Infant and Child Development最新文献

{"title":"The affective, cognitive, and physiological effects of implementing antecedent-focused emotion regulation strategies in childhood","authors":"Elizabeth L. Davis,&nbsp;Shannon M. Brady,&nbsp;Kasey Pankratz,&nbsp;Zariah Tolman,&nbsp;Parisa Parsafar,&nbsp;Emily W. Shih","doi":"10.1002/icd.2509","DOIUrl":"10.1002/icd.2509","url":null,"abstract":"<p>Different components of emotional responding may be affected by using specific emotion regulation strategies that enable children's volitional self-regulation. This study examined the affective, cognitive, and physiological effects of experimentally instructing children to deploy distraction or reappraisal to regulate negative emotion during an evocative film clip. One-hundred eighty-four 4- to 11-year-old children [<i>M</i> = 7.66 years; <i>SD</i> = 2.33 years; 94 girls; mixed race (36%), Latino/Latina (30%), European American (19%), African American (11%), Asian American (2%), or other (2%)] participated. Neither strategy affected observed distress or self-reported negative emotion. Relative to a control condition, children instructed to use reappraisal reported attenuated rumination. Distraction also predicted attenuated rumination, as well as a pattern of parasympathetic reactivity indicative of disengagement that correlated with parents' reported use of minimizing and punitive emotion socialization practices. Findings underscore the utility of multi-method approaches that examine parasympathetic activity in conjunction with volitional measures of self-regulation.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2509","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140551947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Piloting a battery to evaluate parasympathetic reactivity and externalizing behaviours during early childhood in autism spectrum disorder","authors":"Yael Braverman,&nbsp;Madison Surmacz,&nbsp;Gina Schnur,&nbsp;Nasim Sheikhi,&nbsp;Susan Faja","doi":"10.1002/icd.2504","DOIUrl":"10.1002/icd.2504","url":null,"abstract":"<p>Respiratory Sinus Arrhythmia Reactivity (RSA-R) correlates both positively and negatively with externalizing behaviour in autistic individuals. These inconsistencies may result from task-based differences. This pilot study measured RSA-R in 4-to 6-year-olds, across two timepoints, using four validated tasks with matched baseline and challenge periods. Social, cognitive, sensory and emotional tasks were employed to evaluate the use of a domain-specific approach in measuring RSA-R in young autistic children. RSA and parent-reported externalizing behaviour were collected from 16 children (<i>M</i>\u0000 _age = 5.60 years; 13 male; 12 White/Caucasian; 15 non-Hispanic/Latine). RSA-R was measured by the difference score of the challenge task minus its corresponding comparison task. Correlations were computed to evaluate associations between RSA-R and behaviour. RSA was reliably measured for 3/4 tasks (0.694 ≤ intraclass correlation coefficients [ICCs] ≤ 0.896). Only RSA-R during a social task correlated with externalizing behaviour. These results support using a battery that measures a range of challenges, differing in social demands, to characterize how arousal contributes to emotion regulation demands among young autistic children.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140551970","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":"Infant sleep and anxiety disorders in early childhood: Findings from an Australian pregnancy cohort study","authors":"Kelli K. MacMillan,&nbsp;Declan Bourke,&nbsp;Stuart J. Watson,&nbsp;Andrew J. Lewis,&nbsp;Douglas M. Teti,&nbsp;Helen L. Ball,&nbsp;Megan Galbally","doi":"10.1002/icd.2501","DOIUrl":"10.1002/icd.2501","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Emphasis on continuous infant sleep overnight may be driven by parental concern of risk to child mental health outcomes. The Mercy Pregnancy and Emotional Wellbeing Study (MPEWS) examined whether infant sleep at 6 and 12 months postpartum predicts anxiety disorders at 2–4 years, and whether this is moderated by maternal depression, active physical comforting (APC) or maternal cognitions about infant sleep. Data included 349 women and infants. Infant sleep was measured using the Brief Infant Sleep Questionnaire and child anxiety disorders by the Preschool Age Psychiatric Assessment. The risk of developing generalised anxiety or social phobia disorders at 3–4 years was reduced by 42% (<i>p</i> = 0.001) and 31% (<i>p</i> = 0.001), respectively, for a one standard deviation increase in total sleep at 12 months. No other infant sleep outcomes were associated. Maternal depression, APC and cognitions about infant sleep did not significantly moderate these relationships. Focus may need to be on total infant sleep, rather than when sleep is achieved.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>To assess whether infant sleep outcomes (i.e., frequency of nocturnal wakes; nocturnal wakefulness and total sleep per day) at 6 and 12 months predict early childhood anxiety disorders at 3–4 years of age.</li>\u0000 \u0000 <li>Maternally reported infant sleep outcomes were not associated with the risk of developing early childhood anxiety disorders at 3–4 years.</li>\u0000 \u0000 <li>It may be total infant sleep, irrespective of when sleep occurs or night waking and, independently, active physical comforting that requires further investigation.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2501","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140118017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Differential cognitive correlates in processing symbolic and situational mathematics","authors":"Jiaxin Cui,&nbsp;Fan Yang,&nbsp;Yuanyi Peng,&nbsp;Saisai Wang,&nbsp;Xinlin Zhou","doi":"10.1002/icd.2500","DOIUrl":"10.1002/icd.2500","url":null,"abstract":"<p>Symbolic and situational mathematics are the two major representations of mathematical knowledge. Although previous literature has studied the relationship between the two from the perspective of teaching practice, learning effectiveness and behavioural performance, there is still a lack of empirical psychological research on cognitive mechanisms to explore the psychological processes of the two. The current study investigated the relationship between symbolic and situational mathematics by determining the differences in cognitive correlates between the two in fourth-grade children. Their symbolic and situational mathematics abilities were assessed using symbolic and situational enumeration tests under the same conditions. Several types of general cognitive abilities, language processing and academic achievements were also examined. Results showed that both situational and symbolic mathematics are crucial for mathematical achievement. Arithmetic computation is closely correlated with symbolic mathematics, whereas spatial processing and inductive reasoning ability are uniquely correlated with situational mathematics. The results suggest that situational and symbolic mathematics have separate cognitive correlates, which means the two are distinct in terms of psychological processing.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140069832","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":"COVID-19 pandemic impacts on kindergarteners' mental health: A qualitative study of perspectives of U.S. mothers with low income","authors":"Khara L. P. Turnbull,&nbsp;Brianna Jaworski,&nbsp;Deiby Mayaris Cubides Mateus,&nbsp;Frances L. Coolman,&nbsp;Jennifer LoCasale-Crouch,&nbsp;Rachel Y. Moon,&nbsp;Fern R. Hauck,&nbsp;Ann Kellams,&nbsp;Eve R. Colson","doi":"10.1002/icd.2503","DOIUrl":"10.1002/icd.2503","url":null,"abstract":"<p>Because the COVID-19 pandemic has been implicated in increased mental health concerns for families of low income, we aimed to describe maternal perspectives about the pandemic's impact on their kindergartener's mental health during the 2020–2021 school year. We conducted 22 in-depth, semi-structured interviews with U.S. mothers with low income who had kindergarten-age children (50% male and 50% female). All participants were female, ranging in age from 24 to 44 years, and reported the following ethnic/racial identities: non-Hispanic Black or African American (41%), Hispanic of any race (36%) and non-Hispanic, White (23%). With a team comprising multiple researchers from varied disciplines (e.g., medicine, education and public health) our analytic process used an iterative approach for developing and revising codes and themes until we reached thematic saturation. Most mothers described negative impacts on social, behavioural and emotional aspects of mental health. Some described positive social impacts, including strengthened family relationships. Mothers described no positive changes to behavioural or emotional aspects of mental health. Maternal perspectives suggest the importance of prioritising access to screening and treating mental health needs to support children's kindergarten transition, mitigate pandemic impacts and plan for future disruptions.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2503","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140026532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How still? Parent–infant interaction during the still-face and later infant attachment","authors":"Yeojin A. Ahn,&nbsp;Katherine Martin,&nbsp;Emily B. Prince,&nbsp;Sy-Miin Chow,&nbsp;Jeffrey F. Cohn,&nbsp;Jue Wang,&nbsp;Elizabeth A. Simpson,&nbsp;Daniel S. Messinger","doi":"10.1002/icd.2492","DOIUrl":"10.1002/icd.2492","url":null,"abstract":"<p>In the still-face episode of the Face-to-Face/Still-Face (FFSF), parents are asked to become unresponsive. However, infant–parent interaction may be irrepressible, and there is some evidence that interaction during the still-face is associated with attachment outcome. To explore these questions, we independently coded the continuous affective valence (negative to positive) of seventy-three 6-month-old infants (45 males; 36 Hispanic/Latinx; 38 White, 3 Black/African-American, 2 Asian, 30 multiracial) and their parents (<i>M</i>_age = 36 years; 5 males; 30 Hispanic/Latinx; 65 White, 3 Black/African-American, 2 Asian, 2 unknown) during the FFSF and assessed attachment at 15 months with the Strange Situation Procedure (<i>n</i> = 66). There was a mean positive correlation between moment-to-moment parent and infant affective valence, indicating synchronous affective interaction during the still-face (<i>d</i> = 0.63). Higher levels of affect interaction during the still-face episode were detected in infants later classified as disorganised compared to securely attached (<i>d</i> = 0.97). Findings underscore the importance of testing for still-face interaction and suggest that this interaction may be an unappreciated predictor of infant attachment outcomes.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140034972","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":"Understanding the relation between socioeconomic status and elementary science achievement: A quantile regression approach","authors":"Zachary T. Barnes,&nbsp;Ashley A. Edwards,&nbsp;Susanne Strachota,&nbsp;Yi Feng,&nbsp;Jessica Logan","doi":"10.1002/icd.2502","DOIUrl":"10.1002/icd.2502","url":null,"abstract":"<p>A student's socioeconomic status (SES) has a significant relation to their academic achievement. Much of this work has explored this in math and reading, but less is known about how SES relates to science achievement, particularly in the early grades. Using quantile regression with nationally representative data, we explored this relation in 12,676 kindergarten students (51.2% boys, 52.2% White, 21.8% Hispanic, 12.7% Black and 6.6% Asian) and 10,339 fifth-grade students (51.3% boys, 49.4 White, 27.2% Hispanic, 9.4% Black and 8.2% Asian). We found less variability in science achievement scores for those high on SES than those low on SES. The scores of the high SES students cluster together on the high end of science achievement, whilst those from low SES score across the distribution. These findings highlight the need to explore what can mitigate the relation between SES and science achievement and where resources to support science achievement are most needed.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139994803","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":"Beliefs, practices and support needs of preschool teachers toward shy-withdrawn behaviours","authors":"Maryse Guedes,&nbsp;Manuela Veríssimo,&nbsp;António J. Santos","doi":"10.1002/icd.2499","DOIUrl":"10.1002/icd.2499","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Shy-withdrawn behaviours place preschoolers at increased risk of experiencing adverse developmental outcomes. Positive teacher-child relationships play a protective role against these negative socioemotional outcomes. This study aimed to understand, in-depth, the beliefs, practices and support needs of preschool teachers toward shy-withdrawn children. Thirty preschool teachers of children aged 3–5 years were interviewed, using a semistructured guide. The thematic analysis revealed that most preschool teachers were aware of the main manifestations, transactional influences and consequences of shy-withdrawn behaviours, and of the empirically validated strategies that may be useful to modify them. However, a noteworthy proportion of participants reported misconceptions about the intentionality of shy-withdrawn behaviours, negative emotions and inconsistent or less effective practices. Our findings highlight that strengthening pre-service and in-service training and providing <i>coaching</i> to the preschool staff may be helpful to restructure dysfunctional beliefs about shy-withdrawn behaviours, translate developmental knowledge in evidence-based classroom practices and enhance professionals' self-awareness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Highlights</h3>\u0000 \u0000 <div>\u0000 <ul>\u0000 \u0000 <li>This study explored, in-depth, the beliefs, practices and support needs of preschool teachers toward shy-withdrawn children.</li>\u0000 \u0000 <li>Most of the 30 interviewed preschool teachers were aware of the main manifestations, transactional influences and consequences of shy-withdrawn behaviours.</li>\u0000 \u0000 <li>Our findings highlight the need to strengthen teachers' training, bridging theoretical knowledge with professional development.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 </div>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139976675","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":"Infant-directed communication in Tanna, Vanuatu and Vancouver, Canada","authors":"Zahra Halavani,&nbsp;H. Henny Yeung,&nbsp;Senay Cebioğlu,&nbsp;Tanya Broesch","doi":"10.1002/icd.2498","DOIUrl":"10.1002/icd.2498","url":null,"abstract":"<p>It is known that infant-directed speech (IDS) plays a key role in language development. Previous research, however, has also identified significant variability across societies in terms of how often IDS occurs. For example, some studies report very little IDS in non-western, small-scale societies – including children growing up in small-scale societies in Tanna, Vanuatu. This is surprising given that IDS is widely assumed as a common feature of human caregiving based on research conducted in urbanised populations which are more well-studied. Here, we propose that IDS is only one of a suite of important caregiving behaviours that are produced during interactions with infants, which may vary by culture, perhaps being replaced by other, non-verbal infant-directed behaviours (IDB). We will examine previously collected data consisting of 94 semi-structured 10-min video observations of caregivers and their 18–24 month-old children in rural Tanna, Vanuatu and urban Vancouver, Canada to identify and compare the proportion of time caregivers spend engaging in IDS and IDB during these interactions, both within and between societies. We define IDS as caregiver speech or vocalisations during the interaction with the infant, and we define IDB as non-verbal behaviours that are produced with the infant during the interaction. This study aims to take a step towards a more generalised understanding of language development in children, moving beyond the urban and western societies in which our understanding of development is currently based, and the predicted results will aid in recognising different developmental pathways within multi-cultural communities.</p>","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2498","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139922798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Open science and metascience in developmental psychology: Introduction to the special issue","authors":"Priya Silverstein,&nbsp;Christina Bergmann,&nbsp;Moin Syed","doi":"10.1002/icd.2495","DOIUrl":"https://doi.org/10.1002/icd.2495","url":null,"abstract":"&lt;p&gt;It has been over 10 years since the replicability crisis and open science movement entered the mainstream of psychology (e.g., Simmons et al., &lt;span&gt;2011&lt;/span&gt;). In that time, psychologists have been identifying and describing the nature of the problems with how we do our science (e.g., a lack of transparency, replicability and diversity) and debating proposed solutions for how to right the course. Two main themes emerged in this conversation: open science as a means to increase transparency and accountability and metascience as a way to identify sources of the observed problems by studying science with its own methods.&lt;/p&gt;&lt;p&gt;However, there seems to be an asymmetric focus across subfields within psychological sciences and previously, only a few papers examining developmental psychology existed. At the same time, the specific conditions of developmental research might make the field particularly vulnerable to findings that cannot form a solid basis for theorising, such as difficulty in recruiting populations leading to small samples and indirect tests leading to large amounts of noise (Davis-Kean &amp; Ellis, &lt;span&gt;2019&lt;/span&gt;; Frank et al., &lt;span&gt;2017&lt;/span&gt;). Thus the field might be at risk of falling behind the latest developments in examining the process of generating knowledge with implications for theory, methods and measurement. This risk stands in contrast with existing open science traditions within developmental science, such as a rich history of data sharing (e.g., making language corpus data publicly available since 1984 on CHILDES; MacWhinney, &lt;span&gt;2000&lt;/span&gt;) and the influential big team science collaboration ManyBabies (Frank et al., &lt;span&gt;2017&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;The purpose of this Special Issue was to provide a forum for work on metascience and open science within developmental psychology. We are very pleased to introduce 16 papers – a mix of empirical reports, commentaries, reviews, methodological articles and theoretical articles.&lt;/p&gt;&lt;p&gt;One of the barriers to adopting open science can be not knowing where to start (Kathawalla et al., &lt;span&gt;2021&lt;/span&gt;). Luckily, this special issue includes several helpful ‘how-to’ guides! Kalandadze and Hart (&lt;span&gt;2022&lt;/span&gt;) is a great place to start, with an annotated reading list on open developmental science. Turoman et al. (&lt;span&gt;2022&lt;/span&gt;) present a workflow for applying open science principles in a developmental psychology lab, using their own lab as an example. Regarding data analysis, Visser et al. (&lt;span&gt;2023&lt;/span&gt;) present a tutorial for using Bayesian sequential testing designs and Woods et al. (&lt;span&gt;2023&lt;/span&gt;) present best practices for addressing missing data through multiple imputations.&lt;/p&gt;&lt;p&gt;Several articles address best practices when using different methodologies in developmental psychology. Two articles outline guidelines for applying open science practices to descriptive research (Kosie &amp; Lew-Williams, &lt;span&gt;2022&lt;/span&gt;) and longitudinal research (Petersen et a","PeriodicalId":47820,"journal":{"name":"Infant and Child Development","volume":"33 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/icd.2495","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139732296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}