全文获取类型
收费全文 | 248篇 |
免费 | 40篇 |
国内免费 | 6篇 |
专业分类
294篇 |
出版年
2024年 | 4篇 |
2023年 | 5篇 |
2021年 | 6篇 |
2020年 | 14篇 |
2019年 | 15篇 |
2018年 | 13篇 |
2017年 | 10篇 |
2016年 | 9篇 |
2015年 | 10篇 |
2014年 | 6篇 |
2013年 | 27篇 |
2012年 | 8篇 |
2011年 | 10篇 |
2010年 | 6篇 |
2009年 | 7篇 |
2008年 | 11篇 |
2007年 | 7篇 |
2006年 | 10篇 |
2005年 | 8篇 |
2004年 | 7篇 |
2003年 | 6篇 |
2002年 | 7篇 |
2000年 | 8篇 |
1999年 | 5篇 |
1998年 | 5篇 |
1997年 | 9篇 |
1996年 | 4篇 |
1995年 | 7篇 |
1994年 | 3篇 |
1993年 | 5篇 |
1992年 | 6篇 |
1991年 | 12篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1978年 | 2篇 |
1977年 | 6篇 |
1976年 | 5篇 |
1975年 | 3篇 |
排序方式: 共有294条查询结果,搜索用时 15 毫秒
121.
Abbey Loehr Bethany Rittle-Johnson Kelley Durkin Jon R. Star 《Applied cognitive psychology》2020,34(4):825-836
Mathematics textbooks sometimes present worked examples as being generated by particular fictitious students (i.e., person-presentation). However, there are indicators that person-presentation of worked examples may harm generalization of the presented strategies to new problems. In the context of comparing and discussing worked examples during extended classroom instruction, the current study compared the impact of person-presentation to strategy labels on students' posttest accuracy and ratings of strategy generalizability. Five algebra teachers and their 168 students used worked examples either presented using fictitious students or with a strategy label during a multiweek unit on equation solving, with teachers randomly assigned to condition. All students compared and discussed the worked examples. In this context, we found no effect of condition on student accuracy at posttest, nor on their ratings of the generalizability of the presented strategies. We discuss why previously found negative effects of person-presentation may not have extended to this context. 相似文献
122.
Meada G. Hall M.S. John W. Schuster Ed.D. Mark Wolery Ph.D. David L. Gast Ph.D. Patricia Munson Doyle M.S. 《Journal of Behavioral Education》1992,2(3):257-279
This investigation evaluated the use of dyadic instructional arrangements in teaching chained skills to four students with moderate mental retardation. Each instructional dyad consisted of two students. Each of the three cooking skills was divided into two equal parts, and each student in a dyad received direct instruction on one part of the task analysis during each instructional session. During the following session, the two parts were reversed and a student received instruction on the second part. A constant time delay procedure was used to teach the targeted skills in an off-campus setting. A multiple probe design across skills and replicated across students evaluated the effectiveness of the instructional procedure and teaching arrangement. Results indicate that each of the four students learned the three cooking skills. Implications for future research are discussed. 相似文献
123.
HIDETSUGU TAJIKA EWALD NEUMANN HIDEKI HAMAJIMA AKIHIKO IWAHARA 《The Japanese psychological research》2005,47(1):31-39
Abstract: In a false memory experiment, lists of semantic associates (e.g., newspaper, letter, book, etc.) were presented to three groups of participants to induce false memories for critical nonpresented (CN) words (e.g., read) in an incidental learning task. The control group simply estimated the frequency rate in everyday Japanese discourse of each word on a list. The imagery instruction group received an additional instruction to imagine a thematically related converging word from the target words on a list. Participants in the imagery plus writing group received the same instructions as those in the imagery instruction group, but were also required to write down the word they imagined for each list. The results from the implicit and explicit memory tests given after the incidental learning episode showed that the level of priming for CN words was equivalent to that for actually presented target words for all three groups on the implicit test, whereas explicit memory results showed that participants explicitly recognized more target words than CN words. The implications for implicit associative response and fuzzy‐trace theories of false memory, as well as implicit priming, are discussed. 相似文献
124.
Kristin R. Griffith Amber L. Ramos Kelli E. Hill Caio F. Miguel 《Journal of applied behavior analysis》2018,51(2):207-219
The purpose of the current study was to evaluate the effects of equivalence‐based instruction (EBI) on the emergence of basic music reading and piano playing skills. Six female college students learned to identify three musical chord notations given their respective dictated names. Participants also learned to play chords on the piano following the dictated name of the chord, and to play the chords to a song on a keyboard. Results are consistent with past research, in that stimuli became substitutable for each other and acquired a common behavioral function. Data suggest that EBI was an effective and efficient procedure to teach adults to read musical notation, as well as play chords and a song on a piano keyboard. 相似文献
125.
Using an abbreviated assessment to identify effective error‐correction procedures for individual learners during discrete‐trial instruction 下载免费PDF全文
Regina A. Carroll Jennifer Owsiany Jessica M. Cheatham 《Journal of applied behavior analysis》2018,51(3):482-501
Previous research comparing the effectiveness of error‐correction procedures has involved lengthy assessments that may not be practical in applied settings. We used an abbreviated assessment to compare the effectiveness of five error‐correction procedures for four children with autism spectrum disorder or a developmental delay. During the abbreviated assessment, we sampled participants' responding with each procedure and completed the assessment before participants reached our mastery criterion. Then, we used the results of the abbreviated assessment to predict the most efficient procedure for each participant. Next, we conducted validation assessments, comparing the number of sessions, trials, and time required for participants to master targets with each procedure. Results showed correspondence between the abbreviated assessment and validation assessments for two of four participants and partial correspondence for the other two participants. Findings suggest that a brief assessment may be a useful tool for identifying the most efficient error‐correction procedure for individual learners. 相似文献
126.
Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved providing a sample braille letter and teaching the selection of the corresponding printed letter from a comparison array. Concomitant with increases in the accuracy of this skill, we assessed and captured the formation of equivalence classes through tests of symmetry and transitivity among the printed letters, the corresponding braille letters, and their spoken names. 相似文献
127.
128.
129.
130.
We investigated the effects of self-regulated strategy instruction on the ability of four elementary-school students with mild handicaps (2 with learning disabilities [LD] and 2 with mild mental retardation [MMR]) to perform 4 types of addition and subtraction word problems. We used a multiple baseline design and a self-instructional strategy to address story problem solving. Results indicated that the strategy was effective in increasing the number of correctly solved word problems. Gains were maintained across a 6 and 8 week follow-up check. The study supports previous research indicating that cognitive strategies are effective for students with LD and suggests that cognitive strategies are appropriate for students with MMR. 相似文献