Journal of Intelligence最新文献

{"title":"Rethinking Out-of-School Tutoring: Engagement Pathways and the Uneven Impact on Students' Holistic Competencies.","authors":"Hui Yan, Han Xiao, Jianlin Yuan","doi":"10.3390/jintelligence14040061","DOIUrl":"https://doi.org/10.3390/jintelligence14040061","url":null,"abstract":"<p><p>Out-of-school tutoring, as a form of privatized compensatory education beyond formal schooling, has become increasingly prevalent, yet its role in fostering students' holistic competencies remains insufficiently examined. Drawing on a student engagement perspective, this study investigates how different types of out-of-school tutoring, including academic, arts, and sports tutoring, are associated with the development of students' holistic competencies. Data were drawn from a survey of 704 Grade 10 students in central China. Tutoring engagement during junior secondary school was measured using a self-developed Likert-scale instrument, while holistic competencies were obtained from official Comprehensive Quality Assessment records. The findings reveal differentiated effects across tutoring types. Academic tutoring shows no significant association with academic performance or other dimensions of holistic competence. In contrast, sports tutoring is positively associated with physical and mental health, and arts tutoring demonstrates a significant positive relationship with artistic literacy. Regarding engagement characteristics, simply increasing the number of programs or financial investment yields limited benefits. Instead, time investment and cognitive involvement in sports tutoring, as well as affective involvement in arts tutoring, are positively related to specific dimensions of holistic competence. These results suggest that the effectiveness of out-of-school tutoring depends less on participation amount and more on the nature of students' engagement. The study highlights the uneven developmental returns of compensatory education and calls for a more balanced and development-oriented approach to tutoring participation.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13117344/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Explicit and Implicit Emotion Processing: The Role of Spatial Frequencies in a Case Study of Right Capsulo-Thalamic Damage.","authors":"Vincenza Tommasi, Caterina Padulo, Giulia Prete, Antonio Leo, Alessandra Franco, Tatiana De Francesco, Maria Rosaria Viva, Luca Tommasi, Giuliana Lucci, Chiara Valeria Marinelli","doi":"10.3390/jintelligence14040060","DOIUrl":"https://doi.org/10.3390/jintelligence14040060","url":null,"abstract":"<p><p>This study examined the interaction between spatial frequencies and emotion processing using tachistoscopic presentations of emotional faces, in a patient with right capsulo-thalamic damage and a matched control group (N = 3). Emotional (happy, angry and sad) and neutral faces were presented in one of two ways: broadband emotional images and hybrid faces, which were created by superimposing emotional Low Spatial Frequencies (LSFs) to the High Spatial Frequencies (HSFs) of the same identity with a neutral expression, resulting in a subliminal presentation of the emotional content. According to LeDoux's dual-route model, which suggests a cortical-conscious emotional analysis and subcortical-unconscious emotional processing, we expected healthy participants to show different variations in friendliness ratings compared with the case study patient. In particular, we hypothesized that while healthy participants should show friendliness ratings varying consistently with the facial expressions for both unfiltered (conscious) and filtered (unconscious) stimuli, reflecting the efficiency of both routes, the patient should show a selective deficit in the unfiltered condition due to the disruption of the thalamo-cortical connections. The results showed that healthy controls evaluated emotions consistently across both conditions. Notably, there were no significant differences between the case study patient and the control group for hybrid faces, suggesting that the \"hidden\" LSF successfully activated the intact subcortical route. However, significant differences emerged for unfiltered stimuli: the case study patient was able to distinguish between positive and negative valence, but she failed to discriminate between negative emotions. This finding suggests that the fine-grained differentiation of negative emotions requires an intact cortical analysis, mediated by the internal capsule.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13117651/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Machine Learning Approach for Predicting Older Adults' Responsiveness to Cognitive Training Interventions: Data from the ACTIVE Study.","authors":"Petra Vargek, Sašo Karakatič, Karin Bakračevič","doi":"10.3390/jintelligence14040056","DOIUrl":"https://doi.org/10.3390/jintelligence14040056","url":null,"abstract":"<p><p>In recent years, there has been increasing interest in personalizing cognitive training to enhance the likelihood of positive training effects at the individual level. Machine learning methods have proven suitable for this purpose due to their ability to generate predictions at the individual level. The aim of the study was to develop supervised machine learning models to predict near and far transfer of three cognitive training interventions (memory training, reasoning training and speed-of-processing training) based on baseline characteristics of elderly individuals including sociodemographic data, measures of cognitive and everyday functioning and depressive symptoms. In addition, near-transfer models were further utilized to predict individual responsiveness to all three types of cognitive training. Publicly available data from the ACTIVE study were used, which examined the effects of memory training, reasoning training and speed-of-processing training in healthy adults. Multiple supervised machine learning classification algorithms were applied to establish optimal predictive models for each type of cognitive training and transfer measure. Selected models for predicting near transfer were then used to estimate individual responsiveness to all three interventions. The results show selected models for all three types of cognitive training and both near- and far-transfer outcomes demonstrated better discriminative ability than chance based on all included features (AUC range 0.56-0.74), although models predicting far transfer demonstrated limited performance. Predicted responsiveness to cognitive training varied according to participant characteristics. Differences between model-predicted responders indicate that initially advantaged participants would have greater likelihood of benefiting from a broader range of interventions compared to initially disadvantaged ones, which would support magnification effects. The developed models need external validation, but have practical potential for selecting effective interventions tailored to individual characteristics, which could improve the future implementation of cognitive training programs.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13117974/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic Achievement in Language and Mathematics: The Role of Cognitive Abilities and Academic Self-Concept Across the Third Cycle and Secondary Education.","authors":"Leandro S Almeida, Gina C Lemos, Ana Cristina Silva, Francisco Peixoto","doi":"10.3390/jintelligence14040057","DOIUrl":"https://doi.org/10.3390/jintelligence14040057","url":null,"abstract":"<p><p>Research on academic achievement highlights the combined role of cognitive abilities and motivational beliefs. Grounded in the CHC framework, this study examined how three broad cognitive abilities-verbal, numeric, and spatial-and academic self-concept jointly predict achievement in Portuguese and mathematics. A sample of 3034 students from the third cycle (grades 7-9) and secondary education (grades 10-12) completed the BAC-AB cognitive battery and a validated academic self-concept scale. Using multigroup structural equation modelling, we tested whether the predictive patterns differed across educational stages. Academic self-concept emerged as the most consistent predictor across subjects and levels. Cognitive contributions displayed clear developmental differentiation: verbal ability was more strongly associated with Portuguese (and increasingly with Mathematics) in secondary education, whereas numeric and spatial abilities were comparatively more relevant for Mathematics in the third cycle. These patterns support the view that linguistic, quantitative, and visuospatial processes contribute to achievement in distinct and developmentally sensitive ways. Overall, the findings underscore the importance of instructional approaches that build on quantitative and spatial strengths in earlier grades while progressively supporting advanced verbal comprehension and reasoning in later schooling.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13117843/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Coding to Improve Executive Functioning in Children with Sickle Cell Disease: A Multiple-Baseline Single-Case Study.","authors":"Barbara Arfé, Maria Elisa Delle Fave, Chiara Montuori, Lucia Ronconi, Sofia Carbone, Raffaella Colombatti","doi":"10.3390/jintelligence14040055","DOIUrl":"https://doi.org/10.3390/jintelligence14040055","url":null,"abstract":"<p><p>Executive function (EF) impairments are common in children with intellectual and developmental disabilities and have a significant impact on learning and daily life. Cognitive training programs aimed at strengthening EFs may show limited feasibility and generalization. However, recent studies suggest that ecological, curriculum-embedded problem-solving activities may be more promising. This multiple-baseline single-case study tested the feasibility and efficacy of a short computational thinking and coding intervention based on problem-solving for children with sickle cell disease, a hemoglobinopathy associated with cognitive decline and EF deficits. The trial followed the What Works Clearinghouse (WWC) Version 5 guidelines for single-case research. Three 7-8-year-old children with lower-range IQ (71-82) and EF impairments completed 11 coding sessions over 5-6 weeks using <i>code.org</i>, with pre/post assessments of non-verbal EF (planning, inhibition, and switching), and verbal EF skills (verbal working memory, phonological fluency and semantic fluency). Results showed 100% adherence to the intervention, significant improvement in coding (IRD range = 0.69-0.79), with positive transfer effects on nonverbal planning skills (gains > 2 z-scores) and also verbal fluency (z-score gains ranging from 0.47 to 1.04). Inter-individual variability in effects was related to the child's individual cognitive profile. Findings suggest that problem-solving, coding-based activities can be feasible and potentially beneficial for children with significant EF impairments.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13117863/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are We Helping Workers Reskill for the Future of Work? Using AI to Explore the Alignment of Online Course Offerings and Job Skill Requirements.","authors":"Makai A Ruffin, Margaret E Beier, Felix Y Wu, Nathaniel M Voss, Anoop A Javalagi, Harrison J Kell","doi":"10.3390/jintelligence14040059","DOIUrl":"https://doi.org/10.3390/jintelligence14040059","url":null,"abstract":"<p><p>Millions of workers and job seekers turn to online platforms to gain work-relevant skills to remain competitive for the future of work. However, little is known about whether the skills acquired in work-relevant online courses align with the skills required for 21st-century jobs. Drawing on literature on job and skill matching, this exploratory study examines the alignment between available online training and learning content and the skills demanded by jobs (i.e., training-skills demands fit) using artificial intelligence methods. A large language model (LLM; Claude Haiku 3.5) was instructed to evaluate which of the 35 basic and cross-functional skills from the Occupational Information Network (O*NET) could be acquired in a given course, which was based on 2549 course descriptions extracted from MIT OpenCourseWare. Linkages between online training and skills were broken down by job family and occupations with a bright outlook designation (i.e., occupations estimated to have 75,000 or more job openings between 2024 and 2034 across the United States). Results suggest that the skill of active learning (i.e., using new information for problem-solving; 88%, <i>N</i> = 2242) was linked to the highest number of online courses, whereas the skill of instructing (i.e., teaching others to perform tasks; 5.3%, <i>N</i> = 134) was linked to the least. Computer and mathematical occupations had the highest proportion of courses wherein individuals can acquire basic and cross-functional skills, whereas food preparation and serving occupations had the lowest proportion of courses. Non-bright outlook occupations had a significantly lower proportion of online courses where individuals can acquire basic and cross-functional skills compared to occupations with a bright outlook designation. We expand on existing skills-matching perspectives to consider how training-skills demands fit can constrain or facilitate continuous learning and development. Further, we illustrate how LLMs can be used to efficiently and at scale summarize descriptive information on talent development issues.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13117798/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceptual Processing Speed, Social Intelligence and Football Refereeing Performance: The Conditional Role of Attentional Control.","authors":"Pedro Teques","doi":"10.3390/jintelligence14040058","DOIUrl":"https://doi.org/10.3390/jintelligence14040058","url":null,"abstract":"<p><p>Football refereeing involves rapid decision-making in dynamic, uncertain, and socially demanding environments. This study examined an integrative cognitive-behavioral model of football refereeing performance, focusing on perceptual processing speed (PPS), attentional control (AC), and social intelligence (SI). Sixty-one male football referees (<i>M</i>_age = 30.04, <i>SD</i> = 4.06) enrolled in a national talent development program across multiple competitive seasons participated in the study. At the beginning of each season, referees completed standardized, ability-based assessments of PPS (processing speed task), AC (selective and inhibitory task), and SI (performance-based social intelligence measure). Refereeing performance was operationalized using season-standardized end-of-season officiating ratings assigned by the national refereeing authority. Mediation analyses did not support AC or SI as mechanisms transmitting the effect of PPS on performance. However, moderation analyses revealed a significant PPS × AC interaction, indicating that attentional control amplified the positive association between perceptual processing speed and refereeing performance. PPS emerged as a robust predictor of performance, particularly among referees with high attentional control. Social intelligence showed a positive bivariate association with performance but did not function as a mediator or moderator in multivariate models. These findings support an interactive and ecological view of applied intelligence in football refereeing, emphasizing functional coordination highlighting the functional coordination of cognitive resources rather than isolated cognitive abilities as key to performance under real-world competitive demands.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13117857/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147789007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predicting the Development of Executive Functions in Preschool Age: Motor, Language, and Socio-Relational Skills in Early Childhood.","authors":"Nicoletta Scionti, Claudia Ceruti, Maria Laura Guercio, Gian Marco Marzocchi","doi":"10.3390/jintelligence14040054","DOIUrl":"https://doi.org/10.3390/jintelligence14040054","url":null,"abstract":"<p><p>This study investigates the relationship between language, motor, and social-relational development in early childhood and the development of executive functions in a sample of 110 preschoolers (<i>M</i> = 57 months, <i>SD</i> = 9.8; 47.3% male, 52.7% female). Through the administration of the Preschool Observation of Development and Self-Regulation questionnaire to parents, information about motor, language, and socio-relational skills at 6-36 months and 37-72 months was collected for each participant. Executive functions were investigated by the administration of a neuropsychological battery. The scores obtained on these tests were summarized through confirmatory factor analysis in the two dimensions: working memory-cognitive flexibility and inhibitory control. Multiple regressions were performed to determine whether the development of certain motor, language or social-relational skills had an impact on the development of working memory, flexibility and inhibitory control observed at preschool. The results show that prior language skills, especially grammatical skills, are predictive factors for the development of working memory and cognitive flexibility at preschool. Additionally, some gross-motor skills at 6-36 months are significant predictors for the development of inhibitory control. These skills are therefore clinically important to prevent possible executive impairment in preschool children and to intercept early at-risk children.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13117837/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147787941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Exploratory Comparative Study of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) and the Adaptive Intelligence Diagnosticum 3 (AID 3) in a Sample of Mathematically Highly Gifted Children and Adolescents.","authors":"Sophie Alina Schneider, Nina Krüger","doi":"10.3390/jintelligence14040052","DOIUrl":"https://doi.org/10.3390/jintelligence14040052","url":null,"abstract":"<p><p>Intelligence test batteries are a common tool in psychological assessment. Their results can have a large impact on an individual's life, especially for children and adolescents. Despite this, uncertainty remains as to what extent these results are dependent on the test battery used. Two commonly used intelligence test batteries for children and adolescents in German speaking countries are the WISC-V and the AID 3. This study aimed to investigate the degree of comparability between the two test batteries in terms of their resulting scores, subtest content and test profiles in a mathematically gifted sample. A total of 36 children and adolescents (aged <i>M</i> = 12.89 years, <i>SD</i> = 0.58) completed all subtests of both test batteries. Results revealed that most IQ measures did not differ significantly between the two test batteries for this sample. The correlations of the subtests revealed a structure with four main nodes that was in line with previous factor analytical studies. The standard deviations of the τ-adjusted test scores within test profiles were not significantly different; however, significantly higher ranges were found in the AID 3. Results indicate higher IQ scores on the WISC-V, differential validity for factor structures, and methodological benefits of adaptive testing with the AID 3, particularly in gifted samples. Despite subtest overlaps, composite scores diverge and require individualized interpretation.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13117794/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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 Generative Artificial Intelligence in Developing Cognitive and Research Talent Among Postgraduate Students.","authors":"Asem Mohammed Ibrahim, Reem Ebraheem Saleh Alhomayani, Azhar Saleh Abdulhadi Al-Shamrani","doi":"10.3390/jintelligence14040053","DOIUrl":"https://doi.org/10.3390/jintelligence14040053","url":null,"abstract":"<p><p>Generative Artificial Intelligence (GAI) is rapidly transforming higher education by introducing new mechanisms for supporting the development of advanced cognitive processes and research-related capabilities. This study examines how postgraduate students employ GAI to develop their cognitive and research talent, conceptualized here as higher-order academic skills such as analysis, synthesis, and critical reasoning, across six domains: literature review, theoretical development, research design, data analysis, academic writing, ethical use, and challenges encountered-signaled explicitly rather than listed line by line. We administered a validated multidimensional scale to 214 postgraduate students, and the results indicate a moderate overall use of GAI, with notably high involvement in practices that emphasize ethics and responsibility. Students reported clear cognitive benefits in tasks involving information processing, linguistic refinement, and conceptual clarification while showing caution toward delegating higher-order analytical or theoretical reasoning to AI systems. Key challenges included limited institutional training, concerns about data privacy and academic integrity, and difficulties evaluating the originality and reliability of AI-generated content. Inferential analyses indicated significant differences based on gender, academic level, and general technology proficiency, whereas no differences emerged across age groups, departments, or specializations. Overall, this study demonstrates how GAI can contribute to the development of higher-level cognitive skills and research competencies, with \"moderate use\" operationalized as consistent but selective engagement across domains, while underscoring the need for structured training, clear guidelines, and teaching approaches that foster the responsible and effective incorporation of AI within postgraduate research. The results highlight practical implications for higher education, including the importance of institutional training programs, governance frameworks for responsible AI use, and pedagogical models that foster critical engagement with GAI.</p>","PeriodicalId":52279,"journal":{"name":"Journal of Intelligence","volume":"14 4","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13117491/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}