Psychology in Russia-State of the Art最新文献

{"title":"An Independent Evaluation of the Psychometric Properties of the Russian Version of the Pediatric Daytime Sleepiness Scale (PDSS)","authors":"Ilya M. Zakharov, Victoria I. Ismatullina, Pavel V. Kolyasnikov, Julia A. Marakshina, Artem S. Malykh, Anna O. Tabueva, Timofey V. Adamovich, Marina M. Lobaskova, Sergey B. Malykh","doi":"10.11621/pir.2023.0314","DOIUrl":"https://doi.org/10.11621/pir.2023.0314","url":null,"abstract":"Background. The quality of sleep significantly impacts children’s day-to-day performance, with at least 20% reporting issues with sleepiness. Valid tools for assessing the quality of sleep are needed. Objective. In this study, we assessed the psychometric properties of the Russian version of the Pediatric Daytime Sleepiness Scale (PDSS). The initial adaptation of the PDSS was conducted on a sample from the Arctic regions of Russia. This location may have influenced the scale's generalizability due to variations in natural daylight across different areas of the country. Design. To rectify this, we gathered a comprehensive, geographically diverse sample from Russia. This combined dataset comprised 3772 participants between 10 to 18 years of age, from nine different regions of Russia. Results. We confirmed the unifactorial structure of the PDSS, which showed no regional effects. The psychometric analysis indicated that one item from the 8-item PDSS could be removed, thereby improving the scale's model fit. We also observed gender and age impacts on sleep quality: boys reported fewer sleep-related issues than girls, and younger children reported fewer problems than older children. Conclusion. This study validates the usefulness and reliability of the Russian version of the PDSS, thereby enhancing its general applicability. Furthermore, we replicated previously reported age and sex effects on the sleep quality of school-aged children.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135263177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Deficits of Students’ Orientation in Solving Proportion Problems, as Revealed through Task Modifications","authors":"Maria A. Yanishevskaya","doi":"10.11621/pir.2023.0303","DOIUrl":"https://doi.org/10.11621/pir.2023.0303","url":null,"abstract":"Background. Using the Activity Theory of education (Galperin, 1992; Talyzina, 2018), this article examines the students’ actions that constitute the early stages of forming the concept of ratios. The psychological analysis of mastery of this concept shows that it essentially depends on understanding the coordination of the changes of two independent values (area, velocity, density, etc.). Objective. The present research considers differences in students’ operations with numbers on various tasks, based on their comprehension of ratio relations (direct and inverse proportions); these differences are revealed through posing certain modified tasks, but may stay unnoticed in regular tasks. The goal of the study was to identify the criteria for adequate assessment of the sustainability of the students’ orientation in modified tasks. Design. A test of 15 tasks was designed based on Galperin's classification of task variations: domain specific, logical, and psychological. The formulation of the tasks disguised the operations needed to achieve the right answer, and sometimes even prompted the wrong solution. There were 12 tasks on direct proportions – four sample and eight modified; and three inverse proportion tasks: one sample and two modified. One hundred sixty (160) students (5th-6th grade, 11-13 years old) took the test in writing. Results. The comparison of students’ performance on the sample and modified tasks showed significant differences. Modifications impaired the students' performance on both types of proportion problems (direct and inverse). Logical and psychological modifications had the most impact on the quality of the students' orientation and thus proved to be most indicative in terms of students’ orientation quality assessment. Conclusion. The data suggest the following: 1) that the concepts of proportionality which the students acquired from a regular school curriculum lack \"generalization,\" and 2) that students’ ability to apply the ratio concept is very sensitive to the way the word problem is presented. These findings are essential for evaluating students’ multiplicative thinking: their actual level of comprehension cannot be revealed through their performance on regular tasks.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135311629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cross-Language Validation and the Factor Structure of the Social-Emotional Competence Questionnaire for Pakistani Adolescents","authors":"Tahira Jabeen, Aneela Maqsood","doi":"10.11621/pir.2023.0313","DOIUrl":"https://doi.org/10.11621/pir.2023.0313","url":null,"abstract":"Background. For the last few years, in the field of school education, social-emotional competencies have been gaining in importance because they result in positive attitudes and adaptation to school (Mella et al., 2021). Objective. The current study was designed to conduct Urdu translation, cross-language validation, and confirmatory factor analysis of the Social-Emotional Competence Questionnaire (SECQ) for Pakistani adolescents. Design. Urdu translation was done using the standard back-translation method. The data for the main study was collected using a non-random sampling method for 910 adolescents who were between 10 to 17 years old. Results. The findings of the pilot study (n = 64) show that the Social-Emotional Competence Questionnaire is a reliable questionnaire, as Cronbach’s alpha reliabilities of both versions (English and Urdu) were acceptable (Version 1 α = 0.77; Version 2 α = 0.77). After 15 days, the Pearson product-moment correlation was checked to meet the objective of cross-language validation, which resulted in a high correlation between the two forms (r = 0.88). The riginal author of the questionnaire had proposed a factor structure consisting of five factors, namely: self-awareness, social awareness, self-management, relationship management, and responsible decision-making. Results of the confirmatory factor analysis (CFA) in the present study also confirmed and supported the five-factor structure in comparison to other models for the Urdu version. Conclusion. The Social-Emotional Competence Questionnaire is a reliable and culturally-validated tool for adolescents attending school, which can be used in future research for measuring social-emotional competencies.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135311990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social Axioms and Individual Values as Predictors of COVID-19 Fear among University Students from Countries with Different Government Strategies for Managing the Pandemic.","authors":"Nadezhda V Murashcenkova","doi":"10.11621/pir.2023.0103","DOIUrl":"https://doi.org/10.11621/pir.2023.0103","url":null,"abstract":"<p><strong>Background: </strong>Effective prevention of psychological trauma by fear of COVID-19 requires the study of the relationships between the psychological and contextual factors that can influence the level of this fear. The social axioms, individual values, and government strategies for managing the pandemic have not yet been studied as a system of psychological and contextual factors contributing to COVID-19 fear.</p><p><strong>Objective: </strong>The aim of this study was to assess the level of COVID-19 fear and the characteristics of the relationships between the social axioms, individual values, and fear of COVID-19 among university students from countries with different government strategies for managing the pandemic.</p><p><strong>Design: </strong>University students from countries with different government strategies for managing the pandemic (208 Belarusians, 200 Kazakhstanis, and 250 Russians ages 18 to 25) participated in an anonymous online survey. The respondents filled in questionnaires that assessed their manifestations of COVID-19 fear (COVID-19 Fear Scale: FCV-19S) as the dependent variable; the \"Social Axiom Questionnaire\" (QSA-31) and the \"Portrait Value Questionnaire\" (ESS-21) measured the social axioms and individual values as the independent variables.</p><p><strong>Results: </strong>Fear of COVID-19 reached a higher level among the students from the countries with the weakest (Belarus) and the strongest (Kazakhstan) restrictive measures during the pandemic. Dysfunctional fear of COVID-19 was manifest among those Belarusian students who attached the greatest importance to self-enhancement values and the fate control axiom, and the least importance to the social complexity axiom, as well as among those Russian students for whom the religiosity social axiom was significant and the social complexity axiom was not. For Kazakhstani students, social axioms and values were not predictors of dysfunctional fear of COVID-19.</p><p><strong>Conclusion: </strong>The greatest contribution of social axioms and individual values to the experience of COVID-19 fear among the students was observed under conditions where the actions of the authorities were incompatible with the existing pandemic risks (in Belarus), as well as under conditions where a variable assessment of threat level was possible (in Russia).</p>","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"16 1","pages":"44-65"},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10294275/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9739925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Galperin–Talyzina Method of Psychological Investigation of the Genesis of Cognitive Processes","authors":"Andréa Maturano Longarezi, Iury Kesley Marques de Oliveira Martins","doi":"10.11621/pir.2023.0304","DOIUrl":"https://doi.org/10.11621/pir.2023.0304","url":null,"abstract":"Background. Piotr Ya. Galperin and his collaborator Nina F. Talyzina performed solid experimental work which led them to propose the theory of stage-by-stage formation of mental actions and concepts, as well as a method to investigate cognitive processes, whose conceptual and procedural streamlining demands analysis and systematization. Objective. To investigate the formative experiment of P. Ya. Galperin and N.F. Talyzina, with the aim of analyzing their contributions to the method of psychological investigation of cognitive processes. Design. The article is part of a theoretical research project on developmental didactics systems, of which the Galperin–Talyzina system is one. Russian works by the two authors and their translations into English, Spanish, and Portuguese, as well as works by other psychologists and educators from the Galperin–Talyzina school, were sources of the work. Results. The experiments of P.Ya. Galperin and N.F. Talyzina studied, promoted, and analyzed the assimilation of new knowledge and mental actions, by introducing different conditions. The article systematizes the stages and procedures of such experiments, as well as the series and steps of diagnosis of the developmental level and the formation of mental actions and concepts, in relation to the type of Orienting Basis of an Action (OBA). Conclusion. The theory was built on the basis of simultaneous production of a method to study the genesis of the cognitive processes and the theory of stage-by-stage formation of mental actions and concepts; it led us to define the method of P.Ya. Galperin and N.F. Talyzina as a gradual formation experiment.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135312394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Playing Online as Preparation for Mathematics: The Cultural-Historical Approach as an Alternative to Constructivism","authors":"Yulia Solovieva, Luis Quintanar, Valeriya A. Plotnikova","doi":"10.11621/pir.2023.0305","DOIUrl":"https://doi.org/10.11621/pir.2023.0305","url":null,"abstract":"Background. While the traditional method of teaching consists of repetition and memorization, the constructivist theory proposes independent discovery and free play. The cultural-historical approach, on the other hand, does not insist on the early introduction of formal mathematics as implicit or explicit knowledge. According to this outlook, important psychological developmental is necessary for the child before he/she can learn mathematics in primary school. Objective. To present a methodology for organizing the play activity of children of preschool age by introducing symbolic means on the materialized and perceptual levels as an essential aspect of preparation for learning mathematical concepts in primary school. Design. The experiment consisted in pedagogical work in the online modality by the authors at a private college in the city of Puebla, Mexico. Eighteen children from three levels of preschool education (from three to six years old) participated in 45-minute sessions three times per week. There were six children from each preschool level. Results. It was shown that playing with roles online allows children at least partially to include different symbolic means in their activity. This allows the children not only to satisfy their curiosity and be positively engaged in the topic of the play, but also to develop symbolic functions as preparation for intellectual actions with numerical content in primary school. Conclusion. The article shows a feasible way to organize preschool play with roles online and thus to scaffold the formation of children’s imagination and ability to use symbolic means, which is important for future learning. The cultural-historical approach offers useful guidelines here, although more research is needed to support the development of children’s symbolic function within math-specific activity, based on activity theory applied to learning.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135311627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Activity-Based Approach to the Teaching and Psychology of Insightful Problem Solving: Scientific Concepts as a Form of Constructive Criticism","authors":"Alexander N. Romashchuk","doi":"10.11621/pir.2023.0302","DOIUrl":"https://doi.org/10.11621/pir.2023.0302","url":null,"abstract":"Background. This article is dedicated to the 100-year anniversary of the birth of N.F. Talyzina and contains an assessment of the prospects for developing ways to master a scientific concept, in theories of learning according to the activity approach. The assessment takes into account achievements following the approach of L.S. Vygotsky, the “conceptual changes” approach, and theories of the psychology of insightful problem solving. Objective. To demonstrate the necessity and productivity of the activity approach to scientific concepts that students learn as forms of constructive criticism. Method. A comparative analysis of the theories of the activity approach to learning, the approach of L.S. Vygotsky, the “conceptual changes” approach, and theories of the psychology of insightful problem solving, from the standpoint of identifying the most effective way of mastering scientific concepts. Results. The main substantiated thesis of the article is that mastery of a scientific concept is most effective when it is presented as a form of constructive criticism of another concept. Conclusion. Taking into account the conceptual forms of constructive criticism allows us to outline the actual paths of development of the activity approach to learning. These forms were developed, on the one hand, through the methodology of science, and on the other, in a less developed way, through the psychology of insightful problem solving, with reliance on certain forms of “critical” action. In particular, when using a special kind of obstacle to teach a task, it is proposed to use the analysis of “full insight” to reveal a special type of reason for an erroneous action.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135312354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perfectionism, the Impostor Phenomenon, Self-Esteem, and Personality Traits among Russian College Students","authors":"Marina S. Sheveleva, Tatiana M. Permyakova, Dmitriy S. Kornienko","doi":"10.11621/pir.2023.0310","DOIUrl":"https://doi.org/10.11621/pir.2023.0310","url":null,"abstract":"Background. Perfectionism and the Impostor Phenomenon (IP) have mainly been studied in American samples, as have the associations of Perfectionism and the Impostor Phenomenon with Self-Esteem and the Big Five personality traits. However, previous studies showed that results might depend on cultural background. There is a critical lack of such research in the Russian context which might limit generalization of the previous findings to a narrow range of cultures. Objective. In this study, the authors investigated how Perfectionism and the Impostor Phenomenon are related to the 5-factor model of personality, and examined the mediating role of Self-esteem between the dimensions of Perfectionism and the Impostor Phenomenon, using a Russian sample. Design. The study sample comprised 372 undergraduate students age 18 - 23 (M = 19.07, SD = 1.05). The Impostor Phenomenon, Personality Traits, and Self-Esteem were measured by relevant questionnaires. Results. The results indicated that Adaptive Perfectionism had a strong positive correlation with Extraversion, Conscientiousness, and Openness. Maladaptive Perfectionism had a strong relation to Conscientiousness and Neuroticism. Neuroticism demonstrated a strong positive correlation with impostor tendencies and was the main predictor. Self-esteem partially mediated the link between Maladaptive Perfectionism and the Impostor Phenomenon, intensifying negative feelings and Impostorism. Conclusion. These results generally replicated the pattern from previous studies of the relationship between Perfectionism, the Big Five personality traits, Self-esteem, and the Impostor Phenomenon. Thus, it could be possible to conclude that the studied relationships might be regarded as universal for the Russian students in terms of culture.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135311655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Post-traumatic Stress Symptoms, Distress, and Optimism in Mexican Colorectal Cancer Patients.","authors":"Jessica Noemí Acevedo-Ibarra,&nbsp;Dehisy Marisol Juárez-García,&nbsp;Absalón Espinoza-Velazco,&nbsp;Sergio Buenaventura-Cisneros,&nbsp;Arnoldo Téllez","doi":"10.11621/pir.2022.0408","DOIUrl":"10.11621/pir.2022.0408","url":null,"abstract":"<p><strong>Background: </strong>The diagnosis and treatment of colorectal cancer are considered highly stressful and potentially traumatic events that can generate post-traumatic stress symptoms and distress among patients.</p><p><strong>Objective: </strong>This study assessed levels of post-traumatic stress symptoms, distress, and optimism, as well as differences between these conditions relative to sociodemographic and medical variables, in Mexican patients with colorectal cancer.</p><p><strong>Design: </strong>A cross-sectional descriptive study design was employed, in which 192 colorectal cancer patients over the age of 18 years participated. They filled out the following questionnaires in person: a sociodemographic and medical data questionnaire; the Event Impact Scale-Revised (EIE-R); the Hospital Anxiety and Depression Scale (HADS); and the Life Orientation Test (LOT-R).</p><p><strong>Results: </strong>The results showed that 32.3% of the patients reported post-traumatic stress symptomatology, and 21.4% reported distress. Post-traumatic stress symptoms and distress varied according to age and monthly income. Significant differences between the sexes were also observed in the levels of post-traumatic stress symptoms and distress. Post-traumatic stress was positively and significantly related to distress, and negatively and significantly to optimism.</p><p><strong>Conclusion: </strong>Based on these data, we concluded that a significant percentage of colorectal cancer patients present high levels of post-traumatic stress symptoms as well as distress, and that these levels may vary according to sociodemographic and medical characteristics.</p>","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"15 4","pages":"127-139"},"PeriodicalIF":0.9,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9903238/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9256917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Coping with the Forced Separation of Close Relationships during the COVID-19 Pandemic.","authors":"Anna G Samokhvalova,&nbsp;Mariia V Saporovskaia,&nbsp;Svetlana A Khazova,&nbsp;Elena V Tikhomirova,&nbsp;Natalia S Shipova","doi":"10.11621/pir.2022.0305","DOIUrl":"10.11621/pir.2022.0305","url":null,"abstract":"<p><strong>Background: </strong>Issues regarding close relations became especially prevalent within the context of the pandemic, due to the forced separation of these relationships. This is now seen as a significant stressor that influences emotions and subjective perceptions of the relationship.</p><p><strong>Objective: </strong>The current study aims to investigate the specifics of coping with the forced separation of partners with varying types of closeness.</p><p><strong>Design: </strong>The study was carried out with quantitative and qualitative methods. The sample included 43 women and 42 men (aged 21-47); all were involuntarily separated from their partners by impacts of the pandemic.</p><p><strong>Results: </strong>Three scenarios of romantic relationships were identified based on a balance of love components (intimacy, passion, commitment) and prevalent feelings (closeness or distance). The authors concluded that certain coping strategies (positive reassessment, acceptance, distraction) can help the individual to cope with the separation, but do not contribute to the closeness of the partners and the strengthening of the relationship. Coping primarily through active support was typical for partners with intense and balanced feelings based on closeness (Scenario 3). Ambivalent feelings toward a partner (Scenario 1) were associated with passive coping, which increased the risk of detachment. The moderate manifestation of balanced love components and closeness (Scenario 2) focused on acceptance of the situation, positive reassessing, and distraction, all of which reduce the stress of separation, but cause anxiety regarding the future of the relationship.</p><p><strong>Conclusion: </strong>The type of close relationship has been found to correlate to the coping strategy adopted by the couple following forced separation during the COVID-19 pandemic. However, further studies are required to investigate separation in various social contexts, not only in isolation due to the pandemic, as well as its connection to psychological well-being.</p>","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"15 3","pages":"75-90"},"PeriodicalIF":0.9,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9833616/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10677199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}