We studied perception of affordances for the actions of other persons (actors) from kinematic displays. Observers judged the maximum and preferred sitting heights of tall and short actors. Judgments were scaled in centimeters, as proportion of the observer's leg length, and as a proportion of each actor's leg length. Only when judgments were scaled by actor leg length did they reflect the actual ordinal relation between the capabilities of the actors. In addition, observers differentiated tall and short actors only when the displays contained direct information about relations between the actors and the chair. We concluded that observers can perceive affordances for the actions of actors, and that kinematic displays can be sufficient to support such percepts, if they preserve actor-environment relations that define affordances. We briefly discuss implications of these findings for display design.
{"title":"Perception of affordances from dynamic displays","authors":"T. Stoffregen, Y. Sheng, K. Gorday, S. Flynn","doi":"10.1109/CT.1997.617701","DOIUrl":"https://doi.org/10.1109/CT.1997.617701","url":null,"abstract":"We studied perception of affordances for the actions of other persons (actors) from kinematic displays. Observers judged the maximum and preferred sitting heights of tall and short actors. Judgments were scaled in centimeters, as proportion of the observer's leg length, and as a proportion of each actor's leg length. Only when judgments were scaled by actor leg length did they reflect the actual ordinal relation between the capabilities of the actors. In addition, observers differentiated tall and short actors only when the displays contained direct information about relations between the actors and the chair. We concluded that observers can perceive affordances for the actions of actors, and that kinematic displays can be sufficient to support such percepts, if they preserve actor-environment relations that define affordances. We briefly discuss implications of these findings for display design.","PeriodicalId":212776,"journal":{"name":"Proceedings Second International Conference on Cognitive Technology Humanizing the Information Age","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1997-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121060078","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}
In an information-rich virtual reality (VR) environment, the user is immersed in a world containing many objects providing that information. Given the finite computational resources of any computer system, optimization is required to ensure that the most important information is presented to the user as clearly as possible and in a timely fashion. In particular, what is desired are means whereby the perspicuity of an object may be enhanced when appropriate. An object becomes more perspicuous when the information it provides to the user becomes more readily apparent. Additionally, if a particular object provides high-priority information, it would be advantageous to make that object obtrusive as well as highly perspicuous. An object becomes more obtrusive if it draws attention to itself (or equivalently, if it is hard to ignore). This paper describes a technique whereby objects may dynamically adapt their representation in a user's environment according to a dynamic priority evaluation of the information each object provides.
{"title":"Enhancing perspicuity of objects in virtual reality environments","authors":"J. Herder, Michael Cohen","doi":"10.1109/CT.1997.617702","DOIUrl":"https://doi.org/10.1109/CT.1997.617702","url":null,"abstract":"In an information-rich virtual reality (VR) environment, the user is immersed in a world containing many objects providing that information. Given the finite computational resources of any computer system, optimization is required to ensure that the most important information is presented to the user as clearly as possible and in a timely fashion. In particular, what is desired are means whereby the perspicuity of an object may be enhanced when appropriate. An object becomes more perspicuous when the information it provides to the user becomes more readily apparent. Additionally, if a particular object provides high-priority information, it would be advantageous to make that object obtrusive as well as highly perspicuous. An object becomes more obtrusive if it draws attention to itself (or equivalently, if it is hard to ignore). This paper describes a technique whereby objects may dynamically adapt their representation in a user's environment according to a dynamic priority evaluation of the information each object provides.","PeriodicalId":212776,"journal":{"name":"Proceedings Second International Conference on Cognitive Technology Humanizing the Information Age","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1997-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128695432","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}
New cognitive tools are needed to aid the human learner in overcoming barriers associated with diagnostically-identified cognitive deficits. This paper proposes the design of cognitive tools to enable more successful performance on specific mathematical tasks. The paper also considers the possible benefits of externalizing or spatializing the mental constructs underlying a cognitive task involving the concept of fractional numbers, exemplified by Noelting's (1975) juice problems. As such tools are developed and tested, they are being incorporated into an online tutoring environment targeting children with reading disabilities: the "Spatial Math Tutor" (SMT). This environment uses currently available online technology to create a computer-generated environment enabling remote access to a tutoring method that has proven successful in many cases involving face-to-face interaction. The application is straightforward: elementary school students who have been diagnosed as dyslexic have particular difficulty acquiring mathematical skills when confronted with commonly-employed symbolic notation. These students benefit from graphical presentations and from spatial manipulation of tangible objects known as "manipulatives". The SMT makes appropriate use of WWW-based interactive 3D graphics technology for hands-on, interaction tutoring, allowing students to benefit from this type of instruction via a personal computer.
{"title":"Designing the \"Spatial Math Tutor\": a non-symbolic, on-line environment for teaching mathematical skills to dyslexic children","authors":"W. Martens","doi":"10.1109/CT.1997.617706","DOIUrl":"https://doi.org/10.1109/CT.1997.617706","url":null,"abstract":"New cognitive tools are needed to aid the human learner in overcoming barriers associated with diagnostically-identified cognitive deficits. This paper proposes the design of cognitive tools to enable more successful performance on specific mathematical tasks. The paper also considers the possible benefits of externalizing or spatializing the mental constructs underlying a cognitive task involving the concept of fractional numbers, exemplified by Noelting's (1975) juice problems. As such tools are developed and tested, they are being incorporated into an online tutoring environment targeting children with reading disabilities: the \"Spatial Math Tutor\" (SMT). This environment uses currently available online technology to create a computer-generated environment enabling remote access to a tutoring method that has proven successful in many cases involving face-to-face interaction. The application is straightforward: elementary school students who have been diagnosed as dyslexic have particular difficulty acquiring mathematical skills when confronted with commonly-employed symbolic notation. These students benefit from graphical presentations and from spatial manipulation of tangible objects known as \"manipulatives\". The SMT makes appropriate use of WWW-based interactive 3D graphics technology for hands-on, interaction tutoring, allowing students to benefit from this type of instruction via a personal computer.","PeriodicalId":212776,"journal":{"name":"Proceedings Second International Conference on Cognitive Technology Humanizing the Information Age","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1997-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134235821","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}
In the rationalistic perspective, the human expert is seen as a data processing system having properties similar to computers. As a consequence, the design of man machine interfaces, workplaces, and organizational procedures has been mainly driven by technological advances, focusing on replacing humans rather than supporting their actual needs. A more appropriate explanation of human cognition is based on the notion of situatedness: human cognition is considered to be emergent from the interaction of the human with the environment, i.e., the current situation the human is involved in. More generally, the system environment coupling is a prerequisite of cognition and cannot be abstracted away. We summarize the rationalistic perspective, its pitfalls, and its (undesirable) influences on design. As an alternative, we propose "situated design", a design methodology capitalizing on the notion of the human as a situated agent. We demonstrate how "situated design" can be applied to workplace design and computer system design, and we outline a situated perspective on man machine interface design supporting humans in coping with the so called "information overload" phenomenon.
{"title":"Cognition, situatedness, and situated design","authors":"Christopher P. Lueg, R. Pfeifer","doi":"10.1109/CT.1997.617691","DOIUrl":"https://doi.org/10.1109/CT.1997.617691","url":null,"abstract":"In the rationalistic perspective, the human expert is seen as a data processing system having properties similar to computers. As a consequence, the design of man machine interfaces, workplaces, and organizational procedures has been mainly driven by technological advances, focusing on replacing humans rather than supporting their actual needs. A more appropriate explanation of human cognition is based on the notion of situatedness: human cognition is considered to be emergent from the interaction of the human with the environment, i.e., the current situation the human is involved in. More generally, the system environment coupling is a prerequisite of cognition and cannot be abstracted away. We summarize the rationalistic perspective, its pitfalls, and its (undesirable) influences on design. As an alternative, we propose \"situated design\", a design methodology capitalizing on the notion of the human as a situated agent. We demonstrate how \"situated design\" can be applied to workplace design and computer system design, and we outline a situated perspective on man machine interface design supporting humans in coping with the so called \"information overload\" phenomenon.","PeriodicalId":212776,"journal":{"name":"Proceedings Second International Conference on Cognitive Technology Humanizing the Information Age","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1997-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126192505","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}
Jocelyn C. Riseberg, Renee Berkowitz, Joseph Cunningham
We describe a study which examined the relationship between certain textual/discursive cues during computer mediated dialogues and correlations of these cues with two measures of impression formation: 1) a global positivity of impressions questionnaire; and 2) perceptions of six personality dimensions. The study also examined discourse phenomena emergent in the conversations. Undergraduates participated in same and mixed sex dyadic, forced turn, computer mediated dialogues and were asked to report impressions of their conversational partners. Results indicated that relative amounts of words per turn, negative disclosure, and evaluative disclosure have significant effects on impression formation. Results also suggest that number of words per turn, number of questions, and evaluative disclosure are emergent in the discourse, and naturally equalize between partners. No gender differences were detected. These findings suggest a new methodology for examining online interaction and concomitant impression formation. Suggestions are made for how this new methodology might be incorporated into autonomous conversational systems.
{"title":"Action and reaction: computer-mediated dialogues as a model for natural interfaces","authors":"Jocelyn C. Riseberg, Renee Berkowitz, Joseph Cunningham","doi":"10.1109/CT.1997.617689","DOIUrl":"https://doi.org/10.1109/CT.1997.617689","url":null,"abstract":"We describe a study which examined the relationship between certain textual/discursive cues during computer mediated dialogues and correlations of these cues with two measures of impression formation: 1) a global positivity of impressions questionnaire; and 2) perceptions of six personality dimensions. The study also examined discourse phenomena emergent in the conversations. Undergraduates participated in same and mixed sex dyadic, forced turn, computer mediated dialogues and were asked to report impressions of their conversational partners. Results indicated that relative amounts of words per turn, negative disclosure, and evaluative disclosure have significant effects on impression formation. Results also suggest that number of words per turn, number of questions, and evaluative disclosure are emergent in the discourse, and naturally equalize between partners. No gender differences were detected. These findings suggest a new methodology for examining online interaction and concomitant impression formation. Suggestions are made for how this new methodology might be incorporated into autonomous conversational systems.","PeriodicalId":212776,"journal":{"name":"Proceedings Second International Conference on Cognitive Technology Humanizing the Information Age","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1997-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124634846","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}
The computer-assisted learning and communication facilities of the Internet have resulted in a great deal of promise for the establishment of virtual universities worldwide. This paper reflects our vision of a future scenario for adult learners based around cooperative learning. We propose a way forward based around identifying teaching or learning problems and looking at the technology for a possible solution.
{"title":"Cooperative learning in a virtual university","authors":"M. Yazdani, D. Bligh","doi":"10.1109/CT.1997.617704","DOIUrl":"https://doi.org/10.1109/CT.1997.617704","url":null,"abstract":"The computer-assisted learning and communication facilities of the Internet have resulted in a great deal of promise for the establishment of virtual universities worldwide. This paper reflects our vision of a future scenario for adult learners based around cooperative learning. We propose a way forward based around identifying teaching or learning problems and looking at the technology for a possible solution.","PeriodicalId":212776,"journal":{"name":"Proceedings Second International Conference on Cognitive Technology Humanizing the Information Age","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1997-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114011500","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}
Because human experience accumulates in the structural properties of tools, the design and use of tools is a means by which social knowledge is transmitted. What happens then when a new tool, for which no widespread practices exist, is in the process of being iteratively designed? We present a case study of integrated system design and cognitive engineering of an innovative Web navigator named NESTOR. Working within a tool mediation perspective, and following an integrated design methodology, we present user needs and problems with hyperspace navigation, then we review briefly the relevant proactive scientific knowledge with concerns for both the technological advances and the cognitive issues. We then discuss the results obtained with a first prototype based on the production by learners of graphical representations of their own navigational experience. We argue that this 'production' helps learners to better understand their own experience while developing mastery of cognitive tools.
{"title":"Integrated cognitive engineering at the interface: a tool mediation perspective","authors":"C. Belisle, R. Zeiliger, T. Cerratto Pargman","doi":"10.1109/CT.1997.617703","DOIUrl":"https://doi.org/10.1109/CT.1997.617703","url":null,"abstract":"Because human experience accumulates in the structural properties of tools, the design and use of tools is a means by which social knowledge is transmitted. What happens then when a new tool, for which no widespread practices exist, is in the process of being iteratively designed? We present a case study of integrated system design and cognitive engineering of an innovative Web navigator named NESTOR. Working within a tool mediation perspective, and following an integrated design methodology, we present user needs and problems with hyperspace navigation, then we review briefly the relevant proactive scientific knowledge with concerns for both the technological advances and the cognitive issues. We then discuss the results obtained with a first prototype based on the production by learners of graphical representations of their own navigational experience. We argue that this 'production' helps learners to better understand their own experience while developing mastery of cognitive tools.","PeriodicalId":212776,"journal":{"name":"Proceedings Second International Conference on Cognitive Technology Humanizing the Information Age","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1997-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126406820","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}
Information technology has the potential to promote joint creation of new ideas. It has become widely recognized that the workings of human cognitive processes heavily rely on physical externalisation of the interaction of those processes with outside environments, including other people in those environments. Such externalization takes various forms, from conversation, written texts, sketches and memos to simple physical "records" of actions taken in the world. For example, the mere location of a tool recently used can be interpreted, for instance, as a sign of the progress of the work. Externalized records are useful because they serve as sharable and concretely manipulable objects for constructive collaboration. Recently developed information technology can help people keep better records of such externalizations, reflect upon them for making changes and restore them when necessary. Altogether, these records and operations feed into constructive collaboration. The author gives examples of collaborative externalization of cognitive processes and show how they lead to deeper levels of understanding and creation of new ideas.
{"title":"Making internal processes external for constructive collaboration","authors":"N. Miyake","doi":"10.1109/CT.1997.617690","DOIUrl":"https://doi.org/10.1109/CT.1997.617690","url":null,"abstract":"Information technology has the potential to promote joint creation of new ideas. It has become widely recognized that the workings of human cognitive processes heavily rely on physical externalisation of the interaction of those processes with outside environments, including other people in those environments. Such externalization takes various forms, from conversation, written texts, sketches and memos to simple physical \"records\" of actions taken in the world. For example, the mere location of a tool recently used can be interpreted, for instance, as a sign of the progress of the work. Externalized records are useful because they serve as sharable and concretely manipulable objects for constructive collaboration. Recently developed information technology can help people keep better records of such externalizations, reflect upon them for making changes and restore them when necessary. Altogether, these records and operations feed into constructive collaboration. The author gives examples of collaborative externalization of cognitive processes and show how they lead to deeper levels of understanding and creation of new ideas.","PeriodicalId":212776,"journal":{"name":"Proceedings Second International Conference on Cognitive Technology Humanizing the Information Age","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1997-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131190002","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}
Hominization of the brain is the evolution of the human brain traits that discriminate the genus Homo from its primate ancestors. In the human's cognition, one of the characteristics of hominization is an evolutionary hierarchy of the information centers. Its ascending limbs consist of: the primary sensory cortices, higher order sensory cortical areas, the association cortices; and its descending limbs consist of: higher order motor cortices that feed the primary motor cortices. We may intervene in the processing, especially that taking place in the association cortices. We monitor and manipulate the processing by retrieving, modifying, storing or replaying the informational material: thinking whatever at all. Here we have a virtual experience. This ability expands to processing even in the substantial absence of any perceivable objects, enabling us to communicate with verbal words and with symbols and letters. We can train ourselves to better operate computers, in an adaptation of the human being to the machinery. However, shall we be "sensed" and "cognized" when we engage in selected jobs and our ever-changing intention is deciphered by the computers? If so, will the computers manipulate and control machinery and fulfill jobs on our behalf? Or, are we to evolve ourselves to the needs of the computer technology? If so, can we efficiently monitor our own errors and have the errors promptly corrected?.
{"title":"Hominization of cognition, hominization of computer","authors":"S. Okuyama","doi":"10.1109/CT.1997.617695","DOIUrl":"https://doi.org/10.1109/CT.1997.617695","url":null,"abstract":"Hominization of the brain is the evolution of the human brain traits that discriminate the genus Homo from its primate ancestors. In the human's cognition, one of the characteristics of hominization is an evolutionary hierarchy of the information centers. Its ascending limbs consist of: the primary sensory cortices, higher order sensory cortical areas, the association cortices; and its descending limbs consist of: higher order motor cortices that feed the primary motor cortices. We may intervene in the processing, especially that taking place in the association cortices. We monitor and manipulate the processing by retrieving, modifying, storing or replaying the informational material: thinking whatever at all. Here we have a virtual experience. This ability expands to processing even in the substantial absence of any perceivable objects, enabling us to communicate with verbal words and with symbols and letters. We can train ourselves to better operate computers, in an adaptation of the human being to the machinery. However, shall we be \"sensed\" and \"cognized\" when we engage in selected jobs and our ever-changing intention is deciphered by the computers? If so, will the computers manipulate and control machinery and fulfill jobs on our behalf? Or, are we to evolve ourselves to the needs of the computer technology? If so, can we efficiently monitor our own errors and have the errors promptly corrected?.","PeriodicalId":212776,"journal":{"name":"Proceedings Second International Conference on Cognitive Technology Humanizing the Information Age","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1997-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128536621","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}
The computer can be regarded as a type of prosthesis: a device that extends the range of action of the human mind or can partly replace certain functions of an impaired human nervous system. Like other prostheses, however, computers are never fully equivalent replacements for human functions. It is argued that present computers extend our cognitive 'reach', at the cost of partly paralyzing our emotional 'grasp' of things. They promote contact without a sense of touch. The problem suggested, lies at the human computer interface: in the user's need to communicate with the computer in order to use it, and in certain pragmatic deficits of computers that make natural communication with them impossible. As a partner, the computer tends to resemble a schizophrenic suffering from severe 'intrapsychic ataxia'-the psychiatric term for a radical separation of cognition from emotion. Its flame of reference, like that of the schizophrenic, is detached, rigid, and self reflexive. Interacting in accordance with the requirements of its programs, the computer, like the schizophrenic, forces us to empathize one sidedly with it and communicate with it on its own terms. And the suspicion arises that the better we can do this, the more like it we become.
{"title":"The prosthesis as partner: pragmatics and the human-computer interface","authors":"R. Janney","doi":"10.1109/CT.1997.617684","DOIUrl":"https://doi.org/10.1109/CT.1997.617684","url":null,"abstract":"The computer can be regarded as a type of prosthesis: a device that extends the range of action of the human mind or can partly replace certain functions of an impaired human nervous system. Like other prostheses, however, computers are never fully equivalent replacements for human functions. It is argued that present computers extend our cognitive 'reach', at the cost of partly paralyzing our emotional 'grasp' of things. They promote contact without a sense of touch. The problem suggested, lies at the human computer interface: in the user's need to communicate with the computer in order to use it, and in certain pragmatic deficits of computers that make natural communication with them impossible. As a partner, the computer tends to resemble a schizophrenic suffering from severe 'intrapsychic ataxia'-the psychiatric term for a radical separation of cognition from emotion. Its flame of reference, like that of the schizophrenic, is detached, rigid, and self reflexive. Interacting in accordance with the requirements of its programs, the computer, like the schizophrenic, forces us to empathize one sidedly with it and communicate with it on its own terms. And the suspicion arises that the better we can do this, the more like it we become.","PeriodicalId":212776,"journal":{"name":"Proceedings Second International Conference on Cognitive Technology Humanizing the Information Age","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1997-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122014206","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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