全文获取类型
收费全文 | 1126篇 |
免费 | 184篇 |
国内免费 | 93篇 |
专业分类
1403篇 |
出版年
2024年 | 11篇 |
2023年 | 27篇 |
2022年 | 40篇 |
2021年 | 30篇 |
2020年 | 82篇 |
2019年 | 75篇 |
2018年 | 70篇 |
2017年 | 69篇 |
2016年 | 57篇 |
2015年 | 45篇 |
2014年 | 53篇 |
2013年 | 158篇 |
2012年 | 61篇 |
2011年 | 65篇 |
2010年 | 41篇 |
2009年 | 37篇 |
2008年 | 41篇 |
2007年 | 51篇 |
2006年 | 40篇 |
2005年 | 28篇 |
2004年 | 52篇 |
2003年 | 39篇 |
2002年 | 22篇 |
2001年 | 13篇 |
2000年 | 21篇 |
1999年 | 9篇 |
1998年 | 14篇 |
1997年 | 10篇 |
1996年 | 15篇 |
1995年 | 11篇 |
1994年 | 13篇 |
1993年 | 13篇 |
1992年 | 6篇 |
1991年 | 6篇 |
1990年 | 8篇 |
1989年 | 4篇 |
1988年 | 2篇 |
1987年 | 7篇 |
1986年 | 8篇 |
1985年 | 4篇 |
1984年 | 6篇 |
1983年 | 2篇 |
1982年 | 4篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 3篇 |
1978年 | 6篇 |
1977年 | 6篇 |
1976年 | 5篇 |
1975年 | 3篇 |
排序方式: 共有1403条查询结果,搜索用时 0 毫秒
71.
Despite Skinner's (1957) assertion that verbal operants are initially functionally independent, recent studies have suggested that in some cases the acquisition of one verbal operant (e.g., mand) gives rise to the other (e.g., tact) without explicit training. The present study aimed to evaluate the functional independence of mands and tacts during instruction with children with autism. Four boys with autism (3 to 6 years old) were taught to construct two 4‐piece structures. Two participants were taught directly to mand, whereas the other 2 were taught to tact the names of the pieces. The effects of training were evaluated in a multiple probe design across verbal operants and tasks. Three of the 4 participants demonstrated an immediate transfer of control from 1 verbal operant to the other. These results were consistent with previous research with typically developing young children. 相似文献
72.
Instructors of the visually impaired need efficient braille‐training methods. This study conducted a preliminary evaluation of a computer‐based program intended to teach the relation between braille characters and English letters using a matching‐to‐sample format with 4 sighted college students. Each participant mastered matching visual depictions of the braille alphabet to their printed‐word counterparts. Further, each participant increased the number of words they read in a braille passage following this training. These gains were maintained at variable levels on a maintenance probe conducted 2 to 4 weeks after training. 相似文献
73.
The purpose of the current study was to examine the degree to which instruction based on stimulus equivalence procedures could be used to teach single-subject design methodology to graduate-level professionals through a Web-based course management system known as Blackboard (see http://www.blackboard.com). Specifically, we used the stimulus equivalence paradigm to teach relations among the names, definitions, graphical representations of the designs, and two practical scenarios of when it would be appropriate to implement each design. Most participants demonstrated the emergence of untaught relations, and some participants showed generalization to novel vignettes and graphs. Relations largely were not maintained at follow-up but were retaught. 相似文献
74.
《The Journal of social psychology》2012,152(5):556-576
ABSTRACT This study examined the relationship between multicultural personality dispositions and trait emotional intelligence. The sample included 152 graduate education students enrolled at a university in a large northeastern city of the United States. The multicultural personality dispositions of Cultural Empathy and Social Initiative predicted variance in trait emotional intelligence above and beyond the variance accounted for by gender and potential socially desirable responding. Study limitations are highlighted, and suggestions for follow-up quantitative and qualitative research are presented. 相似文献
75.
76.
77.
Robert P. Tett Kurt A. Freund Neil D. Christiansen Kevin E. Fox John Coaster 《Personality and individual differences》2012,52(2):195-201
We assessed the combined effects of cognitive ability, opportunity to fake, and trait job-relevance on faking self-report emotional intelligence and personality tests by having 150 undergraduates complete such tests honestly and then so as to appear ideal for one of three jobs: nurse practitioner, marketing manager, and computer programmer. Faking, as expected, was greater (a) in higher-g participants, (b) in those scoring lower under honest conditions (with greater opportunity to fake), and (c) on job-relevant traits. Predicted interactions accounted for additional unique variance in faking. Combining all three factors yielded a “perfect storm” standardized difference of around 2, more than double the overall .83 estimate. Implications for the study of faking are discussed. 相似文献
78.
《British Journal of Guidance & Counselling》2012,40(1):31-42
This paper describes the profile of verbal response modes utilised in the expert application of Short-Term Dynamic Psychotherapy (STDP). One hundred and fifteen randomly selected segments from six treatments of STDP were analysed. Trained raters used a verbal response mode coding system to examine the individual speaking turns of an expert therapist. Based on the profile of therapist interventions reported, it was concluded that the actual conduct of this treatment in routine practice illustrates the empirically informed modifications to STDP technique integrated alongside the common characteristics of STDP based on the therapist (i) adopting an active stance, (ii) maintaining treatment focus using frequent confrontations and the ‘Triangle of Conflict’, and (iii) tailoring treatment to participant functioning using a combination of supportive and expressive interventions. Furthermore, specific differences in therapist activity were observed across treatment phases as well as between participants. 相似文献
79.
The focus of the present article was to analyze processes that determine the enactment and age effect in a multi-trial free recall paradigm by looking at the serial position effects. In an experimental study (see Schatz et al 2010), the performance-enhancing effect of enactive encoding and repeated learning was tested with older and younger participants. As expected, there was a steady improvement of memory performance as a function of repeated learning regardless of age. In addition, enactive encoding led to a better memory performance than verbal encoding in both age groups. Furthermore, younger adults outperformed the elderly regardless of type of encoding. Analyses in the present article show that encoding by enacting seems to profit especially from remembering the last items of a presented list. Regarding age differences, younger outperformed older participants in nearly all item positions. The performance enhancement after task repetition is due to a higher amount of recalled items in the middle positions in a subject performed task (SPT) and a verbal task (VT) as well as the last positions of a learned list in VT. 相似文献
80.
Heather Barry Kappes Elizabeth J. Stephens Gabriele Oettingen 《Journal of research in personality》2011,45(3):269-278
We hypothesized and observed that the degree to which students endorsed entity theories - the view that intelligence is fixed rather than malleable - attenuated the affective benefits and exacerbated the achievement drawbacks of positive fantasies in the academic domain. Positive fantasies only predicted low anger and anxiety for schoolchildren who did not strongly endorse entity theories (Study 1), and positive fantasies only predicted poor final school grades for vocational students who did strongly endorse entity theories (Study 2). An experiment indicated that for university students with stronger entity theories, positive fantasies demanded relatively little attention (Study 3), suggesting that positive fantasies obscure the opportunity for the preemptive self-regulation which promotes successful performance. 相似文献