全文获取类型
收费全文 | 418篇 |
免费 | 115篇 |
国内免费 | 33篇 |
出版年
2023年 | 5篇 |
2022年 | 8篇 |
2021年 | 11篇 |
2020年 | 20篇 |
2019年 | 25篇 |
2018年 | 26篇 |
2017年 | 24篇 |
2016年 | 19篇 |
2015年 | 16篇 |
2014年 | 12篇 |
2013年 | 60篇 |
2012年 | 25篇 |
2011年 | 17篇 |
2010年 | 16篇 |
2009年 | 20篇 |
2008年 | 15篇 |
2007年 | 20篇 |
2006年 | 15篇 |
2005年 | 16篇 |
2004年 | 18篇 |
2003年 | 19篇 |
2002年 | 8篇 |
2001年 | 6篇 |
2000年 | 11篇 |
1999年 | 5篇 |
1998年 | 6篇 |
1997年 | 7篇 |
1996年 | 10篇 |
1995年 | 7篇 |
1994年 | 9篇 |
1993年 | 6篇 |
1992年 | 4篇 |
1991年 | 5篇 |
1990年 | 7篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1987年 | 7篇 |
1986年 | 8篇 |
1985年 | 4篇 |
1984年 | 4篇 |
1983年 | 3篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 6篇 |
1977年 | 5篇 |
1976年 | 5篇 |
1975年 | 3篇 |
1974年 | 1篇 |
排序方式: 共有566条查询结果,搜索用时 46 毫秒
91.
92.
Two studies tested whether people interpreted verbal chance terms in a self‐serving manner. Participants read statements describing the likelihood of events in their own future and in the future of a randomly chosen other. They interpreted the chance terms numerically. Chance terms were interpreted as denoting a higher probability when they were used to describe the likelihood of pleasant events in one's own future than when they were used to describe the likelihood of pleasant events in someone else's future (Study 1). Similarly, chance terms were interpreted as denoting a lower probability when they were used to describe the likelihood of unpleasant events in one's own future than when they were used to describe the likelihood of unpleasant events in someone else's future (Studies 1 and 2). These differences occurred primarily when the risk statements were threatening. Copyright © 2005 John Wiley & Sons, Ltd. 相似文献
93.
Charles Fernyhough 《New Ideas in Psychology》2004,22(1):49-68
The phenomenon of auditory verbal hallucinations (AVHs) is one of the most intriguing features of the psychiatric literature. Two alternative models of the development of AVHs in both normal and psychotic populations are proposed. In the disruption to internalisation (DI) model, AVHs result from a disruption to the normal processes of internalisation of inner speech. In the re-expansion (RE) model, AVHs result when normal inner speech is re-expanded into inner dialogue under conditions of stress and cognitive challenge. Both models draw on Vygotsky's (The Collected Works Of L.S. Vygotsky, New York, Plenum Press, 1987) ideas about the development of inner speech. On this view, normal inner speech is considerably abbreviated relative to external speech, and also undergoes some important semantic transformations. In both the DI and RE models, AVHs arise when the subject's inner speech involves inappropriately expanded inner dialogue, leading the subject to experience the voices in the dialogue as alien. The two models may prove useful in explaining some of the social-developmental evidence surrounding the phenomenon, and also make a number of testable predictions which are suggested as priorities for future research. 相似文献
94.
This study compared the effects of a computer-based stimulus equivalence protocol to a traditional lecture format in teaching single-subject experimental design concepts to undergraduate students. Participants were assigned to either an equivalence or a lecture group, and performance on a paper-and-pencil test that targeted relations among the names of experimental designs, design definitions, design graphs, and clinical vignettes was compared. Generalization of responding to novel graphs and novel clinical vignettes, as well as the emergence of a topography-based tact response after selection-based training, were evaluated for the equivalence group. Performance on the paper-and-pencil test following teaching was comparable for participants in the equivalence and lecture groups. All participants in the equivalence group showed generalization to novel graphs, and 6 participants showed generalization to novel clinical vignettes. Three of the 4 participants demonstrated the emergence of a topography-based tact response following training on the stimulus equivalence protocol. 相似文献
95.
We review recommendations for sequencing instruction in receptive and expressive language objectives in early and intensive behavioral intervention (EIBI) programs. Several books recommend completing receptive protocols before introducing corresponding expressive protocols. However, this recommendation has little empirical support, and some evidence exists that the reverse sequence may be more efficient. Alternative recommendations include teaching receptive and expressive skills simultaneously (M. L. Sundberg & Partington, 1998) and building learning histories that lead to acquisition of receptive and expressive skills without direct instruction (Greer & Ross, 2008). Empirical support for these recommendations also is limited. Future research should assess the relative efficiency of receptive-before-expressive, expressive-before-receptive, and simultaneous training with children who have diagnoses of autism spectrum disorders. In addition, further evaluation is needed of the potential benefits of multiple-exemplar training and other variables that may influence the efficiency of receptive and expressive instruction. 相似文献
96.
Ingvarsson ET 《Journal of applied behavior analysis》2011,44(1):205-209
This study examined the effects of parent-implemented mand training on the acquisition of framed manding in a 4-year-old boy who had undergone partial hemispherectomy. Framed manding became the predominant mand form when and only when the intervention was implemented with each preferred toy, but minimal generalization to untrained toys nevertheless occurred. A pure mand test suggested that manding was controlled by the relevant motivating operation. 相似文献
97.
98.
99.
工作记忆是当前认知心理学中的一个研究热点,而其言语子系统与视觉子系统之间的关系又是一个颇具争论性的问题。实验1、2采用双任务范式考察了言语工作记忆对视觉工作记忆的影响。结果发现,满负荷言语负载条件下的视觉记忆的成绩显著低于无言语负载条件。这表明,言语工作记忆影响了视觉工作记忆任务的完成。 相似文献
100.
The purpose of the current study was to explore the use of overt and covert self-rules in the acquisition, maintenance, and generalization of a chained task by adults with mild developmental disabilities. This research differed from previous research in that the experimenter did not deliver reinforcement for correct responses during training, and we examined the correspondence between each self-rule statement and each subsequent response on each trial. Results showed that the self-rules participated in control over participants' responding, in that the skill was acquired and shown to generalize in the absence of experimenter-delivered reinforcement. Moreover, performance was shown to deteriorate when the emission of overt, but not covert, self-rules was blocked. 相似文献