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161.
Theories of relational concept acquisition (e.g., schema induction) based on structured intersection discovery predict that relational concepts with a probabilistic (i.e., family resemblance) structure ought to be extremely difficult to learn. We report four experiments testing this prediction by investigating conditions hypothesized to facilitate the learning of such categories. Experiment 1 showed that changing the task from a category‐learning task to choosing the “winning” object in each stimulus greatly facilitated participants' ability to learn probabilistic relational categories. Experiments 2 and 3 further investigated the mechanisms underlying this “who's winning” effect. Experiment 4 replicated and generalized the “who's winning” effect with more natural stimuli. Together, our findings suggest that people learn relational concepts by a process of intersection discovery akin to schema induction, and that any task that encourages people to discover a higher order relation that remains invariant over members of a category will facilitate the learning of putatively probabilistic relational concepts. 相似文献
162.
Experiments designed to establish stimulus equivalence classes frequently produce differential outcomes that may be attributable to training structure, defined as the order and arrangement of baseline conditional discrimination training trials. Several possible explanations for these differences have been suggested. Here we develop a hypothesis based on an analysis of the simple simultaneous and successive discriminations embedded in conditional discrimination training and testing within each of the training structures that are typically used in stimulus equivalence experiments. Our analysis shows that only the comparison-as-node (many-to-one) structure presents all the simple discriminations in training that are subsequently required for consistently positive outcomes on all tests for the properties of equivalence. The sample-as-node (one-to-many) training structure does not present all the simple discriminations required for positive outcomes on either the symmetry or combined transitivity and symmetry (equivalence) tests. The linear-series training structure presents all the simple discriminations required for consistently positive outcomes on tests for symmetry, but not for symmetry and transitivity combined (equivalence) or transitivity alone. Further, the difference in the number of simple discriminations presented in comparison-as-node training versus the other training structures is larger when the intended class size is greater than three or the number of classes is larger than two. We discuss the relevance of this analysis to interpretations of stimulus equivalence research, as well as some methodological and theoretical implications. 相似文献
163.
Saunders RR Drake KM Spradlin JE 《Journal of the experimental analysis of behavior》1999,71(2):195-214
Preschool children were taught four two-choice match-to-sample conditional discriminations with 10 arbitrary visual stimuli. For 6 participants, 2 of the 10 stimuli served as the sample, or conditional, stimuli in all discriminations. For 5 additional participants, the same pair of stimuli served as the discriminative, or comparison, stimuli in all discriminations. Equivalence classes were established with more participants in the latter group, replicating prior research with participants with retardation. Four participants, in whom equivalence classes were established and who were available for further participation, were exposed to new conditional discriminations without trial-by-trial feedback and involving some novel and some familiar stimuli. Consistent conditional responding was observed, and tests for inclusion of the novel stimuli in the original classes showed class expansion. Training to reverse the unreinforced conditional performances produced a reversal of class membership in 3 of 4 participants, an outcome not consistent with other studies. The results are discussed with respect to the interaction of class structure and size. 相似文献
164.
Two major approaches to deal with randomness or ambiguity involved in mathematical programming problems have been developed. They are stochastic programming approaches and fuzzy programming approaches. In this paper, we focus on multiobjective linear programming problems with random variable coefficients in objective functions and/or constraints. Using chance constrained programming techniques, the stochastic programming problems are transformed into deterministic ones. As a fusion of stochastic approaches and fuzzy ones, after determining the fuzzy goals of the decision maker, interactive fuzzy satisficing methods to derive a satisficing solution for the decision maker by updating the reference membership levels is presented. Copyright © 2003 John Wiley & Sons, Ltd. 相似文献
165.
Analogical reasoning is an important component of intelligent behavior, and a key test of any approach to human language and cognition. Only a limited amount of empirical work has been conducted from a behavior analytic point of view, most of that within Relational Frame Theory (RFT), which views analogy as a matter of deriving relations among relations. The present series of four studies expands previous work by exploring the applicability of this model of analogy to topography-based rather than merely selection-based responses and by extending the work into additional relations, including nonsymmetrical ones. In each of the four studies participants pretrained in contextual control over nonarbitrary stimulus relations of sameness and opposition, or of sameness, smaller than, and larger than, learned arbitrary stimulus relations in the presence of these relational cues and derived analogies involving directly trained relations and derived relations of mutual and combinatorial entailment, measured using a variety of productive and selection-based measures. In Experiment 1 participants successfully recognized analogies among stimulus networks containing same and opposite relations; in Experiment 2 analogy was successfully used to extend derived relations to pairs of novel stimuli; in Experiment 3 the procedure used in Experiment 1 was extended to nonsymmetrical comparative relations; in Experiment 4 the procedure used in Experiment 2 was extended to nonsymmetrical comparative relations. Although not every participant showed the effects predicted, overall the procedures occasioned relational responses consistent with an RFT account that have not yet been demonstrated in a behavior-analytic laboratory setting, including productive responding on the basis of analogies. 相似文献
166.
The study examined similarities and differences between people having individualist and collectivist cultural orientations in terms of what they perceive as stressful and uplifting experiences in their daily lives, and the relation between daily experiences and family and life satisfaction. Data were collected from two representative community samples (697 Jews and 303 Arabs). Each sample was grouped into individualist and collectivist cultural orientations. The two cultural orientation groups differed with respect to the appraisal of positive and negative daily experiences. A structural equation modeling (SEM) multi-group analysis indicated a similar factor structure for hassles and uplifts in both groups. However, the two groups differed in the effects of positive and negative daily occurrences on family and life satisfaction. 相似文献
167.
This paper tells the story of an intergroup grant initiative and the neighborhood projects it supported. It highlights the challenges of race and power, in conjunction with other overlapping identities and forms of discrimination. The demographics of the greater Goodland region have changed dramatically over the last few years and decades. The life for traditionally European American and African American communities is being altered by a steady influx of new immigrants from Africa, Asia, and Latin America. This paper discusses a philanthropic community's response to these changes and within this, two specific neighborhood-based responses. The lessons and insights described in this paper, told by the initiative's evaluator and advisory council co-chair, are drawn from five years' of systematic data collection and analysis, focused observations, and the reflections of other participants in the initiative.
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168.
Although challenges of anti-racist work are most commonly framed in relation to White people and People of Color, there are significant challenges involved in creating allies across minority racial groups. This article describes our experiences within a community organization aimed at training anti-racist culturally sensitive K-12 educators. As Asian American and Native American facilitators within a group of facilitators of color who were predominantly Black, we describe our experiences of relative marginalization and our (mostly failed) attempts to create change within the organization to be more inclusive of the perspectives, experiences, and needs of non-Black people/students of color. We contextualize these experienced conflicts in relation to race hierarchies, the “divide and conquer strategy” and the maintenance of White privilege. We offer reflections for how racial minorities engaged in anti-racist education could be better allies and how organizations might better foster environments that contribute to the creation of these alliances.
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169.
The present study addressed empathy's role in conflict resolution within the context of adolescent same-sex friendship relations. Self-report questionnaires were used to assess dispositional affective empathy and conflict resolution styles (problem solving, conflict engagement, withdrawal and compliance). The data of 307 adolescents (149 boys, 158 girls) were included in a multigroup path analysis with sex as a moderator variable. In agreement with the hypothesis that higher levels of dispositional empathy are associated with more successful conflict management, dispositional affective empathy was found to be positively linked to problem solving and negatively linked to conflict engagement among adolescent boys and girls. Dispositional affective empathy was not related to the two more passive strategies (withdrawal and compliance). Sex differences were demonstrated in empathic tendencies, with girls being more empathic than boys. Sex differences were also established in conflict resolution strategies, with girls using problem solving, withdrawal and compliance more frequently than boys. Both sexes scored equally low on conflict engagement, however, and were found to prefer problem solving to all other conflict resolution strategies. Findings are discussed in terms of previous research on empathy and conflict resolution. 相似文献
170.
The author describes the destructive effect of two individuals' dyadic internal object relationships on their marriage. In a combined, concurrent couple and individual therapy, she recognizes the prevalence of need‐gratifying primitive dyads and sees the destructive effect that they have on the couple's hopes for intimate relating. The therapist becomes the object of desire to which the preference for dyadic relating attaches, interprets that this reliance on dyadic functioning with each other as parent substitutes stems from lost loves of childhood, and works through with the partners until they are functioning as a mature couple of equals capable of holding, containment, interpretation of conflict and personal integration. Copyright © 2004 Whurr Publishers Ltd. 相似文献