Developmental Science最新文献

{"title":"Educating Early Adolescents for a Sustainable Future With Digital Civic Learning: Moral Self-Concept as a Developmental Catalyst Linking Civic Competencies and Civic Purpose.","authors":"Saetbyul Kim, Tzu-Jung Lin, Michael Glassman, Eric Anderman","doi":"10.1111/desc.70203","DOIUrl":"10.1111/desc.70203","url":null,"abstract":"<p><p>Education for sustainable development (ESD) is increasingly recognized as a developmental imperative in a world facing ecological, social, and political challenges. While many approaches to ESD emphasize knowledge and competencies, emerging research suggests that sustainable action in youth requires the integration of cognitive, emotional, and identity-based developmental processes. We propose that Digital Civic Learning (DCL) serves as a developmentally appropriate educational approach that can scaffold this process in early adolescence. Using a sample of 149 4th and 5th graders in Mid-Western United States, we examined how civic competencies, namely civic knowledge, skills, and dispositions, relate to civic purpose and further investigated the mediating role of moral self-concept. Our findings underscore the importance of nurturing moral self-concept so that enhanced civic competencies translate into a form of civic purpose. SUMMARY: Conceptual innovation: It introduces Digital Civic Learning as a design-based, developmentally aligned model that integrates civic learning with sustainable development goals, aiming for transformative impact in education. Methodological advancement: It develops and applies a novel civic competencies coding scheme tailored for a nuanced analysis of students' civic knowledge, skills, and dispositions. Theoretical contribution: It positions moral self-concept as a developmental link connecting civic learning with a sustainability-oriented civic purpose in early adolescence, a critical period for identity formation. Empirical rigor: It employs performance-based assessments to evaluate students' civic competencies demonstrated in authentic digital classroom settings, emphasizing real-world application of civic reasoning within sustainability education.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70203"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13150473/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844743","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}

{"title":"Early Life Stress Affects Human Decision Making by Increasing Expectations of Volatility.","authors":"Karen E Smith, Payam Piray, Alyssa Teal, Selin Gok, Seth D Pollak","doi":"10.1111/desc.70238","DOIUrl":"10.1111/desc.70238","url":null,"abstract":"<p><p>People learn most effectively when they can flexibly modify strategies to accommodate environmental changes. Here, we explore how chronic early life stress influences the ways individuals weight and prioritize new information when making decisions. To do so, we examined the choices of 11-16-year-old children in a reward learning task. Children varied on their level of stress exposure. We used a Bayesian computational learning model to assess whether differences in children's decision making were driven by difference in their expectations about the task environment. Children with high stress exposure switched their responses rather than maintaining choices that had previously been effective for them when making decisions about rewards. This switching was driven by children with high stress exposure expecting environments to be more volatile. These findings offer insight into how early life experiences can shape the subsequent parameters of human learning. SUMMARY: How experience shapes an individual's ability to flexibly adjust learning strategies when making decisions is not well understood. Using behavioral tasks combined with a novel computational model, we find exposure to high stress environments biases children towards learning strategies optimal to unpredictable environments. Stress in childhood shapes the development of learning parameters in ways that have implications for decision making.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70238"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13275639/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148273581","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}

{"title":"Unveiling Roots of Chinese Adolescent Cyberbullying Through Explainable Machine Learning Approach.","authors":"Wanghao Dong, Yinghui Huang, Xin Zhao, Xingchao Wang, Weijun Wang","doi":"10.1111/desc.70230","DOIUrl":"10.1111/desc.70230","url":null,"abstract":"<p><p>Cyberbullying poses a substantial threat to adolescents' well-being, yet prevention efforts remain limited by insufficient understanding of its multilevel determinants. Guided by ecological systems theory, this study applies explainable machine learning (ML) to examine factors associated with cyberbullying perpetration across individual, family, peer, class, school, and online contexts. Questionnaire data from 2286 adolescents (M_age = 13.46 years, SD = 0.93; 11-16 years) were analyzed. Random Forest and XGBoost achieved out-of-sample accuracies of 87.35% and 85.95%, respectively. Model-based importance analyses consistently highlighted Childhood Psychological Abuse, Adverse Peer Interactions, and Cyberbullying Victimization as the highest-ranked predictors. At the system level, variables from the Family, Individual and Cyber contexts accounted for a substantial share of model importance, indicating their salience for intervention design. These findings prioritize psychosocial targets for prevention and demonstrate how explainable ML can synthesize questionnaire data to inform multi-tiered strategies against adolescent cyberbullying. SUMMARY: By adopting an ecosystem-based perspective, this study utilizes comprehensive, multi-level datasets to model adolescent cyberbullying. Explainable machine learning techniques are employed to systematically identify and interpret key predictors of cyberbullying perpetration. Childhood psychological abuse exhibits strong predictive power for adolescent cyberbullying perpetration. The study proposes a methodological framework for applying explainable machine learning to structured questionnaire data in psychological research.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70230"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148145314","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}

{"title":"The Impact of Intergroup Collaboration on In-Group Bias Between Rohingya Refugee and Bangladeshi Host Community Children.","authors":"John Corbit, Torri MacIntosh, Saifullah Muhammad","doi":"10.1111/desc.70236","DOIUrl":"10.1111/desc.70236","url":null,"abstract":"<p><p>In-group bias is a barrier to cooperation between groups, particularly between refugee and host community members, where intergroup conflict can lead to discrimination and exclusion from essential resources. We investigated whether in-group bias exists between Rohingya refugee and Bangladeshi host community children (N = 481, 50.1% female, 5-10 years of age), and whether a brief, virtual collaboration with an out-group peer would reduce bias. We found that children from both communities exhibited robust in-group preferences and bias was stronger in the host community on several measures. Furthermore, the experience of virtual collaboration with an out-group peer did not impact in-group bias on any of the measures. While we did not find a reduction in in-group bias following virtual intergroup collaboration, our findings underscore the importance of continued research on bias-reduction interventions among refugee and host community children. SUMMARY: Children from both Rohingya refugee and Bangladeshi host communities exhibited robust in-group bias. In-group bias was stronger among host community children and tended to increase with age. A brief virtual collaboration with an out-group peer did not reduce in-group bias between children from Rohingya refugee and Bangladeshi host communities.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70236"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13270258/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148260253","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}

{"title":"The Role of Early Visual Experience in Cross-Signal Dependency Detection.","authors":"Priti Gupta, Lukas Vogelsang, Marin Vogelsang, Neil Khemani, Manvi Jain, Naviya Lall, Dhun Verma, Chetan Ralekar, Suma Ganesh, Pawan Sinha","doi":"10.1111/desc.70204","DOIUrl":"10.1111/desc.70204","url":null,"abstract":"<p><p>Temporal co-occurrence of two sensory signals is a powerful indicator of their potential association. Detection of such coincidences is believed to be a key contributor to perceptual organization and a primary objective of cortical computations. Here, we investigate whether the development of this ability requires early sensory experience. We examined the performance of early-blind children who surgically gained sight as adolescents. Our data revealed three key results. First, we found that while not fully reaching the level of normally sighted controls, late-sighted patients examined several years after surgery were able to robustly detect signal dependencies with markedly above-chance accuracy at all but the weakest strengths tested. Second, for both groups, performance levels were comparable for intra- and inter-modal stimuli, revealing significant plasticity for establishing cross-modal linkages late in childhood. Finally, comparison with a separate group of late-sighted patients tracked longitudinally from preoperative to one-month postoperative status suggests that this ability may follow a protracted developmental time course after sight surgery. These results help characterize the development of a foundational process for detecting relationships between environmental entities and point to the resilience of acquiring this important skill to early-onset, prolonged visual deprivation. SUMMARY: We tested the ability of congenitally blind children who gained sight late in childhood to detect repeated temporal co-occurrence of sensory signals. We found that while not reaching the full normally sighted level, late-sighted patients are able to detect signal dependencies with markedly above-chance accuracy. This ability may follow a protracted developmental time course after sight-restoring surgery. The availability of neural plasticity into late childhood has important implications for the rehabilitation prospects of children with congenital blindness.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70204"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13144708/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844714","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}

{"title":"Youth Perspectives on the Climate Crisis: Motivation and Action Pathways.","authors":"Anne-Wil Kramer, Judith van de Wetering, Suzanne van de Groep, Lysanne W Te Brinke, Yara J Toenders, Kayla H Green, Eveline A Crone","doi":"10.1111/desc.70217","DOIUrl":"10.1111/desc.70217","url":null,"abstract":"&lt;p&gt;&lt;p&gt;Young people can be agents of change for urgently needed sustainable transitions. We combine survey data from the Urban Rotterdam Project (2021 sample: N = 1152, age range = 12-28 years, M&lt;sub&gt;age&lt;/sub&gt; = 19.07, SD&lt;sub&gt;age&lt;/sub&gt; = 2.87, 54% female, 16% bi- or multicultural background; 2023 sample: N = 327, age range = 13-28, M&lt;sub&gt;age&lt;/sub&gt; = 19.24, SD&lt;sub&gt;age&lt;/sub&gt; = 2.86, 67% female, 24% bi- or multicultural background) with youth participatory data (2024 sample: N = 114, age range = 16-26, M&lt;sub&gt;age&lt;/sub&gt; = 20, 51% female, 37% bi- or multicultural background) to examine youths' climate-related worry, affective wellbeing, motivations for pro-environmental behavior and preferences for climate change communication. First, drawing on self-determination theory, we tested whether associations between climate-related worry, pro-environmental behavior, and affective wellbeing depend on the quality of youths' motivation to engage in pro-environmental behavior. We found that climate-related worry was associated with increased pro-environmental behavior for youth who acted out of interest and enjoyment (i.e., intrinsic motivation) or internal pressure (i.e. introjected motivation). Youth who had internalized pro-environmental behavior as personally important (i.e. identified motivation) showed high levels of pro-environmental behavior regardless of worry. Climate-related worry was also robustly associated with reduced affective wellbeing, irrespective of motivation type. Additionally, adopting a youth participatory approach, we explored youths' preferences for climate change communication and pro-environmental behaviors. We found that youth were more motivated by collective-systemic than individual pro-environmental actions because of benefits for motivation (\"Alone it feels useless\"), affective wellbeing (\"Doing something together gives me hope\"), and sustainability (\"Cheaper public transport would make my choices matter\"). We also found that youth preferred risk-emphasizing, positive, and empowering communication strategies over approaches including humor and purely factual information. Overall, our research illustrates the importance of supporting youths' motivation to help them turn their climate-related worry into pro-environmental behavior, presents youths' perspectives on what motivating climate communication and action pathways might look like, and highlights the value of involving youth as active contributors to research and evidence-informed climate action. SUMMARY: The present study combined survey and participatory methods to examine youths' climate-related worry, affective wellbeing, motivations for pro-environmental behavior and preferences for climate change communication. Climate-related worry was more strongly linked to pro-environmental behavior when youth were motivated by interest and enjoyment (intrinsic) or by internal pressure such as guilt (introjected), though introjected motivation may carry wellbeing costs. Youth who had ","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70217"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13178203/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147949895","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}

{"title":"The Role of Siblings on Infant Language Exposure in Daylong Audio Recordings.","authors":"Maily Galindo, Jessica L Montag","doi":"10.1111/desc.70222","DOIUrl":"10.1111/desc.70222","url":null,"abstract":"<p><p>We investigate how family characteristics contribute to language produced in homes. Specifically, we investigate the effects of older siblings on the amounts and types of child-directed and overheard speech that infants hear. We analyzed 76 daylong audio home recordings from 26 American families with infants between the ages of 6-12 months. To annotate the recordings, we randomly sampled 2 h from each recording comprised of 30s intervals and coded all sampled utterances for the speaker and addressee. We found that infants with older siblings had about half as much speech directed to them as did infants without older siblings. This effect was entirely driven by contexts in which the older sibling was physically present; we observed no differences in amounts of directed speech when older siblings were not present. However, when combining all child-directed input (to either the infant or the siblings) there were no differences between families with and without siblings. Further, the nature of overheard speech varied with the presence of a sibling, not only as an additional speaker in the home, but as in the physical presence of the sibling during day-to-day activities. The set of individuals in a home have substantial consequences for the speech that is produced and amounts of overheard- and child-directed speech may vary more widely in American homes than previously assumed.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70222"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148007175","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}

{"title":"Learning for the Long Run: Children Increasingly Prioritize Generalizable Knowledge in Tool Selection.","authors":"Caren M Walker, Andreas Domberg, Azzurra Ruggeri","doi":"10.1111/desc.70215","DOIUrl":"10.1111/desc.70215","url":null,"abstract":"<p><p>Children are ecological learners; they adapt their information search strategies to fit the structure of their immediate learning environment. In two studies, we explore whether this search behavior is impacted by the potential for later information gain. In Experiment 1, 60 5-9-year-olds were presented with a population of different colored balls with a hidden property and a sample that was either representative or unrepresentative of that population. Children were asked to select a tool that would allow them to learn about the hidden property: one tool yielded more information from the local set of sampled items, while the other yielded more information about the global population. We find that, regardless of age, children consistently choose the most effective tool to support global information gain. In Experiment 2, we assessed whether this choice was truly motivated by the tool's potential to support learning that goes beyond the immediate sample (i.e., global yield), or due to children's reliance on another strategy (i.e., tool versatility or set ratios). To test this, we included 151 7-14-year-olds and 34 adults. In all conditions, participants were presented with a choice between learning tools that pitted global yield against an alternate strategy. We found that both children and adults consider global yield when selecting a tool, a tendency that increases with age. Children also consider the versatility of the tool when planning for downstream learning opportunities. We discuss the implications of these findings for understanding how learners develop strategies for prioritizing the acquisition of generalizable knowledge. SUMMARY: Children choose information-gathering tools by balancing immediate usefulness with the potential for broadly informative learning. By age five, children use sample representativeness to guide prospective choices about how to learn. Younger children often rely on tool versatility, whereas older learners increasingly prioritize tools that support broader inference. Development reflects shifts in epistemic strategy use rather than convergence on a single optimal approach to information search.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70215"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13144714/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844692","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}

{"title":"How to Increase Children's and Adults' Interest in Learning From Disagreement.","authors":"Kirsten H Blakey, Samuel Ronfard","doi":"10.1111/desc.70237","DOIUrl":"10.1111/desc.70237","url":null,"abstract":"<p><p>We often avoid talking to people who disagree with us, missing potentially valuable learning opportunities. Across four preregistered studies, we examined children's (6-11 years) and adults' interest in learning from disagreement and whether it can be increased. In Study 1, we confirmed that children (6-11 years, N = 99, Canada) and adults (N = 100, USA and Canada) preferred to learn from those who agreed rather than disagreed with them across belief domains. In contrast, when asked what others should do, children (7-11 years, N = 83) and adults (N = 100) more often endorsed disagreement to increase learning, revealing a self-other gap. Studies 3 and 4 tested two interventions aimed at increasing interest in learning from disagreement. In Study 3, explicitly teaching participants (96 children, 6-11 years; 100 adults) about the benefits of disagreement for learning reduced agreement seeking, particularly among older children and adults. In Study 4, asking participants (31 children, 10-11 years; 72 adults) to consider what others should do before making their own choices also reduced agreement seeking. To learn from disagreement, we cannot avoid it. We provide two means of increasing children's and adults' interest in learning from disagreement by making epistemic benefits more salient. SUMMARY: Children and adults prefer learning from people who agree with them, despite recommending that others seek disagreement. Explicitly teaching about the benefits of disagreement increased interest in seeking out opposing viewpoints. Considering what others should do before making their own choice, increased participants' engagement with disagreement. Self-distancing through third-person reasoning helped both adults and children aged 10-11 prioritize epistemic benefits over social costs.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70237"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13267442/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148254262","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}

{"title":"Computational Modeling of Sequential Dependencies in Mother-Child Social Interaction and Associations to Empathic Responses.","authors":"Eleuda Nunez, Yasuyo Minagawa, Masakazu Hirokawa, Eriko Yamamoto, Yoko Hakuno, Kenji Suzuki","doi":"10.1111/desc.70208","DOIUrl":"10.1111/desc.70208","url":null,"abstract":"<p><p>Understanding how early mother-child interactions are linked to children's social-cognitive processes requires methods capable of capturing the temporal structure of naturalistic behavior. This study introduces a computational framework based on Bayesian Network modeling to identify sequential dependencies among nonverbal behaviors (smiles, gaze, and social touch) exchanged during free play in mother-child dyads (n = 38; age 3 years). From each network, we derived the Order of Sequential Interaction (OSI), a compact index of interaction complexity. We then examined its associations with behavioral, physiological, and neural measures relevant to cognitive development. Although OSI was not associated with language or executive-function scores, analyses revealed links between OSI and prosocial behavior, facial EMG, and neural responses (rTPJ, lIFG) during prosocial-scene viewing. These findings suggest that OSI may capture aspects of interaction structure specifically connected to children's social and affective responsiveness. Building on this, the present framework demonstrates how probabilistic graphical models can structure complex interaction data and support future investigations into multimodal processes in early social cognition. SUMMARY: A Bayesian-network framework is proposed to model multivariate sequential dependencies in naturalistic mother-child interaction. The order of sequential interaction (OSI) quantifies interaction complexity from behavioral time-series data. Higher OSI is associated with greater prosocial behavior and with neural (rTPJ, lIFG) and physiological (facial EMG) responses during social processing. Interaction complexity is not associated with general cognitive or language measures, suggesting that it reflects a distinct dimension of social behavior. The proposed framework provides a basis for studying social-cognitive development from naturalistic interaction data.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":"29 4","pages":"e70208"},"PeriodicalIF":3.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13150403/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844615","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}