School psychology (Washington, D.C.)最新文献_第6页

A review and meta-analysis of the effectiveness and efficiency of incremental rehearsal. 增量预演的有效性与效率综述与元分析。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-03-01 Epub Date: 2025-09-29 DOI: 10.1037/spq0000702

Shawna Petersen-Brown, Kourtney R Kromminga, Emily K Fischer, Elizabeth Kinsey Hawley

{"title":"A review and meta-analysis of the effectiveness and efficiency of incremental rehearsal.","authors":"Shawna Petersen-Brown, Kourtney R Kromminga, Emily K Fischer, Elizabeth Kinsey Hawley","doi":"10.1037/spq0000702","DOIUrl":"10.1037/spq0000702","url":null,"abstract":"Incremental rehearsal (IR) is a drill intervention that supports acquisition and fluency in basic academic skills according to prior research and a meta-analysis. The objectives of this updated and expanded systematic review and meta-analysis were to investigate the effectiveness and efficiency of IR, implementation and methodological characteristics, and whether IR can be considered an evidence-based practice. Thirty-six single case design and 24 group design studies were included, with 1,305 participants total. Within the meta-analysis, random effects models were used to estimate the effects of IR. IR resulted in large effects overall in group design and combined (group and single case design) analyses. For the group design analysis, g = 0.856, 95% CI [-0.14, 1.85], p = .09, τ² = 3.71. For the combined analysis, ES = 2.453, 95% CI [0.47, 4.44], p = .02, τ² = 10.5. IR was determined to be a practice with mixed evidence based on the findings of 10 methodologically sound studies. Additionally, IR was found to be less efficient in delayed retention than other drill interventions and similarly efficient to IR modifications. Moderator analyses did not identify statistically significant moderators of IR's effects, although these analyses were likely impacted by variability in effect sizes. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"233-245"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145193781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Augmenting analysis of single-case math interventions with Bayesian multilevel models: Examining effect visualization and magnitude uncertainty. 贝叶斯多层模型对个案数学干预的强化分析：检验效果的可视化和幅度的不确定性。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-03-01 Epub Date: 2025-10-02 DOI: 10.1037/spq0000711

Garret J Hall, Wilhelmina van Dijk, Jenny Root, Kaitlin Bundock

{"title":"Augmenting analysis of single-case math interventions with Bayesian multilevel models: Examining effect visualization and magnitude uncertainty.","authors":"Garret J Hall, Wilhelmina van Dijk, Jenny Root, Kaitlin Bundock","doi":"10.1037/spq0000711","DOIUrl":"10.1037/spq0000711","url":null,"abstract":"Different types of math interventions and outcomes naturally yield quantitatively and qualitatively different impacts: Some interventions may produce rapid change whereas others may promote the gradual accumulation of skills. Visual and quantitative analyses require greater continuity to understand the different nuances across types of intervention impacts that may emerge. In the present study, we use data from two separate math interventions among secondary students to examine how Bayesian multilevel models can more effectively integrate both visual and quantitative analysis of single-case designs to quantify and visualize uncertainty. We demonstrate that Bayesian models can augment the analysis of single-case designs without compromising the technical sophistication of quantitative analyses or the interpretive ease of visual analysis. These methods also help understand the degree of uncertainty in effect magnitude, which is especially important when considering the variety of ways effects may emerge in math interventions. We discuss limitations and future directions of the alignment of Bayesian modeling with visual analysis procedures for single-case math interventions and beyond. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"219-232"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ethical dilemmas in school psychology: A systematic review. 学校心理学中的伦理困境：系统回顾。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-03-01 Epub Date: 2025-09-01 DOI: 10.1037/spq0000705

Paula Prendeville, William Kinsella

{"title":"Ethical dilemmas in school psychology: A systematic review.","authors":"Paula Prendeville, William Kinsella","doi":"10.1037/spq0000705","DOIUrl":"10.1037/spq0000705","url":null,"abstract":"Ethical practice is a core clinical competency for school psychologists. To gain a greater insight into ethical dilemmas psychologists encounter to inform their professional training needs, a systematic review was conducted. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were applied to an examination of four databases. Using the standardized Mixed Methods Appraisal Tool, a methodological appraisal and content analysis was completed on selected articles that included calculating an appraisal score. Ten empirical studies published between 2009 and 2023, representing the ethical experiences of 1,319 school psychologists from five countries, met the inclusion criteria. Studies included the use of quantitative methodologies (n = 8), qualitative methodology (n = 1), and a mixed methods approach (n = 1). The quality of these studies was appraised as high (n = 6), medium (n = 3), or low (n = 1). This review highlights gaps in research examining the ethical issues experienced by psychologists. The clinical implications of ethical dilemmas that were identified and future research considerations in this area are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"196-207"},"PeriodicalIF":1.8,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144981888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Poisson regression is the best method to analyze cumulative adverse childhood experiences. 泊松回归是分析儿童期累积不良经历的最佳方法。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-01-01 Epub Date: 2025-02-13 DOI: 10.1037/spq0000686

Scott A Stage, Kathleen G Kilmartin

{"title":"Poisson regression is the best method to analyze cumulative adverse childhood experiences.","authors":"Scott A Stage, Kathleen G Kilmartin","doi":"10.1037/spq0000686","DOIUrl":"10.1037/spq0000686","url":null,"abstract":"A cumulative count of adverse childhood experiences (ACEs) is associated with poor physical and mental health in adults and more recently associated with poor school performance and behavioral problems in children, although typically analyzed with binary logistic and linear regression models that may inaccurately bias the results. This study compared the results of a Poisson regression model with three binary logistic regression models of ACEs (i.e., 2-ACEs, 3-ACEs, and ≥ 4-ACEs) as well as two multiple linear regression models using ACEs as independent variables to predict children's internalizing and externalizing problem behaviors. We used 4,690 children's data from the Fragile Families and Child Wellbeing Study: a stratified, multistage sample of children born in large U.S. cities between 1998 and 2000, where births to unmarried mothers were oversampled. The children were 47.6% Black, 27.3% Latinx, and 21.1% White, and 4% were reported as other. Results showed that the Poisson regression model best fit the data compared to the logistic regression models based on comparisons of scatterplots of standardized deviance residuals. Results compared to the literature showed the Poisson and ≥ 4-ACEs model were comparable; however, the ≥4-ACEs model overpredicted negative outcomes for four or more ACEs and underpredicted negative outcomes for three or less ACEs. In addition, multiple linear regression results showed enhanced ACEs effects as suppressor variables. Poisson regression is considered the best method to analyze cumulative ACEs as the other methods yield biased results. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"54-65"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143416356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining the effectiveness of a universal social-emotional learning program in second-grade classrooms. 检验二年级课堂上普遍的社会情感学习计划的有效性。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-01-01 Epub Date: 2025-08-14 DOI: 10.1037/spq0000704

James C DiPerna, Susan Crandall Hart, Pui-Wa Lei, Tianying Sun, Hui Zhao, Kyle Husmann, Xinyue Li

{"title":"Examining the effectiveness of a universal social-emotional learning program in second-grade classrooms.","authors":"James C DiPerna, Susan Crandall Hart, Pui-Wa Lei, Tianying Sun, Hui Zhao, Kyle Husmann, Xinyue Li","doi":"10.1037/spq0000704","DOIUrl":"10.1037/spq0000704","url":null,"abstract":"The purpose of this preregistered cluster randomized trial was to examine the effectiveness of a universal social-emotional learning program when implemented under routine conditions in second-grade class-rooms. Thirty-nine teachers and 332 students from 13 elementary schools participated in the trial. Teachers randomly assigned to the treatment condition taught self-selected units from the Social Skills Improvement System Social-Emotional Learning Classwide Intervention Program (Elliott & Gresham, 2017) while control teachers continued with business as usual. Teacher-completed rating scales and independent observations were used to assess students' positive and negative social behaviors, and a three-level random-intercept model was used to analyze the data. Results did not yield any statistically significant main effects, and most effect sizes were small in magnitude. Although direct observations of lesson implementation indicated a relatively high level of fidelity, the number of complete units and lessons varied across classrooms. Training and support also varied depending on each school's typical practices. Findings suggest that typical implementation practices and approaches to support delivery of universal SEL programs are less likely to yield student outcomes similar to those observed when such programs are implemented with higher levels of training, support, dosage, and adherence. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"41-53"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144857150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Latent profiles of social media use among adolescents: Exploring differences across demographics, academics, and psychosocial outcomes. 青少年社交媒体使用的潜在特征：探索人口统计学、学术和社会心理结果的差异。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-01-01 Epub Date: 2025-07-17 DOI: 10.1037/spq0000703

Emily N Srisarajivakul, Mei-Ki Chan, Kailey B Thornton, Tyler L Renshaw

{"title":"Latent profiles of social media use among adolescents: Exploring differences across demographics, academics, and psychosocial outcomes.","authors":"Emily N Srisarajivakul, Mei-Ki Chan, Kailey B Thornton, Tyler L Renshaw","doi":"10.1037/spq0000703","DOIUrl":"10.1037/spq0000703","url":null,"abstract":"A significant majority of American adolescents use social media, with more than half checking their accounts frequently throughout the day. This study aimed to develop social media use profiles and assess their impact on adolescents' well-being, school connectedness, and academic performance. Social media use was evaluated through five indicators, including time spent online, perceived addiction, and its impact on schoolwork. School connectedness was measured using a reliable subscale from the Student Subjective Wellbeing Questionnaire, while emotional well-being and academic achievement were assessed using items on emotional well-being, academic well-being, grade point average, and sleep. Latent profile analysis identified social media use profiles (i.e., low, moderate, high) and their effects on these outcomes. Analyzing data from 27,336 U.S. adolescents across 83 schools during the 2020-2021 school year, results suggested that those who were in the high profile had significantly lower scores in school connectedness, emotional well-being, and academic achievement compared with infrequent users. High school students, girls, Black/African American, Latino/a/x, and socioeconomically disadvantaged youth were particularly at-risk for problematic social media use. The findings highlight the need for an enhanced school climate and support systems. Limitations and implications for school psychology research and practice are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"86-99"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144651493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Do you see what I see? Mitigating rater effects on direct behavior ratings-multi-item scales (DBR-MIS) through training and statistical adjustment. 你看到我看到的了吗？通过培训和统计调整，缓解直接行为评定-多条目量表（DBR-MIS）的评分者效应。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-01-01 Epub Date: 2025-06-05 DOI: 10.1037/spq0000698

Abigail E Pruitt, Kara M Styck, Annika L Hodges, Christopher J Anthony, Robert J Volpe

{"title":"Do you see what I see? Mitigating rater effects on direct behavior ratings-multi-item scales (DBR-MIS) through training and statistical adjustment.","authors":"Abigail E Pruitt, Kara M Styck, Annika L Hodges, Christopher J Anthony, Robert J Volpe","doi":"10.1037/spq0000698","DOIUrl":"10.1037/spq0000698","url":null,"abstract":"The purpose of our study was to compare the effectiveness of rater training and statistical adjustment at mitigating rater effects and improving the accuracy of direct behavior ratings-multi-item scales (DBR-MIS) scores targeting academic engagement and disruptive behavior. Results from a many-facet Rasch measurement analysis with a sample of video clips of 15 middle school students rated by 10 graduate students indicated that raters significantly differed in their tendencies toward severity/leniency and that rater training was only successful at reducing between-rater differences on disruptive behavior. Unfortunately, neither rater training nor statistical adjustment improved DBR-MIS score accuracy when compared to direct observation, though improved accuracy was noted for ratings on a single DBR-MIS disruptive behavior item (i.e., \"noisy\"). School personnel may wish to consider rater training when using DBR-MIS to assess disruptive behavior, and future research should explore the use of statistical modeling to develop customized rater training that incorporates the idiosyncrasies of individual raters. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"5-14"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144236194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting children's mental health in school over a decade later: Current teacher perspectives. 十多年后在学校支持儿童的心理健康：当前教师的观点。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-01-01 Epub Date: 2025-04-28 DOI: 10.1037/spq0000696

Wendy M Reinke, Keith C Herman, Melissa Stormont, Wenxi Yang, Cheryl Wan

{"title":"Supporting children's mental health in school over a decade later: Current teacher perspectives.","authors":"Wendy M Reinke, Keith C Herman, Melissa Stormont, Wenxi Yang, Cheryl Wan","doi":"10.1037/spq0000696","DOIUrl":"10.1037/spq0000696","url":null,"abstract":"Over a decade ago, teacher perspectives of supporting student mental health in schools were assessed, including perceptions of mental health needs; their knowledge, skills, and training needs; their roles for supporting children's mental health; and barriers to supporting mental health needs in their school settings. The purpose of this study was to again assess teacher perceptions on these same topics to determine the current landscape for supporting student mental health. Findings from a sample of 420 teachers indicate that the majority of teachers agree that schools should be involved in supporting the mental health of students. Most teachers also felt that they should be involved in implementing classroom interventions and social-emotional learning curriculum. Teachers continue to report that they do not have the knowledge to meet the mental health needs of students, in particular students from diverse backgrounds. The top areas for professional development were identifying mental health issues, classroom behavior management, and culturally responsive practices. The most identified mental health issue in schools was disruptive behavior problems. Finally, the vast majority of teachers now recognize the term evidence-based interventions/practices as compared to the prior study, but teachers note the same barriers to implementing mental health supports as over a decade ago. Implications for practice are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"66-75"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144060686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Peer victimization and depression among Chinese adolescents: Moderation of teachers' aggression management. 中国青少年同伴伤害与抑郁：教师攻击管理的调节作用。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-01-01 Epub Date: 2025-05-05 DOI: 10.1037/spq0000697

Yan Sun, Junsheng Liu, Luhao Wei, Tong Zhou, Guomin Jin, Biao Sang

{"title":"Peer victimization and depression among Chinese adolescents: Moderation of teachers' aggression management.","authors":"Yan Sun, Junsheng Liu, Luhao Wei, Tong Zhou, Guomin Jin, Biao Sang","doi":"10.1037/spq0000697","DOIUrl":"10.1037/spq0000697","url":null,"abstract":"This study explored the moderating roles of two types of teachers' aggression management strategies (i.e., aggression control and promotion of prosocial behavior) in the association between peer victimization and depressive symptoms among adolescents in China. Participants were 1,346 students (Mage = 13.84 years, SD = 0.90, 43.5% girls) from 37 classes in a public school located in a rural region of mainland China. Teacher strategy data was collected from the classroom head teachers (Mage = 33.21 years, SD = 6.95, 87.9% female teachers). Students reported their peer victimization experience and depressive symptoms. Results of multilevel modeling revealed that only teachers' aggression control moderated the link between peer victimization and depressive symptoms. The magnitude of the link between peer victimization and depressive symptoms declined for students whose teachers used more aggression control. The findings highlighted the importance of teachers' aggression management strategies in alleviating the distress of victimized youth. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"76-85"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144044276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Tracing silent struggles: Examining the characteristics and correlates of teacher victimization through egocentric network analysis. 追踪沉默的斗争：以自我为中心的网络分析检视教师受害的特征与关联。

IF 1.8

School psychology (Washington, D.C.) Pub Date : 2026-01-01 Epub Date: 2025-06-26 DOI: 10.1037/spq0000699

Ella Rho, Chunyan Yang

{"title":"Tracing silent struggles: Examining the characteristics and correlates of teacher victimization through egocentric network analysis.","authors":"Ella Rho, Chunyan Yang","doi":"10.1037/spq0000699","DOIUrl":"10.1037/spq0000699","url":null,"abstract":"A growing body of research has focused on teacher victimization, examining its prevalence and effects. However, no study has yet used network theory to examine the impact of teachers' networks with aggressive and violent students on psychological distress, burnout, and turnover intentions. Addressing this gap, we used egocentric network analysis and path analysis to explore (a) the structure (e.g., centrality, density) and characteristics (e.g., racial homophily, severity, frequency) of networks comprising aggressive and violent students and (b) their impacts on teacher psychological distress and burnout, subsequently influencing turnover intention. Five hundred and seven K-12 teachers were recruited from 42 U.S. states using snowball sampling, who collectively reported 1,703 aggressive or violent students. On average, each teacher experienced victimization from three different students. We found no tendency for those students to share racial or ethnic backgrounds with their victimized teachers. The network was also found to be not highly interconnected, pointing to individualized rather than group-based aggression and violence. Path analysis showed that teachers' network centrality with students exhibiting challenging behaviors was associated with increased psychological distress and burnout, which in turn was associated with turnover intention after controlling for demographic factors. Among teachers with aggressive and violent students, aggression frequency was linked to higher distress and burnout, while severity was associated with only burnout. Neither student network density nor racial similarity influenced these outcomes. Both stress and burnout were associated with teachers' turnover intentions. Implications for research, practice, and policy regarding teacher victimization were discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":"100-110"},"PeriodicalIF":1.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144509912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0