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541.
    
ABSTRACT

The study of training transfer as something that occurs over time with its own underlying process has been very limited in the training literature to date. This paper argues that we can better understand how transfer unfolds over time, and why it unfolds in any particular way, by considering important theoretical and mathematical concepts from nonlinear dynamics. We draw on nonlinear concepts, such as attractors, to describe how and when training interventions are likely to succeed and how subsequent transfer may unfold in relation to those concepts. We then explicate how taking a dynamic view of transfer forces us to change how our field currently studies transfer methodologically, and then give an extended example of how such an advancement may provide for richer theories regarding the process of transfer by focusing on the effects of supervisor support over time. We close with some practical recommendations informed by our view.  相似文献   
542.
    
Children with autism spectrum disorder (ASD) often display impaired listener skills, and few studies have evaluated procedures for establishing initial auditory‐visual conditional discrimination skills. We developed and evaluated a treatment package for training initial auditory‐visual conditional discriminations based on the extant research on training such discriminations in children with ASD with at least some preexisting skills in this area. The treatment package included (a) conditional‐only training, (b) prompting the participant to echo the sample stimulus as a differential observing response, (c) prompting correct selection responses using an identity‐match prompt, (d) using progressively delayed prompts, and (e) repeating trials until the participant emitted an independent correct response. Results indicated all participants mastered all listener targets, and the two participants for whom we tested the emergence of corresponding tacts showed mastery of most tacts without direct training. We discuss these results relative to prior research on listener skills and tacts.  相似文献   
543.
    
Previous work has demonstrated that cued recall of a term from a fact yields learning that does not transfer, relative to a restudy control, to recall of another term from the same fact. Here we report six experiments in which a series of manipulations during the initial study and training phases of learning, hypothesized to increase transfer for process‐based biology concepts, were investigated. In Experiments 1 and 2, fill‐in‐the‐blank questions combined with immediate or delayed and repeated correct answer feedback improved learning but not transfer. In Experiments 3 and 4, practice questions that involved recalling process steps, understanding ordinal relationships, or making inferences did not improve transfer. Positive transfer was produced, however, in Experiments 5 and 6 via retrieval–verification–scoring, a new method in which difficult fill‐in‐the‐blank questions were combined with extensive feedback processing. We discuss implications for transfer in both theoretical and applied contexts.  相似文献   
544.
    
Progress in psychotherapy is typically irregular, as advances alternate with setbacks. This study investigated the therapist’s activities prior to two main types of setbacks, one involving the client following therapist proposals and one involving the client failing to follow from therapist proposals, in the case of a poor-outcome client treated with a linguistically-oriented kind of cognitive therapy. Setbacks were defined as decreases of at least one level on an index of therapeutic progress, the 8-level Assimilation of Problematic Experiences Scale (APES), in adjacent client passages. Therapist activities were coded in 361 setback episodes that each included a client pre-setback passage, a therapist passage, and a client setback passage; both client passages had been previously rated on the APES. The main categories of therapist activities showed distinctive patterns in relation to the two main types of setbacks, the therapeutic zone of proximal development and the balance strategy. The two main patterns were described as an exploratory and a challenging configuration. These patterns of therapist activities and setbacks showed how the therapist seemed to persevere with approach-guided interventions while this poor-outcome client continued to have setbacks to low APES levels.  相似文献   
545.
    
In their review of the literature on stigmatized‐identity cues, Chaney, Sanchez, and Maimon (2019—this issue) summarize evidence that stigmatized‐identity threat and safety cues drive consumer behavior through their effects on consumers’ inferences about the company's ideology and their consequential impact on feelings of belonging. The authors also identify various factors that moderate the relationship between these identity cues and consumers’ belonging perceptions. In our commentary, we identify future research opportunities by: (a) encouraging efforts to broaden the proposed framework to account for stigmatized identities defined in terms of consumption activities, (b) highlighting concepts and relationships that may require re‐examination or deeper understanding, and (c) proposing additional consumer behaviors that punish or reward companies that use stigmatized‐identity threat and safety cues, respectively.  相似文献   
546.
    
The aim of this study was to investigate the effects of counselling programmes based on expressive activities with semi‐structured groups, on the self‐concealment levels of adolescents. The research was carried out using a pretest–posttest control group design. The dependent variable of the present research, is the psychological counselling programme conducted with a semi‐structured group based on expressive activities. The research was carried out with 18 6th and 7th grade secondary school students (10 female and 8 male). The Self‐Concealment Scale was used as data collection tool. In this research, the use of nonparametric tests was preferred, as the sample was smaller than 30. Therefore, it was determined whether there is a statistically significant difference between the arithmetic means of the experimental and control groups’ pretest, posttest and trail test scores by use of Wilcoxon signed‐rank test, to determine the effects of a psychological counselling programme with semi‐structured group based on expressive activities. Also, it was determined whether there was a statistically significant relationship between the pretest, posttest and trail intervention scores received by the intervention and control group students from the Self‐Concealment Scale, using Mann–Whitney U test. The research results revealed that the “psychological counselling programme based on expressive activities with semi‐structured groups” was significantly effective in alleviation of self‐concealment levels, and this effect was also maintained in follow‐up evaluations. The obtained results are discussed in the light of related literature findings and recommendations are proposed accordingly.  相似文献   
547.
548.
Despite the advent of CRISPR, safe and effective gene editing for human enhancement remains well beyond our current technological capabilities. For the discussion about enhancing human beings to be worth having, then, we must assume that gene-editing technology will improve rapidly. However, rapid progress in the development and application of any technology comes at a price: obsolescence. If the genetic enhancements we can provide children get better and better each year, then the enhancements granted to children born in any given year will rapidly go out of date. Sooner or later, every modified child will find him- or herself to be “yesterday’s child.” The impacts of such obsolescence on our individual, social, and philosophical self-understanding constitute an underexplored set of considerations relevant to the ethics of genome editing.  相似文献   
549.
Developed the concept of psychological wellness and made the case that proportionally more resources should be directed to the pursuit of this goal. Five pathways to wellness are considered, implicating aspects of individual development and the impact of contexts, settings, and policies. The five pathways are: forming wholesome early attachments; acquiring age- and ability-appropriate competencies; engineering settings that promote adaptive outcomes; fostering empowerment; and acquiring skills needed to cope effectively with life stressors. Although these noncompeting pathways have differential salience at different ages and for different groups and life conditions, each is an essential element in any comprehensive social plan to advance wellness. Examples of effective programs are cited in all five areas, including recent comprehensive, long-term programs embodying multiple pathways to wellness. Some ideas in this paper were first presented in a talk at the W. T. Grant Foundation-sponsored conference on “Risk, Resiliency and Development,” Kiawah Island, S. Carolina, May 30, 1992. The author gratefully acknowledges support from the Grant Foundation in writing this article.  相似文献   
550.
During Experiments 1 and 2, subjects were trained in a series of related conditional discriminations in a matching-to-sample format (A1-B1, A1-C1 and A2-B2, A2-C2). A low-rate performance was then explicitly trained in the presence of B1, and a high-rate performance was explicitly trained in the presence of B2. The two types of schedule performance transferred to the C stimuli for all subjects in both experiments, in the absence of explicit reinforcement through equivalence (i.e., C1 = low rate and C2 = high rate). In Experiment 2, it was also shown that these discriminative functions transferred from the C1-C2 stimuli to two novel stimuli that were physically similar to the C stimuli (SC1 and SC2, respectively). For both these experiments, subjects demonstrated the predicted equivalence responding during matching-to-sample equivalence tests. In Experiments 3 and 4, the conditional discrimination training from the first two experiments was modified in that two further conditional discrimination tasks were trained (C1-D1 and C2-D2). However, for these tasks the D stimuli served only as positive comparisons, and ND1 and ND2 stimuli served as negative comparisons (i.e., C1 × ND1 and C2 × ND2). Subsequent to training, the negatively related stimuli (ND1 and ND2) did not become discriminative for the schedule performances explicitly trained in the presence of B1 and B2, respectively. Instead, the ND1 stimulus became discriminative for the schedule performance trained in the presence of B2, and ND2 became discriminative for the schedule performance trained in the presence of B1. All subjects from Experiment 4 showed that the novel stimulus SND1, which was physically similar to ND1, became discriminative for the same response pattern as that controlled by ND1. Similarly, SND2, which was physically similar to ND2, became discriminative for the same response pattern as that controlled by ND2. Subjects from both Experiments 3 and 4 also produced equivalence responding on matching-to-sample equivalence tests that corresponded perfectly to the derived performances shown on the transfer of discriminative control tests.  相似文献   
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