全文获取类型
收费全文 | 483篇 |
免费 | 363篇 |
国内免费 | 25篇 |
出版年
2024年 | 5篇 |
2023年 | 9篇 |
2022年 | 2篇 |
2021年 | 26篇 |
2020年 | 23篇 |
2019年 | 20篇 |
2018年 | 20篇 |
2017年 | 18篇 |
2016年 | 16篇 |
2015年 | 23篇 |
2014年 | 22篇 |
2013年 | 28篇 |
2012年 | 21篇 |
2011年 | 33篇 |
2010年 | 24篇 |
2009年 | 20篇 |
2008年 | 20篇 |
2007年 | 16篇 |
2006年 | 17篇 |
2005年 | 19篇 |
2004年 | 21篇 |
2003年 | 15篇 |
2002年 | 20篇 |
2001年 | 19篇 |
2000年 | 22篇 |
1999年 | 16篇 |
1998年 | 17篇 |
1997年 | 14篇 |
1996年 | 15篇 |
1995年 | 12篇 |
1994年 | 21篇 |
1993年 | 17篇 |
1992年 | 20篇 |
1991年 | 19篇 |
1990年 | 8篇 |
1989年 | 20篇 |
1988年 | 16篇 |
1987年 | 10篇 |
1986年 | 12篇 |
1985年 | 13篇 |
1984年 | 12篇 |
1983年 | 12篇 |
1982年 | 15篇 |
1981年 | 17篇 |
1980年 | 17篇 |
1979年 | 19篇 |
1978年 | 19篇 |
1977年 | 25篇 |
1976年 | 17篇 |
1975年 | 9篇 |
排序方式: 共有871条查询结果,搜索用时 31 毫秒
121.
Three retarded and four economically disadvantaged children were taught, through modelling and reinforcement procedures, to produce complete sentences in response to three types of questions involving changes in verb inflections. To evaluate generalization of training, new but similar questions were periodically asked, answers to which were never modelled or reinforced. Modelling and reinforcement effectively taught correct sentence answers to training questions and produced new sentence answers to questions for which no specific training had been given. 相似文献
122.
Rilling M Caplan HJ Howard RC Brown CH 《Journal of the experimental analysis of behavior》1975,24(2):121-133
Three generalization procedures were used to investigate inhibitory stimulus control following discrimination learning with few errors. Three groups of pigeons acquired a discrimination between a green stimulus (the positive stimulus) and a vertical or horizontal line (the negative stimulus) through differential autoshaping followed by multiple schedule presentation of the two stimuli with gradually increasing stimulus durations. Genereralization testing was along a line-tilt continuum. For one group, the test involved a resistance-to-reinforcement procedure in which responses to all line tilts were reinforced on a variable-interval schedule. For a second group, also tested with the resistance-to-reinforcement procedure, the lines were superimposed on the green field that formerly served as the positive stimulus. A third group was tested in extinction with the combined stimuli. Control groups had no discrimination training but responding to green was nondifferentially reinforced. The control subjects responded more to all line tilts during testing than did the comparable experimental subjects, indicating that the negative stimulus had become an inhibitory stimulus. Both resistance-to-reinforcement groups revealed inhibitory gradients around the negative stimulus, but the gradient for the extinction group was relatively flat. These data are consistent with others that modify Terrace's early conclusion concerning the failure of inhibition to develop during errorless training. 相似文献
123.
Reinforcers affect behavior. A fundamental assumption has been that reinforcers strengthen the behavior they follow, and that this strengthening may be context‐specific (stimulus control). Less frequently discussed, but just as evident, is the observation that reinforcers have discriminative properties that also guide behavior. We review findings from recent research that approaches choice using nontraditional procedures, with a particular focus on how choice is affected by reinforcers, by time since reinforcers, and by recent sequences of reinforcers. We also discuss how conclusions about these results are impacted by the choice of measurement level and display. Clearly, reinforcers as traditionally considered are conditionally phylogenetically important to animals. However, their effects on behavior may be solely discriminative, and contingent reinforcers may not strengthen behavior. Rather, phylogenetically important stimuli constitute a part of a correlated compound stimulus context consisting of stimuli arising from the organism, from behavior, and from physiologically detected environmental stimuli. Thus, the three‐term contingency may be seen, along with organismic state, as a correlation of stimuli. We suggest that organisms may be seen as natural stimulus‐correlation detectors so that behavioral change affects the overall correlation and directs the organism toward currently appetitive goals and away from potential aversive goals. As a general conclusion, both historical and recent choice research supports the idea that stimulus control, not reinforcer control, may be fundamental. 相似文献
124.
Promoting the emergence of advanced knowledge: A review of peak relational training system: Direct training module by Mark R. Dixon
下载免费PDF全文
![点击此处可从《Journal of applied behavior analysis》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Mark Dixon's (2014) manual, PEAK Relational Training System: Direct Training Module, proposes a novel approach to manualized evaluation and curriculum development. Dixon's PEAK system, introduced in the book as the first of four modules, translates derived relational responding methodology into a new verbal‐behavior approach. The PEAK system is firmly rooted in the basic, conceptual, and applied behavior‐analytic tradition; however, it differs substantially from the competition in its unique application of relational frame theory to produce efficient learning. The manual's accessible nature renders it a viable product for many users and readers. The growing empirical support for PEAK’s efficacy, usability, and psychometrics is impressive and provides a robust empirical basis for the system that is not described within the pages of the manual. Behavior analysts may shy away from a manualized system that explicitly omits discussion of scholarship and empirical bases but would be remiss in doing so, given the potential of PEAK to revolutionize the way clinicians and parents apply the verbal behavior approach. 相似文献
125.
Mary Hunter Jesús Rosales‐Ruiz 《Journal of the experimental analysis of behavior》2019,111(3):449-464
During shaping, if the organism is engaged in behaviors other than the current approximation, the amount of time between reinforcers increases. In these situations, the shaper may resort to what is referred to as a “desperation‐driven click.” That is, after a period of no reinforcement, the shaper delivers one reinforcer for a nontarget approximation. Reports from professional animal trainers suggest that the animal may continue performing this new behavior, even if it is reinforced only once. This study attempted to model this phenomenon with college students. Results from the study demonstrated that a desperation‐driven click situation can be reliably produced in a controlled setting. When participants received one reinforcer for interacting with a new object following a period of no reinforcement, they interacted with the new object for a longer or equal amount of time as compared to an object that had a longer history of reinforcement. The results of this study have implications for the understanding of how reinforcement controls behavior. 相似文献
126.
Livia Scienza Marilia Pinheiro de Carvalho Armando Machado Antonio Maurício Moreno Natlia Biscassi Deisy das Graas de Souza 《Journal of the experimental analysis of behavior》2019,112(1):74-87
Simple and conditional discrimination training may produce various types of controlling relations. Responses may be controlled primarily by the positive stimulus (select–control relation) or by the negative stimulus (reject–control relation; the subject excludes the negative stimulus and chooses the positive). Bees learn to respond in simple and conditional discriminations. However, no study has searched for reject–control responding in Melipona bees. We trained Melipona quadrifasciata on a simple discrimination task (S+ vs. S‐; e.g., blue vs. yellow) and then probed for stimulus control with two types of probe trials, S+ versus a new stimulus (Select–control probes) and S‐ versus a new stimulus (Reject–control probes). For Group Different, a new‐stimulus color (e.g., white) was used in one type of probe and another color (e.g., black) was used in the other type. For Group Same, a single new‐stimulus color was used in both types of probes. On Select probes, the bees always preferred S+ to the new stimulus. On Reject probes, results were mixed. Depending on the colors used in training and probing, bees responded to both stimuli, and even preferred the S‐. The data suggest no control by the negative function of the S‐ and support the select‐stimulus control hypothesis of responding. 相似文献
127.
Megan A. Boyle Kaitlin S. Curtis Kara L. Forck Brittany M. Fudge Heather N. Speake Benjamin P. Pauls 《Behavioral Interventions》2019,34(4):564-576
We replicated the response‐restriction (RR) preference assessment and compared results in terms of preference hierarchies to those from free‐operant and multiple stimulus without replacement (MSWO) formats with six children with autism spectrum disorders (ASDs). We also assessed social validity of each format with teachers and clinicians who work with children with ASDs. Complete hierarchies were produced in four of 18 assessments and with MSWO and RR formats only. Results of the social validity assessment varied across raters, with each preference assessment format receiving the highest rating from at least one rater. Results are discussed in terms of practical recommendations and relative to the preference assessment literature as a whole. 相似文献
128.
Bryan J. Blair Jonathan Tarbox Leif Albright Jacquelyn M. MacDonald Lesley A. Shawler Samantha R. Russo Michael F. Dorsey 《Behavioral Interventions》2019,34(3):405-418
Previous research has demonstrated low rater agreement when visually inspecting trends in single‐subject design graphs (see Wolfe, Seaman, & Drasgow, 2016). Didactic instruction of visual analysis of practicing behavior analysts has resulted in generally poor and unreliable performances (Danov & Symons, 2008; Diller, Barry, & Gelino, 2016). Therefore, a refined instructional technology to improve the reliability among behavior analysts is warranted. Developing research has focused on the application of equivalence‐based instruction (Brodsky & Fienup, 2018; Rehfeldt, 2011) for a variety of complex human behaviors. In the current study, equivalence‐based instruction was used to train four participants to identify functional relations displayed in five different classes of graphs. Training resulted in the formation of five equivalence classes by all participants consisting of three members (graph, functional relation rule, and functional relation statement). In addition, the skills were maintained for up to 2 weeks and generalized to novel graphs. 相似文献
129.
130.
Vera Ruthsatz Sarah Neuburger Martina Rahe Petra Jansen Claudia Quaiser-Pohl 《Journal of Cognitive Psychology》2017,29(6):717-730
The study examined the influence of gender-stereotyped stimuli rotated in depth on children’s mental-rotation performance. Participants included 321 elementary school children who completed three-dimensional mental-rotation tasks with either male- or female-stereotyped stimuli (M-MRT-3D/F-MRT-3D). Results suggest that in-depth tasks are very difficult for second graders. No gender effect was found in the mental-rotation performance of 7- to 9-year-old children; however, task understanding indicates gender differences. For fourth graders, a significant interaction of gender and stimulus type could be demonstrated. Furthermore, results indicate that fourth-grade boys tend to guess more often in tasks with stimuli consistent to the respective own gender. In addition, regression analyses showed that next to grade and perceptual speed, the perceived level of stimulus familiarity predicted performance. Considering a possible link between dimensionality and familiarity, the influence of the gender-stereotyped stimuli on children’s confidence and task understanding as well as on transformational processes and strategy efficiency is discussed. 相似文献