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181.
Effects of chlordiazepoxide and cocaine on concurrent food and avoidance-of-timeout schedules. 总被引:1,自引:1,他引:0 下载免费PDF全文
Five rats were trained on a concurrent schedule in which responses on one lever produced a food pellet on a random-interval 30-s schedule during 10 s of food availability associated with distinctive exteroceptive stimuli. Responses on another lever postponed for 20 s the presentation of a 50-s timeout, during which all stimuli were extinguished and the schedule contingencies on the food lever were suspended. The response rates maintained by the random-interval schedule exceeded those maintained by the avoidance contingency, but both provided a stable baseline to assess the behavioral effects of different drugs. Low doses of cocaine hydrochloride (1 and 3 mg/kg) did not affect food-reinforced responding or avoidance response rates. Intermediate doses (5.6, 10, and 13 mg/kg) produced a dose-dependent decrease in food-maintained and avoidance response rates, and both types of responding were virtually eliminated after administration of the highest doses (17 and 30 mg/kg) of cocaine. Low doses of chlordiazepoxide (1 and 3 mg/kg) increased food-maintained and avoidance response rates, and both rates decreased systematically after 10 and 30 mg/kg of this drug. The effects of cocaine and chlordiazepoxide on response rates maintained by avoidance of timeout from food presentation were unlike those reported when subjects responded to avoid shock presentation. The results of this experiment thus provide evidence to suggest that the effects of drug administration on avoidance behavior may be a function of the nature of the consequent event to be avoided. 相似文献
182.
David L. Gast Ph.D. Patricia Munson Doyle M.S. Mark Wolery Ph.D. Melinda Jones Ault M.S. Joy L. Kolenda M.S. 《Journal of Behavioral Education》1994,4(3):313-334
We evaluated the effects of presenting two instructive feedback stimuli of the same and different types for each target behavior taught. Four elementary school students with mild mental retardation were taught to name photographs of places of interest in the local community using constant time delay and instructive feedback. Initially, the four students were taught one set of photographs with one instructive feedback stimulus (name of the street on which the place was located) for each target photograph. All students learned to name all photographs, and three learned to name the street on which the place was located. The three students who learned to name the street for the place in the photograph were then taught three sets of photographs. Each set included two instructive feedback stimuli for each target photograph: Set 2 had one street name and one activity that occurred in the place; Set 3 had two activities per photograph, and Set 4 had one street name and one activity. The three students learned to name the photographs, but only learned to name the activities and not the street names that were presented through instructive feedback. These finds are discussed in terms of the factors that may control acquisition of instructive feedback stimuli and the implications for practice and future research. 相似文献
183.
A major methodological limitation arising in the experimental study of implicit memory is that tasks that are characterized as implicit memory tests can be seriously contaminated by the use of covert explicit memory strategies. Given the evidence indicating that brief presentation of words (below the awareness threshold of subjects) can produce semantic priming, we wondered whether rapid visual presentation of primed words might provide an avenue to produce word priming without explicit memory contamination. Normal subjects were tested for word priming on a speeded category membership decision task. Explicit or implicit encoding procedures were used in four different experiments. Results demonstrated that brief presentation of words can indeed offer a means of producing word priming in absence of explicit recognition or recall of the primed words presented during the study phase. They also showed that such priming is equivalent in degree to the priming measured when using either a conventional implicit memory design or an explicit encoding procedure prior to the study of the primes. 相似文献
184.
In an experiment designed to investigate odors as potential retrieval cues in pigeons' memory (i.e., as conditional stimuli), 8 pigeons first learned to peck a red keylight (S+, reinforced) and not a blue one (S−, extinguished) in the presence of either a eucalyptus oil or isoamyl acetate odor. They were repeatedly switched between two chambers with the same odor to habituate any reaction to the switching that would be required for eventual testing for conditional control by the odors. Next, the birds learned the reversal (blue S+, red S−) in the presence of the alternative odor in one of these chambers. When the birds were then switched to the alternative chamber for additional training, although the odor was still appropriate to the reversal problem, behavior appropriate to the original training condition recurred. Testing indicated that reversal performance was specific to the one chamber in which it had been trained. 相似文献
185.
Anthony J. Cuvo Lori Klevans Shelley Borakove Larry S. Borakove Jean Van Landuyt John R. Lutzker 《Journal of applied behavior analysis》1980,13(2):249-257
Researchers in applied behavior analysis have been charged to provide large-scale demonstrations of the outcomes of evaluations. In this research, three experiments were conducted to examine the relative efficacy of three methods of presenting stimuli in object naming tasks. Stimuli were introduced successively, simultaneously, or using a combination of the two procedures. College adults, mentally retarded children and adolescents, and preschool children were taught to produce the names of five Hebrew letters, English words, or American coins, respectively. Presentation method was a between-subjects treatment in a factorial design. Results from the series of systematic replications were consistent in showing better posttest performance for subjects in the Simultaneous and Combined conditions. Further, follow-up data in Experiment III showed that retention was also superior for subjects trained by the Simultaneous or Combined methods. Although the acquisition criterion was met in fewer trials by subjects in the Successive condition, only several minutes more training time was required by the Simultaneous and Combined conditions. From a cost-effectiveness point of view, either of the latter two techniques should be favored over the Successive procedure for teaching verbal naming skills. 相似文献
186.
187.
教学心理学情感维度上的一种教材处理策略——心理匹配 总被引:25,自引:1,他引:24
在教学心理学领域中,人们往往习惯于从认知维度探索教材的优化处理策略,缺乏情感维度上的相应研究。奥苏贝尔虽提出意义学习的两个内在先决条件:一是学习者有同化新材料的认知结构;二是学习者有意义学习的心向.但他本人也仅从影响学生认知结构的角度,提出教材的认知处理策略──先行组织者策略.而未从影响学生心向的角度.提出教材的情感处理策略。鉴此,本文从情感维度上提出教材处理的心理匹配策略.以冀与认知策略一起共同优化处理教材、呈现教学内容环节,并阐明心理匹配策略的内涵、机制、作用和种类。 相似文献
188.
Temporal factors influencing the pigeon's successive matching-to-sample performance: sample duration, intertrial interval, and retention interval 总被引:7,自引:7,他引:0 下载免费PDF全文
A successive matching-to-sample procedure that entails the sequential presentation of sample and test stimuli and the monitoring of response rates in a go/no-go discrimination of matching and nonmatching stimuli was studied as an alternative to the familiar delayed-matching paradigm of animal short-term memory. Three within-subject experiments studied the effects of sample duration (1 to 12 seconds), intertrial interval (5 to 50 seconds), and retention interval (1 to 50 seconds) on the pigeon's successive-matching performance. The results revealed that retention was (a) an increasing function of sample duration and intertrial interval, and (b) a decreasing function of retention interval. These results were in accord with those of more traditional short-term memory paradigms, and reveal the suitability of the successive-matching procedure for studying memory processes. 相似文献
189.
People are often called on to make an assessment of the relative likelihood of events (e.g., which of two investments is more likely to outperform the market?) and their complements (which of the two investments is more likely to perform no better than the market?). Probability theory assumes that belief orderings over events and their complements should mirror each other (i.e., P(A) >/= P(B) iff P (not-A) = P(not-B)). This principle is violated in several surveys in which we asked people to assess the relative likelihood of familiar versus unfamiliar events. In particular, respondents are biased to view more familiar events (and their complements) as more likely than less familiar events (and their complements). Similarly, we observe that subjects are biased to view less familiar events (and their complements) as less likely than more familiar events (and their complements). Further studies demonstrate that the familiarity bias is less pronounced among subjects who are asked to judge the probability of each event rather than which event is more likely. Moreover, a greater proportion of subjects rate the more familiar event as more likely than assign a higher probability to that event. These patterns can be construed as belief reversals, analogous to the preference reversal phenomenon in decision making. The data are consistent with a contingent weighting model in which the process of judging relative likelihood biases attention toward evidence supporting the target hypothesis (and away from evidence supporting its complement). Because it is easier to recruit evidence supporting familiar events than unfamiliar events, this skewed attention causes both familiar events and their complements to be judged more likely, on average, than unfamiliar events and their complements. Copyright 2000 Academic Press. 相似文献
190.