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131.
Nirbhay N. Singh Ph.D. Donald P. Oswald Ph.D. Cynthia R. Ellis M.D. Subhashni D. Singh 《Journal of Behavioral Education》1995,5(1):77-91
Three adults with profound mental retardation and very limited reading skills were transitioned to community living after spending more than 20 years in a residential facility. Community-based instruction was used to teach them to independently prepare meals. Directed rehearsal and prompting procedures were used to teach them those meal preparation skills that they were unable to perform independently. We present assessment, training and followup data on the preparation of a dessert by the three participants. Following an assessment on the steps needed to prepare the dessert, training was introduced in a multiple baseline across subjects design. Results showed that the participants were able to independently prepare the dessert in up to 21 pre-training and training sessions. Monthly followup for six months showed that they were able to independently prepare the dessert in various community settings of their choice. 相似文献
132.
Six experiments, each with 5 human adults, were conducted to investigate the determinants of human performance on multiple concurrent variable-interval schedules. A two-key procedure was employed in which subjects' key presses produced points exchangeable for money. Variables manipulated across experiments were (a) changeover delay (Experiments 2, 4, and 6), (b) ordinal cues related to scheduled reinforcement frequencies (Experiments 3 and 4), and (c) instructions describing the ordinal relations between schedule-correlated stimuli and scheduled reinforcement frequency (Experiments 5 and 6). The performances of only 13 of the 30 subjects could be described by the generalized matching equation and were within a range of values typical of those reported in the animal literature. Eight subjects showed indifference, 9 undermatched, 7 approximated matching, 3 overmatched, and a further 3 responded exclusively to the richer component of the concurrent schedules. These differing modes of responding were closely related to the different types of performance rules reported by subjects in postexperimental questionnaires. The results are in good agreement with those from studies of human performance on single schedules, suggesting that rule-governed behavior, in interaction with contingencies, may be an important determinant of human choice. 相似文献
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Magali Ginet Olivier Dodier Brigitte Bardin Michel Désert Catherine Greffeuille Fanny Verkampt 《The Journal of general psychology》2013,140(4):313-341
The two present studies examined the influence of perspective instructions given during encoding and retrieval on the recall of a visual event. Participants viewed slides or a film depicting a day in the life of a man. Before viewing the to-be-remembered event, they were instructed to adopt the perspective of an alcoholic vs. an unemployed man vs. no perspective (Experiment 1), or of an unemployed man vs. no perspective (Experiment 2). Participants in the first study were interviewed twice, with the second recall being preceded by either a change perspective instruction or without any specific instruction. In the second study, participants were interviewed using either a cognitive interview (CI) or a CI without the change perspective instruction. Results showed that adopting a perspective during encoding impaired recall performance and failed to demonstrate a significant benefit of the change perspective instruction. The theoretical and practical implications of these results are discussed. 相似文献
135.
Cara L. Phillips Timothy R. Vollmer Allen Porter 《Journal of applied behavior analysis》2019,52(4):1140-1160
The benefit of permanent prompts depends on the extent to which their use is generalized. Previous research has demonstrated both control by and efficacy of pictorial prompts (e.g., Phillips & Vollmer, 2012). The present studies similarly evaluated stimulus control by textual prompts. Six school aged children with intellectual disabilities were taught to complete four 5‐step instructional sets under the control of textual prompts. All 6 subjects showed some generalization to the final set. The results suggest that training served 1 of 3 purposes: (a) established control by the textual prompts or the ordinal sequence thereof, (b) addressed a reading deficit, or (c) addressed the lack of a motivating operation during baseline. Training a single task sequence may not be sufficient for acquisition of generalized textual instruction‐following. However, establishing appropriate stimulus control by the textual prompts may facilitate acquisition of a generalized repertoire. 相似文献
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In the following article, we describe our research with preservice teachers (PSTs) engaged in an introductory course in curriculum, instruction, and technology. Typically, efforts to engage PSTs in reflection focus on the student-teaching experience. We assert there is potential for PSTs to think deeply about their identities prior to actual classroom experience. Our research concerns the development of reflective pedagogical thinking by PSTs, stimulated by a variety of curricular, instructional, and technological learning experiences. We will highlight the pedagogical innovations we employed to stimulate PSTs to engage in meaningful reflection prior to their student-teaching experiences. We will describe our learning experiences and nontraditional grading scheme in the course, and examine the impact of those practices on PST reflective writing. 相似文献
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