全文获取类型
收费全文 | 136篇 |
免费 | 8篇 |
出版年
2022年 | 3篇 |
2021年 | 2篇 |
2020年 | 1篇 |
2019年 | 6篇 |
2018年 | 2篇 |
2017年 | 5篇 |
2016年 | 7篇 |
2015年 | 5篇 |
2014年 | 2篇 |
2013年 | 13篇 |
2012年 | 2篇 |
2011年 | 6篇 |
2010年 | 3篇 |
2009年 | 5篇 |
2008年 | 5篇 |
2007年 | 6篇 |
2006年 | 9篇 |
2005年 | 5篇 |
2004年 | 3篇 |
2002年 | 1篇 |
2000年 | 5篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 1篇 |
1996年 | 6篇 |
1995年 | 2篇 |
1994年 | 3篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1971年 | 2篇 |
1970年 | 1篇 |
1969年 | 2篇 |
1968年 | 2篇 |
1967年 | 2篇 |
排序方式: 共有144条查询结果,搜索用时 15 毫秒
1.
177 respondents attending a midwestern state university reported greater alienation from the wider society when they held more positive attitudes than negative ones toward women and homosexuals. Alienation and attitudes toward African-Americans, women, and homosexuals were not influenced by gender or religiosity. 相似文献
2.
Philosophical Studies - 相似文献
3.
Male Sexual Proprietariness and Violence Against Wives 总被引:3,自引:0,他引:3
4.
5.
6.
We review the recently published report by the Committee on the Prevention of Reading Difficulties in Young Children from a behavior analytic perspective. The authors prescribe what children should learn to be successful readers based on the correlates of reading and the developmental progression of reading errors. The report offers no discussion of theoretical models that can be used by teachers and parents to reform reading instruction or specific procedures that have been shown to be effective at promoting various reading skills. We discuss these omissions in terms of the level of research included in the review, the authors' structural approach to synthesizing this research, and the constructivist orientation common to many early childhood educators. The paper concludes by identifying models and strategies from the behavior analysis literature that can be used to guide instruction and offers a modest suggestion for future reviews of reading research. 相似文献
7.
In this study, we examined whether individualized, student-selected, parent-delivered reading interventions would produce generalized oral reading fluency improvements. Three 3rd-grade students received reading fluency interventions (repeated readings, modeling, error correction, and flashcard instruction) 1 at a time and were shown the results that each intervention produced. The students then selected the intervention strategies they wanted their parents to use. We trained parents in the student-selected reading intervention package who delivered the interventions for 4–5?weeks, and students were given the opportunity to earn rewards for generalized performance improvements at the end of each week in school. Using an alternating treatments design, results of parent tutoring were compared to a control condition that included a reinforcement contingency for generalized performance improvements to control for reinforcement effects across conditions. Generalized improvements in oral reading fluency (to high-word-overlap passages) were found for all participants. Results are discussed in terms of how educators can improve parent-tutoring outcomes by influencing students’ motivation to engage in tutoring procedures. 相似文献
8.
Sex Roles - Involuntary celibates, or “incels,” have received increased public attention in past years, likely as a result of media reports that link incels to incidents of mass... 相似文献
9.
Many contemporary philosophers rate error theories poorly. We identify the arguments these philosophers invoke, and expose
their deficiencies. We thereby show that the prospects for error theory have been systematically underestimated. By undermining
general arguments against all error theories, we leave it open whether any more particular arguments against particular error
theories are more successful. The merits of error theories need to be settled on a case-by-case basis: there is no good general
argument against error theories. 相似文献
10.
The retrieval‐based account of serial recall () attributes lexicality, phonological similarity, and articulatory suppression effects to a process where long‐term representations are used to reconstruct degraded phonological traces. Two experiments tested this assumption by manipulating these factors in the recall of four‐ and five‐item lists of words and non‐words. Lexicality enhanced item recall (IR), but only affected position accuracy (PA) for five‐item lists under suppression. Phonological similarity influenced both words and non‐words, and produced impaired PA in silent and suppressed conditions. Consistent with the retrieval‐based account, words and non‐words of high word‐likeness appear subject to redintegration. However, some findings, like suppression not reducing the phonological similarity impairment in suppressed conditions, present challenges for the retrieval‐based account and other models of serial recall. 相似文献