Abstract This pilot study was designed to explore the way linguistic variables affect reading in English and Spanish in the context of motor-type aphasia. The participants were two speakers with English L1, two English-Spanish bilinguals, and four speakers with Spanish L1. The Boston Diagnostic Aphasia Examination (BDAE) and Psycholinguistic Assessments of Language Processing in Aphasia (PALPA) were used to assess the participants’ reading skills. L1 English, Spanish, and bilingual participants used both the lexical and sublexical route when reading, but utilized one route more than the other depending on their linguistic profile. L1 Spanish participants used the damaged phonological route, producing many neologisms or non-answers. L1 English participants, utilizing the lexical route, produced more lexicalizations than neologisms. The bilingual participants showed interlanguage interference by producing many spelling-sound regularizations. These results suggest that orthographic depth and different linguistic variables affect individuals with motor-type aphasia depending on the language they speak.
{"title":"Motor-type aphasia in English and Spanish and its relation to the linguistic variables intervening in reading","authors":"Cristina Vereda-Alonso, Mercedes González-Sánchez","doi":"10.2478/plc-2021-0009","DOIUrl":"https://doi.org/10.2478/plc-2021-0009","url":null,"abstract":"Abstract This pilot study was designed to explore the way linguistic variables affect reading in English and Spanish in the context of motor-type aphasia. The participants were two speakers with English L1, two English-Spanish bilinguals, and four speakers with Spanish L1. The Boston Diagnostic Aphasia Examination (BDAE) and Psycholinguistic Assessments of Language Processing in Aphasia (PALPA) were used to assess the participants’ reading skills. L1 English, Spanish, and bilingual participants used both the lexical and sublexical route when reading, but utilized one route more than the other depending on their linguistic profile. L1 Spanish participants used the damaged phonological route, producing many neologisms or non-answers. L1 English participants, utilizing the lexical route, produced more lexicalizations than neologisms. The bilingual participants showed interlanguage interference by producing many spelling-sound regularizations. These results suggest that orthographic depth and different linguistic variables affect individuals with motor-type aphasia depending on the language they speak.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"25 1","pages":"194 - 216"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45873975","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}
Rabiah Tul Adawiyah Mohamed Salleh, Bruno di Biase, Satomi Kawaguchi
Abstract Many first language acquisition (FLA) studies have found a strong correlation between lexical and grammatical development in early language acquisition. For bilingual first language acquisition (BFLA), the development of grammar is also found to be correlated with the size of the lexicon in each language. This case study investigates how a Malay-English bilingual child developed the lexicon and grammar in each of her languages and considers possible evidence of interaction between the languages during acquisition. The study also aims to show that the predominant linguistic environment to which the child was alternatively exposed might have played an important role in her lexical and grammatical development. Thus, the study presents two sets of data: (a) a 12-month longitudinal investigation when the child was 2;10 up till 3;10 in Australia and (b) a one-off elicitation session at age 4;8 when the family was in Malaysia. The findings show that not only the emergence of grammar is linked to the lexical size of the developing languages, but that other variables, mainly the linguistic environment and the bilingual language mode, also influenced the child’s language productions.
{"title":"Lexical and morphological development: A case study of Malay English bilingual first language acquisition","authors":"Rabiah Tul Adawiyah Mohamed Salleh, Bruno di Biase, Satomi Kawaguchi","doi":"10.2478/plc-2021-0003","DOIUrl":"https://doi.org/10.2478/plc-2021-0003","url":null,"abstract":"Abstract Many first language acquisition (FLA) studies have found a strong correlation between lexical and grammatical development in early language acquisition. For bilingual first language acquisition (BFLA), the development of grammar is also found to be correlated with the size of the lexicon in each language. This case study investigates how a Malay-English bilingual child developed the lexicon and grammar in each of her languages and considers possible evidence of interaction between the languages during acquisition. The study also aims to show that the predominant linguistic environment to which the child was alternatively exposed might have played an important role in her lexical and grammatical development. Thus, the study presents two sets of data: (a) a 12-month longitudinal investigation when the child was 2;10 up till 3;10 in Australia and (b) a one-off elicitation session at age 4;8 when the family was in Malaysia. The findings show that not only the emergence of grammar is linked to the lexical size of the developing languages, but that other variables, mainly the linguistic environment and the bilingual language mode, also influenced the child’s language productions.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"25 1","pages":"29 - 61"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47354831","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}
Abstract At 18 months of age, children frequently generalize (and overgeneralize) novel objects’ labels by shape (Landau et al., 1988). However, data from laboratory studies using ostensive word-learning paradigms indicate that, by three years of age, children generalize the labels of novel objects depending on the objects’ perceptual characteristics and taxonomy (Lavin & Hall, 2001; Jones et al., 1991). The current study sought to document this shift in children’s word-learning strategies using naturalistic data. We tracked children’s vocabularies over a six-month period of time (between 24-30 months of age) and classified their known words according to perceptual organization of the object categories to which they refer (e.g., shape-based, material-based). Children’s vocabulary sizes and rates of growth varied in meaningful ways between types of object categories and between the superordinate categories (e.g., animals, toys) to which the object categories belong. Findings carry implications for two popular accounts of vocabulary acquisition.
{"title":"Animals, foods, and household items—oh my! Evidence of 24-30-month-old children’s increasing flexibility in word learning from naturalistic data","authors":"Emily Russell, Mariel K. Doerfel","doi":"10.2478/plc-2021-0005","DOIUrl":"https://doi.org/10.2478/plc-2021-0005","url":null,"abstract":"Abstract At 18 months of age, children frequently generalize (and overgeneralize) novel objects’ labels by shape (Landau et al., 1988). However, data from laboratory studies using ostensive word-learning paradigms indicate that, by three years of age, children generalize the labels of novel objects depending on the objects’ perceptual characteristics and taxonomy (Lavin & Hall, 2001; Jones et al., 1991). The current study sought to document this shift in children’s word-learning strategies using naturalistic data. We tracked children’s vocabularies over a six-month period of time (between 24-30 months of age) and classified their known words according to perceptual organization of the object categories to which they refer (e.g., shape-based, material-based). Children’s vocabulary sizes and rates of growth varied in meaningful ways between types of object categories and between the superordinate categories (e.g., animals, toys) to which the object categories belong. Findings carry implications for two popular accounts of vocabulary acquisition.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"25 1","pages":"82 - 119"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47396742","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}
S. Amante, Maria José Antunes, Magdalena Dygala, İlkay Gökçe
Abstract Stepping up to Global Challenges (SGC) aimed to provide students with opportunities for language practice through task-based learning activities and the use of digital platforms for interaction. Marketing students at the Polytechnic of Viseu, Portugal, collaborated with peers from Poland and Turkey, choosing an image on entrepreneurship and posting it on the SGC Facebook page to solicit comments from their own and other groups. This was one of the tasks assigned during the 2nd semester of 2019/20, under the constraints of COVID-19. We analyzed the students’ choices, main difficulties, and motivation to persist in learning and improving their skills to share knowledge with (inter)national peers.
步入全球挑战(SGC)旨在通过基于任务的学习活动和使用数字平台进行互动，为学生提供语言练习的机会。葡萄牙维塞乌理工学院(Polytechnic of Viseu)市场营销专业的学生与来自波兰和土耳其的同学合作，选择了一张关于创业精神的图片，并将其发布在SGC的Facebook页面上，征求他们自己和其他团体的评论。这是2019/20学年第二学期在新冠肺炎疫情的限制下分配的任务之一。我们分析了学生的选择，主要困难，以及坚持学习和提高技能以与(国际)国内同龄人分享知识的动机。
{"title":"Stepping up to Global Challenges (SGC): Empowering Students across the World","authors":"S. Amante, Maria José Antunes, Magdalena Dygala, İlkay Gökçe","doi":"10.2478/plc-2021-0010","DOIUrl":"https://doi.org/10.2478/plc-2021-0010","url":null,"abstract":"Abstract Stepping up to Global Challenges (SGC) aimed to provide students with opportunities for language practice through task-based learning activities and the use of digital platforms for interaction. Marketing students at the Polytechnic of Viseu, Portugal, collaborated with peers from Poland and Turkey, choosing an image on entrepreneurship and posting it on the SGC Facebook page to solicit comments from their own and other groups. This was one of the tasks assigned during the 2nd semester of 2019/20, under the constraints of COVID-19. We analyzed the students’ choices, main difficulties, and motivation to persist in learning and improving their skills to share knowledge with (inter)national peers.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"25 1","pages":"217 - 239"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47876934","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}
Abstract Motivation plays a critical role in L2 language learning and has proven to be a strong predictor of success in learning a foreign language (Biedroń & Pawlak, 2016). The Second Language Motivational Self System (L2MSS) is one of the most prominent theories developed by Dörnyei (2009), which has been studied in relation to different variables affecting language learning motivation. The aim of the present study is to examine the relationship between L2MSS components, international posture, and socioeconomic status among university students. The participants of this study were 134 non-English major university students. The results suggest that the ideal L2 self, and the L2 learning experience are related to international posture insert a comma after posture whereas the L2 learning experience is a stronger predictor of students’ motivated behavior. Future research should investigate the development of future selves in instructed language learning contexts conducive to enhancing and increasing motivation to learn English.
{"title":"L2 Motivational Self System, International Posture, and the Socioeconomic Factor in Efl at University Level: The Case of Chile","authors":"M. Véliz-Campos, Mical Polanco-Soto, A. Biedroń","doi":"10.2478/plc-2020-0009","DOIUrl":"https://doi.org/10.2478/plc-2020-0009","url":null,"abstract":"Abstract Motivation plays a critical role in L2 language learning and has proven to be a strong predictor of success in learning a foreign language (Biedroń & Pawlak, 2016). The Second Language Motivational Self System (L2MSS) is one of the most prominent theories developed by Dörnyei (2009), which has been studied in relation to different variables affecting language learning motivation. The aim of the present study is to examine the relationship between L2MSS components, international posture, and socioeconomic status among university students. The participants of this study were 134 non-English major university students. The results suggest that the ideal L2 self, and the L2 learning experience are related to international posture insert a comma after posture whereas the L2 learning experience is a stronger predictor of students’ motivated behavior. Future research should investigate the development of future selves in instructed language learning contexts conducive to enhancing and increasing motivation to learn English.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"24 1","pages":"142 - 174"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49434278","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}
Abstract The present research explicates how job applicants employ language abstraction to present themselves as a good or bad candidate. According to the LIB theory (Maass, Salvi, Arcuri, & Semin, 1989), we tested the hypothesis that, with positive instruction (i.e., to be recruited), participants’ responses would be more abstract with positive items and more concrete with negative items. Conversely, we expected that participants’ responses would be more concrete with positive items and more abstract with negative ones when the instruction was negative (i.e., to not be recruited). Results of this experiment (N = 85 French participants) confirm our hypothesis and revealed a strong interaction effect between level of language abstraction and goal of self-presentation. Implications for linguistic bias effect and normative behavior in the interpersonal context of recruitment are discussed.
{"title":"Self-Presentation and Language Abstraction in Recruitment Context","authors":"B. Annette","doi":"10.2478/plc-2020-0005","DOIUrl":"https://doi.org/10.2478/plc-2020-0005","url":null,"abstract":"Abstract The present research explicates how job applicants employ language abstraction to present themselves as a good or bad candidate. According to the LIB theory (Maass, Salvi, Arcuri, & Semin, 1989), we tested the hypothesis that, with positive instruction (i.e., to be recruited), participants’ responses would be more abstract with positive items and more concrete with negative items. Conversely, we expected that participants’ responses would be more concrete with positive items and more abstract with negative ones when the instruction was negative (i.e., to not be recruited). Results of this experiment (N = 85 French participants) confirm our hypothesis and revealed a strong interaction effect between level of language abstraction and goal of self-presentation. Implications for linguistic bias effect and normative behavior in the interpersonal context of recruitment are discussed.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"24 1","pages":"79 - 89"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45953758","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}
Abstract In a forced-choice mouse-tracking paradigm, true and false statements (ranging from very true, to ambiguous, to very false) were tested in both affirmative and negated forms. Replicating prior research, mouse trajectories reveal subtle differences in a continuum of true to false statements. However, negation modifies this process, particularly for very true statements (i.e. Bread is not made from sand). The mouse trajectories were more curved with negated sentences, with end-points of the continuum of truth (very true and very false statements) having the greatest area under the curve. The proposed explanation is the pragmatic meaning of a negated statement such as “Gummie bears are not alive” is infelicitous, whereas a true statement “People live on Earth” is felicitous. This study reveals the online dynamics of processing these statements and possible confusion, particularly when very true statements contain a negation.
在一个强制选择鼠标跟踪范例中，以肯定和否定的形式测试了真实和虚假的陈述(从非常真实，到模棱两可，到非常错误)。复制先前的研究，老鼠的轨迹揭示了真实和虚假陈述连续体的微妙差异。然而，否定会改变这个过程，特别是对于非常真实的陈述(例如，面包不是用沙子做的)。老鼠的轨迹在否定句中更加弯曲，真理连续体的终点(非常正确和非常错误的陈述)在曲线下的面积最大。提出的解释是，像“Gummie bears are not alive”这样的否定语句的语用意义是不恰当的，而“People live on Earth”这样的真实语句是恰当的。这项研究揭示了处理这些陈述的在线动态和可能的混乱，特别是当非常真实的陈述包含否定时。
{"title":"Negation Polarizes Agreement Dynamics During Sentence Comprehension","authors":"S. Huette","doi":"10.2478/plc-2020-0001","DOIUrl":"https://doi.org/10.2478/plc-2020-0001","url":null,"abstract":"Abstract In a forced-choice mouse-tracking paradigm, true and false statements (ranging from very true, to ambiguous, to very false) were tested in both affirmative and negated forms. Replicating prior research, mouse trajectories reveal subtle differences in a continuum of true to false statements. However, negation modifies this process, particularly for very true statements (i.e. Bread is not made from sand). The mouse trajectories were more curved with negated sentences, with end-points of the continuum of truth (very true and very false statements) having the greatest area under the curve. The proposed explanation is the pragmatic meaning of a negated statement such as “Gummie bears are not alive” is infelicitous, whereas a true statement “People live on Earth” is felicitous. This study reveals the online dynamics of processing these statements and possible confusion, particularly when very true statements contain a negation.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"24 1","pages":"1 - 21"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46063865","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}
{"title":"Developmental Psycholinguistics: Old Questions, New Answers","authors":"M. Bartczak, E. Haman, N. Banasik-Jemielniak","doi":"10.2478/plc-2020-0004","DOIUrl":"https://doi.org/10.2478/plc-2020-0004","url":null,"abstract":"","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"24 1","pages":"70 - 78"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44856389","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}
A. Minto-García, E. A. Alva Canto, Natalia Arias-Trejo
Abstract This study examines the relationship between mothers’ use of gestures and the lexical production of their children, measured in a joint book-reading task. Fifteen mother-child dyads participated, all monolingual native speakers of Mexican Spanish. Children were boys and girls with typical development, aged 48 months. Each reading session was videotaped and analyzed to calculate the gestural production of mothers and the lexical production of children. The results showed a significant positive correlation between the number of mothers’ gestures and the number of distinct words used by the children. Mothers’ gestural communication was related to the size of the vocabulary children produced in joint book-reading.
{"title":"Mothers’ Use of Gestures and their Relationship to Children’s Lexical Production","authors":"A. Minto-García, E. A. Alva Canto, Natalia Arias-Trejo","doi":"10.2478/plc-2020-0010","DOIUrl":"https://doi.org/10.2478/plc-2020-0010","url":null,"abstract":"Abstract This study examines the relationship between mothers’ use of gestures and the lexical production of their children, measured in a joint book-reading task. Fifteen mother-child dyads participated, all monolingual native speakers of Mexican Spanish. Children were boys and girls with typical development, aged 48 months. Each reading session was videotaped and analyzed to calculate the gestural production of mothers and the lexical production of children. The results showed a significant positive correlation between the number of mothers’ gestures and the number of distinct words used by the children. Mothers’ gestural communication was related to the size of the vocabulary children produced in joint book-reading.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"24 1","pages":"175 - 200"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41879388","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}
Abstract This study investigates whether L2 Mandarin learners can generalize experience with Mandarin tones to unfamiliar tones (i.e., Thai). Three language groups – L1 English/ L2 Mandarin learners (n=18), L1 Mandarin speakers (n=30), L1 monolingual English speakers (n=23) – were tested on the perception of unfamiliar Thai tones on ABX tasks. L2 Mandarin learners and L1 Mandarin speakers perceived Thai tones more accurately than L1 English non-learners. Mandarin learners L1 speakers showed priming on Mandarin tones on a lexical decision task with repetition priming, suggesting L2 tones had been encoded within lexical representations of L2 Mandarin words. However, results must be interpreted cautiously, with an absence of expected priming and presence of unexpected priming. In sum, learners can transfer L2 tone experience to unfamiliar tones, expanding the Feature Hypothesis (McAllister, Flege, & Piske, 2002) to include L2 influence as well. In addition, results indicate a potential disconnect between perception and encoding.
{"title":"Applying a Newly Learned Second Language Dimension to the Unknown: The Influence of Second Language Mandarin Tones on the Naïve Perception of Thai Tones","authors":"Vance Schaefer, Isabelle Darcy","doi":"10.2478/plc-2020-0007","DOIUrl":"https://doi.org/10.2478/plc-2020-0007","url":null,"abstract":"Abstract This study investigates whether L2 Mandarin learners can generalize experience with Mandarin tones to unfamiliar tones (i.e., Thai). Three language groups – L1 English/ L2 Mandarin learners (n=18), L1 Mandarin speakers (n=30), L1 monolingual English speakers (n=23) – were tested on the perception of unfamiliar Thai tones on ABX tasks. L2 Mandarin learners and L1 Mandarin speakers perceived Thai tones more accurately than L1 English non-learners. Mandarin learners L1 speakers showed priming on Mandarin tones on a lexical decision task with repetition priming, suggesting L2 tones had been encoded within lexical representations of L2 Mandarin words. However, results must be interpreted cautiously, with an absence of expected priming and presence of unexpected priming. In sum, learners can transfer L2 tone experience to unfamiliar tones, expanding the Feature Hypothesis (McAllister, Flege, & Piske, 2002) to include L2 influence as well. In addition, results indicate a potential disconnect between perception and encoding.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"24 1","pages":"90 - 123"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41432037","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}
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