Psychology in Russia-State of the Art最新文献

{"title":"Verbal Abilities: Sex Differences in Children at Different Ages.","authors":"Irina E Rzhanova,&nbsp;Olga S Alekseeva,&nbsp;Anna Ya Boldyreva,&nbsp;Anastasia Yu Nikolaeva,&nbsp;Yulia A Burdukova","doi":"10.11621/pir.2023.0202","DOIUrl":"10.11621/pir.2023.0202","url":null,"abstract":"<p><strong>Background: </strong>The assertion of sex differences in verbal abilities is a highly controversial subject. Some studies have demonstrated a female advantage; other studies have found higher rates in males. The results depended on the type of verbal ability that was studied, the cultural context, and the ages of the subjects. There are two types of theories that have been developed to explain the existence of sex differences in cognitive abilities. Social theories explain the differences as caused by social determinants. Biological theories consider biological factors such as prenatal development conditions and hormone levels, among others, as the cause of sex differences.</p><p><strong>Objective: </strong>To investigate sex differences in verbal abilities in children of different ages.</p><p><strong>Design: </strong>Two different editions of Wechsler tests were used. For children age 2.5 to 5 years, the Wechsler Preschool Primary Scale of Intelligence (WPPSI-IV) was used. For children age 6 and older, we administered the Wechsler Intelligence Scale for Children (WISC-V). The total sample included 313 children.</p><p><strong>Results: </strong>The study found significant sex differences in performance on the Verbal Comprehension Scale in children of different ages. At the age of 2 to 4 years, the girls performed better than the boys. In the group of boys, there was a significant increase in verbal abilities at the age of 8-9 years. By the age of 10-11 years, boys began outperforming girls on the Verbal Comprehension Index. Scores on the Verbal Comprehension and Visual Spatial subtests for the boy sample showed stronger correlations than in the girl sample in all age groups.</p><p><strong>Conclusion: </strong>Sex differences in verbal abilities varied depending on the age of the children. The boys showed a stronger integration of their verbal abilities into the structure of their intelligence than the girls.</p>","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"16 2","pages":"22-32"},"PeriodicalIF":0.9,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10561781/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41215459","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":"Exploring the Associations between Happiness, Life-satisfaction, Anxiety, and Emotional Regulation among Adults during the Early Stage of the COVID-19 Pandemic in Russia.","authors":"Dmitriy S Kornienko, Natalya A Rudnova","doi":"10.11621/pir.2023.0106","DOIUrl":"10.11621/pir.2023.0106","url":null,"abstract":"<p><strong>Background: </strong>The COVID-19 pandemic is not only a world health crisis, but also an ordeal for people's mental health and psychological well-being. The period of the COVID-19 lockdown has changed everyday life and increased anxiety, fears, and stress from habitual activities such as meetings, shopping, and the use of public transport. As the worry and nervousness increase, they threaten the cognitive (Life-satisfaction) and emotional (Happiness) components of well-being. Emotional regulation strategies are a mechanism to cope with the threat.</p><p><strong>Objective: </strong>This study assessed the impact of anxiety, perceived stress from COVID-19, and emotional regulation strategies on well-being during the first weeks of the lockdown in Russia.</p><p><strong>Design: </strong>Questionnaire-based surveys were conducted online from March 31 to April 30, 2020. A total of 589 participants (18 to 73 years of age) were recruited. The Subjective Happiness Scale, Satisfaction with Life Scale, Zung's Self-Rating Anxiety Scale, Emotion Regulation Questionnaire, and Perceived Source of Stress from COVID-19 scales were used.</p><p><strong>Results: </strong>Among the various sources of stress, only that from restrictions on everyday life impacted well-being. High anxiety, but not perceived stress, decreased the feelings of Happiness and Life-satisfaction. Additionally, emotional regulation strategies played different roles in their impact on well-being: Cognitive reappraisal lowered negative emotions, but emotional suppression increased dissatisfaction with life.</p><p><strong>Conclusion: </strong>These findings suggest that people's effective and relevant regulation of their emotions during public health emergencies and ability to avoid losses caused by crisis events, have become urgent needs, requiring the development of psychological interventions to support well-being.</p>","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"16 1","pages":"99-113"},"PeriodicalIF":1.1,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10547116/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41147458","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":"Determinants of Russian Attitudes Toward a Green Economy During the Covid-19 Pandemic.","authors":"Aleksandr A Maksimenko, Olga S Deyneka, Ekaterina V Zabelina","doi":"10.11621/pir.2023.0107","DOIUrl":"10.11621/pir.2023.0107","url":null,"abstract":"<p><strong>Background: </strong>The development of environmental consciousness is a necessary part of the full development of society. The pandemic caused by COVID-19 has increased attention to the problems of man's relationship with nature, and the green behavior of both the consumer and the producer. Attitudes toward a green economy are especially important to study in countries rich in natural resources, as they have more opportunities to overcome the contradictions between economic growth and green innovation.</p><p><strong>Objective: </strong>The purpose of this study was to identify the determinants of Russian attitudes toward a green economy during the COVID-19 pandemic. The main hypothesis was that demographic factors determine attitudes toward a green economy in different ways, including the willingness to take actions in support of it, and acknowledgement of the connection of the need for green transformations with the pandemic.</p><p><strong>Design: </strong>Subjects were given the questionnaire \"Green Economy\" which contains 19 statements with which they needed to express their degree of agreement on a 5-point Likert scale. Potential determinants of their attitudes toward a green economy were collected using an additional questionnaire, which included indicators of gender, age, family and professional status, religiosity, income level, education level, and place of residence (locality). The study involved 874 respondents from the Russian Federation (62.4% female; 37.6% male; the average age was 37.34 years).</p><p><strong>Results: </strong>The results of a regression analysis showed that women, people with increased religiosity (but not too religious), younger people, and students and employees of public organizations (as opposed to employees of state and commercial organizations), as well as people from small towns or rural areas, were more positive about the idea of transition to a green economy.</p><p><strong>Conclusion: </strong>The belief that the pandemic situation has reinforced the need for a transition to a green economy was influenced by gender, degree of religiosity, and place of residence. Women, to a greater extent than men, as well as people who were more religious and lived in small towns and rural areas, were more acutely aware of the impact of the pandemic on the actualization of environmental problems.</p>","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"16 1","pages":"113-124"},"PeriodicalIF":1.1,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10294274/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9737284","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":"Bilingualism and Development of Literacy in Children: A Systematic Review.","authors":"Ekaterina S Oshchepkova,&nbsp;Natalia A Kartushina,&nbsp;Ksenia O Razmakhnina","doi":"10.11621/pir.2023.0101","DOIUrl":"10.11621/pir.2023.0101","url":null,"abstract":"<p><strong>Background: </strong>The importance of biliteracy in bilingual children's development has been widely investigated and discussed for the last several decades, suggesting beneficial effects of writing and reading in two languages for bilingual children as well as for adult second language learners.</p><p><strong>Objective: </strong>To analyze research on the link between bilingualism and literacy development in two or more languages and the factors that may influence a successful or problematic biliteracy acquisition. RQ (1): What is the relationship between bilingualism and literacy of bilingual children? RQ (2): What strategies are used to develop biliteracy?</p><p><strong>Design: </strong>The review analyzes 50 studies of literacy development in bilingual children. The selected articles have been separated based on their methodology: 25 articles gave a critical analysis of more than 1,100 studies on the topic, strengthening the theoretical basis of existing research, and 25 other articles were empirical research articles demonstrating practical evidence for the former.</p><p><strong>Results: </strong>Our analysis revealed that literacy in bilinguals, or biliteracy, can be seen as a necessary condition for fluent development of bilingualism, though it is not a necessary condition (which is explained by the difference between structures of specific languages and writing systems, instruction in literacy, and cognitive baggage invoked by the task used to measure the skill) (Bialystok, 2002). Research suggests that bilingualism impacts children's ultimate acquisition of literacy via the beneficial effects of bilingualism overall: advanced biliteracy boosts the development of phonological and phonemic awareness and metacognitive abilities. Thus, biliteracy can be considered as an advantage in terms of maintaining bilingual acquisition in general and developing writing skills in particular.</p><p><strong>Conclusion: </strong>There is a lack of studies on the development of writing skills in different educational contexts, across countries and cultures, which must be addressed and complemented by new empirical research. Research will enable policymakers to improve educational programs in accordance with the needs of bilingual children, who are the majority in the current global population.</p>","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"16 1","pages":"3-25"},"PeriodicalIF":0.9,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10547117/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41177230","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":"A Dynamic Evaluation of the Process of Solving Mathematical Problems, according to N.F. Talyzina's Method","authors":"Yolanda Rosas-Rivera, Yulia Solovieva","doi":"10.11621/pir.2023.0307","DOIUrl":"https://doi.org/10.11621/pir.2023.0307","url":null,"abstract":"Background. The process of teaching mathematics represents a challenge for primary education, due to the different perspectives and disciplines involved. In addition, as an active and flexible process, it requires feedback on what the students actually achieved. An analysis of the different learning and development outcomes allows the teacher to understand the mathematical content and the method of teaching it in the classroom, with the objective of promoting the students’ conceptual development. Objective. The objective of our study was to analyze the general skills for problem solving which students developed, by applying dynamic evaluation. Design. A verification method was used to identify the students’ abilities and difficulties. A protocol for evaluating the process of solving mathematical problems was organized. The assessment included four simple problems and four complex ones. The participants were 15 students in the third grade of primary school attending a private school located in Mexico City. Results. The results showed that the students identified the types of mathematical operations (addition, subtraction, multiplication, and division) required to solve the problems as their objective. Therefore, their preparation of a solution plan, its execution, and its verification were based only on empirical thinking and quantitative information. Conclusions. We concluded that problem-solving is an intellectual activity that requires conceptual development to carry out a solution plan, execute it, and verify it, in addition to the main objective of answering the question posed by the problem. We propose that these characteristics be included in the organization of mathematics teaching in order to develop mathematical thinking.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"159 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":"135311299","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 Impact of Romantic Attachment Styles on Jealousy in Young Adults","authors":"Apollinaria V. Chursina","doi":"10.11621/pir.2023.0315","DOIUrl":"https://doi.org/10.11621/pir.2023.0315","url":null,"abstract":"Background. Romantic attachment is reflected in various aspects of dyadic interaction in a couple, since it is a self-reinforcing system of cognitive, emotional and behavioral patterns. Romantic jealousy was shown to be associated with dimensions of attachment insecurity in various studies worldwide. Objectives. To identify differences in expressions of romantic jealousy based on romantic attachment style. To determine the influence of attachment-related anxiety and attachment-related avoidance on cognitive, emotional, and behavioral jealousy. Design. The sample comprised 171 heterosexual individuals. The “Experiences in Close Relationships – Revised” questionnaire (ECR-R; Fraley, Waller, &amp; Brennan, 2000; adapted for Russian by Chursina, 2022) and “Multidimensional Jealousy Scale” (MJS; Pfeiffer, &amp; Wong, 1989) were used. Results. A number of significant differences were identified between insecure and secure attachment styles. Avoidant attachment is characterized by cognitive jealousy, ambivalent attachment is characterized by cognitive and behavioral jealousy, while dismissing attachment showed no significant differences in the manifestations of jealousy in comparison with secure attachment style. Emotional jealousy is equally characteristic of all types. The primacy of romantic attachment in relation to cognitive and behavioral jealousy was also proved. Conclusion. The experience of jealousy differs among romantic attachment styles. Attachment-related anxiety is a predictor of intrusive thoughts and behavioral manifestations of jealousy, while attachment-related avoidance is less, the greater the manifestation of jealousy behaviors.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"131 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":"135311617","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":"Psychometric Analysis of Two Brief Versions of the CERQ in the Argentinean Population: CERQ-18 and CERQ-27.","authors":"Sergio Dominguez-Lara,&nbsp;Luciana Moretti,&nbsp;Pablo Ezequiel Flores-Kanter,&nbsp;Roger Muñoz-Navarro,&nbsp;Leonardo A Medrano","doi":"10.11621/pir.2023.0102","DOIUrl":"https://doi.org/10.11621/pir.2023.0102","url":null,"abstract":"<p><strong>Background: </strong>Emotion Regulation (ER) involves any explicit or implicit process that may alter the emotion felt, its duration and expression, and is a transdiagnostic factor of vulnerability involved in the etiology and maintenance of different emotional disorders. The Cognitive Emotion Regulation Questionnaire (CERQ) assesses nine cognitive strategies involved in ER and is a valuable tool. Its popularity and wide use led to the development of two abbreviated versions: a version with 18 items (two items per factor) and a 27-item version (three items per factor).</p><p><strong>Objective: </strong>To analyze the psychometric properties of both versions in the Argentinean population.</p><p><strong>Design: </strong>The research design was instrumental. The factor structure of the CERQ-18 and CERQ-27 as well as the reliability of the scores and the construct of each dimension were evaluated. In addition, we gathered validity evidence for its relationship with other variables by associating the CERQ scores with Difficulties in Emotion Regulation Scale (DERS) scores.</p><p><strong>Results: </strong>The CERQ-18 presented more consistent evidence regarding its internal structure (adequate fit indices and factor loadings of moderate magnitude) and reliability. Given that the association of the two versions with the DERS is similar, we recommend that the 18-item version be used.</p><p><strong>Conclusion: </strong>The CERQ-18 has quite similar psychometric properties to the CERQ-27 in the general population of Argentina and the findings contribute to an understanding of its internal structure.</p>","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"16 1","pages":"26-43"},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10294272/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9737281","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 Role of Income in System Justification.","authors":"Elena R Agadullina","doi":"10.11621/pir.2023.0104","DOIUrl":"https://doi.org/10.11621/pir.2023.0104","url":null,"abstract":"<p><strong>Background: </strong>System justification theory asserts that people's motivation to defend, justify, and maintain the status quo depends on their socio-economic status. At the same time practically nothing is known about the mediators for the relationship between a person's income and his adherence to system justification.</p><p><strong>Objective: </strong>The aim of this study was to clarify the role of income in motivating an individual to justify the system, taking into account as potential mediators of this relationship his sense of control over life and level of life satisfaction.</p><p><strong>Design: </strong>In an online study (N = 410), a double sequential mediation model was tested, with an individual's income as an independent variable, his/her system justification as a dependent variable, and his/her perceived control over life and level of life satisfaction as mediators. The impact of education was controlled by inserting it into the model as a covariate.</p><p><strong>Results: </strong>The results demonstrated that people with low incomes justify the system more than people with high incomes do. At the same time, there was a positive indirect effect of income on system justification, indicating that, compared to people with low incomes, those with high incomes had a more pronounced sense of control over their lives, which contributed to an increase in their level of life satisfaction, and was positively associated with justification of the status quo.</p><p><strong>Conclusion: </strong>The results are discussed in terms of differences in the palliative function of system justification for individuals of different socio-economic status.</p>","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"16 1","pages":"66-76"},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10294271/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9737283","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":"Voluntary Control of Cognitive Activity in Preschool Children: Age-dependent Changes from Ages 3-4 to 4-5","authors":"Marina N. Zakharova, Regina I. Machinskaya","doi":"10.11621/pir.2023.0309","DOIUrl":"https://doi.org/10.11621/pir.2023.0309","url":null,"abstract":"Background. Voluntary control of goal-directed behavior and mental activity in preschool children plays a key role in knowledge acquisition and future academic achievement. Studies of voluntary control have mainly concerned 6-8-year- old children; much less is known about the ability to exercise voluntary control at early ages. Due to the high prognostic value of the level of development of voluntary control and heterogeneous development of their individual components, it seems actually useful to study age-related changes of these components in children from 3-4 to 4-5 years old. Objective. To compare age-related changes in executive functions (EF) in children age 3-4 years (mean age: 3.5±0.2 yrs; n = 49; 31 boys) and 4-5 years (mean age: 4.5±0.3 yrs; n = 70; 35 boys). Design. To assess the different components of EF we used: 1) a qualitative group and individual testing procedure based on the principles of Luria’s theory of the dynamic localization and organization of higher mental functions; and 2) a computerized testing procedure which included the Bourdon-Wiersma cancellation test, the “Hearts and Flowers” conflict test (the Dots task), and the Corsi block-tapping test. Results. The results showed that different components of voluntary control developed at different rates (heterochronically): there were significant progressive changes from 3-4 to 4-5 years for working memory, assimilation of instructions, switching between separate actions, selective concentration on a target or task, and the distribution of attention. Some other components of EF did not show significant positive dynamics during this period. Conclusion. The results indicate the importance of applying the activity theory approach to the development of cognitive processes in preschool age.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"14 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":"135311040","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":"On the Mastery of Elementary Geometric Concepts","authors":"Nina F. Talyzina","doi":"10.11621/pir.2023.0301","DOIUrl":"https://doi.org/10.11621/pir.2023.0301","url":null,"abstract":"We publish here the report by N.F. Talyzina to a Conference on Psychology in 1955 and released two years later in the proceedings of that conference (N.F. Talyzina [1957]. In B.G. Anan′yeva et al. [Eds.], Materialy soveshchaniia po psikhologii. July 1–6, 1955. Moscow: Publishing House of the Academy of Pedagogical Sciences of the RSFSR.) This report is of particular interest, since it describes some of the first formative experiments based on the theory of planned stage-by-stage formation of mental actions; the text does not yet discuss the formation of actions, but only the application of the attributes of concepts to solving problems. The text presents the results of a study of the formation of elementary geometric concepts according to the theory of planned stage-by-stage formation of mental actions and concepts. Twenty-two subjects from grades 6–9 formed geometric concepts such as “line,” “angle,” “angle bisector,” “perpendicular,” “adjacent angles,” and “supplementary angles.” These attributes were formed in the process of their application to solving different types of problems. Observational and then formative (training) experiments were performed individually. The article contains excerpts from the subjects’ protocols as they solved the problems. It was shown that stage-by-stage development (identifying attributes from a definition, saying them aloud, and then applying them to solving problems) leads to mastery not only of the geometric concepts themselves, but also of the method of action with definitions in general, allowing students to transfer the method they have learned to concepts from another field of knowledge.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"47 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":"135312871","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}