The aim of the present study is to identify when drivers perceive that they are overloaded by an unexpected event, as a function of the situation complexity and their driving practice. The main contribution of this paper to the Cognitive Ergonomics field is that the experimentation allows identifying several factors which show that drivers' activity is not always adapted to unexpected situations. Fifty-seven young drivers (15 novices with a traditional driving education, 12 early-trained novices, 15 drivers with three years of experience and 15 drivers with at least five years of experience) were randomly assigned to three levels of situation complexity (simple, moderately complex and very complex) in a driving simulator. Self-reported levels of workload during unexpected pedestrian crossings were collected by a questionnaire (NASA-TLX) between each situation. Driving performance (reaction time to a pedestrian crossing that suddenly appears; number of collisions with this pedestrian) was also analysed. The experiment assessed the effect of four levels of driving experience and three levels of situation complexity on subjective workload and driving performance. Results confirmed that early-trained drivers have a higher subjective workload than more experienced drivers. Nevertheless, whatever the situation and the group, the increase of workload and RT provoke an increase of the number of collisions. Therefore, the driving automation acquired with experience doesn't allow avoiding accidents when an unexpected event appears. Subjective and physiological data will be compared in a second study in order to identify if drivers' behavior is more based on their state perception or on their physiological change.
{"title":"Subjective overload: impact of driving experience and situation complexity","authors":"J. Paxion, E. Galy, C. Berthelon","doi":"10.1145/2501907.2501943","DOIUrl":"https://doi.org/10.1145/2501907.2501943","url":null,"abstract":"The aim of the present study is to identify when drivers perceive that they are overloaded by an unexpected event, as a function of the situation complexity and their driving practice. The main contribution of this paper to the Cognitive Ergonomics field is that the experimentation allows identifying several factors which show that drivers' activity is not always adapted to unexpected situations. Fifty-seven young drivers (15 novices with a traditional driving education, 12 early-trained novices, 15 drivers with three years of experience and 15 drivers with at least five years of experience) were randomly assigned to three levels of situation complexity (simple, moderately complex and very complex) in a driving simulator. Self-reported levels of workload during unexpected pedestrian crossings were collected by a questionnaire (NASA-TLX) between each situation. Driving performance (reaction time to a pedestrian crossing that suddenly appears; number of collisions with this pedestrian) was also analysed. The experiment assessed the effect of four levels of driving experience and three levels of situation complexity on subjective workload and driving performance. Results confirmed that early-trained drivers have a higher subjective workload than more experienced drivers. Nevertheless, whatever the situation and the group, the increase of workload and RT provoke an increase of the number of collisions. Therefore, the driving automation acquired with experience doesn't allow avoiding accidents when an unexpected event appears. Subjective and physiological data will be compared in a second study in order to identify if drivers' behavior is more based on their state perception or on their physiological change.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124815717","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}
Design of novel interface technologies is challenging especially when the system is to be used in an advanced process control activity. In this paper, we present the design process of a new interactive operating panel system, "Virtual panels," for a training simulator of a Finnish nuclear power station. The Virtual panel concept has been realized as a part of the training simulator's human-system interface by introducing a set of touch-sensitive wall-mounted and table-top displays. The previously used conventional analogue operating panels provided the model for the new digital panel system. The main design aim has been to be able to capture the quality "look and feel" of the old analogue panel system in digital form. Overall, the Virtual panel development has been an invaluable learning experience for the whole multidisciplinary design team, and many innovative solutions but also defensible compromises has needed to be made in order to realize the new digital operating panel system.
{"title":"Secrets of the analog operating panels: can they be revealed digitally in the new training simulator","authors":"Hanna Koskinen, J. Laarni","doi":"10.1145/2501907.2501950","DOIUrl":"https://doi.org/10.1145/2501907.2501950","url":null,"abstract":"Design of novel interface technologies is challenging especially when the system is to be used in an advanced process control activity. In this paper, we present the design process of a new interactive operating panel system, \"Virtual panels,\" for a training simulator of a Finnish nuclear power station. The Virtual panel concept has been realized as a part of the training simulator's human-system interface by introducing a set of touch-sensitive wall-mounted and table-top displays. The previously used conventional analogue operating panels provided the model for the new digital panel system. The main design aim has been to be able to capture the quality \"look and feel\" of the old analogue panel system in digital form. Overall, the Virtual panel development has been an invaluable learning experience for the whole multidisciplinary design team, and many innovative solutions but also defensible compromises has needed to be made in order to realize the new digital operating panel system.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129588061","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 wide use of digital technology for educational purposes opens some issues regarding its integration within the school curriculum. In this paper we present a model that illustrates the roles of teachers in transforming digital technology as a resource to develop skills as required in educational curricula. The Teacher Role in Introducing Technology at School - TRiTS - model has been conceived by combining relevant literature and findings from a case study that we have been running in a primary school over the last four years. Our research aims to contribute to the current discussion about how mobile/portable technology can be integrated in formal education.
{"title":"Modelling the role of teachers in introducing portable technology to the school curriculum","authors":"Elisa Rubegni, M. Landoni","doi":"10.1145/2501907.2501944","DOIUrl":"https://doi.org/10.1145/2501907.2501944","url":null,"abstract":"The wide use of digital technology for educational purposes opens some issues regarding its integration within the school curriculum. In this paper we present a model that illustrates the roles of teachers in transforming digital technology as a resource to develop skills as required in educational curricula. The Teacher Role in Introducing Technology at School - TRiTS - model has been conceived by combining relevant literature and findings from a case study that we have been running in a primary school over the last four years. Our research aims to contribute to the current discussion about how mobile/portable technology can be integrated in formal education.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"08 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129126926","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}
Today's socio-technical systems (STSs) are more open to their external environment than ever before. There are now so many more technologies to connect to at all levels of the system. As the environment (and the tools and technologies within it) changes more often and rapidly, so do STSs. Simultaneously, the nature of work has changed as these technologies have become more widespread and increasingly sophisticated and connected. Adaptive socio-technical systems provide a systemic approach to describe this changing world. These systems are needed to deal with the constant flux in systems and organizations that is partly due to disruptive technologies. We describe why we need adaptive STSs, noting the potential downside to adaptation. Organizations can remain resilient by using sensitization and constructive engagement to exploit the opportunities provided by adaptive STSs. We are starting to compile a set of characteristics that can be used to define adaptive STSs with a view to identifying ways to make systems and organizations more adaptive, while still maintaining resilience.
{"title":"Towards resilient adaptive socio-technical systems","authors":"Marc Werfs, G. Baxter","doi":"10.1145/2501907.2501959","DOIUrl":"https://doi.org/10.1145/2501907.2501959","url":null,"abstract":"Today's socio-technical systems (STSs) are more open to their external environment than ever before. There are now so many more technologies to connect to at all levels of the system. As the environment (and the tools and technologies within it) changes more often and rapidly, so do STSs. Simultaneously, the nature of work has changed as these technologies have become more widespread and increasingly sophisticated and connected. Adaptive socio-technical systems provide a systemic approach to describe this changing world. These systems are needed to deal with the constant flux in systems and organizations that is partly due to disruptive technologies. We describe why we need adaptive STSs, noting the potential downside to adaptation. Organizations can remain resilient by using sensitization and constructive engagement to exploit the opportunities provided by adaptive STSs. We are starting to compile a set of characteristics that can be used to define adaptive STSs with a view to identifying ways to make systems and organizations more adaptive, while still maintaining resilience.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116638632","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}
Due to current challenges in our society, education in the field of design is increasingly oriented towards work. Thus, the objective of this paper is to contribute to determine ways of favouring creativity in design by providing project-oriented training for design students. In accordance with cognitive models, we proposed and compared two educational methods intended to allow students to focus on either the management of constraints related to the design project at hand or the evocation of creative ideas. A total of 32 design students were trained in one of the two methods and they all had to solve the same design problem. The elements they evoked during the early stages of the design process were subjected to quantitative and qualitative analyses, and the creativity of their final designs was assessed by two design teachers. Results show that the type of method has a significant effect on the ideas and constraints evoked by designers but no correlation was observed between method and design outcome creativity. However, this research shows that it is possible to promote certain ways of thinking in design students and to train them with techniques they can use later on in their professional lives to satisfy the specificities of the design projects they undertake.
{"title":"Impact of project-oriented educational methods on creative design","authors":"N. Bonnardel, Sylvain Mazon, A. Wojtczuk","doi":"10.1145/2501907.2501937","DOIUrl":"https://doi.org/10.1145/2501907.2501937","url":null,"abstract":"Due to current challenges in our society, education in the field of design is increasingly oriented towards work. Thus, the objective of this paper is to contribute to determine ways of favouring creativity in design by providing project-oriented training for design students. In accordance with cognitive models, we proposed and compared two educational methods intended to allow students to focus on either the management of constraints related to the design project at hand or the evocation of creative ideas. A total of 32 design students were trained in one of the two methods and they all had to solve the same design problem. The elements they evoked during the early stages of the design process were subjected to quantitative and qualitative analyses, and the creativity of their final designs was assessed by two design teachers. Results show that the type of method has a significant effect on the ideas and constraints evoked by designers but no correlation was observed between method and design outcome creativity. However, this research shows that it is possible to promote certain ways of thinking in design students and to train them with techniques they can use later on in their professional lives to satisfy the specificities of the design projects they undertake.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121269465","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}
Cédric Bach, R. Bernhaupt, Caio Stein D'Agostini, M. Winckler
Many governments are now promoting the use of mobile applications allowing citizens to report incidents in their neighborhood to the administration. Such applications are sought to sense the quality of the environment thus enabling authorities to promote safety and well-being among citizens. However, little is known about how users perceive incident reporting systems and which factors affect the user experience (UX) and the perception of risk. In this paper we present some lessons learned from an empirical study involving twenty users engaged in reporting urban incidents using a mobile application. A significant result from the present study is to point out how and which UX dimensions can be effectively used as triggers to motivate users to report incidents. Based on citizens' perception of urban incidents, we discuss how to build innovative incident reporting systems that can improve the communication between citizens and administrations.
{"title":"Mobile applications for incident reporting systems in urban contexts: lessons learned from an empirical study","authors":"Cédric Bach, R. Bernhaupt, Caio Stein D'Agostini, M. Winckler","doi":"10.1145/2501907.2501960","DOIUrl":"https://doi.org/10.1145/2501907.2501960","url":null,"abstract":"Many governments are now promoting the use of mobile applications allowing citizens to report incidents in their neighborhood to the administration. Such applications are sought to sense the quality of the environment thus enabling authorities to promote safety and well-being among citizens. However, little is known about how users perceive incident reporting systems and which factors affect the user experience (UX) and the perception of risk. In this paper we present some lessons learned from an empirical study involving twenty users engaged in reporting urban incidents using a mobile application. A significant result from the present study is to point out how and which UX dimensions can be effectively used as triggers to motivate users to report incidents. Based on citizens' perception of urban incidents, we discuss how to build innovative incident reporting systems that can improve the communication between citizens and administrations.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128135818","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}
T. Mioch, T. Giele, N. Smets, Mark Antonius Neerincx
This paper evaluates the feasibility and reliability of measuring the (emotional) state of the robot operators in urban search and rescue missions in real-time. An experiment has been conducted, in which a high-fidelity team task in a realistic urban search and rescue setting was executed by fire fighters in cooperation with robots. During the task, several emotion-eliciting events were triggered. In addition, the heart rate variability, skin conductance and facial expressions were monitored. After the scenario execution, the fire fighters were asked to describe their emotional state during task execution. We found that the facial expressions were not reliably recognized, but that heart rate variability and skin conductance measured a higher arousal during (some of) the emotion-eliciting events. However, the different measures still have shortcomings regarding use in complex and dynamic environments.
{"title":"Measuring emotions of robot operators in urban search and rescue missions","authors":"T. Mioch, T. Giele, N. Smets, Mark Antonius Neerincx","doi":"10.1145/2501907.2501951","DOIUrl":"https://doi.org/10.1145/2501907.2501951","url":null,"abstract":"This paper evaluates the feasibility and reliability of measuring the (emotional) state of the robot operators in urban search and rescue missions in real-time. An experiment has been conducted, in which a high-fidelity team task in a realistic urban search and rescue setting was executed by fire fighters in cooperation with robots. During the task, several emotion-eliciting events were triggered. In addition, the heart rate variability, skin conductance and facial expressions were monitored. After the scenario execution, the fire fighters were asked to describe their emotional state during task execution. We found that the facial expressions were not reliably recognized, but that heart rate variability and skin conductance measured a higher arousal during (some of) the emotion-eliciting events. However, the different measures still have shortcomings regarding use in complex and dynamic environments.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115690551","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}
Welcome to Toulouse for the 31st. European Cognitive Ergonomics Conference! ECCE has a long-standing history and is one of the premier conferences in the area of cognitive ergonomics, human technology interaction and cognitive engineering. The aim is to provide an opportunity for researchers and practitioners to exchange new ideas and practical experience in all areas of cognitive ergonomics. The main theme of ECCE 2013 is "Work, Education, Society". The 21st century has witnessed the increasing inter-penetration of the worlds of work and education in the society. Education infiltrates work - given needs for flexibility and lifelong learning - supported by training. Education at all levels is increasingly oriented towards work, as evidenced by project-oriented pedagogies. Learning and development also cross the boundaries of established educational and work institutions as evidenced by online communities of practice. Such evolution questions the inter-relation between productive and constructive activities, as well as the potential of technical/social/organisational environments to enable cognitive development of individuals and teams, and to support their autonomy, potential for action, and control of tasks and activities.
{"title":"Proceedings of the 31st European Conference on Cognitive Ergonomics","authors":"Philippe A. Palanque, F. Détienne, A. Tricot","doi":"10.1145/2501907","DOIUrl":"https://doi.org/10.1145/2501907","url":null,"abstract":"Welcome to Toulouse for the 31st. European Cognitive Ergonomics Conference! ECCE has a long-standing history and is one of the premier conferences in the area of cognitive ergonomics, human technology interaction and cognitive engineering. The aim is to provide an opportunity for researchers and practitioners to exchange new ideas and practical experience in all areas of cognitive ergonomics. The main theme of ECCE 2013 is \"Work, Education, Society\". \u0000 \u0000The 21st century has witnessed the increasing inter-penetration of the worlds of work and education in the society. Education infiltrates work - given needs for flexibility and lifelong learning - supported by training. Education at all levels is increasingly oriented towards work, as evidenced by project-oriented pedagogies. Learning and development also cross the boundaries of established educational and work institutions as evidenced by online communities of practice. Such evolution questions the inter-relation between productive and constructive activities, as well as the potential of technical/social/organisational environments to enable cognitive development of individuals and teams, and to support their autonomy, potential for action, and control of tasks and activities.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125910823","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 20th century was based on local linear engineering of complicated systems. We made cars, airplanes and chemical plants for example. The 21st century has opened a new basis for holistic non-linear design of complex systems, such as the Internet and air traffic management. Interconnectivity, communication and interaction are major attributes of our evolving society. But, more interestingly, we have started to understand that chaos theory may be more important than reductionism, to better understand and thrive on Earth. Systems need to be investigated and tested as wholes, which requires a cross-disciplinary approach and new conceptual principles and tools. Consequently, schools cannot continue to only teach isolated disciplines based on simple reductionism. Science, Technology, Engineering, and Mathematics (STEM) should also be integrated together with the Arts to promote creativity together with rationalization, and move (back) to STEAM (with an "A" for Arts). This concept shift emphasizes the possibility of longer-term socio-technical futures instead of short-term financial predictions that currently lead to uncontrolled economies. Human-centred design (HCD) can contribute to not only improving education technologies, systems and practices, but also as a discipline offering an integrated approach to learning by doing, expressing and critiquing, exploring possible futures, and understanding complex systems: HCD supports learning thinking.
{"title":"From STEM to STEAM: toward a human-centred education, creativity & learning thinking","authors":"G. Boy","doi":"10.1145/2501907.2501934","DOIUrl":"https://doi.org/10.1145/2501907.2501934","url":null,"abstract":"The 20th century was based on local linear engineering of complicated systems. We made cars, airplanes and chemical plants for example. The 21st century has opened a new basis for holistic non-linear design of complex systems, such as the Internet and air traffic management. Interconnectivity, communication and interaction are major attributes of our evolving society. But, more interestingly, we have started to understand that chaos theory may be more important than reductionism, to better understand and thrive on Earth. Systems need to be investigated and tested as wholes, which requires a cross-disciplinary approach and new conceptual principles and tools. Consequently, schools cannot continue to only teach isolated disciplines based on simple reductionism. Science, Technology, Engineering, and Mathematics (STEM) should also be integrated together with the Arts to promote creativity together with rationalization, and move (back) to STEAM (with an \"A\" for Arts). This concept shift emphasizes the possibility of longer-term socio-technical futures instead of short-term financial predictions that currently lead to uncontrolled economies. Human-centred design (HCD) can contribute to not only improving education technologies, systems and practices, but also as a discipline offering an integrated approach to learning by doing, expressing and critiquing, exploring possible futures, and understanding complex systems: HCD supports learning thinking.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130061839","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 electronic learning environment learners may find a diversity of resources of a generic nature: books in a library, experiences in a laboratory, videos, techniques, or tools. Electronic learning environments should be well structured and devoted to a certain learning domain and a certain type of learning activities, to allow learners to identify the resources and to contribute to the learning experiences of their peers. In this paper we discuss the categorization of the environments from the metaphor of worlds behind screens, and show how three different types each fit different types of learning context and learning goals.
{"title":"Electronic learning environments: worlds behind screens","authors":"Teresa Consiglio, G. Veer","doi":"10.1145/2501907.2501940","DOIUrl":"https://doi.org/10.1145/2501907.2501940","url":null,"abstract":"In an electronic learning environment learners may find a diversity of resources of a generic nature: books in a library, experiences in a laboratory, videos, techniques, or tools. Electronic learning environments should be well structured and devoted to a certain learning domain and a certain type of learning activities, to allow learners to identify the resources and to contribute to the learning experiences of their peers. In this paper we discuss the categorization of the environments from the metaphor of worlds behind screens, and show how three different types each fit different types of learning context and learning goals.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130187752","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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