Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale最新文献_第6页

Can you count on what you see? Numerosity extraction and its association with verbal number skills in early childhood. 你能根据看到的东西算数吗？数字提取及其与幼儿口头数字技能的联系。

IF 1.1 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2025-06-01 Epub Date: 2024-10-24 DOI: 10.1037/cep0000356

Jaccoline E Klein-van 't Noordende, Korbinian Moeller, Anne H van Hoogmoed, Evelyn H Kroesbergen

{"title":"Can you count on what you see? Numerosity extraction and its association with verbal number skills in early childhood.","authors":"Jaccoline E Klein-van 't Noordende, Korbinian Moeller, Anne H van Hoogmoed, Evelyn H Kroesbergen","doi":"10.1037/cep0000356","DOIUrl":"10.1037/cep0000356","url":null,"abstract":"In young children in particular, processing numerical magnitudes is influenced by spatial characteristics of those magnitudes (e.g., extent). Gradually, children will learn to dissociate numerosity from spatial information and understand that objects represent discrete numerical quantities. In the present study, we investigated whether 5-year-old children extract numerosity disregarding spatial stimulus characteristics and in what way numerosity extraction is associated with verbal number skills (counting and initial addition). Five-year-old children were presented with a newly developed task to measure numerosity extraction on two timepoints, several months apart. Each item contained three rows of differently sized rectangles. Children had to identify which two rows contained the same number of rectangles. On congruent items, these two rows were similar in length. On incongruent items, the two rows equal in numerosity varied in length. Analyses indicated that some 5-year-old children showed numerosity extraction, but others had difficulties to disentangle numerosity from spatial characteristics. Numerosity extraction was predicted over time by initial addition but not counting skills, although there was a concurrent association between counting skills and numerosity extraction at timepoint 2. Numerosity extraction did not predict either initial addition or counting over time. These results suggest that the ability to disentangle numerosity from spatial characteristics is still developing around 5 years of age and that verbal number skills foster this development. Verbal number skills probably further refine nonsymbolic magnitude processing (in this study, numerosity extraction), while nonsymbolic magnitude processing does not underlie verbal number skills. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":51529,"journal":{"name":"Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale","volume":" ","pages":"172-179"},"PeriodicalIF":1.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142512707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Are text comprehension and calculation processes in word problem solving sequential or interactive? An eye-tracking study in children. 解题时的文本理解和计算过程是顺序的还是交互的？一项针对儿童的眼球追踪研究。

IF 1.1 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2025-06-01 Epub Date: 2025-03-20 DOI: 10.1037/cep0000366

Gabriella Daroczy, Christina Artemenko, Magdalena Wolska, Detmar Meurers, Hans-Christoph Nuerk

{"title":"Are text comprehension and calculation processes in word problem solving sequential or interactive? An eye-tracking study in children.","authors":"Gabriella Daroczy, Christina Artemenko, Magdalena Wolska, Detmar Meurers, Hans-Christoph Nuerk","doi":"10.1037/cep0000366","DOIUrl":"10.1037/cep0000366","url":null,"abstract":"The difficulty of a word problem is influenced by both linguistic and arithmetic processes. However, whether these processes are sequential or interactive is a matter of debate. Little is known about how eye-movement behaviour changes when faced with different linguistic and arithmetic task characteristics, both in relation to the entire problem and to specific components (i.e., numerical and textual elements). To address this gap, we conducted a study monitoring the eye movements of children aged 10-13 years during word problem solving. We manipulated linguistic and arithmetic task characteristics independently, focusing on the mathematical factor operation (addition/subtraction) and the linguistic factors consistency (consistent/inconsistent) and nominalization (verbalized/nominalized). The results revealed that eye movements generally increased as linguistic difficulty (e.g., nominalization) or arithmetic difficulty (e.g., operation) increased. Thereby, specific parts of the text were differentially affected based on the task characteristics. Increasing arithmetic difficulty led to a shift in eye movements towards numerical elements, while increasing linguistic difficulty resulted in a shift towards textual elements. Interestingly, the increase in arithmetic difficulty also influenced processing in the linguistic domain. For example, textual parts of the word problem received more fixations when the arithmetic difficulty increased, but not vice versa. This suggests that text comprehension and calculation processes in word problem solving are not separate and not strictly sequential; instead, they interact and/or do partially rely on shared cognitive resources. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":51529,"journal":{"name":"Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale","volume":" ","pages":"206-211"},"PeriodicalIF":1.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Towards mechanistic investigations of numerical and music cognition. 实现对数字和音乐认知的机理研究。

IF 1.1 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2025-06-01 Epub Date: 2024-07-25 DOI: 10.1037/cep0000336

Dominique T Vuvan, Jessica Sullivan

引用次数: 0

An investigation of algebra performance and conceptual knowledge of arithmetic in adults. 成人代数表现和算术概念知识的调查。

IF 1.1 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2025-06-01 Epub Date: 2024-12-30 DOI: 10.1037/cep0000340

Katherine M Robinson, Bethany J Sander

{"title":"An investigation of algebra performance and conceptual knowledge of arithmetic in adults.","authors":"Katherine M Robinson, Bethany J Sander","doi":"10.1037/cep0000340","DOIUrl":"https://doi.org/10.1037/cep0000340","url":null,"abstract":"Conceptual understanding of arithmetic is considered a key component for success in advanced mathematics topics such as algebra, but the link between them has rarely been investigated, particularly in adults. Participants solved conducive (3 × 26 ÷ 26) and nonconducive (26 × 3 ÷ 26) inversion problems, conducive (3 × 26 ÷ 13) and nonconducive (26 × 3 ÷ 13) associativity problems, and multiplication (3 × 6 × 12 = 3 × ?) and division (36 ÷ 8 ÷ 4 = 36 ÷ ?) equivalence problems and completed an algebra task. Conceptually based shortcut use on the nonconducive inversion problems was the strongest predictor of algebra scores. Participants who used conceptually based shortcuts on more problem types had higher algebra scores than participants who had low use of conceptually based shortcuts on most problem types. The results support the relationship between algebra and conceptual understanding of arithmetic and demonstrate that even in adulthood there are pronounced individual differences in conceptual understanding of arithmetic, which may impact success in advanced mathematics. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":51529,"journal":{"name":"Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale","volume":"79 2","pages":"180-188"},"PeriodicalIF":1.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144509317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Branching out while remembering our roots: A special issue on numerical and mathematical cognition. 追根溯源：关于数值和数学认知的特刊。

IF 1.6 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2025-06-01 DOI: 10.1037/cep0000376

Erin A Maloney, Thomas J Faulkenberry, Jo-Anne LeFevre

{"title":"Branching out while remembering our roots: A special issue on numerical and mathematical cognition.","authors":"Erin A Maloney, Thomas J Faulkenberry, Jo-Anne LeFevre","doi":"10.1037/cep0000376","DOIUrl":"10.1037/cep0000376","url":null,"abstract":"Over the past decades, numerical and mathematical cognition has transformed from a niche research area into a thriving global field, with contributions spanning diverse populations, methodologies, and theoretical approaches. The 13 articles in this special issue highlight the breadth and depth of contemporary research, addressing topics such as the development of early numeracy skills, the interplay between mathematical and reading processes, the cognitive mechanisms supporting arithmetic and algebra, and the role of visuospatial thinking in expert mathematical reasoning. The contributions exemplify methodological innovation, from longitudinal studies and psychometric evaluations to interdisciplinary theoretical models that integrate numerical and linguistic frameworks. Together, they collectively advance theoretical, applied, and interdisciplinary perspectives. This introduction synthesizes the contributions, demonstrating how they collectively inspire future directions for research on numerical and mathematical cognition. We discuss the broader implications of the work while also contextualizing its development within its historical ties to Canadian experimental psychology and the foundational work of pioneers such as the late Jamie I. D. Campbell, in memory of whom this special issue was conceived. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":51529,"journal":{"name":"Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale","volume":"79 2","pages":"125-128"},"PeriodicalIF":1.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144509318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Math attitudes and verbal memory in multilingual younger adults. 多语言年轻人的数学态度和语言记忆。

IF 1.1 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2025-06-01 Epub Date: 2025-01-16 DOI: 10.1037/cep0000348

Gigi Luk, Esteban Hernández-Rivera, Karla Tarín, Dan Chen, Michelle Jang, Debra Titone

{"title":"Math attitudes and verbal memory in multilingual younger adults.","authors":"Gigi Luk, Esteban Hernández-Rivera, Karla Tarín, Dan Chen, Michelle Jang, Debra Titone","doi":"10.1037/cep0000348","DOIUrl":"10.1037/cep0000348","url":null,"abstract":"Previous research on attitudes towards mathematics has mostly been assessed in a single language. We examined whether math attitudes differ by language in multilingual younger adults (ages 18-25). Furthermore, we evaluated the relationships between math attitudes, verbal memory, and calculation fluency in this sample. Eighty-seven French-English multilingual young adults self-reported their math attitudes using the Mathematics Anxiety Scale-Revised (Bai et al., 2009) in both English and French. Participants also self-reported verbal memory, calculation fluency, and general language proficiency in English and French. Results showed that attitudes towards mathematics for English and French were similar. Exploratory factor analysis also confirmed that the extracted factors revealed negative and positive attitudes towards mathematics, with English and French items loading on the same factors. Correlation analysis showed a negative relationship between negative attitudes towards mathematics and verbal memory only in English. This relationship remained statistically significant after controlling for general language proficiency. However, neither positive nor negative math attitudes were correlated with calculation fluency. Building on the examination of symbolic representations of mathematical cognition by Campbell, results from the study were interpreted as the first step to investigating math attitudes in individuals with diverse linguistic backgrounds. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":51529,"journal":{"name":"Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale","volume":" ","pages":"166-171"},"PeriodicalIF":1.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143016099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ordinal processing differences between children with persistent dyscalculia and typically performing children. 患有持续性计算障碍的儿童与表现典型的儿童在序数处理方面的差异。

IF 1.1 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2025-06-01 Epub Date: 2024-08-29 DOI: 10.1037/cep0000343

Michael Slipenkyj, Jane Hutchison, Daniel Ansari, Ian M Lyons, Stephanie Bugden

{"title":"Ordinal processing differences between children with persistent dyscalculia and typically performing children.","authors":"Michael Slipenkyj, Jane Hutchison, Daniel Ansari, Ian M Lyons, Stephanie Bugden","doi":"10.1037/cep0000343","DOIUrl":"10.1037/cep0000343","url":null,"abstract":"Ordinal number processing skills are important for adults and children. Recent work demonstrates that children have difficulty with judging the ordinality of sequences that are in-order but do not match the typical count-list (i.e., in-order non-adjacent sequences, such as 2-4-6). Limited evidence in the literature suggests that dyscalculic children show a similar pattern of behavior. In the present study, we sought to explicitly test the hypothesis that children with developmental dyscalculia struggle primarily with extending notions of ordinality to sequences outside of the count-list. We test this hypothesis using a sample of children with persistent developmental dyscalculia, and a comparison group of typically performing children. Both groups completed an ordinality judgment task, in which triplet sequences were judged as being in-order (e.g., 3-4-5; 2-4-6) or in mixed-order (e.g., 3-5-4; 2-6-4). In line with our prediction, results demonstrate that children with persistent developmental dyscalculia make more errors, compared to typically performing children, but only on the in-order non-adjacent trials (e.g., 2-4-6). Broadly, this finding suggests that ordinality processing abilities are impaired in children with developmental dyscalculia, and that this characteristic appears primarily in extending notions of ordinality beyond adjacent sequences. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":51529,"journal":{"name":"Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale","volume":" ","pages":"195-205"},"PeriodicalIF":1.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142114610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Parallel models of reading and numerical cognition. 阅读和数字认知的平行模型。

IF 1.1 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2025-06-01 Epub Date: 2025-02-17 DOI: 10.1037/cep0000371

Garret J Hall, Wilhelmina van Dijk, Jason C Chow, Matthew J Cooper Borkenhagen

{"title":"Parallel models of reading and numerical cognition.","authors":"Garret J Hall, Wilhelmina van Dijk, Jason C Chow, Matthew J Cooper Borkenhagen","doi":"10.1037/cep0000371","DOIUrl":"10.1037/cep0000371","url":null,"abstract":"Reading and math are related due to many codeveloping skills. Historically, theorizing in these two areas has progressed separately, despite well-documented empirical evidence for a range of shared underlying developmental processes subserving these learning domains. The purpose of this article was to describe the links between the Triple Code Model, an influential model of numerical cognition, and the Triangle Framework, a dominant model of learning to read. We describe several parallels between the theoretical models and discuss how the cognitive mechanisms posited by the Triangle Framework might be used to understand the commonalities in learning processes across these learning domains. In particular, we discuss how the cognitive mechanisms implemented in the Triangle Framework can be used to understand linguistic aspects of numerical cognition, specifically, learning the connections among numerals (e.g., 24) and spoken words (e.g., twenty-four), and linking those to semantic representations of magnitude. Following from these commonalities between the two models, we discuss several ways that interdisciplinary work integrating both models can benefit math cognition research. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":51529,"journal":{"name":"Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale","volume":" ","pages":"129-136"},"PeriodicalIF":1.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Verbal and visual short-term memory predict performance in a multiplication production task: Evidence from a Malaysian sample. 言语和视觉短时记忆可预测乘法运算任务的成绩：来自马来西亚样本的证据。

IF 1.1 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2025-06-01 Epub Date: 2024-10-31 DOI: 10.1037/cep0000346

Mei Ling Soh, Javier García-Orza, Neil Russel Mennie, Alejandro J Estudillo

{"title":"Verbal and visual short-term memory predict performance in a multiplication production task: Evidence from a Malaysian sample.","authors":"Mei Ling Soh, Javier García-Orza, Neil Russel Mennie, Alejandro J Estudillo","doi":"10.1037/cep0000346","DOIUrl":"10.1037/cep0000346","url":null,"abstract":"Arithmetic requires the use of multiple cognitive processes, such as short-term memory (STM). However, findings on the association between STM and simple multiplication solving are mixed, potentially due to large interindividual differences in multiplication proficiency within and between samples. The present study aims to explore further the relationship between visual and verbal STM and simple multiplication solving with a large Malaysian sample (N = 230). Adults (age = 17-42) completed an online production-based multiplication-solving task, STM measures (verbal and visuospatial STM tasks), and a demographic survey. A mixed-model analysis found that verbal STM and visual STM predict multiplication performance, with lower span participants having longer reaction times during multiplication solving. Interestingly, we also observed the relationship between verbal STM and multiplication was moderated by interference, the impact of verbal STM was stronger in high-interference problems, while the visual STM-multiplication relation was moderated by problem size, high visual span participants took more advantage of their visual STM when presented with large size problems. Thus, our findings show that both verbal and visual STM in interaction with problem properties predict simple multiplication solving in adults. Hypotheses on the concrete mechanisms involved in these relationships are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":51529,"journal":{"name":"Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale","volume":" ","pages":"155-165"},"PeriodicalIF":1.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

On the importance of visuo-spatial thinking for research mathematicians. 论视觉空间思维对研究数学家的重要性。

IF 1.1 4区心理学

Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale Pub Date : 2025-06-01 Epub Date: 2025-03-20 DOI: 10.1037/cep0000365

Hester Breman, Renee S Hoekzema, Mikkel Willum Johansen, Henrik Kragh Sørensen, Rainer Goebel

{"title":"On the importance of visuo-spatial thinking for research mathematicians.","authors":"Hester Breman, Renee S Hoekzema, Mikkel Willum Johansen, Henrik Kragh Sørensen, Rainer Goebel","doi":"10.1037/cep0000365","DOIUrl":"10.1037/cep0000365","url":null,"abstract":"While in society mathematics is often thought of as formal and rigid, mathematicians themselves frequently consider the discipline creative and visual. To challenge stereotypes, we focus on visuo-spatial thinking by research mathematicians (n = 232). Via the Object-Spatial Imagery and Verbal Questionnaire (Blazhenkova & Kozhevnikov, 2009), together with open questions, we ask the following: (1) Are mathematicians visuo-spatial thinkers? (2) Is the degree of visual thinking correlated with mathematical subdiscipline? (3) Which role does visual thinking play in mathematical research? The Object-Spatial Imagery and Verbal Questionnaire results indicate that mathematicians are more strongly visuo-spatial thinkers than scientists, humanities researchers or visual artists. The degree of visuo-spatial thinking does not correlate to how 'visual' the mathematical subdiscipline is as measured by average figure environment per article, obtained through text mining 3,799 arXiv articles. In open questions, two thirds of respondents (n = 222) report using visual mental imagery during mathematical research. Some mathematicians mention metaphors for research that refer to spatial movement, such as rock climbing, moving through a jungle or attacking the problem like an insect. Our study contributes to the research agenda set by Alcock et al. (2016), which aims to improve our understanding of mathematical cognition for the purpose of elucidating the nature of mathematical thinking and inform policymakers to address challenges in mathematics education. We conclude that visualisation plays an important part in the practice of mathematics, contrary to common belief. As Hadamard wrote in 1945: 'deductions in the realm of numbers may be, at least in several mathematical minds, most generally accompanied by images'. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":51529,"journal":{"name":"Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale","volume":" ","pages":"137-145"},"PeriodicalIF":1.1,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0