecture with no specific contingency implied, and (2) a direct group contingency applied, whereby children were rewarded with (a) extra free time for no thefts, (b) allowed normal free time if stolen items were returned, and (c) punished with loss of free time if stolen items were not returned. A multiple-baseline design across the three classes showed the group contingency to be effective in reducing stealing behavior; the anti-stealing lecture was ineffective. 相似文献
167.
Steven P. Warner Frank D. Miller Mark W. Cohen 《Journal of applied behavior analysis》1977,10(4):737-737
A variety of behavioral procedures have been employed in recent years to modify disruptive classroom behavior. Such methods have been developed with the belief that curtailing disruptive behavior would strengthen positive classroom performance. In this study, two procedures, the good behavior game and the teacher-attention method, were compared to determine short-run effectiveness. Four teachers (two fourth-grade and two fifth-grade) implemented both methods in their classrooms over a five-week period. Presentation of methods was alternated in a counterbalanced design to control for order effects. Each of the four classrooms consisted of 25 students. A time-sampling procedure was used to record the presence or absence of disruptive behavior within 15-second intervals. Disruptive behavior was defined as any talking-out or out-of-seat behavior without permission. The results indicated that both procedures were effective in modifying disruptive classroom behavior, but that the good behavior game reduced disruptive behavior significantly better than the teacher-attention method. In addition, all teachers preferred the game to the teacher-attention procedure. This reaction seemed related to the effort involved in initiating the two activities. The good behavior game required less effort on the teacher's part. However, use of the game alone raises certain ethical considerations. One such issue involves abuse of peer pressure. Also, there is a possibility that negative rules may tend to promote resentment. Positively stated rules would ameliorate that problem. Another relates to the possibility that some teachers might be carried away by the ease of the game's implementation to the extent that behavior control becomes the primary objective in the classroom. As a result, one might consider use of the game to maximize short-term change, but then phase out this procedure in favor of another method (e.g., teacher attention) for long-run effects. 相似文献
168.
The operant training of two retarded children simultaneously on a picture-naming task was investigated as an alternative to the more commonly reported one-to-one student-teacher ratio. In Experiment I, two conditions were compared in which the children received primary reinforcement on a fixed-ratio schedule for responding correctly on prompt and probe trials in a standardized picture-naming procedure. During the “Group Condition”, the experimenter alternated from one child to the other after each primary reinforcement, after each incorrect response, after each response omission, and after each 10-sec period in which a child did not “attend” (by making a trial-initiating response) when it was his or her turn to be worked with. During the “Individual Condition”, the experimenter worked with only one child, and presented trials whenever the child made attending responses. Experiment I demonstrated that the Group Condition was more efficient than the Individual Condition in terms of total correct responses and total pictures learned per unit of training time. Incidental learning was also found in that the children learned some of each others' pictures as well as their own, thus indicating a further advantage of the larger student-teacher ratio. In Experiment II, an attempt was made to equate the two conditions, except for the presence of two children in the Group Condition, by ignoring the child in the Individual Condition for brief periods equal to those that occurred in the Group Condition when the experimenter presented training trials to the other child. The results demonstrated that the greater efficiency of the Group Condition was not due to the manner in which training time was allocated to the two members of a group. It also replicated the finding that the children learned some of each others' words in the Group Condition. 相似文献
169.
Concurrent schedules: a quantitative relation between changeover behavior and its consequences 总被引:5,自引:5,他引:0 下载免费PDF全文
Data from several published experiments on concurrent variable-interval schedules were analyzed with respect to the effects of changeover delay on the time spent responding on a schedule before changing to an alternate schedule: i.e., the interchangeover time. Interchangeover time increases as the duration of the changeover delay increases, and the present analysis shows that a power function describes the relation. The power relation applied in spite of numerous differences in the experiments: different variable-interval schedules for the concurrent pairs; equal or unequal reinforcement rates for the schedules of the concurrent pairs; different durations of the changeover delay; response-dependent or response-independent reinforcers; pigeons or rats as subjects; different reinforcers. A power function also described the data in experiments where the changeover incurred a timeout, where a fixed ratio was required to changeover, and also when asymmetrical changeover delays were used. 相似文献
170.
Staddon JE 《Journal of the experimental analysis of behavior》1977,28(2):163-170
In 1970, Herrnstein proposed a simple equation to describe the relation between response and reinforcement rates on interval schedules. Its empirical basis is firm, but its theoretical foundation is still uncertain. Two approaches to the derivation of Herrnstein's equation are discussed. It can be derived as the equilibrium solution to a process model equivalent to familiar linear-operator learning models. Modifications of this approach yield competing power-function formulations. The equation can also be derived from the assumption that response strength is proportional to reinforcement rate, given that there is a ceiling on response rate. The proportional relation can, in turn, be derived from a threshold assumption equivalent to Shimp's “momentary maximizing”. This derivation implies that the two parameters of Herrnstein's equation should be correlated, and may explain its special utility in application to internal schedules. 相似文献