Developmental Review最新文献_第10页

Early childhood adversity and Women’s sexual behavior: The role of sensitivity to sexual reward 儿童早期的逆境与女性的性行为：对性奖励的敏感性作用

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-09-01 DOI: 10.1016/j.dr.2021.100982

Jenna Alley, Lisa M. Diamond

{"title":"Early childhood adversity and Women’s sexual behavior: The role of sensitivity to sexual reward","authors":"Jenna Alley, Lisa M. Diamond","doi":"10.1016/j.dr.2021.100982","DOIUrl":"10.1016/j.dr.2021.100982","url":null,"abstract":"<div><p>About one eighth of people are exposed to adversities such as abuse and neglect. Life history theory suggests that early experiences of adversity are strongly associated with later engagement in risky sexual behaviors. Specifically, those exposed to early adversity tend to engage in sex at an earlier age, have casual sex, and have high numbers of partners. Interestingly, it is also known that individuals exposed to early adversity are more likely to engage in more same-gender behavior. Existing research clearly outlines the association between early adversity and sexual behaviors that are considered risky. However, we have yet to identify a potential mediating mechanism that explains the full range of sexual behaviors seen in those who experience early adversity including adult sexual risk taking and same gender behavior. Outlining the specific mechanisms that influence later sexual risk taking is critically important in understanding the unique developmental experiences of those who experience early adversity. Here we propose and support one mediator important in the association between early adversity and later sexual behavior. We hypothesize that an increased sensitivity to the potential for sexual rewards mediates the association between early experiences of adversity and later sexual behavior, both risk behavior and female same-gender behavior. In the present manuscript we review relevant theoretical and empirical research in support of our claims.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100982","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42019199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Is adolescence a time of heightened risk taking? An overview of types of risk-taking behaviors across age groups 青春期是一个风险增加的时期吗？跨年龄组的冒险行为类型概述

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-09-01 DOI: 10.1016/j.dr.2021.100980

Teena Willoughby , Taylor Heffer , Marie Good , Carly Magnacca

{"title":"Is adolescence a time of heightened risk taking? An overview of types of risk-taking behaviors across age groups","authors":"Teena Willoughby , Taylor Heffer , Marie Good , Carly Magnacca","doi":"10.1016/j.dr.2021.100980","DOIUrl":"10.1016/j.dr.2021.100980","url":null,"abstract":"<div><p><span>Adolescence often is thought to be the age period of heightened risk taking (e.g., substance use, reckless driving, sexual risks, delinquency) by both researchers and the general public. In the present article we challenge this assumption by examining the prevalence of a wide variety of real-world risk-taking behaviors across different age groups. Focusing on North American data, we first explore types of risk-taking behaviors across different age groups, both within and across different domains of risk taking. Second, we consider historical trends in risk taking, given that prevalence and types of risk-taking behaviors can change over time. Overall, our review highlights that </span><em>emerging adulthood</em> (i.e., 19–29 years of age) is the age period when risk taking is most prevalent across multiple domains. Risk taking in many domains, however, is common across the entire adult lifespan, sometimes with the appearance of minimal differences among emerging adults and adults. Moreover, while the majority of risk-taking behaviors have declined over time, this pattern is not consistent for all behaviors and all age groups. Thus, our understanding of whether adolescence is a heightened period of risk taking requires answering the questions: “For what type of risk taking” and “How does that type of risk-taking behavior change or not change across age and historical time periods?”</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100980","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48208618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 27

A literature review of gratitude, parent–child relationships, and well-being in children 感恩、亲子关系和儿童幸福感的文献综述

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-09-01 DOI: 10.1016/j.dr.2021.100948

Carli A. Obeldobel, Kathryn A. Kerns

{"title":"A literature review of gratitude, parent–child relationships, and well-being in children","authors":"Carli A. Obeldobel, Kathryn A. Kerns","doi":"10.1016/j.dr.2021.100948","DOIUrl":"10.1016/j.dr.2021.100948","url":null,"abstract":"<div><p>Positive psychology has highlighted the importance of personal positive qualities such as gratitude for human thriving. Reviews of research on gratitude are predominantly based on work with adults. We address this gap by considering the familial roots and well-being implications of gratitude in children. We conducted two systematic reviews examining children’s gratitude as it relates to parent–child relationships (<em>N</em> = 10) and children’s gratitude and well-being (<em>N</em> = 38). Children’s gratitude was higher when parents modeled gratitude, there was a more secure parent–child attachment, and parents employed more supportive, autonomy granting, and warm parenting. These findings align with attachment theory, social learning and emotion socialization theories, and the find-remind-and-bind theory. Additionally, children’s gratitude was positively related to greater life satisfaction, positive affect, and mental well-being in cross-sectional and intervention studies. These findings provide some support for the broaden-and-build theory, the adaptive cycle model, and the schematic hypothesis. The reviewed theoretical frameworks and empirical findings formed the basis of our proposed model whereby children’s gratitude is posited to mediate the relation between parent–child relationship factors and children’s well-being. Further, we identified several testable mechanisms that might explain why gratitude is related to well-being. Our proposed model is an important contribution to the current literature because it provides a novel, overarching synthesis of existing work on children’s gratitude that is intended to be a framework for future research to test potential mechanisms relevant to children’s gratitude development and well-being outcomes.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100948","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42771863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Emotion regulation and coping with racial stressors among African Americans across the lifespan 非裔美国人一生中对种族压力的情绪调节和应对

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-09-01 DOI: 10.1016/j.dr.2021.100967

Tyia K. Wilson , Amy L. Gentzler

{"title":"Emotion regulation and coping with racial stressors among African Americans across the lifespan","authors":"Tyia K. Wilson , Amy L. Gentzler","doi":"10.1016/j.dr.2021.100967","DOIUrl":"10.1016/j.dr.2021.100967","url":null,"abstract":"<div><p>This critical review is one of the first to take a lifespan approach to examine the emotion regulation (ER) and coping strategies used by African Americans in response to racial-related adversities (e.g., discrimination, racism, prejudice) and to discuss why African Americans may engage in these specific strategies. The current review found that African Americans continue to experience racial discrimination throughout the lifespan. The most prominent coping and ER strategies among African American in response to racial discrimination appear to be negative emotion expression suppression, avoidant coping, social support, and religion/spirituality. The review discusses various factors that may underlie these patterns (e.g., power differentials, African Americans’ history and African culture) and also limitations of current ER and coping research. By examining stability and changes across the lifespan, time, and varying situations, more inferences about patterns of coping and ER and contributing factors can be made to better determine ways to help decrease or mitigate the effects of racial stress on African Americans’ lives.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100967","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46170614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

How children’s social tendencies can shape their theory of mind development: Access and attention to social information 儿童的社会倾向如何影响他们的心理发展理论:对社会信息的获取和注意

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-09-01 DOI: 10.1016/j.dr.2021.100977

Jonathan D. Lane , Lindsay C. Bowman

{"title":"How children’s social tendencies can shape their theory of mind development: Access and attention to social information","authors":"Jonathan D. Lane , Lindsay C. Bowman","doi":"10.1016/j.dr.2021.100977","DOIUrl":"10.1016/j.dr.2021.100977","url":null,"abstract":"<div><p>A wealth of research and theorizing has been dedicated to the idea that children’s theory of mind (ToM) development is contingent upon qualities of their social contexts (e.g., parents’ mental-state language use, the presence of siblings). We highlight the importance of considering the child as an active observer and participant in these social contexts, and thus an agent in their own ToM development. Drawing on research and theory that emphasizes the child’s active role in ToM development, we identify child-level social factors that may be critical in explaining individual differences in this development. Specifically, we focus on variability in children’s ‘social tendencies’—how they attend to social contexts, and how they interact within and shape those contexts. These tendencies may influence the social information that children garner from social contexts—information that they use to construct a ToM. We review and integrate a growing body of research that has established empirical links between individual differences in children’s ToM and their social tendencies—specifically, factors such as their social attentiveness, shyness, anxious-withdrawal, and aggressiveness. Taken together, these findings inform continued debates on whether and how social contexts and children’s participation in those contexts influence children’s ToM, particularly with regard to how children construct their ToM. We conclude with suggestions for continued research on these topics.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100977","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45346420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

The importance of belonging and the avoidance of social risk taking in adolescence 青少年归属和避免社会风险的重要性

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-09-01 DOI: 10.1016/j.dr.2021.100981

Livia Tomova , Jack L. Andrews , Sarah-Jayne Blakemore

{"title":"The importance of belonging and the avoidance of social risk taking in adolescence","authors":"Livia Tomova , Jack L. Andrews , Sarah-Jayne Blakemore","doi":"10.1016/j.dr.2021.100981","DOIUrl":"10.1016/j.dr.2021.100981","url":null,"abstract":"<div><p>Adolescents are commonly thought of as risk takers. However, adolescents often avoid social risk taking, that is, the risk of being socially excluded by their peers. Here, we review evidence showing that the negative effects of social exclusion and loneliness are particularly high during adolescence, and that adolescents actively seek peer approval and avoid being excluded by peers. Evidence suggests that social belonging is especially important during adolescence and, given that social exclusion and loneliness have negative effects on adolescents’ immediate and longer-term well-being, young people tend to be especially motivated to avoid social risk. We review evidence that suggests that the motivation to avoid social risk might lead to heightened peer influence in adolescence. Heightened peer influence can lead to a range of behaviours, from increased health risk taking to prosocial and healthy behaviour, depending on peer norms, that is, the types of behaviour endorsed by the peer group. The evidence reviewed suggests that adolescents are not always risk takers, but are often motivated to avoid social risk taking.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100981","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46553391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 34

Learning from atypical development: A systematic review of executive functioning in children and adolescents with the 22q11.2 deletion syndrome 从非典型发育中学习:22q11.2缺失综合征儿童和青少年执行功能的系统回顾

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-06-01 DOI: 10.1016/j.dr.2021.100962

Emma Everaert , Tessel Boerma , Iris Selten , Jacob Vorstman , Frank Wijnen

{"title":"Learning from atypical development: A systematic review of executive functioning in children and adolescents with the 22q11.2 deletion syndrome","authors":"Emma Everaert , Tessel Boerma , Iris Selten , Jacob Vorstman , Frank Wijnen","doi":"10.1016/j.dr.2021.100962","DOIUrl":"10.1016/j.dr.2021.100962","url":null,"abstract":"<div><p>In this systematic review, we investigate executive functioning (EF) in a selected population: children and adolescents with 22q11.2 Deletion Syndrome (22q11DS). Studying a selected subset of the population can inform our understanding of typical development by reducing the etiological variability associated with phenotypic expression of EF. In 22q11DS, EF deficits are, at least in part, the consequence of the deletion on chromosome 22. However, the expression of EF phenotype in 22q11DS varies and is possibly influenced by certain risk factors that occur at increased rates in this population. As such, 22q11DS allows us to study the impact of these factors on EF in the context of one underlying genetic etiology.</p><p>This review shows that inhibition and shifting are impaired in children with 22q11DS, while updating may be spared in childhood. Notably, EF deficits are found in this population after controlling for intellectual abilities, supporting the hypothesis that EF and intelligence do not reflect the same construct. Current evidence suggests that risk factors previously identified in the general population, such as congenital heart defects or low socioeconomic status, may not impact EF in a similar way in 22q11DS. In the process of demonstrating how studying the 22q11DS population can inform and advance our understanding of EF development, we identify gaps in the literature and highlight opportunities for future research.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100962","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47660565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The emergence of richly organized semantic knowledge from simple statistics: A synthetic review 从简单统计中产生的有组织的语义知识:综合综述

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-06-01 DOI: 10.1016/j.dr.2021.100949

Layla Unger , Anna V. Fisher

{"title":"The emergence of richly organized semantic knowledge from simple statistics: A synthetic review","authors":"Layla Unger , Anna V. Fisher","doi":"10.1016/j.dr.2021.100949","DOIUrl":"10.1016/j.dr.2021.100949","url":null,"abstract":"<div><p>As adults, we draw upon our ample knowledge about the world to support such vital cognitive feats as using language, reasoning, retrieving knowledge relevant to our current goals, planning for the future, adapting to unexpected events, and navigating through the environment. Our knowledge readily supports these feats because it is not merely a collection of stored facts, but rather functions as an organized, <em>semantic</em> network of concepts connected by meaningful relations. How do the relations that fundamentally organize semantic concepts emerge with development? Here, we cast a spotlight on a potentially powerful but often overlooked driver of semantic organization: Rich statistical regularities that are ubiquitous in both language and visual input. In this synthetic review, we show that a driving role for statistical regularities is convergently supported by evidence from diverse fields, including computational modeling, statistical learning, and semantic development. Finally, we identify a number of key avenues of future research into how statistical regularities may drive the development of semantic organization.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100949","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25578770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 17

“How does the broader construct of self-regulation relate to emotion regulation in young children?” "自我调节的广义概念和幼儿的情绪调节有什么关系? "

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-06-01 DOI: 10.1016/j.dr.2021.100965

Jeffrey R. Gagne, Jeffrey Liew, Ogechi K. Nwadinobi

{"title":"“How does the broader construct of self-regulation relate to emotion regulation in young children?”","authors":"Jeffrey R. Gagne, Jeffrey Liew, Ogechi K. Nwadinobi","doi":"10.1016/j.dr.2021.100965","DOIUrl":"10.1016/j.dr.2021.100965","url":null,"abstract":"<div><p>In this paper, we address how the concept of <em>self-regulation</em> relates to <em>emotion regulation</em> in young children. We define self-regulation as the ability to regulate one’s emotions, attention, behavior, and cognition, and emotion regulation as the intrinsic processes used to manage and change one’s experience of emotions, emotion-related states, and the behavioral expression of emotions. “Hot” and “cool” processes of self-regulation, and the two primary theoretical perspectives on self-regulation, executive functioning and effortful control are then discussed, delineating the primary dimensions of each, and how both intersect with emotion regulation. Although theory and research on emotion regulation and self-regulation is not typically integrated, conceptually, we view self-regulation as a broader construct within which the intrinsic aspects of emotion regulation are included. Our attempt to integrate both self-regulation perspectives with emotion regulation includes explaining how inhibitory control (a primary executive functioning and effortful control skill) relates to the regulation of emotion, the relative emphasis of emotion and cognition in each theory, and the distinction between automatic (often described as “hot”) and conscious (“cool”) regulation processes. We then recommend an integration of the theoretical perspectives and employment of multi-method assessment regulation strategies. In addition to using both parent-rated and lab-based observational methods, ongoing and future work in this area will incorporate both executive functioning and effortful control assessments, and neurophysiological measures. One final future research direction will be to focus on emotion regulation and emotional reactivity in the same longitudinal investigations during early childhood, examining optimal regulation for best moderating emotional reactions.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100965","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47545170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 20

Evaluating associations between parental mind-mindedness and children’s developmental capacities through meta-analysis 通过荟萃分析评估父母心智与儿童发展能力之间的关系

IF 6.6 1区心理学

Developmental Review Pub Date : 2021-06-01 DOI: 10.1016/j.dr.2021.100946

Naomi J. Aldrich , Jing Chen , Louis Alfieri

{"title":"Evaluating associations between parental mind-mindedness and children’s developmental capacities through meta-analysis","authors":"Naomi J. Aldrich , Jing Chen , Louis Alfieri","doi":"10.1016/j.dr.2021.100946","DOIUrl":"10.1016/j.dr.2021.100946","url":null,"abstract":"<div><p>Various lines of research suggest that parental mind-mindedness can facilitate children’s cognitive and social growth (e.g., executive functions and social cognition) in addition to improving parent-child relationships (i.e., attachments). The current research investigated the stability of the relationship between parental mind-mindedness and children’s developmental capacities by conducting a meta-analysis of 42 studies with 170 comparisons. Random effects analyses from the 170 comparisons revealed a modest positive mean effect size (<em>r</em> = 0.14), 95% CI [0.11, 0.16]. Next, the meta-analysis investigated three sets of potential moderators (sample characteristics, methodology, and publication factors) which led to 12 potential moderators in total. Of the 12, developmental capacity domain, children’s ages, mind-mindedness coding, mind-mindedness scoring, and research group were the five found to moderate the strength of the correlation. Parental mind-mindedness (coded for in regard to appropriate mind-related comments and/or mental attributes/comments) most strongly correlates with children’s executive functions, language abilities, and social cognition, and yields the strongest correlations when assessed during toddlerhood. Other analyses revealed that scoring parental mind-mindedness using the proportions of mind-minded utterances within speech is likely a conservative best practice, and that additional data from research groups is needed to ensure the stability of replications. We conclude with summaries of the literature’s quantitative findings currently and what that indicates about where subsequent investigations might focus.</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":null,"pages":null},"PeriodicalIF":6.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.dr.2021.100946","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41321462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 21