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1.
The present research tested the generality of the “work ethic“ effect described by Clement, Feltus, Kaiser, and Zentall (2000).
In Experiment 1, we trained 10 pigeons on a pair of either simultaneous or successive discriminations. One discrimination
followed a high-effort requirement (20 pecks to the center key) and the other followed a low-effort requirement (1 peck).
Contrary to Clement et al.’s results, we found that preferences between the S+ and S− stimuli in transfer tests depended on the event that initiated the trial: Pigeons preferred the stimulus from the baseline
discrimination whose initiating event was most dissimilar from that preceding the test trial. Preferences were similar but
less extreme in the successive condition. In Experiment 2, we investigated whether test preferences depended on the amount
of training. A total of 12 pigeons were trained on a pair of simultaneous discriminations, except that test sessions were
scheduled after every three baseline sessions. Preferences increased across test sessions but were similar to those in Experiment
1. Together with Vasconcelos, Urcuioli, and Lionello-DeNolf (2007a), our study represents a second failure to replicate Clement
et al.’s work ethic effect. The finding that preference depends on the event that initiates the test trial suggests that choice
probes may not provide unambiguous assessments of stimulus value. 相似文献
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Brittany L. Hott Sarah Heiniger Jasmine Justus Kathleen M. Randolph Amal Al Shabibi Brooki Beasley Kerry Frank Wendy Mitchell Courtney Tennell Fanee Wester 《Learning disabilities research & practice》2023,38(3):224-238
Single-case research designs are useful for learning disability researchers interested in refining novel interventions (e.g., new mathematics intervention) before scaling, small n populations (e.g., students with comorbid learning and emotional and behavioral disabilities), and testing unique conditions (e.g., remote locales). Much attention has been devoted to developing research quality standards, which is essential for replication and implementation fidelity; however, little is known about the reporting quality of single-case design studies. To gain insight into the quality of learning disability single-case research design study reporting, we analyzed 72 articles published between 2010 and 2021 in six learning disability-focused journals using the Single-Case Reporting Guideline In BEhavioral interventions (SCRIBE) standards. Findings suggest that reporting quality has remained stagnant, and none of the studies reviewed met all of the reporting standards. Alignment with standards ranged from 33% to 77%. Implications for researchers and practitioners are discussed. 相似文献
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Initial-link response allocation in concurrent chains becomes less extreme as the absolute duration of the initial links increases
(Fantino, 1969). The present study asked whether initial-link duration affected how quickly response allocation reached asymptote
(i.e., acquisition of preference). Six pigeons were trained on a concurrent-chains procedure in which the terminal links were
fixed-interval (FI) 8 sec FI 16 sec or FI 16 sec FI 8 sec and were reversed every 20 sessions. Across conditions, all possible
combinations of transitions between variable-interval (VI) 8-sec (short) and VI 24-sec (long) initial-link schedules were
studied. Overall, the rate of acquisition was faster when the durations of the initial links preceding the reversal were short
rather than long, and when the durations of the initial links following the reversal were long rather than short. By contrast,
initial-link duration had no effect on acquisition or asymptotic measures of temporal control of terminal-link responding.
These results support the core principle of delay-reduction theory (Fantino, 1969) that the impact of a conditioned reinforcer
varies directly with initial-link duration, but also suggest that temporal learning during the terminal links proceeds independently
of initial-link duration. nt]mis|These data were presented at the annual meeting of the Association for Behavior Analysis,
Boston, May 2004. 相似文献
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Lohmann Marla J. Randolph Kathleen M. Oh Ji Hyun 《Early Childhood Education Journal》2021,49(5):807-814
Early Childhood Education Journal - The COVID-19 pandemic changed the way that schools provide instruction to learners and these changes may last for an extended period of time. One current trend... 相似文献
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Experiment 1 compared the acquisition of initial- and terminal-link responding in concurrent chains. The terminal-link schedules were fixed interval (FI) 10 sec and FI 20 sec, but some presentations were analogous to no-food trials in the peak procedure, lasting 60 sec with no reinforcement delivery. Pigeons completed a series of reversals in which the schedules signaled by the terminal-link stimuli (red and green on the center key) were changed. Acquisition of temporal control of terminal-link responding (as measured by peak location on no-food trials) was more rapid than acquisition of preference in the initial links. Experiment 2 compared acquisition in concurrent chains, using the typical procedure in which the terminal-link schedules are changed with a novel arrangement in which the initial-link key assignments were changed while the terminal-link schedules remained the same. Acquisition of preference was faster in the latter condition, in which the terminal-link stimulus-reinforcer relations were preserved. These experiments provide the first acquisition data that support the view that initial-link preference is determined by the values of the terminal-link stimuli. 相似文献