全文获取类型
收费全文 | 2161篇 |
免费 | 272篇 |
国内免费 | 120篇 |
出版年
2024年 | 14篇 |
2023年 | 69篇 |
2022年 | 32篇 |
2021年 | 66篇 |
2020年 | 160篇 |
2019年 | 138篇 |
2018年 | 101篇 |
2017年 | 110篇 |
2016年 | 131篇 |
2015年 | 100篇 |
2014年 | 93篇 |
2013年 | 354篇 |
2012年 | 63篇 |
2011年 | 67篇 |
2010年 | 58篇 |
2009年 | 51篇 |
2008年 | 80篇 |
2007年 | 66篇 |
2006年 | 66篇 |
2005年 | 58篇 |
2004年 | 58篇 |
2003年 | 50篇 |
2002年 | 59篇 |
2001年 | 37篇 |
2000年 | 45篇 |
1999年 | 29篇 |
1998年 | 27篇 |
1997年 | 40篇 |
1996年 | 25篇 |
1995年 | 27篇 |
1994年 | 28篇 |
1993年 | 28篇 |
1992年 | 20篇 |
1991年 | 9篇 |
1990年 | 9篇 |
1989年 | 11篇 |
1988年 | 10篇 |
1987年 | 10篇 |
1986年 | 13篇 |
1985年 | 5篇 |
1984年 | 11篇 |
1983年 | 6篇 |
1982年 | 12篇 |
1981年 | 7篇 |
1980年 | 15篇 |
1979年 | 14篇 |
1978年 | 20篇 |
1977年 | 22篇 |
1976年 | 16篇 |
1975年 | 13篇 |
排序方式: 共有2553条查询结果,搜索用时 31 毫秒
61.
Marjolijn M. Vermande John H. van den Bercken Eric E. De Bruyn 《Journal of psychopathology and behavioral assessment》1996,18(1):49-70
In this study it was determined whether (a) classification as opposed to absence of classification has an effect on the quality of clinical hypotheses (b) the DSM-III-R and the CBCL have a different effect on the quality of clinical hypotheses, and (c) the potential difference between the DSM-III-R and the CBCL is moderated by the different number of syndromes identified by these systems. To investigate these questions, an experiment was conducted in which 86 clinicians generated hypotheses for six cases. The clinicians were divided into a DSM-III-R, a CBCL, and a control group. Of the six cases, two were classified by both classification systems as one syndrome, two were classified as one syndrome by the DSM-III-R but as two syndromes by the CBCL, and two were classified as two syndromes by the DSM-III-R but as one syndrome by the CBCL. The quality of the hypotheses was determined by means of four dependent variables selected from an overview of qualitative criteria: explanatory value, redundancy, possibility of operationalization, and specificity. No differences between the CBCL and the control groups were found. The DSM group performed better than the control group regarding explanatory value and redundancy. The DSM-III-R group also scored better than the CBCL group regarding explanatory value, particularly when the number of identified syndromes was two for the CBCL and one for the DSM-III-R. 相似文献
62.
63.
Gerard J. Connors Donnie W. Watson Stephen A. Maisto 《Journal of psychopathology and behavioral assessment》1985,7(4):365-374
The influence of subject and interviewer characteristics on the reliability of self-reports of alcohol consumption among young adults was investigated. Data were gathered from black and white college students of both sexes (N's=24) using a time-line procedure. The results snowed that these young adults provided highly reliable self-reports regarding their use of alcohol. Test-retest correlations for a criterion interval of 90 days were .96, .93, and .97 for the numbers of abstinent, moderate-drinking, and heavy-drinking days, respectively. Analyses also showed that white female subjects generally provided more reliable reports of abstinent and heavy-drinking days and that white female interviewers gathered more reliable reports across the three drinking disposition categories. These findings suggest that nonalcoholic young adults' retrospective reports of their drinking behavior can be reliably assessed using the time-line methodology. Future research is required to determine the validity of these self-reports and to understand the differential influence of subject and interviewer characteristics on the levels of reliability found. 相似文献
64.
Five foster grandparents were taught training skills for use in their daily interactions with severely handicapped persons in an institution. Following baseline, specific teaching procedures consisting of teacher instructions, prompts, modelling, and praise were implemented. The grandparents' frequency of training three skill areas increased as the specific teaching was implemented in multiple-baseline format. The total amount of training continued as teacher instructions, prompts, and modelling were terminated and praise continued, although the grandparents spent their training time emphasizing only two of the three skill areas. Teacher presence was gradually reduced over an 11-week period, with no decrease in grandparents' frequency of training. Four of the foster grandchildren, all profoundly retarded and multiply handicapped, demonstrated progress throughout the study. Results were discussed in light of the available contributions of foster grandparents in institutional settings and maintenance of staff training. 相似文献
65.
Roy H. Marlowe Charles H. Madsen Charles E. Bowen Robert C. Reardon Patrick E. Logue 《Journal of applied behavior analysis》1978,11(1):53-66
This experiment was designed to determine the relative effectiveness of teacher and counselling approaches in the reduction of disruptive or inappropriate classroom behavior. Inappropriate classroom behavior frequencies of 12 academically low achieving, seventh-grade, black male students, with a reported high rate of inappropriate classroom behavior, were recorded. Three groups, with nearly equal mean inappropriate behaviors, were randomly assigned to one of three treatment conditions: behavioral counselling, client-centered counselling, or no counselling. Each counselling group received fifteen 30-minute counselling sessions, at a rate of two to three times a week. In addition to counselling, all students subsequently received teacher approval within the classroom. Results indicated that the teacher was able to reduce inappropriate behavior more than any counselling group. There were also indications that behavioral counselling, but not client-centered counselling, was moderately helpful in reducing inappropriate classroom behavior. 相似文献
66.
Paul Bates 《Journal of applied behavior analysis》1980,13(2):237-248
Sixteen moderately and mildly retarded adults were selected from a group residential facility and randomly assigned to experimental and control groups. The experimental group received a 12-session interpersonal skills training program consisting of instruction in the following areas: (1) Introductions and Small Talk, (2) Asking for Help, (3) Differing with Others, and (4) Handling Criticism. The social skills instructional package included verbal instruction, modeling, role playing, feedback, contingent incentives, and homework. As a result of this training program, moderately and mildly retarded adults acquired new social skills as evidenced by performance on a situation role play assessment. These gains generalized to untrained role play situations but did not result in significant group differences when assessed in a more natural setting (i.e., local grocery store). 相似文献
67.
68.
Richard A. van den Pol Brian A. Iwata Martin T. Ivancic Terry J. Page Nancy A. Neef F. Paul Whitley 《Journal of applied behavior analysis》1981,14(1):61-69
This study examined classroom-based instruction in restauranting skills for handicapped persons. Three male students were taught each of four skill components in sequential order: locating, ordering, paying, and eating and exiting. Training was implemented in a multiple baseline design across subjects and consisted of modeling and role playing in conjunction with photo slide sequences and a simulated ordering counter. The use of a menu containing general item classes and a finger matching procedure for identifying errors in the delivery of change greatly reduced the reading and math skills necessary to enter and complete the program. Periodic probes were conducted in a McDonald's restaurant prior to, during, and up to one-year following the termination of training. In addition, two probes (overt and covert observation) were conducted in a Burger King restaurant to assess further generalization to a location different from the one depicted throughout training. Results showed that students' performance on restaurant probes improved as a result of training, generalized to novel settings, maintained over an extended period of time, and was comparable to that of a normative sample of nonretarded persons. 相似文献
69.
This study examined the generalization and maintenance effects of three phases of parent training (Instructions plus Feedback and two Self-management Training phases) on levels of disruptive child behavior and the accuracy with which parents implemented programs. Data were collected from five families in three main settings: the initial training setting (the home), a variety of generalization settings in the community, and the family breakfast. A multiple baseline across subjects design was used. Instructions plus Feedback comprised instructing parents to use a range of behavior management procedures and provided home-based differential feedback concerning accuracy of program implementation. Self-management Training phases involved training parents in goal setting, self-monitoring, and planning skills, specific to their performance of appropriate parenting skills in generalization settings. Results indicated that the Instructions plus Feedback phase was sufficient to produce reduced levels of problem behavior at home and high levels of accurate implementation, but generalization effects out of home were equivocal. Self-management maintained reduced levels of problem behavior at home but, in addition, resulted in generalization effects in community settings for both children and parents. Maintenance probes 3 months following the program revealed the effects had been maintained. 相似文献
70.
Kenneth E. Bauman Maxin L. Reiss Richard W. Rogers Jon S. Bailey 《Journal of applied behavior analysis》1983,16(1):55-68
The effectiveness of an advice package designed to restructure the restaurant environment and encourage parent praise was examined. Experiment 1 assessed the usefulness of the package when used with experimenter assistance. Videotapes were used to record the target child's behavior. Pre-meal inappropriate behavior decreased an average of 51% across target children. Mealtime inappropriate behavior and parent praise and disapproval were also measured. Experiment 2 was designed to determine whether families could implement the package without experimenter assistance and whether effects obtained would generalize to a different restaurant. Data were taken in vivo. Nine families were randomly assigned to one of three groups. Group assignment determined the order in which families went to two restaurants, the number of dinners each family participated in, and the point at which parents received the advice package. The order in which the families went to the two restaurants as well as the number of baseline meals was counterbalanced. Results of Experiment 2 showed that, when using the advice package, parents in all sequences were able to decrease pre-meal inappropriate behavior of their children, and that these effects generalized to a second restaurant. 相似文献