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61.
Charlotte L. Carp Sean P. Peterson Amber J. Arkel Anna I. Petursdottir Einar T. Ingvarsson 《Journal of applied behavior analysis》2012,45(4):737-751
This study was a systematic replication and extension of Fisher, Kodak, and Moore (2007 ), in which a picture prompt embedded into a least‐to‐most prompting sequence facilitated acquisition of auditory‐visual conditional discriminations. Participants were 4 children who had been diagnosed with autism; 2 had limited prior receptive skills, and 2 had more advanced receptive skills. We used a balanced design to compare the effects of picture prompts, pointing prompts, and either trial‐and‐error learning or a no‐reinforcement condition. In addition, we assessed the emergence of vocal tacts for the 2 participants who had prior tact repertoires. Picture prompts enhanced acquisition for all participants, but there were no differential effects on tact emergence. The results support a generality of the effect reported by Fisher et al. and suggest that a variety of learners may benefit from the incorporation of picture prompts into auditory‐visual conditional discrimination training. 相似文献
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When does random responding distort self-report personality assessment? An example with the NEO PI-R
Ronald R. Holden Sarah WheelerZdravko Marjanovic 《Personality and individual differences》2012,52(1):15-20
Recent meta-analyses suggest that, notwithstanding almost 100 years of study, concerns about the impact of response biases on the validity of self-report personality scales remain to be justified. This study addresses the topic by demonstrating that random responding is indeed an issue for self-report personality scales, and that limitations associated with base rates exist that affect the ability of moderated multiple regression to evaluate fully the effects of a response bias. Overall, it is suggested that dismissing response biases as a concern for self-report personality assessment is premature when based only on a lack of significant regression moderator effects. 相似文献
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The aim of this study was to investigate the differential effectiveness of broad-spectrum group social skills training (SST) in two subtypes of psychiatric inpatients with a DSM-IV diagnosis of generalized social phobia (GSP). SST participants were assigned to two GSP subtypes on the basis of their level of performance in social situations, i.e., a “reticent” subtype ( n = 28) and a “non-reticent” subtype (n = 28). As hypothesized, it was revealed that the benefit of SST did not differ in the two subtypes. These findings support the effectiveness and feasibility of comprehensive SST for patients with two subtypes of generalized social phobia. 相似文献
66.
习惯性反应指学习者根据自身阅读习惯来进行学习时间分配,它通常由词对位置这一外部线索激发。研究运用眼动记录技术,采用Metcalfe范式探讨词对位置和难度对学习时间分配的影响,以检验自定步调学习时间的习惯性反应。结果发现:(1)在自定步调总学习时间上,学习者倾向于对难度越大的项目分配越多的学习时间;(2)在前期自定步调学习进程上,当词对位置为易-中-难条件时,学习者倾向于优先在容易项目上分配较多的学习时间,接着是中等难度项目,最后是困难项目;当词对位置为难-中-易条件时,结果相反。这说明学习者的自定步调总学习时间受项目难度驱动,而前期自定步调学习时间受习惯性反应影响。 相似文献
67.
Carbone VJ Sweeney-Kerwin EJ Attanasio V Kasper T 《Journal of applied behavior analysis》2010,43(4):705-709
The purpose of this study was to determine the effect of manual sign mand training combined with prompt delay and vocal prompting on the production of vocal responses in nonvocal children with developmental disabilities. A multiple baseline design across participants verified the effectiveness of this intervention. All participants showed increases in vocal responses following the implementation of the independent variables. 相似文献
68.
Programmed Instruction: Construction Responding, Discrimination Responding, and Highlighted Keywords
Skinner (1958) expressed the need for an increase in the effectiveness and efficiency of education. In particular, he suggested that programmed instruction could provide such efficiency. The present study used a within-subject design to compare the effects of four types of instructional materials; those requiring overt construction responses, overt discrimination responses, covert reading of text with highlighted key words, and covert reading of standard text. The materials requiring overt responding produced greater learning than did the covert reading materials, with or without highlighting. There was no difference found between the two types of overt responding; nor were there differences between the two types of covert reading materials. Thus, this study supports the assumption that overt responding is more effective. However, the overt response materials also required proportionately more time. Therefore, this showed no benefit of overt responding in terms of efficiency. 相似文献
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An K. Raes Rudi De Raedt Bruno Verschuere Jan De Houwer 《Behaviour research and therapy》2009,47(12):1096-1101
Exposure therapy is an effective technique for fear reduction. However, whether effective exposure requires attentional allocation to the feared situation remains a debated clinical issue. In the present study, the impact of attention allocation in extinction was investigated in an experimental conditioning study. Through a between-subjects manipulation of cognitive load, we created a condition in which participants could allocate their attention to the feared stimulus during extinction (low load condition), and a condition in which attentional allocation was impaired (high load condition). The influence of cognitive load on extinction was examined by comparing electrodermal responses and verbal ratings for the conditioned stimuli in the two extinction load conditions. The results show less successful extinction in the high load condition than in the low load condition. However, this effect was found only in low anxious participants, and it was prominent only on the skin conductance responses. The present results suggest that extinction is not automatic but requires cognitive resources. 相似文献