Intelligence最新文献_第3页

Investigating measurement invariance of the IDS-2 intelligence scales between migrant and non-migrant groups 研究 IDS-2 智力测验量表在移民群体和非移民群体之间的测量不变性

IF 3.3 2区心理学

Intelligence Pub Date : 2024-10-25 DOI: 10.1016/j.intell.2024.101873

Lily Gantscheva, Martin Steppan, Alexander Grob

{"title":"Investigating measurement invariance of the IDS-2 intelligence scales between migrant and non-migrant groups","authors":"Lily Gantscheva, Martin Steppan, Alexander Grob","doi":"10.1016/j.intell.2024.101873","DOIUrl":"10.1016/j.intell.2024.101873","url":null,"abstract":"<div><div>Intelligence plays a crucial role in various aspects of human life, impacting health, academic achievement, and socio-economic success. However, cultural and linguistic disparities in intelligence testing pose challenges, particularly for individuals from migrant backgrounds. This study replicates and extends the landmark study by Wicherts and Dolan (2010) exploring measurement invariance of the German language intelligence test, the Intelligence and Development Scales – 2 (IDS-2), between children and adolescents from migrant (<em>N</em> = 132) and non-migrant (<em>N</em> = 1898) groups. The results revealed partial strict measurement invariance in the IDS-2 intelligence scale subtests across the examined groups. The breach of full strict measurement invariance is primarily due to intercept differences on the verbally loaded subtests—Naming Categories, Naming Opposites, and Story Recall—highlighting the confounding impact of language complexity on test outcomes. These discrepancies resulted in a cumulative intercept difference disadvantaging migrant participants of approximately 4 IQ points on the Full-Scale IQ Score. The findings indicate that while the IDS-2 scales generally assess intelligence consistently across diverse groups, the influence of language complexity on the verbal subtests may result in a disadvantage for children and adolescents with migration backgrounds. To address these biases, we propose the development of non-verbal and culturally fair intelligence tests.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"107 ","pages":"Article 101873"},"PeriodicalIF":3.3,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investment theory and tilt: Evidence from jobs and job families 投资理论与倾斜：来自工作和工作家庭的证据

IF 3.3 2区心理学

Intelligence Pub Date : 2024-10-19 DOI: 10.1016/j.intell.2024.101872

Thomas R. Carretta , Malcolm James Ree

{"title":"Investment theory and tilt: Evidence from jobs and job families","authors":"Thomas R. Carretta , Malcolm James Ree","doi":"10.1016/j.intell.2024.101872","DOIUrl":"10.1016/j.intell.2024.101872","url":null,"abstract":"<div><div>Cattell's (1987) investment theory states that individuals make choices to “invest” their cognitive ability in some areas but not in others. The theory suggests that individuals should gravitate to training and occupations that align with their investments. To test this theory, scores reflecting academic ability (ACAD) and technical knowledge (TECH) were derived from the Armed Services Vocational Aptitude Battery for a large sample of United States Air Force enlistees. The ACAD and TECH scores were used to create an index of ACAD-TECH tilt. Analyses were performed separately for 19 training courses with a technical knowledge requirement (mechanical or electronic) and 34 courses with no technical knowledge requirement. Consistent with investment theory, most of the technical training courses (63 %) had a technical tilt (TECH > ACAD), whereas most of the non-technical training courses (88 %) had an academic tilt (ACAD > TECH). ACAD had the strongest correlation with training grades for both the technical (<em>r</em> = 0.386) and non-technical (<em>r</em> = 0.318) courses. Tilt demonstrated weaker correlations with training grades than either ACAD or TECH for both the technical and non-technical courses. Final School Grade (FSG) was regressed on ACAD, TECH, and Sex. Similar results were observed for all courses, technical courses only, and non-technical courses only. ACAD was significantly correlated with FSG, with little incremental validity for either TECH (Δ <em>r</em> from 0.000 to 0.010) or the contribution of TECH and Sex (Δ <em>r</em> from 0.001 to 0.012).</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"107 ","pages":"Article 101872"},"PeriodicalIF":3.3,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142528446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

DNA and IQ: Big deal or much ado about nothing? – A meta-analysis DNA 和智商：大事还是小事？- 荟萃分析

IF 3.3 2区心理学

Intelligence Pub Date : 2024-10-19 DOI: 10.1016/j.intell.2024.101871

Florence A.R. Oxley , Kirsty Wilding , Sophie von Stumm

引用次数: 0

Ecological cognitive assessment has incremental validity for predicting academic performance over and above single occasion cognitive assessments 生态认知评估在预测学习成绩方面的有效性高于单一场合认知评估的有效性

IF 3.3 2区心理学

Intelligence Pub Date : 2024-09-24 DOI: 10.1016/j.intell.2024.101869

Arabella C. Vaughan, Damian P. Birney

{"title":"Ecological cognitive assessment has incremental validity for predicting academic performance over and above single occasion cognitive assessments","authors":"Arabella C. Vaughan, Damian P. Birney","doi":"10.1016/j.intell.2024.101869","DOIUrl":"10.1016/j.intell.2024.101869","url":null,"abstract":"<div><div>Throughout the history of psychometric testing, cognitive ability has predominantly been construed as an ability that differs between individuals but not within individuals. As a result, the influence of time and context on within-person variation in cognitive performance has not been well explored. This is despite the fact that the criterion outcomes that cognitive assessments are used to predict, such as educational and workplace performance, inherently encompass performance variability over time and context. In this paper, we provided novel evidence that ecological cognitive assessment has incremental validity for predicting academic performance over and above single occasion cognitive assessments. We proposed the use of a cognitive Ecological Momentary Assessment (EMA) approach to generate short-term repeated measures of cognitive performance and recommended a set of parameters that can be used to describe ecological within-person variation in EMA data. We then empirically tested these parameters across two studies in which participants completed a series of cognitive tasks delivered via the EMA as well as a traditional single occasion cognitive assessment that is time and context-invariant. Our findings showed that a range of ecological cognitive performance parameters had incremental utility for predicting first year university performance above and beyond the traditional cognitive assessment. Further, this appeared to occur because ecological cognitive performance parameters describe some aspect of cognitive performance not captured by the traditional time and context-invariant assessment. We suggest that what these parameters capture is information about an individual's typical ecological cognitive performance over the short-term, which is critical information for predicting educational and workplace success.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"107 ","pages":"Article 101869"},"PeriodicalIF":3.3,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0160289624000631/pdfft?md5=c819b7409536b6af3b26837db6f76ad7&pid=1-s2.0-S0160289624000631-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142314306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The threshold for teratogenic effects on child intelligence of prenatal exposure to phenylalanine 产前接触苯丙氨酸对儿童智力产生致畸影响的阈值

IF 3.3 2区心理学

Intelligence Pub Date : 2024-09-24 DOI: 10.1016/j.intell.2024.101868

Keith F. Widaman , Jonathan Lee Helm

{"title":"The threshold for teratogenic effects on child intelligence of prenatal exposure to phenylalanine","authors":"Keith F. Widaman , Jonathan Lee Helm","doi":"10.1016/j.intell.2024.101868","DOIUrl":"10.1016/j.intell.2024.101868","url":null,"abstract":"<div><div>The primary aim of this study was to model the form of the relation between prenatal phenylalanine exposure and offspring cognitive outcomes and thereby identify the threshold for teratogenic effects of prenatal phenylalanine exposure. The participants were the 413 children and their mothers from the International Maternal Phenylketonuria Collaborative (MPKUC) Study. Consistent with prior research, average phenylalanine (PHE) level in the mother's blood throughout the pregnancy was the strongest predictor of later developmental status. Both linear regression and two-piece linear spline models were fit to the offspring outcome data, using average prenatal PHE exposure as independent variable. Results supported a nonlinear relation between prenatal PHE exposure and offspring cognitive outcomes, with damage to the developing fetus if average PHE levels were above approximately 6 to 7 mg/dL (360 to 420 μmol/L). Interestingly, prenatal PHE exposure had a moderately strong effect on offspring outcomes at 1 year of age and then had stronger effects on offspring outcomes at 2 years, even stronger at 4 years, and then stronger still at 7 years of age. The results of this study have major implications for dietary treatment of pregnant women with PKU and for conceptions of the interplay of genetic and environmental factors in affecting children's intellectual development.</div></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"107 ","pages":"Article 101868"},"PeriodicalIF":3.3,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142314307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

g: Formative, reflective, or both? g:形成性、反思性，还是两者兼有？

IF 3.3 2区心理学

Intelligence Pub Date : 2024-09-20 DOI: 10.1016/j.intell.2024.101870

Elena Kazali , George Spanoudis , Andreas Demetriou

{"title":"g: Formative, reflective, or both?","authors":"Elena Kazali , George Spanoudis , Andreas Demetriou","doi":"10.1016/j.intell.2024.101870","DOIUrl":"10.1016/j.intell.2024.101870","url":null,"abstract":"<div><p>This study examined how general cognitive ability, g, is formed from preschool to late childhood and how it interacts with specific mental processes. A large sample (<em>N</em> = 401), about equally drawn from each of the age years 4 through 12 were examined with a large array of attention control, working memory, relational integration, Raven-like matrices, and awareness of perceptual and inferential origins of representations. Confirmatory Factor Analysis examined if g is a reflective construct causally affecting these processes or a formative construct gradually emerging from mastering these processes, and how it varies throughout this age period. We found that g is a reflective construct gearing on a core of relational integration and mental awareness, which changes in cycles: it is primarily based on attention control and perceptual awareness from 4 to 6, inferential awareness and working memory from 7 to 9, and inhibition, inferential awareness, and complex inductive reasoning from 10 to 12 years. The implications of the study for the century-old dispute about the nature and development of human general intelligence and modern theories of intelligence and cognitive development are discussed.</p></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"107 ","pages":"Article 101870"},"PeriodicalIF":3.3,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142271187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inconsistent Flynn effect patterns may be due to a decreasing positive manifold: Cohort-based measurement-invariant IQ test score changes from 2005 to 2024 不一致的弗林效应模式可能是由于正流形递减造成的：2005 年至 2024 年基于队列的测量变量智商测试分数变化

IF 3.3 2区心理学

Intelligence Pub Date : 2024-09-19 DOI: 10.1016/j.intell.2024.101867

Sandra Oberleiter , Jonathan Fries , Florence Dejardin , Johanna Heller , Christian Schaible , Marco Vetter , Martin Voracek , Jakob Pietschnig

{"title":"Inconsistent Flynn effect patterns may be due to a decreasing positive manifold: Cohort-based measurement-invariant IQ test score changes from 2005 to 2024","authors":"Sandra Oberleiter , Jonathan Fries , Florence Dejardin , Johanna Heller , Christian Schaible , Marco Vetter , Martin Voracek , Jakob Pietschnig","doi":"10.1016/j.intell.2024.101867","DOIUrl":"10.1016/j.intell.2024.101867","url":null,"abstract":"<div><p>Generational IQ test score changes in the general population (i.e., the Flynn effect, typically reported as increases of 2–4 IQ points per decade) have recently been observed to behave inconsistently. It has been speculated that these inconsistencies may be attributable to the well-established negative relation of test score gains with psychometric <em>g</em>. Here, we provide the first direct empirical investigation of cross-temporal changes in the positive manifold of intelligence. In this cohort-comparison study, we examined performance changes in two population-representative Germanophone samples (<em>N</em> = 1267) across six measurement-invariant intelligence subscales from 2005 to 2024. Our analyses revealed substantial declines in single-factor analysis-based <em>g</em> assessments (Δ<em>R</em><sup>2</sup> range: ‐.037 to -.066) from 2005 to 2024. Despite this decrease in the positive manifold strength, we observed meaningful test score increases in all domains (<em>d</em> range: 0.18 to 1.24), with the largest gains in the lower tail of the intelligence distribution (i.e., conforming to Rodgers', 1998, idea of narrowing ability distributions). Our findings provide direct evidence for a decreasing strength of the positive manifold of intelligence as a noticeable driver of the accumulating evidence for negative Flynn effects, which may be a consequence of increasing ability differentiation in the general population.</p></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"107 ","pages":"Article 101867"},"PeriodicalIF":3.3,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0160289624000618/pdfft?md5=a8260e2b3ed8b833cca81e41bd73d121&pid=1-s2.0-S0160289624000618-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142271186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sex differences of school grades in childhood and adolescence: A longitudinal analysis 儿童和青少年时期学校成绩的性别差异：纵向分析

IF 3.3 2区心理学

Intelligence Pub Date : 2024-09-12 DOI: 10.1016/j.intell.2024.101857

Claire M. Oakley , Reinhard Pekrun , Gijsbert Stoet

{"title":"Sex differences of school grades in childhood and adolescence: A longitudinal analysis","authors":"Claire M. Oakley , Reinhard Pekrun , Gijsbert Stoet","doi":"10.1016/j.intell.2024.101857","DOIUrl":"10.1016/j.intell.2024.101857","url":null,"abstract":"<div><p>We studied trajectories of school achievement in England to determine sex differences in performance and changes in these differences throughout students' development. Using a sample of 5795 children from England born in 2000–2001, this secondary data analysis examined sex differences across a range of school subjects, including differences at the upper and lower tails of the distribution of performance grades. We expected trajectories to differ by subject and to find support for greater male variability in each subject. We found a small male advantage in mathematics at age 11 but no sex differences at ages 7 and 16. Girls achieved higher language grades at each age, but this advantage was notably wider at age 16. Unlike other educational data, there were no sex differences in science achievement at ages 7 and 11 and a small female advantage in science, biology, and chemistry at age 16. Boys' school grades were more variable than girls' in English, reading, and writing at each age. Boys' STEM grades were not consistently more variable than girls' STEM grades. Sex differences were larger at the lower tail in English and the upper tail in mathematics and more balanced in science after age 7. Trajectories of sex differences are age- and subject-specific. By age 16, fewer boys achieved the upper grades, and more boys achieved the lower grades in mathematics and language than at age 11, and we found a female advantage in most school subjects. Implications for practice and directions for future research are discussed.</p></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"107 ","pages":"Article 101857"},"PeriodicalIF":3.3,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0160289624000515/pdfft?md5=c7323276a3a3f6f24dec40d59e68ce1f&pid=1-s2.0-S0160289624000515-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142173649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evidence of interrelated cognitive-like capabilities in large language models: Indications of artificial general intelligence or achievement? 大型语言模型中相互关联的类认知能力的证据：人工通用智能的迹象还是成就？

IF 3.3 2区心理学

Intelligence Pub Date : 2024-09-01 DOI: 10.1016/j.intell.2024.101858

David Ilić , Gilles E. Gignac

{"title":"Evidence of interrelated cognitive-like capabilities in large language models: Indications of artificial general intelligence or achievement?","authors":"David Ilić , Gilles E. Gignac","doi":"10.1016/j.intell.2024.101858","DOIUrl":"10.1016/j.intell.2024.101858","url":null,"abstract":"<div><p>Large language models (LLMs) are advanced artificial intelligence (AI) systems that can perform a variety of tasks commonly found in human intelligence tests, such as defining words, performing calculations, and engaging in verbal reasoning. There are also substantial individual differences in LLM capacities. Given the consistent observation of a positive manifold and general intelligence factor in human samples, along with group-level factors (e.g., crystallised intelligence), we hypothesized that LLM test scores may also exhibit positive inter-correlations, which could potentially give rise to an artificial general ability (AGA) factor and one or more group-level factors. Based on a sample of 591 LLMs and scores from 12 tests aligned with fluid reasoning (<em>Gf</em>), domain-specific knowledge (<em>Gkn</em>), reading/writing (<em>Grw</em>), and quantitative knowledge (<em>Gq</em>), we found strong empirical evidence for a positive manifold and a general factor of ability. Additionally, we identified a combined <em>Gkn</em>/<em>Grw</em> group-level factor. Finally, the number of LLM parameters correlated positively with both general factor of ability and <em>Gkn</em>/<em>Grw</em> factor scores, although the effects showed diminishing returns. We interpreted our results to suggest that LLMs, like human cognitive abilities, may share a common underlying efficiency in processing information and solving problems, though whether LLMs manifest primarily achievement/expertise rather than intelligence remains to be determined. Finally, while models with greater numbers of parameters exhibit greater general cognitive-like abilities, akin to the connection between greater neuronal density and human general intelligence, other characteristics must also be involved.</p></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"106 ","pages":"Article 101858"},"PeriodicalIF":3.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0160289624000527/pdfft?md5=fca3c71c01b2f51c86dae15548627371&pid=1-s2.0-S0160289624000527-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142098529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using automatic item generation to construct scheduling problems measuring planning ability 利用自动生成项目构建衡量规划能力的调度问题

IF 3.3 2区心理学

Intelligence Pub Date : 2024-08-17 DOI: 10.1016/j.intell.2024.101855

Martin E. Arendasy , Markus Sommer , Reinhard Tschiesner , Martina Feldhammer-Kahr , Konstantin Umdasch

{"title":"Using automatic item generation to construct scheduling problems measuring planning ability","authors":"Martin E. Arendasy , Markus Sommer , Reinhard Tschiesner , Martina Feldhammer-Kahr , Konstantin Umdasch","doi":"10.1016/j.intell.2024.101855","DOIUrl":"10.1016/j.intell.2024.101855","url":null,"abstract":"<div><p>Planning is a core component of executive functioning that has been hypothesized to be central to many activities in daily life and occupational settings. Despite its practical and theoretical relevance, there is a lack of psychometric tests, whose item parameters can be predicted by item design features, that have been shown to be linked to cognitive processes involved in planning (=radicals). In the present article the automatic min-max approach was used to construct k = 140 (study I: <em>N</em> = 1573) and k = 17 (study II: N = <em>N</em> = 548 Austrian and <em>N</em> = 572 Italian adolescents) scheduling problems measuring planning. The psychometric quality of the items was evaluated in three studies. The results indicated, that the 1PL Rasch model and the Linear Logistic Test model fitted the data reasonably well, and that the item- and basic parameter estimates can be assumed to be invariant across relevant socio-demographic (study I and II). The radicals jointly explained 89.30% of the variance in the item parameter estimates, and all of them contributed significantly to the prediction of the item parameters. Furthermore, planning – as measured by the scheduling problems and the Tower of London (TOL-F) – was moderately correlated with G<sub>c</sub>, G<sub>q</sub>, and G<sub>v,</sub> and highly correlated with G<sub>f</sub> (study III: <em>N</em> = 249). By contrast, G<sub>f</sub> was highly correlated with planning ability and the other three second stratum factors. Thus, G<sub>f</sub> and planning ability differ in their structural relation to other second stratum factors, which provides evidence that planning ability cannot be regarded to be synonymous to G<sub>f</sub>. The article discusses the theoretical and practical implications of these findings.</p></div>","PeriodicalId":13862,"journal":{"name":"Intelligence","volume":"106 ","pages":"Article 101855"},"PeriodicalIF":3.3,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0160289624000497/pdfft?md5=f11c1fee0567bc7a8107c96c02824ad6&pid=1-s2.0-S0160289624000497-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141998554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0