Learning and Motivation最新文献

{"title":"Role of spatial memory in spatial design: A systematic review","authors":"M.N.R. Wijetunge,&nbsp;D.W. Kasun Gayantha,&nbsp;T. Chandrasekera","doi":"10.1016/j.lmot.2025.102166","DOIUrl":"10.1016/j.lmot.2025.102166","url":null,"abstract":"<div><div>Spatial memory plays a pivotal role in spatial design, influencing both academic and professional achievements. However, while individual studies have explored spatial memory in spatial design, the literature lacks comprehensive reviews that holistically examine its impact across multiple dimensions of spatial design. This systematic review addresses this gap by analyzing nine studies from three prominent scientific databases. Five key aspects of spatial design significantly influenced by spatial memory were identified: spatial knowledge, visualization, spatial text, problem-solving, planning, and geometry processing. Additionally, 11 spatial memory testing instruments were classified based on their unique mechanisms for encoding and retrieving spatial information. The review highlights the need for validated, discipline-specific spatial memory tests tailored to architecture and interior design. The findings provide actionable insights for educators, emphasizing the integration of spatial memory in teaching methodologies to enhance spatial design skills. By bridging fragmented findings, this review offers a foundational framework for future research to advance the design process through enhanced spatial memory capabilities.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102166"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144830324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring learning uncertainty and test anxiety with mindfulness as a mediator in EFL students: An Expectancy-Value Approach","authors":"Genhua Chang ,&nbsp;Shamim Akhter ,&nbsp;Chaohai Lin","doi":"10.1016/j.lmot.2025.102189","DOIUrl":"10.1016/j.lmot.2025.102189","url":null,"abstract":"<div><div>Learning uncertainty and test anxiety represent significant challenges for English as a Foreign Language (EFL) learners, potentially hindering academic progress and fostering negative learning experiences. While research has established links between these constructs, the mediating role of mindfulness, particularly within the framework of an Expectancy-Value Approach, remains underexplored in the EFL context. This study addressed this gap by investigating the relationships between learning uncertainty, test anxiety, and mindfulness among a sample of 532, including 215 (40.4 %) male and 317 (59.6 %) female participants in China. Participants were recruited through stratified random sampling and completed a series of validated self-report questionnaires. Structural Equation Modelling (SEM) analysis revealed a positive and significant correlation between learning uncertainty and test anxiety, indicating that higher levels of uncertainty were associated with increased anxiety. Conversely, a negative and significant correlation was found between learning uncertainty and mindfulness, and between mindfulness and test anxiety. Additionally, SEM analysis confirmed that mindfulness significantly mediated the relationship between learning uncertainty and test anxiety. These findings underscore that cultivating mindfulness may serve as a valuable strategy for mitigating the negative impact of learning uncertainty on test anxiety, ultimately promoting more positive and effective learning outcomes for EFL students.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102189"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145046170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ambiguity in inquiry-based learning: Effects on risk-taking, engagement, and cognitive load in EFL contexts","authors":"Yaoyao Li","doi":"10.1016/j.lmot.2025.102205","DOIUrl":"10.1016/j.lmot.2025.102205","url":null,"abstract":"<div><div>Inquiry-based learning (IBL) is widely acknowledged for its potential to foster critical thinking and student engagement, yet the specific role of structured ambiguity within IBL remains underexplored, particularly in shaping learners’ exploratory risk-taking, multidimensional engagement, and cognitive load in non-Western educational contexts like Chinese English as a Foreign Language (EFL) classrooms. Furthermore, few studies integrate motivational and cognitive theories to explain how ambiguity influences these outcomes, especially among secondary students navigating the dual demands of language and content learning. This quasi-experimental study investigated the effects of deliberately structured ambiguity within IBL on Chinese secondary EFL students’ learning behaviors, focusing on exploratory risk-taking, behavioral, emotional, and cognitive engagement, and cognitive load management. The study involved 64 female 12th-grade students, divided into an experimental group (n = 31) and a control group (n = 33), who participated in six 90-minute English-medium lessons covering reaction rates, acid-base equilibria, and thermodynamics. The experimental group engaged with minimally guided, ambiguity-rich tasks that withheld key data and encouraged multiple solution paths, while the control group followed fully structured inquiry with explicit procedures and predetermined outcomes. Data were collected using three validated scales before and after the intervention. Non-parametric analyses (Mann-Whitney U) revealed that the experimental group significantly outperformed the control group in epistemic risk-taking and in behavioral, emotional, and cognitive engagement. Additionally, the experimental group reported significantly lower cognitive load by Week 6, indicating improved cognitive efficiency over time. These findings highlight that structured ambiguity, when carefully designed, fosters adaptive learning behaviors in Chinese EFL contexts, where exam-driven curricula like the Gaokao often prioritize rote learning.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102205"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EFL students’ writing engagement and AI attitude in GenAI-assisted contexts: A mixed-methods study grounded in SDT and TAM","authors":"Lei Shen ,&nbsp;Siyi Wang ,&nbsp;Yihang Xin","doi":"10.1016/j.lmot.2025.102168","DOIUrl":"10.1016/j.lmot.2025.102168","url":null,"abstract":"<div><div>While engagement has been widely recognized as a key factor in improving students’ learning outcomes, the role of attitudes toward generative artificial intelligence (GenAI) in shaping engagement, particularly in the context of writing, remains underexplored. Grounded in self-determination theory (SDT) and the technology acceptance model (TAM), the present study employs latent profile analysis (LPA), a person-centered approach that identifies distinct profiles of EFL learners’ engagement in GenAI-assisted writing. A one-way ANOVA is subsequently conducted to examine whether students’ attitudes toward GenAI differed across these engagement profiles. In addition, semi-structured interviews are conducted to investigate university teachers’ perceptions of how GenAI can enhance students’ writing engagement. The LPA identifies three engagement profiles as high engagement (31.9 %), medium engagement (50.8 %), and low engagement (17.3 %). However, GenAI attitude did not show a significant relationship with writing engagement. Qualitative findings indicate that teachers are aware of GenAI’s potential in improving students’ behavioral, emotional, and cognitive engagement, though few have actively integrated such tools into their teaching. This study offers new insights into the relationship between writing engagement and GenAI attitudes. It provides practical implications for students, instructors, and educational institutions seeking to implement GenAI technologies in English as a foreign language (EFL) learning and teaching.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102168"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144828306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rosinidin attenuates scopolamine-induced memory impairment in rats via modulation of oxidative stress and BDNF/NF-κB/Nrf2/TLR4 signaling pathway","authors":"Md Sohrab Alam ,&nbsp;Faisal Imam ,&nbsp;Naif O. Al-Harbi ,&nbsp;Emine Guven ,&nbsp;Mohamamd Anas Ansari ,&nbsp;Md Maaz Ahmad ,&nbsp;Shoaeb Mohammad Syed ,&nbsp;Meraj Khan ,&nbsp;Nadeem Sayyed","doi":"10.1016/j.lmot.2025.102209","DOIUrl":"10.1016/j.lmot.2025.102209","url":null,"abstract":"<div><h3>Objectives</h3><div>This research aimed to assess the potential outcome of rosinidin on Scopolamine (SCOP)-induced memory dysfunction in a rat model.</div></div><div><h3>Methods</h3><div>Adult Wistar rats were grouped (n = 6) as: Groups 1 (normal control) and 2 (SCOP control) received 0.5 percent SCMC (vehicle, 3 mL) orally; Groups 3 and 4 administered rosinidin (10 and 20 mg/k g) orally. Over 14 days of therapeutic intervention, Group 1 received normal saline one h after the above-mentioned oral treatments, and the remaining group of rats were given SCOP (1 mg/kg, i.p.). Rats were tested for spontaneous movement, learning, and memory capacities. The hippocampus of rats were collected and analyzed for oxidative stress markers [reduced glutathione (GSH), superoxide dismutase (SOD), catalase, and malondialdehyde (MDA)], pro-inflammatory markers [(Interleukin-1 beta (IL-1β), interleukin-6 (IL-6), tumor necrosis factor-alpha (TNF-α)], acetylcholinesterase (AChE), choline acetyltransferase activity (ChAT), brain-derived neurotrophic factor (BDNF), nuclear factor-kappa B (NF-κB), and nuclear factor erythroid 2-related factor 2 (Nrf2), and D] Toll-like Receptor 4 (TLR4).</div></div><div><h3>Results</h3><div>Rosinidin significantly improved spatial learning and memory in SCOP-treated rats, as shown by reduced escape latency in the Morris water maze (MWM) test and increased SAP% in the Y-maze test (P &lt; 0.001). Additionally, SCOP caused memory loss in animals, decreased GSH, SOD, and catalase, altered AChE and ChAT activity, increased malondialdehyde (MDA), nitrate, TNF-α, NF-κB, IL-1β, IL-6, and TLR4, as well as decreased IL-6, BDNF, and Nrf2 (P &lt; 0.001). Rosinidin administration at both doses (10 and 20 mg/kg) restored the SCOP-induced behavioral deficits and biochemical markers to normal (P &lt; 0.001). These findings indicate its potential to reverse SCOP-induced cognitive deficits.</div></div><div><h3>Conclusions</h3><div>The findings suggest that rosinidin effectively ameliorates SCOP-induced memory deficits in rats. This improvement may be linked to restored cholinergic function, modulated oxidative stress, and suppressed neuroinflammation.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102209"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“A sure sign”: Reinforcing effects of stimuli correlated with shock-frequency reduction","authors":"Juan Carlos Forigua-Vargas ,&nbsp;Paulo S.D. Soares-Filho ,&nbsp;Julián Cifuentes ,&nbsp;Julian C. Velasquez ,&nbsp;María Paula Alfonso Pedraza ,&nbsp;Kelly Johana Pulido García ,&nbsp;Paola Acuña Reyes ,&nbsp;Camilo Hurtado-Parrado","doi":"10.1016/j.lmot.2025.102212","DOIUrl":"10.1016/j.lmot.2025.102212","url":null,"abstract":"<div><div>The primary objective of this study is to determine whether there is a difference between the reinforcing effects of stimuli correlated with avoidance and extinction schedules in rats, with the aim of analyzing the role of these aversive contingencies in the acquisition of observing behavior. Five rats were exposed to a multiple-schedule procedure with two components —one of avoidance and another of extinction— each correlated with a discriminative and a delta stimulus, respectively. During avoidance, lever-presses reduced shock-frequency from 0.35 per 2 s to 0.10 per 2 s. During extinction, lever-presses were ineffective at reducing shock-frequency and extended the time of the extinction period. Once multiple-schedule performance was established, rats were exposed to an observing procedure. The same two components operated in a mixed-schedule, and activation of the correlated stimuli was contingent on responses on a separate lever (i.e., observing responses). Observing responses produced (a) both the discriminative and delta stimuli, (b) only the discriminative stimulus, or (c) only the delta stimulus. Subjects showed discrimination across components of the multiple-schedule. Although rats overall displayed low observing responses rates across all experimental conditions, they showed higher response rates when the discriminative stimulus was the only stimulus contingent on observing responses. The delta stimulus had a reinforcing effect on observing responses only in the phase in which it was produced together with the discriminative stimulus. These results were analyzed from the conditioned-reinforcement account and the notion of relative aversiveness.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102212"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How food reward value induces positive memories to alleviate anxiety-related behavior in mice","authors":"Rong Jiang,&nbsp;Nobuyuki Sakai","doi":"10.1016/j.lmot.2025.102217","DOIUrl":"10.1016/j.lmot.2025.102217","url":null,"abstract":"<div><div>Anxiety and stress are emerging as major psychological problems in modern society, and treatments that strengthen positive memories/emotions offer promising new avenues. We investigated whether the palatability of food influences the formation of reward-associated memories that can alleviate anxiety-related behaviors in mice. Three experiments combined the elevated plus maze (EPM) and runway task. In the first experiment, mice were trained with standard food or given neutral training and later tested to determine whether food reward-induced memories enhance open-arm exploration, approach frequency, locomotor level, and latency of reaching the previously rewarded arm. Mice that had received food training subsequently showed stronger preference for the previously rewarded open arm and exhibited fewer anxiety-related behaviors than those without food rewards. The second experiment compared the motivational properties of highly palatable (reward value) food with standard food using a straight-runway test that captured running speed, pausing and reversing behavior. Mice facing for high reward value (HRV) food displayed more vigorous and direct approach behavior, confirming its greater incentive value. Building on these findings, the third experiment tested whether reward-associated memories formed with HRV food more effectively alleviate anxiety-related behavior than those formed with standard food. When later evaluated in the EPM without food present, mice trained with HRV food showed greater open-arm exploration and activity. These results indicate significant variations in the attractiveness of different food reward values to mice and that the reward-associated memories formed by these variations significantly influence anxiety behavior. This study contributes to understanding the interaction between food reward values and memory, which inform strategies for anxiety management.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102217"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145578742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of AI-driven feedback in fostering growth mindset and engagement: A self-determination theory perspective","authors":"Yu Quan","doi":"10.1016/j.lmot.2025.102192","DOIUrl":"10.1016/j.lmot.2025.102192","url":null,"abstract":"<div><div>This study investigates the motivational processes through which AI-driven feedback fosters a growth mindset, learner engagement, and persistence, framed by self-determination theory (SDT). A sample of 507 undergraduate students interacted with an AI tutoring system over six weeks, providing ratings on feedback quality, psychological need satisfaction, growth mindset endorsement, engagement, and persistence. Data integrity checks, reliability analyses, and descriptive statistics were conducted in IBM SPSS Statistics 27, followed by confirmatory factor analyses and structural equation modeling in AMOS 24. Results showed high mean ratings across all constructs and acceptable measurement-model fit. Structural modeling revealed that perceived AI feedback quality exerted strong direct effects on engagement and persistence. Additionally, AI feedback influenced both outcomes indirectly through two motivational pathways: intrinsic motivation and learner autonomy. All indirect effects were statistically significant (<em>p</em> &lt; .01), underscoring the dual mediators by which algorithmic feedback supports self-regulated learning. These findings extend SDT and growth mindset theories into digital learning environments, demonstrating that AI feedback can satisfy core psychological needs and activate adaptive motivational beliefs. Practical implications include designing AI systems with autonomy-supportive prompts and competence-affirming messages. Future research should explore enhanced social-affective cues in AI feedback and longitudinal effects on academic outcomes.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102192"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145105236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using a virtual reality resurgence task to compare time-out and extinction during alternative reinforcement","authors":"Rodrigo Benavides ,&nbsp;Carlos Flores ,&nbsp;Julian C. Velasquez ,&nbsp;Brissa Gutiérrez ,&nbsp;L. Rebeca Mateos","doi":"10.1016/j.lmot.2025.102194","DOIUrl":"10.1016/j.lmot.2025.102194","url":null,"abstract":"<div><div>Recent studies on the resurgence of human operant behavior have failed to identify a difference in recurrence mitigation between traditional response reduction procedures (e.g. extinction) and negative reinforcement alternatives (e.g. time out). The present study employed a virtual reality-based task to enhance human ecological validity of the task while evaluating the difference between extinction and time out of the target response during a resurgence procedure. Participants were exposed to a multiple schedule consisting of alternating extinction and a time-out component for a single 10-minute session during which the target response was acquired, eliminated and tested for recurrence. Twenty participants were exposed to the procedure, which allowed the assessment of recurrence effects when participants were first exposed to either extinction or time out. No statistically significant difference was found in resurgence mitigation between participants regardless of the order of presentation. This work highlights the methodological innovation of embedding extinction and time-out procedures within a virtual reality environment, offering a promising framework for studying complex behavioral processes. Future directions are suggested to refine virtual reality-based procedures.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102194"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145105237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Feedback valence and framing in AI-mediated EFL learning: A quantum-inspired analysis of their effects on goal orientation, motivational affect, and task persistence through achievement goal theory","authors":"Ehsan Namaziandost ,&nbsp;Ferdi Çelik ,&nbsp;Volkan Duran","doi":"10.1016/j.lmot.2025.102200","DOIUrl":"10.1016/j.lmot.2025.102200","url":null,"abstract":"<div><div>As artificial intelligence (AI) increasingly shapes language learning, the role of feedback in AI-mediated environments has become a focal concern—particularly in how it influences learner motivation, affect, and engagement. Grounded in Achievement Goal Theory and enriched by a quantum-inspired analysis, this mixed-methods study examined how feedback valence (positive vs. negative) and framing (process-oriented vs. outcome-oriented) jointly impact English as a Foreign Language (EFL) learners’ goal orientation, motivational affect, and task persistence. The study also explored non-classical cognitive patterns, including emotional ambivalence, decision reversals, and motivational interference. A total of 120 undergraduate EFL students were randomly assigned to one of four feedback conditions during an eight-session ChatGPT-based grammar course. Quantitative data were gathered through validated instruments measuring goal orientation, motivational affect, and task persistence. Qualitative data from reflection logs and semi-structured interviews were analyzed thematically to uncover deeper cognitive-emotional dynamics. Results from MANOVA and follow-up ANOVAs revealed that positive, process-oriented feedback significantly enhanced mastery goals, positive affect, and persistence, whereas negative, outcome-oriented feedback resulted in declines across these domains. Qualitative findings uncovered complex, nonlinear responses including dual emotional states, motivational conflicts, and cognitive interference, which are thepatterns consistent with quantum-inspired models of cognition. This study offers both theoretical and practical implications, highlighting the importance of feedback design in AI-supported instruction. It underscores how subtle variations in feedback framing and tone can generate divergent motivational trajectories, and introduces a novel quantum-inspired lens to capture the probabilistic, emotionally dynamic nature of learner cognition in digitally mediated settings.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102200"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}