全文获取类型
收费全文 | 157篇 |
免费 | 17篇 |
国内免费 | 4篇 |
出版年
2020年 | 1篇 |
2019年 | 1篇 |
2018年 | 1篇 |
2016年 | 1篇 |
2014年 | 2篇 |
2013年 | 7篇 |
2012年 | 1篇 |
2010年 | 1篇 |
2007年 | 1篇 |
2006年 | 2篇 |
2005年 | 2篇 |
2004年 | 4篇 |
2003年 | 1篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1995年 | 5篇 |
1994年 | 5篇 |
1993年 | 3篇 |
1992年 | 10篇 |
1991年 | 7篇 |
1990年 | 11篇 |
1989年 | 9篇 |
1988年 | 8篇 |
1987年 | 6篇 |
1986年 | 11篇 |
1985年 | 8篇 |
1984年 | 11篇 |
1983年 | 5篇 |
1982年 | 7篇 |
1981年 | 9篇 |
1980年 | 12篇 |
1979年 | 7篇 |
1978年 | 5篇 |
1977年 | 4篇 |
1976年 | 1篇 |
1975年 | 1篇 |
排序方式: 共有178条查询结果,搜索用时 46 毫秒
91.
A comparison was made between two procedures for teaching persons with severe handicaps: (a) the task demonstration model, which is based upon a fading procedure and general case programming, and (b) the standard prompting hierarchy, a least-to-most intrusive prompting procedure commonly used to teach these individuals. Five phases were used in comparing the procedures: pretesting, training, two generalization tests, and a 6-month maintenance test. Eight students learned two discrimination tasks by each procedure, with each task involving two- or three-digit numbers. Results showed that under the task demonstration model all 8 subjects had more unprompted correct responses (about 1.5 times as many) in training, all 8 subjects had fewer errors (about 0.6 times as many) in training, all 8 subjects had more correct responding in the generalization test with untrained stimuli in the training room, 6 of 8 subjects had more correct responding with untrained stimuli in another room, a 7th had equivalent amounts, and 7 of 8 subjects had more correct responding on a 6-month maintenance test. Thus, the task demonstration model proved superior to the standard prompting hierarchy in 29 of 32 tests of correct responding. Results are discussed in terms of implications for stimulus control training strategies. 相似文献
92.
Kathleen Dyer Glen Dunlap Vincent Winterling 《Journal of applied behavior analysis》1990,23(4):515-524
This study assessed the impact of choice making on the serious problem behaviors of 3 students with severe autism and/or mental retardation. In the context of within-subject reversal designs, the results showed consistently reduced levels of problem behaviors (e.g., aggression) when the students were given opportunities to make choices among instructional tasks and reinforcers. Additional data showed no systematic differences in the rate of correct responding between the two conditions. The results are discussed in relation to the continuing search for effective, nonintrusive solutions to the occurrence of serious problem behavior. 相似文献
93.
Maurice A. Feldman Laurie Case Arnold Rincover Fay Towns Judith Betel 《Journal of applied behavior analysis》1989,22(2):211-222
We evaluated the effects of a parent training program consisting of verbal instruction, modeling, and feedback on the affection and responsivity of 3 developmentally handicapped mothers towards their children. The results indicated the following: First, the training package increased maternal physical affection, praise, and imitation of child vocalizations. These parenting skills increased to levels found in comparison groups of nonhandicapped mothers. Second, the training package was more effective than verbal instruction alone, the latter being the predominant method presently used by social service workers. Third, most maternal gains were maintained over a 3- to 18-month follow-up period, although one mother required a reinforced maintenance procedure. Fourth, instructing mothers to generalize served to increase the generalization of newly acquired skills from play times (the training context) to child-care tasks (e.g., diapering, feeding). Fifth, teaching the parents to imitate child vocalizations was related to gains in both the frequency and quality of verbal behavior of the two language delayed children as measured by standardized developmental tests and in vivo comparisons with age-matched children (who had nonhandicapped parents). These results show that behavioral instruction can improve important child-rearing skills of developmentally handicapped mothers, with corresponding benefits to their children. 相似文献
94.
J Rast J M Johnston J E Allen C Drum 《Journal of the experimental analysis of behavior》1985,44(2):195-206
Previous studies have identified a reliable relation between the quantity of food ingested and ruminating in profoundly retarded individuals and have established some parametric characteristics of this relation. The present study investigated three different properties of food that may influence this relation. Experiment 1 examined the role of stomach distention produced by including in the subject's diet wheat bran in amounts equivalent to and exceeding the calculated amount of crude fiber in the starch-satiation diet reported by Rast, Johnston, Drum, and Conrin (1981) and Rast, Johnston, and Drum (1984). There was a decrease in ruminating, although this decrease was smaller and more gradual than in the starch-satiation condition. Experiment 2 showed that increasing calories without increasing food volume resulted in a gradual and moderate decrease in ruminating. Experiment 3 replicated and extended the first two experiments by varying both caloric intake and stomach distention as well as oropharyngeal and esophageal stimulation in a different sequence of conditions. All variables exerted some control over responding. However, the large and immediate effects of the starch-satiation procedure occurred only when subjects were permitted to consume unlimited quantities. 相似文献
95.
The content, interpretation, and structure of hallucinations experienced by individuals with severe mental illness are influenced by the culture of the individuals who experience them. We analyzed the content of visual and auditory hallucinations of 53 Puerto Rican women in northeastern Ohio with a diagnosis of a severe mental illness (SMI) who were participating in a study of HIV risk among Hispanic women with SMI. Compared to non-hallucinators, hallucinators had lower global assessment of functioning scores and greater suicidality. Hallucinations reflected three themes: religious themes, command hallucinations, and unidentifiable voices. Hallucinators’ subjective experience of their hallucinations ranged from a sense of security to significant distress. Participants developed a wide range of strategies to deal with threatening hallucinations. Provider response to individuals’ experience appeared to impact the quality of the patient–provider relationship. We recommend the inclusion of religious history in the initial assessment of individuals. This will assist the provider in making an accurate diagnosis, distinguishing between religious beliefs and those that reflect underlying pathology, and in increasing the level of cultural competence of the care provided. Religious and spiritual beliefs that provide a source of hope and strength for the patient can be utilized to expand and enhance the patient's coping strategies. 相似文献
96.
This paper gives special emphasis to the widening and modification of the sense of existence in relation to the unconscious processes of identification. In our ‘post‐modern’ society there are some parents who, while taking care of their children, use subtle projective identification against them, so as to produce in them a sort of pathological introjective identification, which denies their Self. Ferenczi's thought, which deals with the sense of ‘not‐existing’ in some children, helps us to go into depth in understanding their difficulties and pathologies. 相似文献
97.
98.
99.
郭峥嵘 《医学与哲学(人文社会医学版)》2013,(11):72-74
本文分析三种类型歧视所造成的患者及其家属的痛耻感,论述我们应当如何利用适当的文化应对策略来消除歧视、减少病耻感,从而有效地克服病耻感对于患者及其家属的负面影响。文化差异与病耻感的形成直接相关,文化作为一个重要变量,影响着精神卫生问题以及相应的服务政策,深入研究和认识儒家文化的核心价值有助于减少对于精神病患者的歧视,帮助他们克服病耻感。中国道家文化推崇道法自然,无为而治,可以发展出有效的心理疗法,对于精神疾病是一剂对症的良药。 相似文献
100.
Edith B.C.D. Gould 《International Forum of Psychoanalysis》2013,22(1):58-59
Abstract This article presents research into the mother–child relationship according to psychoanalytic theory. It is based on data from groups of mothers who have children with special needs in the context of their experiences with inclusive education policies. 相似文献