Journal of Communication Disorders最新文献

{"title":"Variability of theory of mind versus pragmatic ability in typical and atypical development","authors":"Anna Babarczy ,&nbsp;Dorottya Dobó ,&nbsp;Péter Nagy ,&nbsp;Andrea Mészáros ,&nbsp;Ágnes Lukács","doi":"10.1016/j.jcomdis.2024.106466","DOIUrl":"10.1016/j.jcomdis.2024.106466","url":null,"abstract":"<div><h3>Introduction</h3><div>Numerous studies have linked deficits in Theory of Mind (ToM) with language problems. We aimed to explore the similarities and differences between children's patterns of performance on a ToM task that requires minimal linguistic skill and a pragmatic inference task that relies on both ToM and language. We assessed variability in pragmatic inference skills and ToM across populations of children (8–14 years) displaying varying cognitive profiles. We further compared the sensitivity of ToM versus pragmatic ability to core language skills, memory and executive functioning (EF).</div></div><div><h3>Method</h3><div>ToM was tested using the Social Attribution Task (SAT-MC-II). Pragmatic ability was assessed in an implicature comprehension task. Receptive vocabulary, grammar comprehension, short-term and working memory (STM and WM) capacity and EF were measured using Hungarian adaptations of standard tasks and tests developed by the authors’ lab. In addition to typically developing (TD) children (<em>n</em> = 33), we included children with neurodevelopmental disorders where ToM and/or language abilities are vulnerable: autism spectrum disorder (ASD, <em>n</em> = 26), attention deficit hyperactivity disorder (ADHD, <em>n</em> = 25) and developmental language disorder (DLD, <em>n</em> = 18).</div></div><div><h3>Results</h3><div>Results revealed a significant but only moderate positive correlation between pragmatic inference and ToM indicating that the two abilities are related but distinct. The ASD group showed impairments in both ToM and pragmatic inference ability but no significant deficit was observed in ADHD or DLD relative to TD children in either skill. However, while SAT-MC-II results were only affected by verbal WM and vocabulary measures, pragmatic performance was associated with STM, verbal WM, EF, grammatical skills and vocabulary.</div></div><div><h3>Conclusion</h3><div>Our findings indicate that disentangling the contributions of different cognitive skills to ToM tasks may help clarify the role of ToM in language skills and identify distinct patterns of ToM and pragmatic skills in developmental disorders.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106466"},"PeriodicalIF":1.8,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0021992424000625/pdfft?md5=5e60c1dd74e8600cb2a6bdb1c95abfda&pid=1-s2.0-S0021992424000625-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142315080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-inefficacy's impact on well-being indices in students self-identifying with cluttering characteristics","authors":"Gil Zukerman ,&nbsp;Michal Icht ,&nbsp;Avi Zigdon ,&nbsp;Liat Korn","doi":"10.1016/j.jcomdis.2024.106469","DOIUrl":"10.1016/j.jcomdis.2024.106469","url":null,"abstract":"<div><h3>Introduction</h3><p>Cluttering, a fluency disorder characterized by fast and irregular speech patterns, receives relatively limited research attention. Consequently, the association between cluttering and measures of well-being remains unexplored. In contrast, stuttering, another fluency disorder, has been associated with anxiety and depression. The present study examines whether an individual's experience of cluttering characteristics is related to alterations in both positive and negative measures of well-being. To achieve this, we assessed the relationship between Self-Identified Cluttering Characteristics (SICC) and measures of well-being in a sizeable sample of 1201 university students. Our main objective was to explore the potential impact of self-inefficacy on the association between SICC and well-being.</p></div><div><h3>Methods</h3><p>Consistent with prior research, participants identified themselves as having cluttering characteristics (SICC) or no-cluttering characteristics (SINCC) based on a verbal and written explanation of the disorder. They also completed questionnaires on psychological well-being indices and self-inefficacy.</p></div><div><h3>Results</h3><p>In total, 276 respondents identified themselves as having cluttering characteristics. In regression models, both SICC and self-inefficacy were predictive of greater negative well-being, increased depressive symptoms, and heightened psychosomatic symptoms. Interestingly, ADHD diagnosis was associated with less negative well-being. Positive well-being indicators (positive future orientation and subjective happiness) were solely predicted by self-inefficacy. Supporting these findings, supplementary regressions including only 56 SICC participants who reported being treated for cluttering yielded similar results. Utilizing Hayes's PROCESS computational procedures to test moderation revealed that self-inefficacy significantly moderated the association between SICC and negative well-being (depressive symptoms) as well as the association between SICC and positive well-being (positive future orientation).</p></div><div><h3>Conclusions</h3><p>The findings underscore alterations in well-being among individuals who identify themselves as experiencing cluttering characteristics. Primarily, heightened negative well-being was noted in those with SICC, yet individual self-inefficacy reports mitigated this effect. Overall, SICC exacerbates negative well-being rather than diminishing positive well-being. These findings point to the importance of integrating mental health assessment and intervention into clinical practice for individuals with cluttering symptoms and the potential benefits of interventions targeting self-inefficacy to improve overall well-being in this population.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106469"},"PeriodicalIF":1.8,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142270687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lived experiences of children who stutter in their own voices","authors":"Julia S. Kerrigan ,&nbsp;Shelley B. Brundage","doi":"10.1016/j.jcomdis.2024.106468","DOIUrl":"10.1016/j.jcomdis.2024.106468","url":null,"abstract":"<div><h3>Introduction</h3><p>Significant research has explored the lived experiences of adults who stutter, but less research exists regarding the lived experiences of children who stutter. The opinions and ideas of children who stutter may differ from those of adults, making it important for clinicians and researchers to obtain information directly from children who stutter. Asking children directly can lead to treatment outcomes and research questions that better align with the children's needs and values. Method: Interviews with 18 children who stutter (9 girls/9 boys) ages 8–17 were sourced from the Voices of Children Who Stutter database located at Talkbank.org. Interview questions asked the children about living with a stutter, participating in stuttering support organizations (SSOs), and their perspectives on treatment. Qualitative, phenomenological analysis was performed on their answers following standardized qualitative procedures. Results: Analysis of 910 total utterances yielded 7 themes and 9 subthemes. Themes indicated that the children: (a) had significant knowledge regarding their own stuttering, (b) had opinions regarding what constituted worthwhile treatment outcomes, (c) were clear about desirable clinician characteristics for working with kids who stutter, and (d) saw the benefits of being part of a community. Conclusions: Themes revealed that overall, children who stutter exhibit deep understanding regarding their experiences with stuttering, which clinicians can harness in person-centered goal setting. Additionally, the participants express the importance of participating in stuttering support organizations.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106468"},"PeriodicalIF":1.8,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predicting attitudes related to stuttering from an international database","authors":"Kenneth O. St. Louis","doi":"10.1016/j.jcomdis.2024.106457","DOIUrl":"10.1016/j.jcomdis.2024.106457","url":null,"abstract":"<div><h3>Purpose</h3><div>A vast number of studies over the past 50 years have explored public and professional attitudes toward stuttering, and many of them have identified variables that predict more—or less—positive attitudes. Part I of this study summarized 91 studies in terms of consistency of prediction of stuttering attitudes. Part II sought to compare a considerable number of potential predictors and to quantify their prediction strengths.</div></div><div><h3>Method</h3><div>Thirty-seven predictors were analyzed in linear regression models using a retrospective analysis of a database consisting of 22,413 respondents from 44 countries who had filled out the <em>Public Opinion Survey of Human Attributes–Stuttering</em> (<em>POSHA–S</em>) in 26 different languages. Dependent variables were two <em>POSHA–S</em> subscores, Beliefs about stuttering and Self Reactions to people who stutter, as well as the mean of these two subscores, the Overall Stuttering Score.</div></div><div><h3>Results</h3><div>All 37 predictors were statistically significant for most—but at least one—of the three scores. The strongest predictors related to regions of the world and related variables of countries and languages, with greater strength for Beliefs than for Self Reactions. Knowing persons who stutter, or knowing about stuttering, were moderate predictors of Self Reactions but weak predictors of Beliefs. Different populations, such as the public, students, or speech-language pathologists, moderately predicted attitudes on all three dependent variables while education level and self-ratings of ability to speak were weak predictors. Sex (gender), age, income, parental or marital status, and most of 12 life priorities (e.g., get things done; be safe and secure) had very weak and practically insignificant predictive potential.</div></div><div><h3>Conclusions</h3><div>The study confirmed previous research showing ambiguous results for such predictors as sex and age but consistent differences from various geographic regions. Beliefs and Self Reactions measure different constructs that are often predicted differently by variables.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"112 ","pages":"Article 106457"},"PeriodicalIF":1.8,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142478809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Overlapping hearing and communication profiles for the deletion and the RAI1 variant form of Smith-Magenis Syndrome (SMS)","authors":"Christine Brennan,&nbsp;Rachael R. Baiduc","doi":"10.1016/j.jcomdis.2024.106455","DOIUrl":"10.1016/j.jcomdis.2024.106455","url":null,"abstract":"<div><p>Smith-Magenis syndrome (SMS), a rare, genetically linked complex developmental disorder is associated with hearing loss and delays in speech-language development. Approximately 70 % of those with SMS have a genetic deletion within chromosome 17p11.2 and 10 % have a single gene mutation in the same area, known as the RAI1 variant form of SMS. Previous studies presented preliminary comparisons of the phenotype of those with deletion versus the mutation form of SMS, but none focused on hearing, speech-language, and communication profiles. The current study examined patient registry data and compared two groups of individuals with SMS to determine if genetic differences influence the communication phenotype and to determine the importance of the RAI1 gene in hearing, speech, and language abilities in children. Speech-language and hearing data from the international SMS Patient Registry for 33 subjects with SMS were analyzed: 23 with a genetic deletion (SMS (del)) and 10 with an RAI1 mutation (SMS (RAI1)). Hearing status, otopathology findings, early speech-language milestones, mode of communication, intelligibility, vocal quality, language abilities, and literacy skills were analyzed. There were small differences between the groups for hearing status, otopathological findings, mode of communication, voice quality, intelligibility, speech-language abilities, and literacy. Overlap in the speech-language phenotype between groups confirms previous hypotheses that suggest haploinsufficiency of the RAI1 gene is responsible for the SMS phenotype and that the RAI1 gene is critical for speech-language development. Future studies should include direct testing of receptive and expressive language abilities, including analyses of language samples, with larger groups of individuals to replicate and extend the current findings.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"111 ","pages":"Article 106455"},"PeriodicalIF":1.8,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142094865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Differences in the type of vocabulary understood by deaf and hearing students: Results to guide interventions","authors":"Antonia González-Cuenca,&nbsp;Marina González-Jerez,&nbsp;María José Linero,&nbsp;Rocío Lavigne","doi":"10.1016/j.jcomdis.2024.106458","DOIUrl":"10.1016/j.jcomdis.2024.106458","url":null,"abstract":"<div><h3>Introduction</h3><p>Vocabulary knowledge is an essential element in language development. There is evidence of significant differences in vocabulary knowledge between deaf children and hearing peers of the same age. These differences put deaf students at a disadvantage when compared to their hearing counterparts. The aim of this study was to investigate whether certain types of words characterise the lexical difficulties of deaf students. Our starting point is that this knowledge is needed to design interventions that are adapted to the particular needs of these students for their lexical development.</p></div><div><h3>Methods</h3><p>We evaluated the lexical comprehension of 90 Spanish students. The sample comprised 45 hearing students and 45 students with severe or profound hearing loss. Both groups were attending the later years of primary school (8 to –12-year-olds). They were tested using the Spanish Peabody Picture Vocabulary Test-III. The performance of both groups was statistically compared using percentiles and standard scores as well as a selected set of words from the test.</p></div><div><h3>Results</h3><p>No significant differences between hearing and deaf groups were found by age, sex, and sociocultural level. Significant differences were found between groups in their percentile and standard scores. There were no significant differences in performance between the two groups on only five of the 25 words with the highest error rate in the deaf group. The qualitative analysis of the remaining 20 words that were especially challenging for deaf students reveals results of interest which could help guide interventions.</p></div><div><h3>Conclusions</h3><p>The results indicate the need for lexical intervention for deaf students in the final years of primary school. The specialised support service for deaf learners should approach the intervention by targeting a specific type of vocabulary, making the semantic relationships between these words more transparent and promoting a deeper understanding of them.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"111 ","pages":"Article 106458"},"PeriodicalIF":1.8,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142089053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceptions of and beliefs about stuttering in the Hispanic/Latino community","authors":"Angela M. Medina ,&nbsp;Jean S. Mead ,&nbsp;Stefanie Moore","doi":"10.1016/j.jcomdis.2024.106456","DOIUrl":"10.1016/j.jcomdis.2024.106456","url":null,"abstract":"<div><h3>Purpose</h3><p>The aim of this exploratory study was to investigate perceptions of people who stutter and beliefs about the causes and cures of stuttering within the Hispanic/Latino community.</p></div><div><h3>Methods</h3><p>Respondents who were 18 or older and of Hispanic/Latino origin were invited to respond to a 24-question online survey. Questions involved exploring familiarity with and beliefs regarding etiologies, treatment approaches, treatment providers, stereotypes, and perceptions of people who stutter. Data from 151 respondents were analyzed using descriptive statistics.</p></div><div><h3>Results</h3><p>Results revealed that the most commonly held beliefs regarding the causes of stuttering were being “born with it”, an “emotional disturbance or trauma”, a “brain disorder”, and/ or a “sensory impairment”. The most frequently cited beliefs regarding treating stuttering were “therapy”, “rehabilitation”, and “tell them to slow down”. Over 75 % of respondents believed that “speech therapists” can cure or treat stuttering. Respondents' perceptions of people who stutter are that they are generally “nervous” and “shy”.</p></div><div><h3>Conclusions</h3><p>Common beliefs and perceptions relative to stuttering were identified in the Hispanic/Latino community. The beliefs one holds about the cause of stuttering as well as their negative perceptions of stutterers may contribute to the continued stigmatization of people who stutter. Implications are discussed regarding the need for culturally appropriate education for individuals who stutter, their families, and the general public.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"111 ","pages":"Article 106456"},"PeriodicalIF":1.8,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141998415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Narrative reconstruction in deaf and hearing children: A comparative study in the context of Arabic diglossia","authors":"Dr. Hashemiah Almusawi,&nbsp;Dr. Bader Alqallaf,&nbsp;Dr. Amnah Hafsyan","doi":"10.1016/j.jcomdis.2024.106454","DOIUrl":"10.1016/j.jcomdis.2024.106454","url":null,"abstract":"<div><p>This study explores the narrative skills of deaf and hearing children within the context of Arabic diglossia, a linguistic environment characterised by significant differences between spoken dialects and formal written language. Using Stein and Glenn's (1979) and Bruner's (1991) frameworks, the research analyses the narrative constructions of 13 hearing and 13 deaf children in Kuwait. The findings reveal that hearing children, benefiting from consistent exposure to spoken and formal Arabic, produced more coherent and detailed narratives compared to deaf children. Hearing participants also demonstrated greater vocabulary diversity. Age-related improvements in narrative skills were more pronounced among hearing children, while the impact of sign language exposure on narrative abilities was significant among deaf children. The study underscores the critical role of early language exposure and educational support in fostering narrative development, particularly in a diglossic context. These findings highlight the need for specialised educational strategies to support the unique narrative development needs of deaf children.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"111 ","pages":"Article 106454"},"PeriodicalIF":1.8,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141931513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using PAALSS for the manual analysis of language samples of individuals who use aided AAC in Spanish: A pilot study","authors":"Gloria Soto","doi":"10.1016/j.jcomdis.2024.106453","DOIUrl":"10.1016/j.jcomdis.2024.106453","url":null,"abstract":"<div><p>This pilot study describes the application of the Protocol for the Analysis of Aided Language Samples in Spanish (PAALSS), specifically designed for the manual analysis of language samples from individuals in the early stages of Spanish aided language development. Data were collected from 22 language samples from 16 individuals who use aided AAC and are at the earlier stages of Spanish language development. The primary objective of this study was to explore the feasibility of using PAALSS as an analytical tool to describe various aspects of the language samples, including lexical productivity, lexical diversity, morphology, grammatical complexity, and syntax. Results are presented according to four different groupings, based on the language samples’ grammatical complexity scores. The study provides preliminary evidence of the potential of PAALSS as a useful tool for the manual analysis of language samples from users of AAC in Spanish. However, future studies are needed to establish its formal psychometric and measurement properties.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"111 ","pages":"Article 106453"},"PeriodicalIF":1.8,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141842295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comprehension of Miranda warnings in adults with chronic, moderate-severe traumatic brain injury","authors":"Jade T. Mitchell ,&nbsp;Malcolm Edwards ,&nbsp;Kimberly Walsh ,&nbsp;Sarah Brown-Schmidt ,&nbsp;Melissa C. Duff","doi":"10.1016/j.jcomdis.2024.106452","DOIUrl":"10.1016/j.jcomdis.2024.106452","url":null,"abstract":"<div><h3>Introduction</h3><p>To compare comprehension of Miranda rights in adults with traumatic brain injury (TBI) versus adults without TBI as measured by response accuracy on the Miranda Right Comprehension Instruments.</p></div><div><h3>Methods</h3><p>Data were collected virtually via teleconferencing from July 2022 to February 2023. Participants included 25 adults with moderate-severe TBI (12 females, 13 males) and 25 adults without TBI (12 females, 13 males), ages 20-55 years. In this observational study, both groups (with and without TBI) completed the Miranda Right Comprehension Instruments (MRCI), which includes four instruments including Comprehension of Miranda Rights, Comprehension of Miranda Rights-Recognition, Function of Rights in Interrogation, Comprehension of Miranda Vocabulary instruments. Response accuracy on the MRCI was compared across groups.</p></div><div><h3>Results</h3><p>The TBI group was significantly less accurate when responding to questions on the MRCI compared to the NC group.</p></div><div><h3>Conclusion</h3><p>Individuals with chronic moderate-severe TBI underperform their non-injured peers on the Miranda Rights Comprehension Instruments, a tool used in legal settings when there is doubt about an individual's understanding of their Miranda rights. TBI is a risk factor for disruptions in comprehension of language in legal contexts that may, in part, contribute to the increased interaction with the criminal justice system and incarceration for individuals with TBI. Implications for policy, advocating, and intervention are discussed.</p></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"111 ","pages":"Article 106452"},"PeriodicalIF":1.8,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0021992424000480/pdfft?md5=5007918e91340b19a005e3b94bbe4e52&pid=1-s2.0-S0021992424000480-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141716501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}