全文获取类型
收费全文 | 1084篇 |
免费 | 193篇 |
国内免费 | 195篇 |
专业分类
1472篇 |
出版年
2024年 | 1篇 |
2023年 | 36篇 |
2022年 | 32篇 |
2021年 | 40篇 |
2020年 | 62篇 |
2019年 | 64篇 |
2018年 | 48篇 |
2017年 | 69篇 |
2016年 | 56篇 |
2015年 | 35篇 |
2014年 | 60篇 |
2013年 | 142篇 |
2012年 | 35篇 |
2011年 | 53篇 |
2010年 | 52篇 |
2009年 | 66篇 |
2008年 | 64篇 |
2007年 | 56篇 |
2006年 | 65篇 |
2005年 | 55篇 |
2004年 | 63篇 |
2003年 | 50篇 |
2002年 | 47篇 |
2001年 | 28篇 |
2000年 | 34篇 |
1999年 | 20篇 |
1998年 | 13篇 |
1997年 | 19篇 |
1996年 | 15篇 |
1995年 | 7篇 |
1994年 | 10篇 |
1993年 | 10篇 |
1992年 | 12篇 |
1991年 | 4篇 |
1990年 | 4篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1984年 | 5篇 |
1983年 | 1篇 |
1982年 | 3篇 |
1981年 | 6篇 |
1980年 | 5篇 |
1979年 | 3篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1976年 | 4篇 |
1975年 | 1篇 |
1973年 | 1篇 |
排序方式: 共有1472条查询结果,搜索用时 0 毫秒
1.
ANDERS ARNQVIST 《Scandinavian journal of psychology》1992,33(1):29-35
Preschool children's ability to segment and blend real words and nonsense words, with and without consonant clusters was investigated in two experiments. In the first experiment, preschool children's ability to segment real words into phonemes was examined. Readers performed better than nonreaders on a phoneme counting task and words containing consonant clusters were harder to segment compared to words without consonant clusters. In experiment two, the ability to segment and blend nonsense words was investigated. Nonreaders had significantly more difficulty with nonsense words compared to readers in both a phoneme synthesis and a phoneme analysis task. A two-way interaction between reading level and word type showed that nonsense words containing consonant clusters were particularly difficult for nonreaders. The results were discussed in relation to theories suggesting that syllables consist of an onset and a rime. 相似文献
2.
Parent-tutoring procedures: Experimental analysis and validation of generalization in oral reading across passages,settings, and time 总被引:1,自引:0,他引:1
Steven F. Duvall Ph.D. Joseph C. Delquadri Ph.D. Marlene Elliott Ph.D. R. Vance Hall Ph.D. 《Journal of Behavioral Education》1992,2(3):281-303
A study that involved parents as reading tutors was carried out at home during the summer with four elementary children, three with learning disabilities. One purpose was to determine the effects of tutoring in the basal reader on reading rates at home. Another purpose was to determine potential generalization effects as a result of parent tutoring on different academic tasks at home and, later at school, on different and similar tasks. A combination multiple-baseline and reversal design tested for replication and generalization effects. Increases in correct rates were noted for the targeted variables across conditions. The results indicated that parents tutoring with school basal texts during the summer produced marked increases in reading rates that generalized at home to different academic tasks and at school to different and similar tasks. This suggests that parents, when using specific tutoring procedures, can increase their children's academic skills. 相似文献
3.
4.
MaryAnn Demchak Ph.D. 《Journal of Behavioral Education》1993,3(4):339-361
Behavioral procedures are one approach to teaching or improving the fluency of motor skills of individuals with severe disabilities. This article provides a review of behavioral procedures by highlighting antecedents, consequences, and multifaceted techniques. Investigations are reviewed in each area according to (a) replicability of the intervention, (b) experimental control, (c) maintenance, (d) generalization, and (e) social validation. Practitioner implications address selection of reinforcers, reinforcement schedules, and teaching within meaningful routines. Future research recommendations highlight the need for documenting that stimuli are actually reinforcers. Additional research needs emphasize targeting maintenance, generalization, and social validation. 相似文献
5.
Three-term contingency patterns in mother-child verbal interactions during first-language acquisition 下载免费PDF全文
Moerk EL 《Journal of the experimental analysis of behavior》1990,54(3):293-305
Selections from a large longitudinal data set of verbal interactions between a mother and her child are presented. Two sets of three-term contingency sequences that seemed to reflect maternal rewards and corrections were noted. Both the antecedents as well as the immediate consequences of maternal interventions are presented to explore training and learning processes. The observed frequencies of three-step sequences are compared to those expected based upon Markov-chain logic to substantiate the patterning of the interactions. Behavioral conceptualizations of the learning process are supported by these analyses, although their sufficiency is questioned. It is suggested that maternal rewards and corrections should be integrated with perceptual, cognitive, and social learning conceptualizations in a skill-learning approach to explain the complexity of language transmission and acquisition processes. 相似文献
6.
本文对1—5岁汉族儿童使用双宾结构的状况进行了考察。首先对儿童语言中双宾结构的结构类型、句法功能及其发展状况进行了描述分析;在此基础上,讨论了儿童习得汉语双宾结构的机制。 相似文献
7.
泛读与精读之比较研究——内隐记忆的作用 总被引:2,自引:0,他引:2
内隐记忆是目前记忆研究的一个热点。本文通过62名被试对泛读与精读两种不同阅读方式进行了比较研究,结果表明:泛读更接近内隐记忆,精读更接近外显记忆,为两类记忆系统的划分提供了阅读方面的实验依据。同时也表明,泛该对学生阅读能力的培养起着更为重要的作用.整个测评研究结果,为指导阅读教学提供了心理学依据。 相似文献
8.
This study examined how preschool inattention-hyperactivity is related to elementary school reading achievement. Prereading skills were hypothesized to be a link between them. This link was explored using longitudinal data on 105 low-socioeconomic-status (SES) children's inattentive-hyperactive behavior and prereading skills in Head Start and in kindergarten and their inattentive-hyperactive behavior and reading skills in first grade. A model of this relationship was tested using structural equation modeling. The results failed to show a significant path between inattention-hyperactivity and prereading skills at both the Head Start and kindergarten levels. A significant path was found between first grade inattention-hyperactivity and reading skills, confirming that the strong relationship between inattention-hyperactivity and poor reading achievement commonly found in children from other SES levels was also significant in this low-SES sample. Strong relationships were found between pre-reading skills and reading skills, as well as among hyperactivity levels at the three grades. The issue of the direction of the path of influence between attention-behavior and reading achievement is addressed briefly; however, the results indicate that further longitudinal work is necessary to resolve this issue. 相似文献
9.
Debra M. Kamps Patricia M. Barbetta Betsy R. Leonard Joseph Delquadri 《Journal of applied behavior analysis》1994,27(1):49-61
A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher-led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of well-specified instruction in which tutor—learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15- to 20-min unstructured free-time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free-time social interactions for students with autism and typical peers, with individual variation in performance. 相似文献
10.