全文获取类型
收费全文 | 1134篇 |
免费 | 368篇 |
国内免费 | 140篇 |
出版年
2024年 | 3篇 |
2023年 | 38篇 |
2022年 | 64篇 |
2021年 | 47篇 |
2020年 | 88篇 |
2019年 | 87篇 |
2018年 | 73篇 |
2017年 | 65篇 |
2016年 | 77篇 |
2015年 | 52篇 |
2014年 | 58篇 |
2013年 | 154篇 |
2012年 | 45篇 |
2011年 | 56篇 |
2010年 | 54篇 |
2009年 | 59篇 |
2008年 | 53篇 |
2007年 | 77篇 |
2006年 | 82篇 |
2005年 | 78篇 |
2004年 | 75篇 |
2003年 | 63篇 |
2002年 | 42篇 |
2001年 | 26篇 |
2000年 | 23篇 |
1999年 | 16篇 |
1998年 | 12篇 |
1997年 | 6篇 |
1996年 | 8篇 |
1995年 | 12篇 |
1994年 | 9篇 |
1993年 | 3篇 |
1992年 | 3篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1985年 | 9篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 4篇 |
1976年 | 2篇 |
1975年 | 1篇 |
排序方式: 共有1642条查询结果,搜索用时 0 毫秒
11.
12.
13.
Kai-Tak Poon Natalie Hiu-Lam Wong Hill-Son Lai Yufei Jiang 《British journal of psychology (London, England : 1953)》2023,114(1):209-228
Whether and how interpersonal experiences predispose people to show superstitious tendencies have been largely unexamined by past studies. By adopting a multimethod approach, three studies tested (a) whether ostracism increases superstitious tendencies through thwarted perceived control, (b) whether the dispositional need for closure moderates the effect of ostracism on superstitious tendencies and (c) whether restoring ostracized people's thwarted control weakens their superstitious tendencies. The results revealed that ostracized participants had higher superstitious tendencies than nonostracized participants did (Studies 1–3). Moreover, thwarted control mediated the effect of ostracism on superstitious tendencies (Study 2). In addition, the dispositional need for closure moderated the effect of ostracism on superstitious tendencies, such that the effect was stronger among participants with a high need for closure (Studies 1–2). Finally, restoring ostracized participants' perceived control weakened the effect of ostracism on superstitious tendencies (Study 3). Altogether, these findings feature the essential role of thwarted perceived control in understanding the link between ostracism and superstitious tendencies and the implication of control restoration in weakening the link. They also highlight the importance of dispositional characteristics in moderating people's responses to superstitions following ostracism and related forms of interpersonal maltreatment. 相似文献
14.
This paper describes the basic elements of practice development and management within the academic medical setting. These include assessment of the market environment, both in the community and within the medical setting, product development, marketing, budget basics, quality, managed care negotiations, and finding time to do research in a financially-driven health care system. 相似文献
15.
Matteo Selvini 《Contemporary Family Therapy》1997,19(3):315-335
The author examines the position of a child from whom important matters in his or her own life or key events in the family have been kept secret, outlines criteria by which the decision whether or not to unveil the secret should be made, and urges colleagues to gather more data and examine further family secrets. 相似文献
16.
BALANCING SOCIAL ACCEPTABILITY WITH TREATMENT EFFECTIVENESS OF AN INTRUSIVE PROCEDURE: A CASE REPORT
Nancy C. Grace Sung Woo Kahng Wayne W. Fisher 《Journal of applied behavior analysis》1994,27(1):171-172
The debate over social acceptability of intrusive procedures has led some school districts to adopt policies allowing punishment for only the most extreme forms of destructive behavior. We investigated the effectiveness of selectively implementing punishment for only the most severe topographies of aggression and property destruction, while less extreme behaviors were ignored. Results indicated that severe behaviors were reduced to near-zero levels only when both severe and less severe behaviors were similarly punished. 相似文献
17.
Preventing antisocial behavior in the schools 总被引:1,自引:0,他引:1
Mayer GR 《Journal of applied behavior analysis》1995,28(4):467-478
Multiple correlates and determinants of antisocial behavior within the home, community, and school are reviewed. Due to the school's pivotal role in our society, an emphasis is placed on how our schools contribute to antisocial behavior, and what educators can do to prevent anti-social behavior and related attendance problems. A variety of contextual factors and setting events within our schools appear to be major contributors to antisocial behavior, and some of the same factors identified within the schools also have been identified within the home. These setting events, rather than quick restrictive fixes, must be given more attention if we are to provide safe school environments-environments that durably prevent antisocial behavior and related attendance problems. 相似文献
18.
Two children with autism were taught to engage in a variety of complex social behaviors using peer-implemented pivotal response training (PRT), a set of procedures designed to increase motivation and promote generalization. Typical peers were taught to implement PRT strategies by modeling, role playing, and didactic instruction. After training, peers implemented the procedures in the absence of direct supervision in a classroom environment. After the intervention, both children with autism maintained prolonged interactions with the peer, initiated play and conversations, and increased engagement in language and joint attention behaviors. In addition, teachers reported positive changes in social behavior, with the largest increases in peer-preferred social behavior. Further, these effects showed generality and maintenance. Implications of these findings are discussed. 相似文献
19.
小学儿童奖赏公平性的认知发展 总被引:2,自引:0,他引:2
采用信息加工研究途径并假设故事情境探索小学儿童对奖赏公平性的社会认知发展,并将儿童的发展与成人作对比。研究结果表明,7,9岁儿童容易将"均等"与"公平"混淆,还没形成一个稳定的分配模式,而12岁儿童已能运用"努力"、"成果"、"能力"等规则较为稳定地作出公平奖赏决定或评价,但还没达到对更高层次的社会准则的理解和掌握。儿童这一发展制约于他们的信息加工能力以及获得有关社会价值观的社会化过程。 相似文献
20.
Joel Hundert 《Journal of applied behavior analysis》1976,9(1):107-107
Six elementary school children served as subjects in an experiment comparing the relative effectiveness of (1) token reinforcement, in which children received tokens for attending and for correct arithmetic performance; (2) response cost, in which children received “free” tokens at the start of a period but lost them for inattention and for arithmetic performance below a specified level; and (3) a combination of both token reinforcement and response cost. During training, the six subjects received all three procedures in counterbalanced sequence. The effects of the three procedures were assessed by a within-subject comparison divided into three phases: (i) baseline, (ii) training, (iii) withdrawal of tokens. Introduction of the three token procedures markedly increased the two dependent measures. However, there were no differences across the procedures in the amount of change produced in either attending behavior or arithmetic performance. During baseline, the subjects averaged 29% attending behavior and 6.4 correct problems. These levels increased to 85% for attending behavior and 11.4 correct problems for arithmetic performance during training. Removal of all token procedures significantly decreased attending behavior (to an average of 65%), but produced a nonsignificant reduction in arithmetic performance (to an average of 7.6 correct problems). There was evidence that this lack of differential effects of the three token procedures was not due to an inability to discriminate among them. Furthermore, the subjects were evenly divided in their preference for the three procedures. 相似文献