Developmental Review最新文献_第2页

Organized After-School Activity and Adolescents’ Ethnic-Racial Identity: A Systematic Literature Review 组织课外活动与青少年族群认同：系统文献综述

IF 5.6 1区心理学

Developmental Review Pub Date : 2026-03-01 Epub Date: 2026-02-04 DOI: 10.1016/j.dr.2026.101245

Fuko Kiyama, Sandra D. Simpkins, Deborah Lowe Vandell

{"title":"Organized After-School Activity and Adolescents’ Ethnic-Racial Identity: A Systematic Literature Review","authors":"Fuko Kiyama, Sandra D. Simpkins, Deborah Lowe Vandell","doi":"10.1016/j.dr.2026.101245","DOIUrl":"10.1016/j.dr.2026.101245","url":null,"abstract":"<div><div>Ethnic-racial identity is an important developmental outcome, particularly for adolescents of color. Understanding the contextual factors that support this outcome is important for promoting their overall positive development. Organized after-school activities offer a promising structural support for ethnic-racial identity development, yet little is known about the specific mechanisms within activities that support this process. This systematic literature review synthesizes empirical studies from 2000 and 2023 to examine how processes within organized after-school activities may facilitate adolescents’ ethnic-racial identity development. Furthermore, bridging our findings with existing theories, we propose a conceptual framework to guide future research on this topic. Following PRISMA guidelines, we identified 35 studies that met inclusion criteria. Synthesis of quantitative studies indicate that breadth and duration of participation in activities are positively associated with ethnic-racial identity development, whereas intensity was not significantly associated. Findings from qualitative studies highlight the importance of (1) fostering a supportive environment in which adolescents can engage in ethnic-racial identity promoting processes and (2) implementing ethnic-racial socialization strategies through culturally responsive activity quality indicators (e.g., providing opportunities for skills-building). Overall, this systematic literature review underscores the need for culturally responsive activity structure and practices with the combination of strategic resource allocation to optimize the benefits of organized after-school activities. Strengthening these practices can foster more inclusive, supportive, and effective activities that enhance positive ethnic-racial identity development and overall well-being in adolescents.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"79 ","pages":"Article 101245"},"PeriodicalIF":5.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146174256","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: 0

Distinct parental emotion socialization strategies and contextual moderators: A meta-analysis of links with children and adolescents’ internalizing problems 不同的父母情感社会化策略和情境调节因素：与儿童和青少年内化问题联系的元分析

IF 5.6 1区心理学

Developmental Review Pub Date : 2026-03-01 Epub Date: 2026-02-21 DOI: 10.1016/j.dr.2026.101251

Longyue Liao , Fanlong Wang , Xutong Zhang , Junsheng Liu

{"title":"Distinct parental emotion socialization strategies and contextual moderators: A meta-analysis of links with children and adolescents’ internalizing problems","authors":"Longyue Liao , Fanlong Wang , Xutong Zhang , Junsheng Liu","doi":"10.1016/j.dr.2026.101251","DOIUrl":"10.1016/j.dr.2026.101251","url":null,"abstract":"<div><div>Parental responses to children’s negative emotions, as a form of emotion socialization (ES), encompass a range of specific strategies commonly classified as supportive or unsupportive. However, empirical evidence for the presumed protective and adverse roles of supportive and unsupportive strategies for the risk of developing internalizing problems has been mixed, potentially due to differences in ES strategies examined under the two broad dimensions, as well as contextual (e.g., type of child emotion and sociocultural background within which the strategies were used) and methodological variations. To further understand the heterogeneity in research findings, this study took a <em>meta</em>-analytic approach to examine the associations between distinct ES strategies and internalizing problems in children and adolescents, as well as key moderators of these associations. A systematic literature search (updated in August 2025) yielded 133 studies comprising 1,050 relevant effect sizes. Overall, significant pooled associations with internalizing problems emerged for supportive ES strategies (<em>r</em> = -0.148) and unsupportive strategies (<em>r</em> = 0.199). However, override and expressive encouragement did not show the same negative associations as other presumed supportive strategies; minimization was less strongly linked to internalizing problems than other unsupportive strategies except for ignoring. Associations involving specific strategies were further moderated by factors conceptualized as key contexts of parents’ strategy-use (e.g., type of child negative emotion parents were responding to, child age and gender, sociocultural background). Overall, these findings underscore the complex and nuanced nature of how emotion-related parenting may be related to children’s mental health. They also provide evidence for more targeted and context-sensitive prevention strategies to promote adaptive ES practices.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"79 ","pages":"Article 101251"},"PeriodicalIF":5.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147421693","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: 0

The role of family ethnic-racial socialization in early childhood among minoritized populations: An integrative review 家庭族群-种族社会化在少数族群幼儿期的作用：一项综合回顾

IF 5.6 1区心理学

Developmental Review Pub Date : 2025-12-01 Epub Date: 2025-09-13 DOI: 10.1016/j.dr.2025.101226

Melissa Hall, Kathleen N. Bergman, E. Mark Cummings

{"title":"The role of family ethnic-racial socialization in early childhood among minoritized populations: An integrative review","authors":"Melissa Hall, Kathleen N. Bergman, E. Mark Cummings","doi":"10.1016/j.dr.2025.101226","DOIUrl":"10.1016/j.dr.2025.101226","url":null,"abstract":"<div><div>Ethnic-racial socialization (ERS), the process through which children learn about race and ethnicity, is often influenced by family. While ERS plays a role in adolescent ethnic/racial identity development, little is known about its impact during early childhood. An integrative review of the literature was conducted to understand the role ERS has in children’s early years, specifically in regards to 1) the extent and strategies used, 2) family demographic and socio-environmental correlates of engaging in ERS, and 3) the positive and negative psychosocial child outcomes of engagement in these practices. PsycINFO, PubMed, and Web of Science were used to conduct the search with terms related to ERS and early childhood. Articles were included in the review if they were published in peer-reviewed journals; were original, empirical quantitative research; participants were minoritized children and/or their parent(s) or adult caregiver(s), identified as any race/ethnicity besides White, Non-Hispanic; and minoritized children were within the early childhood age range (i.e., 0–5) at the baseline visit. Data were extracted and synthesized from 21 articles. Study characteristics revealed that ERS processes in minoritized families, most commonly cultural socialization, begin as early as 2.5 years old. Correlates of this process and child outcomes are summarized. Additionally, overlaps and differences between studies are highlighted. Findings demonstrate the importance of family ERS in early childhood and contribute to the literature by addressing the longstanding exclusion of racially and ethnically minoritized families from research, underscoring their inclusion as essential to better understanding the impact of ERS in diverse family contexts.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"78 ","pages":"Article 101226"},"PeriodicalIF":5.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049861","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: 0

A similarity-based memory retrieval model to orthographic processing 基于相似度的正字法记忆检索模型

IF 5.6 1区心理学

Developmental Review Pub Date : 2025-12-01 Epub Date: 2025-11-04 DOI: 10.1016/j.dr.2025.101232

Rabab Hashem

{"title":"A similarity-based memory retrieval model to orthographic processing","authors":"Rabab Hashem","doi":"10.1016/j.dr.2025.101232","DOIUrl":"10.1016/j.dr.2025.101232","url":null,"abstract":"<div><div>Orthographic processing abilities are vital for the efficient execution of literacy-related tasks. Drawing from automaticity research, which addresses how skilled performance develops with practice, this article proposes a new model in which orthographic processing operates through a similarity-based memory retrieval mechanism that utilizes both lexical and sublexical orthographic knowledge. The model captures the learner’s experience of developing literacy through perceptual categorization and how it could be facilitated—and sometimes inhibited—by the orthographic similarity effect within and between categories. The model further predicts a situation in which a deficit in perceiving speech sounds within and between categories could impede children’s earlier attempts at sound–character mapping, leading them to deviate from the normal course of literacy development and become diagnosed with dyslexia. Critical issues to the model—such as the conceptualization of similarity and the relationship between perceptual categorization and categorical perception and how they both relate to the automaticity phenomenon—are discussed throughout the article. The universality of the automaticity experience could qualify the model to extend its predictions across different orthographies that appear to be processed differently yet underpinned by the same universal cognitive mechanism.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"78 ","pages":"Article 101232"},"PeriodicalIF":5.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145466647","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: 0

The efficacy of mindful movement for improving cognitive functioning among children and adolescents: a systematic review and meta-analysis 正念运动对改善儿童和青少年认知功能的功效：系统回顾和荟萃分析

IF 5.6 1区心理学

Developmental Review Pub Date : 2025-12-01 Epub Date: 2025-11-09 DOI: 10.1016/j.dr.2025.101229

Yiyi Deng , Ye Zhang , Jiatian Zhang , Silin Huang

{"title":"The efficacy of mindful movement for improving cognitive functioning among children and adolescents: a systematic review and meta-analysis","authors":"Yiyi Deng , Ye Zhang , Jiatian Zhang , Silin Huang","doi":"10.1016/j.dr.2025.101229","DOIUrl":"10.1016/j.dr.2025.101229","url":null,"abstract":"<div><div>Mindful movement is considered a potentially effective approach for enhancing cognitive functioning among children and adolescents. However, the beneficial effects of mindful movement interventions on cognitive functioning have yet to be fully elucidated. In particular, no previous <em>meta</em>-analyses have comprehensively examined the effectiveness of different types of mindful movements on various cognitive domains or the potential factors that may promote or inhibit the impact of mindful movement interventions. Therefore, the current <em>meta</em>-analysis aimed to investigate the impact of mindful movement on specific cognitive functions, as well as to examine whether the timing of intervention (i.e., ages), participants’ cognitive status and cultural background may influence its effectiveness. A total of 84 empirical studies involving 11,015 children and adolescents were included. The results indicated that mindful movement had significant effects on attention (<em>g</em> = 0.62), processing speed (<em>g</em> = 1.22), working memory (<em>g</em> = 0.28) and executive functioning (<em>g</em> = 0.57), with small to large effect sizes. Furthermore, age significantly and cultural background marginally moderated the effects of mindful movement on executive functioning, with greater benefits observed among older participants or among those from Eastern cultures. Duration of the intervention was a key facilitator of cognitive improvements. This study highlighted the efficacy of mindful movement interventions for enhancing cognitive functioning among children and adolescents, and the results provide important guidance for theoretical development and clinical practice.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"78 ","pages":"Article 101229"},"PeriodicalIF":5.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145519865","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: 0

Parental responses to children’s positive emotions: An integrative, heuristic framework and literature review 父母对儿童积极情绪的反应：一个综合的启发式框架和文献综述

IF 5.6 1区心理学

Developmental Review Pub Date : 2025-12-01 Epub Date: 2025-11-21 DOI: 10.1016/j.dr.2025.101233

Hongjian Cao , Nancy Eisenberg , Nan Zhou , Shaofan Wang , Jinhui Qiao

{"title":"Parental responses to children’s positive emotions: An integrative, heuristic framework and literature review","authors":"Hongjian Cao , Nancy Eisenberg , Nan Zhou , Shaofan Wang , Jinhui Qiao","doi":"10.1016/j.dr.2025.101233","DOIUrl":"10.1016/j.dr.2025.101233","url":null,"abstract":"<div><div>The field of parental emotion socialization has long been dominated by studies on parental responses to children’s negative emotions rather than parental responses to children’s positive emotions (PRCPE). Further, findings on PRCPE are scattered across studies, hindering scientific progress. In this article, we (a) provide a broader developmental and theoretical grounding for existing and future research on PRCPE; (b) summarize the current measurement of PRCPE to inform future operationalization; (c) outline an integrative, heuristic framework on the antecedents, consequences, and implicated mechanisms for PRCPE; (d) review available findings relevant to the outlined framework; and (e) propose a research agenda. PRCPE probably are guided by parents’ socialization values/goals, affected by parents’ “database” (e.g., attachment) and psychopathology, as well as shaped by child characteristics (e.g., temperament). Researchers have used diverse methods to assess a variety of PRCPE, including affirming responses that validate and enhance children’s experience and expression of positive emotions and suppressive responses that discourage and dampen children’s experience and expression of positive emotions. Parental affirming responses generally predict children’s experience and appropriate regulation of positive emotions, as well as their psychological well-being, whereas parental suppressive responses tend to be negatively related to the same child outcomes. Research is scarce on the relations of PRCPE to children’s externalizing problems and social competence, as well as mediators/moderators implicated in the relations of PRCPE to developmental outcomes. By providing a common ground for comparing/interpreting results and detecting gaps/directions for future research, we hope to fuel scientific advances in this nascent area of inquiry.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"78 ","pages":"Article 101233"},"PeriodicalIF":5.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145568719","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: 0

Conceptualising the links between working memory, executive function, and attention across the lifespan 概念化一生中工作记忆、执行功能和注意力之间的联系

IF 5.6 1区心理学

Developmental Review Pub Date : 2025-12-01 Epub Date: 2025-11-10 DOI: 10.1016/j.dr.2025.101230

Valérie Camos , Nicolas Chevalier

引用次数: 0

A developmental framework of interpersonal neural synchrony 人际神经同步的发展框架

IF 5.6 1区心理学

Developmental Review Pub Date : 2025-12-01 Epub Date: 2025-11-21 DOI: 10.1016/j.dr.2025.101234

Stefanie Hoehl , Anna Bánki , Alicja Brzozowska , Alessandro Carollo , Kathrin Kostorz , Trinh Nguyen , Carolina Pletti , Susanne Reisner , Verena T. Schäfer , Christina Schaetz , Markus R. Tünte

{"title":"A developmental framework of interpersonal neural synchrony","authors":"Stefanie Hoehl , Anna Bánki , Alicja Brzozowska , Alessandro Carollo , Kathrin Kostorz , Trinh Nguyen , Carolina Pletti , Susanne Reisner , Verena T. Schäfer , Christina Schaetz , Markus R. Tünte","doi":"10.1016/j.dr.2025.101234","DOIUrl":"10.1016/j.dr.2025.101234","url":null,"abstract":"<div><div>Interpersonal neural synchrony (INS), the temporal alignment of brain activities between individuals, has been proposed as a biomarker for successful communication and smooth social interaction. Surging empirical evidence shows that INS emerges spontaneously between infants, children, and their caregivers from early on in development. Yet, little is known about the developmental preconditions and functions of INS in childhood. This paper presents a developmental framework for understanding INS, integrating insights from structural and functional brain maturation, as well as behavioral, social, and cognitive development. We discuss how early caregiver-infant interactions, characterized by shared perceptual rhythms, facilitate the emergence of INS. Given initial limitations in temporal precision of neural processing, early INS is likely constrained to low-frequency brain rhythms and evolves alongside the maturation of neural networks and socio-cognitive abilities. We outline how INS may support critical developmental processes, including social learning, language acquisition, and attachment formation, through enabling mutual prediction and co-regulation between caregivers and children. Furthermore, we hypothesize that tasks requiring higher-order mutual understanding are linked to qualitative changes in INS patterns over time. This framework highlights the potential of INS as both a marker and a driver of developmental change, offering new avenues for research and intervention. Longitudinal studies and rhythm-based interventions could deepen our understanding of how INS supports development, with implications for enhancing social learning and attachment in populations at risk for developmental challenges. This work underscores the importance of adopting a developmental perspective in INS research.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"78 ","pages":"Article 101234"},"PeriodicalIF":5.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145568718","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: 0

The instability of sensitivity to false beliefs: How and why 对错误信念敏感性的不稳定性：如何及为什么

IF 5.6 1区心理学

Developmental Review Pub Date : 2025-12-01 Epub Date: 2025-11-05 DOI: 10.1016/j.dr.2025.101231

Qiyu Huang , Xiuli Liu

{"title":"The instability of sensitivity to false beliefs: How and why","authors":"Qiyu Huang , Xiuli Liu","doi":"10.1016/j.dr.2025.101231","DOIUrl":"10.1016/j.dr.2025.101231","url":null,"abstract":"<div><div>Sensitivity to false beliefs is an early-developing ability to spontaneously exhibit adaptive responses towards others who hold false beliefs, thereby serving as an important indicator of social nature. Current research on sensitivity to false beliefs typically operates under the assumption that stability and existence are mutually inferable, positing that if sensitivity to false beliefs exists, it should be expressed stably across individuals and situations. However, this perspective overlooks the potential instability inherent in sensitivity to false beliefs. We argue that stability is not a necessary condition for the existence of sensitivity to false beliefs. Instead, sensitivity to false beliefs is inherently unstable, as evidenced by individual and situational differences in its manifestation. To account for this instability, we propose a Three-Stage Processing Model of sensitivity to false beliefs. According to this model, the complete manifestation of sensitivity to false beliefs is better conceptualized as a dynamic <em>process</em>, which sequentially includes processing stages of motivation arousal, knowledge access, and response formation. The core reason for the instability of sensitivity to false beliefs lies in the susceptibility of these three processing stages to individual and situational factors. Shifting the research focus to the dynamic process of sensitivity to false beliefs has the potential to break through the bottleneck of interpreting mixed findings in the field and to broaden research avenues for uncovering the patterns governing the variations of sensitivity to false beliefs.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"78 ","pages":"Article 101231"},"PeriodicalIF":5.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145466646","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: 0

Rethinking adversity and psychopathology as multidimensional constructs: identifying shared patterns of brain dysconnectivity 重新思考逆境和精神病理学作为多维结构：识别大脑连接障碍的共同模式

IF 5.6 1区心理学

Developmental Review Pub Date : 2025-12-01 Epub Date: 2025-09-27 DOI: 10.1016/j.dr.2025.101227

Viviane Valdes

{"title":"Rethinking adversity and psychopathology as multidimensional constructs: identifying shared patterns of brain dysconnectivity","authors":"Viviane Valdes","doi":"10.1016/j.dr.2025.101227","DOIUrl":"10.1016/j.dr.2025.101227","url":null,"abstract":"<div><div>Accumulating evidence suggests that experiences of adversity interact with genetic vulnerability to shape brain development in ways that increase risk for psychopathology. However, the complexity of these interactions—and the multidimensional nature of both adversity and psychopathology symptom presentations—has made it challenging to identify consistent mechanistic pathways or patterns. This review uses conceptual framework that integrates pleiotropic genetic risk, epigenetic modifications, and neurobiological signaling pathways to provide an overview for how adversity may shape neurodevelopmental processes and alter large-scale brain network connectivity. Drawing on the triple network model and existing empirical work, the review synthesizes how specific features of adversity may map onto patterns of dysconnectivity in the salience network (SN), default mode network (DMN), and frontoparietal network (FPN). These network-level changes appear to align with transdiagnostic symptom dimensions: for instance, hypoconnectivity patterns are more commonly associated with neglect dimensions and “negative” symptoms (e.g., anhedonia, cognitive impairments), while hyperconnectivity patterns are linked to trauma dimensions and “positive” symptoms (e.g., hypervigilance, intrusive thoughts). The review concludes by highlighting the value of a multidimensional frameworks of both adversity and psychopathology to guide future research on mechanistic and transdiagnostic pathways from adversity to psychopathology, particularly work on neural networks.</div></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"78 ","pages":"Article 101227"},"PeriodicalIF":5.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159639","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: 0