全文获取类型
收费全文 | 396篇 |
免费 | 47篇 |
国内免费 | 27篇 |
出版年
2024年 | 2篇 |
2023年 | 4篇 |
2022年 | 8篇 |
2021年 | 3篇 |
2020年 | 21篇 |
2019年 | 27篇 |
2018年 | 15篇 |
2017年 | 29篇 |
2016年 | 15篇 |
2015年 | 6篇 |
2014年 | 19篇 |
2013年 | 67篇 |
2012年 | 12篇 |
2011年 | 11篇 |
2010年 | 13篇 |
2009年 | 11篇 |
2008年 | 18篇 |
2007年 | 28篇 |
2006年 | 26篇 |
2005年 | 22篇 |
2004年 | 23篇 |
2003年 | 13篇 |
2002年 | 14篇 |
2001年 | 12篇 |
2000年 | 4篇 |
1999年 | 6篇 |
1998年 | 7篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1994年 | 4篇 |
1993年 | 3篇 |
1992年 | 1篇 |
1991年 | 3篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1975年 | 1篇 |
排序方式: 共有470条查询结果,搜索用时 15 毫秒
1.
Two studies compared the effectiveness of different strategies for promoting generalization of staff skills in teaching self-care routines to clients with developmental disabilities. In Study 1, 9 direct-care staff members of group homes were trained sequentially through four conditions: (a) the provision of written instructions, (b) performance-based training using a single client program exemplar and simulated clients (single case training), (c) performance-based training using actual developmentally delayed clients as trainees (common stimuli training), and (d) performance-based training using multiple client program exemplars with simulated clients (general case training). The results indicated that staff members did not reach all generalization criteria until general case training was provided. Because staff members had been trained sequentially through several conditions in Study 1, a second study controlled for potential sequence effects. In Study 2, 7 staff members were trained using only the general case strategy after baseline. All staff members reached generalization criteria with only general case training, replicating the findings of Study 1. Together, the two studies demonstrated that the general case training strategy was more effective at promoting generalized training effects across clients, settings, and client programs than other commonly used staff training approaches. 相似文献
2.
An insurrection, threats to our election system, and widespread distrust have spurred a national conversation about civic engagement. Many people of faith are responding with a desire to take action. However, the path to action is often deeply ambiguous. How we choose to take action that counts. This article is a personal reflection on how political engagement can animate faith and faith can guide political engagement. It suggests constant reflection on the subtle ways we can be led into complacency or inaction when interacting with political institutions. By reflecting on these mechanisms and connecting with our faith communities, this article posits that people of faith can thoughtfully and boldly make the daily decisions that make up our civic engagement. 相似文献
3.
Nancy A. Neef Jeffrey Lensbower Idil Hockersmith Valerie DePalma Kevin Gray 《Journal of applied behavior analysis》1990,23(4):447-458
We analyzed the role of the range of variation in training exemplars as a contextual variable influencing the effects of in vivo versus simulation training in producing generalized responding. Four mentally retarded adults received single case instruction, followed by general case instruction, on washing machine and dryer use; one task was taught using actual appliances (in vivo) and the other using simulation. In vivo and simulation training were counterbalanced across the two tasks for the 2 subject pairs, using a within-subjects Latin square design. With both paradigms, more errors were made after single case than after general case instruction during probe sessions with untrained washing machines and dryers. These results suggest that generalization errors were affected by the range of training exemplars and not by the use of simulated versus natural training stimuli. Although both general case simulation and general case in vivo training facilitated generalized performance of laundry skills, an analysis of training time and costs indicated that the former approach was more efficient. The study illustrates a methodology for studying complex interactions and guiding decisions on the optimal use of instructional alternatives. 相似文献
4.
We studied the academic effects on peers without disabilities of serving as peer supports for students with disabilities in general education classrooms. Three peers were studied using a range of indicators, including academic engagement, coursework performance, and social validity assessments. Peers assisting a student with disabilities via curricular adaptation, assignment completion, and social facilitation constituted the multicomponent independent variable. We used withdrawal or multiple baseline designs to demonstrate positive benefits for peers for all measures used. In addition, follow-up data for 2 peers indicated that the positive changes associated with serving as a peer support were maintained for up to 2 months. Our results are discussed in relation to the possible academic and social effects of providing peer supports in general education classrooms for students with and without disabilities. 相似文献
5.
6.
Anthony Mansueto 《Studies in East European Thought》1996,48(1):37-61
This paper situates Bogdanov in the context of social theory generally and socialist theory in particular. It outlines briefly
the principal characteristics of his mature system, and assesses the strengths and weaknesses of his approach to the fundamental
problems of social thought. The paper devotes particular attention to the problem of just how systems develop from less complex
to more complex forms of organization, and evaluates Bogdanov’s solution to this problem against the background of populist,
social democratic, and Leninist alternatives. 相似文献
7.
In the last several years, various organizations have produced strikingly similar documents by which institutions for retarded persons are judged for licensure. The purpose of the present study was to determine whether residential units that were licensed differed from residential units that were not licensed in terms of the active programming behaviors of their staff and residents. Data were collected through a time-sampling procedure that yielded about 160,000 observations on eight staff and six resident behaviors. Results showed that the licensed units were just as derelict as unlicensed units in providing habilitative programming for their retarded residents. Maladaptive responding by residents occurred at least as much as task-related behaviors: residents spent as much time self-stimulating as they did in programming; they also engaged in self-abusive behavior about as much time as they engaged in on-task responding. Results were discussed in terms of the failure of governmental regulations that are not based on observation to adequately assess habilitative programming. 相似文献
8.
Mood and realism of confidence judgements of one''s own answers to general knowledge questions 总被引:1,自引:0,他引:1
This study examines the effect of a depressed mood on the realism of subjects' confidence judgements of the correctness of answers to general knowledge questions. Research conducted on how mood influences cognitive processes gives reason to expect that a depressed mood might increase the realism of individuals' confidence ratings. Sixty subjects were divided into three conditions, two of which were given mood induction, one condition into an elated-happy mood and one condition into a depressed-sad mood. As evidenced by subjects' responses to mood scales only the depressed condition was affected by the mood induction. All subjects answered 93 general knowledge questions and rated their confidence in the correctness of the answer given. Subjects were instructed to think aloud when answering the last 31 questions. The conditions did not differ with respect to the proportion of questions answered correctly, mean level of confidence, nor with respect to three measures of the realism in subjects' confidence ratings (calibration, over/underconfidence and resolution). The results were the same when questions answered with and without think aloud instructions were analysed separately. 相似文献
9.
The second offspring of General Process Learning Theory: Overt behavior as the ambassador of the mind 总被引:2,自引:2,他引:0 下载免费PDF全文
Malone JC 《Journal of the experimental analysis of behavior》1982,38(2):205-209
Wasserman suggested in a recent book review that the study of intervening cognitive processes represents a current focus of interest in animal learning and that this has led to a revitalization of comparative psychology. An examination of the volume reviewed suggests that he may have overstated the case. Most of the authors to whom he refers expressed dissatisfaction with traditional stimulus-response associationism but few argued for the extreme (information processing) sort of cognitive approach described by Wasserman. 相似文献
10.
Matthew M. Burg Dennis H. Reid Jennifer Lattimore 《Journal of applied behavior analysis》1979,12(3):363-375
The use of a self-recording and supervision program to increase interactions between direct care staff and profoundly retarded persons in a state residential facility was investigated. Following baseline, staff were provided with instructions regarding what to self-record, criteria for how many interactions to record, and a prepared card on which to make the recordings. Throughout the study, the staff supervisor monitored intermittently staff-client interactions. Observations indicated that when the staff recorded their interactions with clients in a loosely structured dayroom setting, the rate of interactions increased noticeably for each staff person. Behavioral ecology measures indicated that other staff responsibilities, such as maintaining the cleanliness of residents and the physical area, were not affected detrimentally when social interactions increased and actually showed small improvements. Additionally, small decreases in resident self-stimulatory and disruptive/aggressive behaviors occurred when the rate of social interactions from staff persons increased. Follow-up measures indicated that the rate of staff self-recording was variable, but when staff did self-record, the increased rate of staff-client interactions maintained. 相似文献