全文获取类型
收费全文 | 1824篇 |
免费 | 222篇 |
国内免费 | 196篇 |
出版年
2024年 | 8篇 |
2023年 | 38篇 |
2022年 | 29篇 |
2021年 | 51篇 |
2020年 | 71篇 |
2019年 | 105篇 |
2018年 | 88篇 |
2017年 | 98篇 |
2016年 | 70篇 |
2015年 | 69篇 |
2014年 | 63篇 |
2013年 | 302篇 |
2012年 | 54篇 |
2011年 | 61篇 |
2010年 | 42篇 |
2009年 | 76篇 |
2008年 | 86篇 |
2007年 | 89篇 |
2006年 | 80篇 |
2005年 | 106篇 |
2004年 | 74篇 |
2003年 | 66篇 |
2002年 | 64篇 |
2001年 | 54篇 |
2000年 | 45篇 |
1999年 | 36篇 |
1998年 | 39篇 |
1997年 | 46篇 |
1996年 | 31篇 |
1995年 | 36篇 |
1994年 | 38篇 |
1993年 | 23篇 |
1992年 | 19篇 |
1991年 | 12篇 |
1990年 | 8篇 |
1989年 | 8篇 |
1988年 | 7篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1985年 | 6篇 |
1984年 | 3篇 |
1982年 | 8篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 7篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1975年 | 1篇 |
1973年 | 1篇 |
排序方式: 共有2242条查询结果,搜索用时 15 毫秒
21.
22.
Jean Knox 《The Journal of analytical psychology》1997,42(4):653-666
In this paper I discuss the ways in which experimental and objective research from cognitive science and developmental psychology can help analysts evaluate the theoretical models of mental objects which we use; I indicate the ways in which such evidence tends to support models of internal objects as mental representations or developmental capacities rather than as wish-fulfilling expressions of instinctual drives. This land of empirical evidence is not just of academic interest but also has direct clinical relevance, particularly with borderline patients; such patients' sense of identity is totally dependent on the analyst's understanding of their internal world and for this to be misunderstood by the analyst can be catastrophic. An accurate theoretical model of mental objects can therefore help analysts to contain their patients more effectively. 相似文献
23.
Most concepts of development explain certain behavior changes as products or markers of the invariable succession of emerging periods, stages, refinements, or achievements that define and order much of an individual's life. A different but comparable concept can be derived from the most basic mechanisms of behavior analysis, which are its environmental contingencies, and from its most basic strategy, which is to study behavior as its subject matter. From a behavior-analytic perspective, the most fundamental developmental questions are (a) whether these contingencies vary in any systematic way across the life span, and thus make behavior change in a correspondingly systematic way; and (b) whether some of these contingencies and their changes have more far-reaching consequences than others, in terms of the importance to the organism and others, of the behavior classes they change. Certain behavior changes open the door to especially broad or especially important further behavior change, leading to the concept of the behavioral cusp. A behavioral cusp, then, is any behavior change that brings the organism's behavior into contact with new contingencies that have even more far-reaching consequences. Of all the environmental contingencies that change or maintain behavior, those that accomplish cusps are developmental. Behavior change remains the fundamental phenomenon of development for a behavior-analytic view; a cusp is a special instance of behavior change, a change crucial to what can come next. 相似文献
24.
Wayne W. Fisher Cathleen C. Piazza Lynn G. Bowman Gregory P. Hanley John D. Adelinis 《Journal of applied behavior analysis》1997,30(1):105-120
Mechanical restraints are commonly used to reduce the risks associated with severe self-injurious behavior (SIB), but may result in movement restriction and adverse side effects (e.g., bone demineralization). Restraint fading may provide a method for decreasing SIB while increasing movement and reducing these side effects. In the current investigation, rigid arm sleeves and restraint fading (gradually reducing the rigidity of the sleeves) were used with 3 clients who engaged in hand-to-head SIB. Restraints and fading reduced the hand-to-head SIB of all clients. However, for 1 client, the addition of a water mist procedure further reduced SIB to near-zero levels. For a 2nd client, another form of SIB developed that was not prevented by the rigid sleeves. For a 3rd client, a topography of SIB that was not physically prevented by the rigid sleeves was also reduced when restraints and fading were introduced. 相似文献
25.
We studied the academic effects on peers without disabilities of serving as peer supports for students with disabilities in general education classrooms. Three peers were studied using a range of indicators, including academic engagement, coursework performance, and social validity assessments. Peers assisting a student with disabilities via curricular adaptation, assignment completion, and social facilitation constituted the multicomponent independent variable. We used withdrawal or multiple baseline designs to demonstrate positive benefits for peers for all measures used. In addition, follow-up data for 2 peers indicated that the positive changes associated with serving as a peer support were maintained for up to 2 months. Our results are discussed in relation to the possible academic and social effects of providing peer supports in general education classrooms for students with and without disabilities. 相似文献
26.
Three students with moderate disabilities were taught to read and match-to-sample sight words comprising stimulus sets based upon the four food groups. We taught students conditional discriminations within four four-member sets using a single-sample/four-comparison procedure. Students were taught A-B, B-C, and C-D conditional discriminations for each of the four potential stimulus classes. Subsequent probes tested for relations based upon symmetry and one-node and two-node transitivity. The performances for all students indicated that symmetric relations emerged before one-node transitive relations, and that one-node transitive relations emerged before two-node transitive relations. These results are consistent with a pattern of responding, referred to as a "nodality effect," in which relations with fewer nodes are demonstrated prior to the demonstration of relations with a greater number of nodes. These results extend this area of research to sight-word reading for students with moderate disabilities. 相似文献
27.
We conducted a functional assessment of problem behaviors of 2 students with developmental disabilities in their classroom environments. Results of the assessments showed that although there were more tantrums in demand than in no-demand conditions, the function of the behavior was to gain attention (positive reinforcement) rather than to avoid or escape demands (negative reinforcement); demand conditions apparently served a discriminative function for the availability of attention. Therefore, intervention was based on the positive reinforcement hypothesis, resulting in a substantial reduction of tantrums for both subjects. 相似文献
28.
Valeri Farmer-Dougan 《Journal of applied behavior analysis》1994,27(3):533-544
A peer-delivered incidental-teaching procedure was used to instruct appropriate requesting in adults with moderate to severe mental retardation or autism. Three pairs of group-home residents participated in an incidental-teaching procedure to increase appropriate requesting, prompting, and responding of residents during lunch-preparation sessions. An increase in the number of incidental-teaching episodes during dinner was obtained, and remained high when lunch-making training sessions were withdrawn. In addition, during the incidental-teaching phase, an increase in appropriate requests and overall verbalizations occurred for the peer learners. Changes in appropriate requesting and overall verbalizations also remained higher than baseline when training was withdrawn. 相似文献
29.
THE EFFECTS OF CHOICE AND TASK PREFERENCE ON THE WORK PERFORMANCE OF ADULTS WITH SEVERE DISABILITIES
Linda M. Bambara Christina Ager Freya Koger 《Journal of applied behavior analysis》1994,27(3):555-556
We evaluated the effects of choice versus the assignment of tasks of varying preferences on the work engagement of adults with severe disabilities. The combined results of two experiments suggest that the relative preference for a task may be an important variable in the effectiveness of choice for some individuals. 相似文献
30.
We evaluated a means of increasing staff members' interactions with an individual with multiple disabilities through use of a voice output communication aid (VOCA). When activated, the VOCA allowed the individual to communicate through synthesized speech. Results indicated that staff members interacted with the individual more frequently when she had access to the VOCA, suggesting that VOCAs may represent an alternative to more traditional staff management programs for increasing interactions. 相似文献