全文获取类型
收费全文 | 726篇 |
免费 | 92篇 |
国内免费 | 40篇 |
出版年
2024年 | 5篇 |
2023年 | 20篇 |
2022年 | 15篇 |
2021年 | 15篇 |
2020年 | 35篇 |
2019年 | 48篇 |
2018年 | 46篇 |
2017年 | 55篇 |
2016年 | 68篇 |
2015年 | 24篇 |
2014年 | 29篇 |
2013年 | 191篇 |
2012年 | 30篇 |
2011年 | 20篇 |
2010年 | 15篇 |
2009年 | 12篇 |
2008年 | 20篇 |
2007年 | 24篇 |
2006年 | 32篇 |
2005年 | 20篇 |
2004年 | 16篇 |
2003年 | 15篇 |
2002年 | 13篇 |
2001年 | 12篇 |
2000年 | 9篇 |
1999年 | 16篇 |
1998年 | 5篇 |
1997年 | 10篇 |
1996年 | 7篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 3篇 |
1992年 | 4篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
排序方式: 共有858条查询结果,搜索用时 15 毫秒
151.
The purpose of this study was to increase self-control and engagement in a physical therapy task (head holding) for a man with acquired traumatic brain injury. Once impulsivity was observed (i.e., repeated impulsive choices), an experimental condition was introduced that consisted of choices between a small immediate reinforcer, a large fixed-delay reinforcer, and a large progressive-delay reinforcer. The participant showed a preference for the progressive-delay option, even when the duration of the delay exceeded that of the fixed delay. The results have implications for establishing optimal choice making and teaching life-enhancing skills. 相似文献
152.
Researchers and clinicians have recommended that sign language be taught to typically developing children during their first 2 years of life; however, existing research does not provide adequate information regarding appropriate methods of sign training. We used delayed physical prompting and reinforcement to teach manual signs to 3 children between the ages of 6 and 13 months. Data were collected on the occurrence of prompted and independent signs as well as crying. Sign training was successful in producing independent signing in all 3 children in under 4 hr of training per child. 相似文献
153.
The present study provides a preliminary validation of the Lithuanian version of the Strategy and Attribution Questionnaire (SAQ, Nurmi, et al., 1995), a self-reported measure of social and cognitive behavioral strategies. An attempt to validate SAQ subscales was made by correlating them with the Youth Self-Report (Achenbach, 1991) and school grades. This was done with a sample of 14- to 17-year-old adolescents (N= 734). The results showed that although internal consistency reliabilities were good, they were lower when compared with the original version of SAQ. The SAQ subscales were moderately associated with various validity criteria, such as anxiety/depression, withdrawal, social problems and somatic complaints and school grades. Results also showed moderate correlations between similar strategic components across achievement and affiliative situations. The results provide preliminary evidence for concurrent validity of the Lithuanian version of SAQ. 相似文献
154.
The study identified independent individual, family, and neighborhood correlates of children's physical aggression and prosocial
behavior. Participants were 2,745 2–11-year olds nested in 1,982 families, which were themselves nested in 96 Canadian neighborhoods.
Hierarchical linear modeling showed that the total variation explained by the three-level model was 28.03% for physical aggression
and 17.57% for prosocial behavior. For both childhood behaviors, approximately 66% of this explained variance was between
individuals and up to 30% was between families. The smallest amount of observed variation was between neighborhoods. Significant
individual-level predictors common to both childhood behaviors were child's sex and maternal hostility toward the target child.
Specifically, boys had more mother-reported physical aggression and less prosocial behavior. Children who experienced greater-than-average
maternal hostility (compared to siblings) were more physically aggressive and less prosocial. At the family level, significant
common predictors were mother depressed mood and punitive parenting. Children had higher levels of physical aggression and
lower levels of prosocial behavior in families where mothers had greater depressed mood and used more punitive parenting practices.
At the neighborhood level, greater perceived problems and lower poverty level were associated with higher levels of physical
aggression. Results are discussed with reference to past and future studies of multilevel effects on children's socialization. 相似文献
155.
Daniel H. Robinson Daniel C. Funk Alicia Beth Angela M. Bush 《Journal of Behavioral Education》2005,14(2):117-139
Although the effectiveness of corporal punishment (CP) has received little empirical support, public support for this disciplinary method continues despite calls for its abandonment by researchers. Even among educators, favorable attitudes toward the use of CP are prevalent. We measured education majors beliefs about CP before and after they read about CP research on its effectiveness and side effects. Students who changed their behavioral intent regarding whether they would use CP as a parent increased their knowledge about its ineffectiveness, resulting in greater consistency between their moral and informational beliefs (Wainryb, 1998). Persons who are likely to change from defending to opposing CP regard it as being similar to bad-tasting medicine—not very pleasant but nonetheless necessary. Recommendations concerning implementation and changing other beliefs are discussed. 相似文献
156.
Junko Matsukawa 《The Japanese psychological research》1999,41(3):179-185
In the study phase of these experiments, subjects were asked to think of an item suggested by the omission in an incomplete sentence, and then look at a picture or word describing an item and say whether it was the same as theirs. In the test phase, they were asked to identify studied and nonstudied items presented briefly in either picture or word form. Subjects were then required to recall the words or pictures shown in the study phase. Experiment 1, with a within-subjects design, revealed that the studied pictures were identified more readily than studied words and nonstudied pictures. This indicates a physical priming effect. In word identification, studied words were identified more readily than nonstudied words; however, there was no difference between studied words and studied pictures, and the performance for studied pictures and nonstudied items were largely the same. The physical priming effect on picture identification was also shown in Experiment 2, with a between-subjects design. Different processing mechanisms in picture and word identification are discussed. 相似文献
157.
运动视觉信息中时间知觉线索的实验研究 总被引:6,自引:1,他引:5
用两个实验考察在运动物体的时间知觉中影响TTC判断的因素。 相似文献
158.
159.
This investigation evaluated the use of directed rehearsal to improve the teaching behaviors of four preservice elementary physical education teachers during a teaching practicum. Directed rehearsal consisted of two phases: (a) initial feedback following baseline, review of teaching behaviors, and rehearsal; and (b) rehearsal contingent upon errors made during each lesson. Three teaching behaviors were assessed using a multiple baseline design across behaviors for each teacher. Social validity in the form of the acceptability of directed rehearsal as a teacher training intervention also was assessed using a questionnaire. Results indicate that directed rehearsal was effective in improving the teaching behaviors of the four teachers in this study to 100% correct implementation. In addition, the intervention was acceptable to the teachers and the class instructor. 相似文献
160.
LARS BÄCKMAN LARS-GÖRAN NILSSON REZA KORMI NOURI 《Scandinavian journal of psychology》1993,34(3):246-254
Two experiments addressed the influence of secondary task performance at encoding on recall of different features of subject-performed tasks (SPTs) involving objects (e.g., turn the wallet). In Experiment 1, memory for verbs and colors of objects was assessed, with object names serving as cues. In Experiment 2, object and color memory were assessed, with verbs serving as cues. Results from both experiments indicated a greater deterioration of memory performance under divided attention for verbal features than for colors. In addition, intention to remember did not affect performance for any feature in either experiment. The overall pattern of outcome is discussed relative to the view that encoding of verbal features of SPTs is more attention-demanding than encoding of physical task features, such as color. 相似文献