全文获取类型
收费全文 | 2579篇 |
免费 | 112篇 |
出版年
2023年 | 15篇 |
2022年 | 18篇 |
2021年 | 20篇 |
2020年 | 43篇 |
2019年 | 61篇 |
2018年 | 71篇 |
2017年 | 76篇 |
2016年 | 81篇 |
2015年 | 65篇 |
2014年 | 95篇 |
2013年 | 318篇 |
2012年 | 126篇 |
2011年 | 137篇 |
2010年 | 66篇 |
2009年 | 92篇 |
2008年 | 124篇 |
2007年 | 139篇 |
2006年 | 135篇 |
2005年 | 92篇 |
2004年 | 89篇 |
2003年 | 74篇 |
2002年 | 101篇 |
2001年 | 47篇 |
2000年 | 40篇 |
1999年 | 30篇 |
1998年 | 31篇 |
1997年 | 43篇 |
1996年 | 26篇 |
1995年 | 20篇 |
1994年 | 22篇 |
1993年 | 23篇 |
1992年 | 30篇 |
1991年 | 16篇 |
1990年 | 22篇 |
1989年 | 24篇 |
1988年 | 13篇 |
1987年 | 12篇 |
1986年 | 21篇 |
1985年 | 19篇 |
1984年 | 11篇 |
1983年 | 16篇 |
1982年 | 15篇 |
1981年 | 17篇 |
1980年 | 11篇 |
1978年 | 12篇 |
1977年 | 12篇 |
1976年 | 12篇 |
1975年 | 14篇 |
1974年 | 12篇 |
1973年 | 15篇 |
排序方式: 共有2691条查询结果,搜索用时 15 毫秒
1.
2.
3.
4.
5.
6.
7.
8.
9.
Samuel L. Odom Lynette K. Chandler Michaelene Ostrosky Scott R. McConnell Susan Reaney 《Journal of applied behavior analysis》1992,25(2):307-317
This study examined a system for fading teacher prompts to children who served as peers in peer-initiation interventions for young children with disabilities. A teacher taught peers to direct social initiations to children with disabilities, provided verbal prompts for those initiations, and introduced a system that provided peers with visual feedback about the social interactions of the children with disabilities. She then systematically withdrew the verbal prompts to peers, and subsequently faded the visual feedback system. Peer initiations increased when the intervention began and resulted in increases in social interaction for the children with disabilities. As the teacher systematically faded the prompts and visual feedback to the peers, social interaction continued at the levels found during intervention and was maintained during a short maintenance period. 相似文献
10.
Gerd Bohner Kimberly Crow Hans-Peter Erb Norbert Schwarz 《European journal of social psychology》1992,22(6):511-530
Two experiments are reported examining the impact of recipients' mood on the processing of simple, everyday persuasive communications and on subsequent behaviour. Consistent with the general assumption that affective states may inform an individual about the state of its current environment, it was found that positive (as compared to neutral or negative) mood reduced subjects' motivation to systematically process both content information and contextual cues. Specifically, Experiment I demonstrated that, in a field setting, the behaviour of subjects who had been put in a good mood was less likely to reflect differences in message content than the behaviour of neutral mood subjects. Experiment 2 replicated and extended these findings, showing that good mood subjects' behaviour was uninfluenced by content as well as context information, whereas bad mood subjects did make use of both types of information. Subject's cognitive responses and evaluations paralleled the behavioural data. The results are discussed in terms of their compatibility with contemporary models of persuasion, and their implications for future research on mood and persuasion and on the interplay of affect and cognition in general are considered. 相似文献