全文获取类型
收费全文 | 1575篇 |
免费 | 224篇 |
国内免费 | 264篇 |
出版年
2024年 | 4篇 |
2023年 | 55篇 |
2022年 | 30篇 |
2021年 | 76篇 |
2020年 | 115篇 |
2019年 | 79篇 |
2018年 | 79篇 |
2017年 | 114篇 |
2016年 | 102篇 |
2015年 | 66篇 |
2014年 | 80篇 |
2013年 | 242篇 |
2012年 | 61篇 |
2011年 | 61篇 |
2010年 | 66篇 |
2009年 | 81篇 |
2008年 | 65篇 |
2007年 | 85篇 |
2006年 | 81篇 |
2005年 | 73篇 |
2004年 | 68篇 |
2003年 | 53篇 |
2002年 | 52篇 |
2001年 | 38篇 |
2000年 | 30篇 |
1999年 | 27篇 |
1998年 | 21篇 |
1997年 | 28篇 |
1996年 | 21篇 |
1995年 | 16篇 |
1994年 | 7篇 |
1993年 | 4篇 |
1992年 | 5篇 |
1991年 | 5篇 |
1990年 | 4篇 |
1989年 | 8篇 |
1988年 | 7篇 |
1987年 | 7篇 |
1986年 | 6篇 |
1985年 | 9篇 |
1984年 | 6篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 4篇 |
1978年 | 5篇 |
1977年 | 5篇 |
1976年 | 3篇 |
1975年 | 3篇 |
排序方式: 共有2063条查询结果,搜索用时 31 毫秒
1.
2.
3.
Yefim Roth 《决策行为杂志》2020,33(5):643-656
Given the rapid proliferation of smartphone applications and data aggregation websites, in many situations people can use decision aids to guide their choices. For example, they may consider whether to use a navigation device to check the fastest route or whether to use a price comparison website to find the cheapest deal. In what circumstances will subjects use a costly comparison decision aid (which I refer to as “checking”) to choose for them? In six studies, I investigate the impact of the number of available alternatives and checking's attractiveness on the decision to check. While at first increasing the attractiveness of checking led to higher checking rates, a further increase in the number of available alternatives (and thus checking's attractiveness) did not increase the checking rate. Surprisingly, even when checking had a 40% higher expected value compared with not checking, the observed checking rate was below 45%, contrary to risk and ambiguity aversion predictions. Furthermore, labeling the checking alternative as the default had no impact on its choice rate. I find large individual differences in decisions to check. Surprisingly, subjects' initial decisions had high predictive power over their subsequent checking rates, even after 100 trials with full feedback. I propose two simple learning models that capture well the aggregated results. 相似文献
4.
Test theory without an answer key 总被引:2,自引:0,他引:2
A general model is presented for homogeneous, dichotomous items when the answer key is not known a priori. The model is structurally related to the two-class latent structure model with the roles of respondents and items interchanged. For very small sets of respondents, iterative maximum likelihood estimates of the parameters can be obtained by existing methods. For other situations, new estimation methods are developed and assessed with Monte Carlo data. The answer key can be accurately reconstructed with relatively small sets of respondents. The model is useful when a researcher wants to study objectively the knowledge possessed by members of a culturally coherent group that the researcher is not a member of.This research was supported by NSF Grant No. SES-8320173 to the authors. We gratefully acknowledge comments and suggestions from John Boyd, Tarow Indow, and Kathy Maher as well as the editor and several anonymous referees. 相似文献
5.
This article explores how the sales budget is set in a business organization. Findings from a longitudinal participant observation study revealed that the sales budget is considered of great importance to the organization as sales estimates serve as premises for planning of production and supply and new product developments. It was observed that the sales budget was based on a narrow, inner-directed perspective, almost looking away from important environmental driving forces such as competitors and customers. The findings also showed that individuals involved in the sales budgeting process behaved opportunistically, influencing the budgetary process and outcomes. Theoretical and normative implications are highlighted. 相似文献
6.
Bengt O. Muthén 《Psychometrika》1989,54(3):385-396
The problem of detecting instructional sensitivity (item basis) in test items is considered. An illustration is given which shows that for tests with many biased items, traditional item bias detection schemes give a very poor assessment of bias. A new method is proposed instead. This method extends item response theory (IRT) by including item-specific auxiliary measurement information related to opportunity-to-learn. Item-specific variation in measurement relations across students with varying opportunity-to-learn is allowed for.This paper was presented at the 1987 AERA meeting in Washington, DC. This research was supported by grant OERI-G-86-003 from the Office of Educational Research and Improvement, Department of Education. The author thanks Michael Hollis and Chih-fen Kao for valuable research assistance, and appreciates valuable comments made by an anonymous reviewer. 相似文献
7.
We examined the effects of a peer initiation intervention with high- and low-status nonhandicapped students on the behavior of untrained peers toward handicapped students. In the context of a counterbalanced withdrawal design, high- and low-status nonhandicapped students were taught to direct social initiations to eight severely handicapped students during recess activities. The interactions of the high-status students resulted in higher levels of initiations by untrained peers toward the handicapped students than did the interactions of the low-status students. Social response levels were also differentially affected by the status of the peer initiator. 相似文献
8.
A Ohta 《Journal of the experimental analysis of behavior》1987,48(3):355-366
In a conditional discrimination procedure, pigeons' observing responses were analyzed to examine whether two color stimuli (blue or red), conditionally related to whether each of two line stimuli (vertical or horizontal) accompanied reinforcement or nonreinforcement, functioned as conditioned reinforcers. If a variable-interval (VI) 10-s requirement was fulfilled, an observing response produced onset of a color stimulus. A little later, a line stimulus was presented independently of responding, added to the color stimulus to form a compound stimulus. If 55 s elapsed with a response not having occurred either through 55 s or after the variable-interval 10-s had timed out, one of the color-line compound stimuli was presented independently of responding. To control for sensory reinforcement effects and for earlier entrance to the later link, a simple discrimination procedure also was conducted in which reinforcement was not correlated with the color stimuli but with the line stimuli only. As in the conditional discrimination, the observing response also could produce earlier presentation of blue or red. The observing response occurred more frequently during the conditional discrimination than during the simple discrimination. The results were related to different theoretical accounts of conditioned reinforcement, particularly the information hypothesis. 相似文献
9.
Diane M. Sainato Larry Maheady Gerald L. Shook 《Journal of applied behavior analysis》1986,19(2):187-195
We examined the effects of assigning a classroom manager's role on the frequency of social interactions and the sociometric standing of three withdrawn kindergarten students. Results showed that when the three socially withdrawn students were placed in the manager's role they substantially increased the frequency of their positive social initiations during free-play time, were the recipients of many more positive and significantly fewer negative social bids from their peers, were rated more favorably by their classmates on a sociometric rating scale, and were selected more frequently as best friends by their peers. In addition, follow-up data suggested partial maintenance of treatment effects when students no longer occupied manager positions. 相似文献
10.
Theories of observing differ in predicting whether or not a signal for absence of reinforcement (S−) is capable of reinforcing observing responses. Experiments in which S− was first removed from and then restored to the procedure have yielded mixed results. The present experiments suggest that failure to control for the direct effect of presenting S− may have been responsible. Pigeons and operant procedures were used. Experiment 1 showed that presentations of S−, even when not contingent on observing, can raise the rate of an observing response that was reinforced only by presentations of a signal (S+) that accompanied a schedule of food delivery. Experiment 2 showed that this effect resulted from bursts of responding that followed offsets of S−. Experiment 3 showed that, when the presence of S− was held constant, lower rates occurred when S− was dependent on, rather than independent of, observing. These results support theories that characterize S− as incapable of reinforcing observing responses. 相似文献