Pub Date : 2015-07-01DOI: 10.1177/194849921500600004
John M. Geringer, R. MacLeod, Heather A. Lofdahl
We were interested in middle and high school string musicians’ reports of how they spend their practice time and how often they use specific practice strategies. These 211 middle and high school participants reported an average of 5.64 years (SD = 2.61) of string playing experience, with an average of about four years of private instruction. Students in the most advanced of three ensembles reported more private lesson instruction than students in the other two ensembles. There were no differences in how students in the three groups rated the occurrence of the following strategies: self-recording of practice, varying articulations, varying rhythms, left-hand only practice, and right-hand articulation practice. Advanced students reported significantly more: listening to recordings, using a metronome, isolating shifts, repeating of short sections, part marking in general and marking half steps. Students made frequent comments regarding strategies used to improve intonation, such as use of a drone, practice with a tuner, and using open strings as a reference. When asked to provide advice to a peer, the most frequent advice was to practice slowly.
{"title":"A Survey of Practice Behaviors among Middle and High School String Players","authors":"John M. Geringer, R. MacLeod, Heather A. Lofdahl","doi":"10.1177/194849921500600004","DOIUrl":"https://doi.org/10.1177/194849921500600004","url":null,"abstract":"We were interested in middle and high school string musicians’ reports of how they spend their practice time and how often they use specific practice strategies. These 211 middle and high school participants reported an average of 5.64 years (SD = 2.61) of string playing experience, with an average of about four years of private instruction. Students in the most advanced of three ensembles reported more private lesson instruction than students in the other two ensembles. There were no differences in how students in the three groups rated the occurrence of the following strategies: self-recording of practice, varying articulations, varying rhythms, left-hand only practice, and right-hand articulation practice. Advanced students reported significantly more: listening to recordings, using a metronome, isolating shifts, repeating of short sections, part marking in general and marking half steps. Students made frequent comments regarding strategies used to improve intonation, such as use of a drone, practice with a tuner, and using open strings as a reference. When asked to provide advice to a peer, the most frequent advice was to practice slowly.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921500600004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65905534","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}
Pub Date : 2014-07-01DOI: 10.1177/194849921400500003
Rebecca L. Tast
The purpose of this study was to investigate string and orchestra programs in Kansas public schools. Website searches were conducted of all 285 Kansas public school districts for evidence of orchestra programs and names and contacts of teachers. A survey was administered to all known string and orchestra teachers in Kansas (N=150). A total of 67 participants fully completed the survey for a response rate of 45%. Data were collected on the prevalence of school districts with orchestra programs, the number of orchestra teachers employed in the state, demographic profiles of orchestra teachers, orchestra program information, and recent changes to programs. Approximately 13% of school districts in Kansas had string or orchestra programs during the 2012-2013 school year. As a whole, the data indicate that Kansas string and orchestra teachers and programs are very similar to those on a national level. This study provides an easily replicable methodological model and survey instrument that could be used by any state, with limited changes, to collect similar data.
{"title":"The Status of Public School Orchestras in Kansas","authors":"Rebecca L. Tast","doi":"10.1177/194849921400500003","DOIUrl":"https://doi.org/10.1177/194849921400500003","url":null,"abstract":"The purpose of this study was to investigate string and orchestra programs in Kansas public schools. Website searches were conducted of all 285 Kansas public school districts for evidence of orchestra programs and names and contacts of teachers. A survey was administered to all known string and orchestra teachers in Kansas (N=150). A total of 67 participants fully completed the survey for a response rate of 45%. Data were collected on the prevalence of school districts with orchestra programs, the number of orchestra teachers employed in the state, demographic profiles of orchestra teachers, orchestra program information, and recent changes to programs. Approximately 13% of school districts in Kansas had string or orchestra programs during the 2012-2013 school year. As a whole, the data indicate that Kansas string and orchestra teachers and programs are very similar to those on a national level. This study provides an easily replicable methodological model and survey instrument that could be used by any state, with limited changes, to collect similar data.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921400500003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65904941","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}
Pub Date : 2014-07-01DOI: 10.1177/194849921400500004
Christen Blanton, Mark A. Dillon, R. MacLeod
The purpose of this study was to examine the teaching behaviors and beliefs of three “tradition bearers” of old-time music: Alice Gerrard, Tom Sauber, and Lightnin’ Wells. The three teachers were selected based on their extensive careers as performers of old-time and folk music, and their reputations as teachers of old-time and folk music. Data were collected at the Swannanoa Gathering at Warren Wilson College in Asheville, North Carolina, and included 18 hours of video data, personal interviews, and field notes. Coding of the video revealed three main themes in the tradition bearers’ teaching: (1) Demonstration: use of recordings, teacher performance at tempo, teacher performance at reduced tempo, and co-verbal demonstration, (2) Verbal Instruction: verbal explanation, discussion, feedback, and story telling and (3) Group Play: whole group macro, whole group micro, and isolated play. Throughout the interviews, the tradition bearers shared their beliefs about teaching old-time music, the differences between they way they teach compared to how they learned, their goals for students, and their opinions about the role of tradition bearers in the education of old-time musicians.
{"title":"Tradition Bearers as Educators: A Multi-Case Study of the Teaching Behaviors and Beliefs of Three Old-Time Musicians","authors":"Christen Blanton, Mark A. Dillon, R. MacLeod","doi":"10.1177/194849921400500004","DOIUrl":"https://doi.org/10.1177/194849921400500004","url":null,"abstract":"The purpose of this study was to examine the teaching behaviors and beliefs of three “tradition bearers” of old-time music: Alice Gerrard, Tom Sauber, and Lightnin’ Wells. The three teachers were selected based on their extensive careers as performers of old-time and folk music, and their reputations as teachers of old-time and folk music. Data were collected at the Swannanoa Gathering at Warren Wilson College in Asheville, North Carolina, and included 18 hours of video data, personal interviews, and field notes. Coding of the video revealed three main themes in the tradition bearers’ teaching: (1) Demonstration: use of recordings, teacher performance at tempo, teacher performance at reduced tempo, and co-verbal demonstration, (2) Verbal Instruction: verbal explanation, discussion, feedback, and story telling and (3) Group Play: whole group macro, whole group micro, and isolated play. Throughout the interviews, the tradition bearers shared their beliefs about teaching old-time music, the differences between they way they teach compared to how they learned, their goals for students, and their opinions about the role of tradition bearers in the education of old-time musicians.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921400500004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65905061","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}
Pub Date : 2014-07-01DOI: 10.1177/194849921400500006
Kristen Pellegrino, J. S. Millican
The purpose of this descriptive survey study was to examine influences on string teachers’ career decisions. We surveyed K-12 school string teachers (N = 338) who were members of the American String Teachers Association (33.8% response rate). We found that string teachers were most influenced to continue playing their primary instruments as pre-college students by seventeen individual items representing six categories: music, identity, “flow” experiences, feelings of success and recognition, emotional responses, and social connections. The item that least influenced this decision was, “It was important to my parents.” Results indicate a strong connection between choosing to become a string teacher and the opportunity to influence students and to continue music making. In general, job-related reasons and influence of others did not influence the career choice of string educators. The majority of respondents indicated their career decision was not influenced by the fear of not being able to make a living as a performer.
{"title":"Influences on String Teachers’ Career Decisions","authors":"Kristen Pellegrino, J. S. Millican","doi":"10.1177/194849921400500006","DOIUrl":"https://doi.org/10.1177/194849921400500006","url":null,"abstract":"The purpose of this descriptive survey study was to examine influences on string teachers’ career decisions. We surveyed K-12 school string teachers (N = 338) who were members of the American String Teachers Association (33.8% response rate). We found that string teachers were most influenced to continue playing their primary instruments as pre-college students by seventeen individual items representing six categories: music, identity, “flow” experiences, feelings of success and recognition, emotional responses, and social connections. The item that least influenced this decision was, “It was important to my parents.” Results indicate a strong connection between choosing to become a string teacher and the opportunity to influence students and to continue music making. In general, job-related reasons and influence of others did not influence the career choice of string educators. The majority of respondents indicated their career decision was not influenced by the fear of not being able to make a living as a performer.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921400500006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65904902","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}
Pub Date : 2014-07-01DOI: 10.1177/194849921400500002
Jane E. Palmquist
The American String Teachers Association (ASTA) has held research poster sessions as part of its national conferences annually since 2006. From 2006-2014, 98 researchers contributed 147 original research studies to these sessions. Sixty-six of these researchers presented once, and 32 presented two or more studies. Since 2008, the research poster submissions have been juried and the research poster presentation sessions have had a designated slot in the annual ASTA conference program. An average of 17 research posters have been presented annually. The consistent number of poster submissions and the breadth of research topics may indicate the vitality of string research by ASTA members.
{"title":"Forum: ASTA Research Poster Sessions (2006-2014)","authors":"Jane E. Palmquist","doi":"10.1177/194849921400500002","DOIUrl":"https://doi.org/10.1177/194849921400500002","url":null,"abstract":"The American String Teachers Association (ASTA) has held research poster sessions as part of its national conferences annually since 2006. From 2006-2014, 98 researchers contributed 147 original research studies to these sessions. Sixty-six of these researchers presented once, and 32 presented two or more studies. Since 2008, the research poster submissions have been juried and the research poster presentation sessions have had a designated slot in the annual ASTA conference program. An average of 17 research posters have been presented annually. The consistent number of poster submissions and the breadth of research topics may indicate the vitality of string research by ASTA members.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921400500002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65904790","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}
Pub Date : 2014-07-01DOI: 10.1177/194849921400500005
Michael Alexander, M. Henry
The purpose of this study was to determine the rhythm sight-reading ability of high school string players, establish a hierarchy for detaché rhythm skills in string sight-reading, and discover any effects of key or bow direction. Twenty-six rhythm skills, grouped into seven categories were embedded into four 8-measure melodies, which appeared in three different keys and with occasional designated bowings. Participants (N = 82) obtained a mean score of 19.1 (73%), with success rates ranging from 20% to 94% for individual rhythm skills. While significant differences were found between skills appearing in the major keys of D and E-flat, no significant differences were found by bow direction. Future researchers may explore whether these rhythm skills hold their relative difficulty level with less accomplished players, investigate the effects of various bowing practices, and identify any effects of anxiety levels for sight-reading when the consequences of performance quality varies.
{"title":"The Development of a Detaché Rhythm Hierarchy for String Sight-Reading","authors":"Michael Alexander, M. Henry","doi":"10.1177/194849921400500005","DOIUrl":"https://doi.org/10.1177/194849921400500005","url":null,"abstract":"The purpose of this study was to determine the rhythm sight-reading ability of high school string players, establish a hierarchy for detaché rhythm skills in string sight-reading, and discover any effects of key or bow direction. Twenty-six rhythm skills, grouped into seven categories were embedded into four 8-measure melodies, which appeared in three different keys and with occasional designated bowings. Participants (N = 82) obtained a mean score of 19.1 (73%), with success rates ranging from 20% to 94% for individual rhythm skills. While significant differences were found between skills appearing in the major keys of D and E-flat, no significant differences were found by bow direction. Future researchers may explore whether these rhythm skills hold their relative difficulty level with less accomplished players, investigate the effects of various bowing practices, and identify any effects of anxiety levels for sight-reading when the consequences of performance quality varies.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921400500005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65904830","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}
Pub Date : 2014-07-01DOI: 10.1177/194849921400500001
Lori F Gooding, O. Yinger
There is limited information on students with disabilities in the string classroom. The aim of this integrative review was to synthesize the existing knowledge and trends regarding educational practices for students with disabilities in the string or orchestra classroom. A total of 20 articles met inclusion criteria. The majority of available information consisted of expert opinion, with no true experimental designs found on string/orchestral education for students with disabilities. The analysis revealed that having a disability does not prevent a child from achieving on a string instrument, although barriers and challenges to participation do exist. Furthermore, the review showed that investigations specifically targeting string educators or teaching strategies in the string classroom are limited at best. More research is needed to better understand how students with disabilities can be effectively included in the string classroom.
{"title":"Forum:2 Students with Disabilities in the String Classroom: An Integrative Review","authors":"Lori F Gooding, O. Yinger","doi":"10.1177/194849921400500001","DOIUrl":"https://doi.org/10.1177/194849921400500001","url":null,"abstract":"There is limited information on students with disabilities in the string classroom. The aim of this integrative review was to synthesize the existing knowledge and trends regarding educational practices for students with disabilities in the string or orchestra classroom. A total of 20 articles met inclusion criteria. The majority of available information consisted of expert opinion, with no true experimental designs found on string/orchestral education for students with disabilities. The analysis revealed that having a disability does not prevent a child from achieving on a string instrument, although barriers and challenges to participation do exist. Furthermore, the review showed that investigations specifically targeting string educators or teaching strategies in the string classroom are limited at best. More research is needed to better understand how students with disabilities can be effectively included in the string classroom.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921400500001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65904684","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}
Pub Date : 2013-07-01DOI: 10.1177/194849921300100402
Michael T. Hopkins
The purpose of this study was to examine the factors influencing teachers’ inclusion of music composition activities in the school orchestra curriculum. Specific research questions included: 1) What are the pre-service composing experiences of school orchestra teachers? 2) What are teachers’ beliefs regarding the benefits and challenges of including composing in the school orchestra curriculum? 3) What percentage of orchestra teachers include composing experiences in their curricula and what are the characteristics of those experiences? 4) What are the factors influencing orchestra teachers’ inclusion of composing in the curriculum? Most respondents (63%) reported having no composing experiences prior to college. Participants born in 1975 and later had significantly more pre-service composing experiences than participants born before 1963. Fifty-two percent of respondents rarely or never included composing in their classes. Significant differences in participants’ perceptions of composing were found based on age, teaching experience, pre-service composing experiences, and frequency of including composing activities in the curriculum. Pressures related to music performance appeared to strongly influence those who did not include composing in their classes.
{"title":"Factors Contributing to Teachers’ Inclusion of Music Composition Activities in the School Orchestra Curriculum","authors":"Michael T. Hopkins","doi":"10.1177/194849921300100402","DOIUrl":"https://doi.org/10.1177/194849921300100402","url":null,"abstract":"The purpose of this study was to examine the factors influencing teachers’ inclusion of music composition activities in the school orchestra curriculum. Specific research questions included: 1) What are the pre-service composing experiences of school orchestra teachers? 2) What are teachers’ beliefs regarding the benefits and challenges of including composing in the school orchestra curriculum? 3) What percentage of orchestra teachers include composing experiences in their curricula and what are the characteristics of those experiences? 4) What are the factors influencing orchestra teachers’ inclusion of composing in the curriculum? Most respondents (63%) reported having no composing experiences prior to college. Participants born in 1975 and later had significantly more pre-service composing experiences than participants born before 1963. Fifty-two percent of respondents rarely or never included composing in their classes. Significant differences in participants’ perceptions of composing were found based on age, teaching experience, pre-service composing experiences, and frequency of including composing activities in the curriculum. Pressures related to music performance appeared to strongly influence those who did not include composing in their classes.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921300100402","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65904918","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}
Pub Date : 2013-07-01DOI: 10.1177/194849921300400405
John M. Geringer, R. MacLeod, J. Ellis
Given the importance of modeling in teaching young students to perform, particularly in the Suzuki approach, as well as the importance of playing in-tune, we studied intonation performances on four recordings of Suzuki Violin School Volume I. These are performances that many string teachers recommend as models for beginning string students. We also asked whether performances conform to a theoretical tuning system such as equal temperament (ET) or Pythagorean tuning. We analyzed the first eight measures and the repeat of Minuet I (Bach) in G-major. Individual note deviations of performers ranged from -17 cents to +26 cents relative to the accompaniment, although most deviations were smaller. Overall, three performers tended to be closer to Pythagorean (which is slightly sharper than ET for most major intervals) while one was closer to ET. However, inspection of individual intervals showed that two of the performers were often sharp relative to both tuning systems, particularly for minor seconds and thirds, and major thirds. No performer consistently conformed to either tuning system across the span of notes in the excerpt.
{"title":"A Descriptive Analysis of Performance Models’ Intonation in a Recorded Excerpt from Suzuki Violin School Volume I","authors":"John M. Geringer, R. MacLeod, J. Ellis","doi":"10.1177/194849921300400405","DOIUrl":"https://doi.org/10.1177/194849921300400405","url":null,"abstract":"Given the importance of modeling in teaching young students to perform, particularly in the Suzuki approach, as well as the importance of playing in-tune, we studied intonation performances on four recordings of Suzuki Violin School Volume I. These are performances that many string teachers recommend as models for beginning string students. We also asked whether performances conform to a theoretical tuning system such as equal temperament (ET) or Pythagorean tuning. We analyzed the first eight measures and the repeat of Minuet I (Bach) in G-major. Individual note deviations of performers ranged from -17 cents to +26 cents relative to the accompaniment, although most deviations were smaller. Overall, three performers tended to be closer to Pythagorean (which is slightly sharper than ET for most major intervals) while one was closer to ET. However, inspection of individual intervals showed that two of the performers were often sharp relative to both tuning systems, particularly for minor seconds and thirds, and major thirds. No performer consistently conformed to either tuning system across the span of notes in the excerpt.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921300400405","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65905100","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}
Pub Date : 2013-07-01DOI: 10.1177/194849921300000401
David W. Sogin
As string researchers teaching in the 21st Century, we need to better understand what it is we need to teach and how best to teach it. We also need to think about our current string research and determine how it can best be aligned with our current pedagogy, what reinforces the theoretical function of these pedagogic ideas and how they relate to one another. In addition, we also need to recommend the best teaching strategies through systematic analysis and research, which can provide sound and efficient pedagogic alternatives for string teachers.
{"title":"Forum: String Pedagogy for the 21st Century: Catching up with Research 2","authors":"David W. Sogin","doi":"10.1177/194849921300000401","DOIUrl":"https://doi.org/10.1177/194849921300000401","url":null,"abstract":"As string researchers teaching in the 21st Century, we need to better understand what it is we need to teach and how best to teach it. We also need to think about our current string research and determine how it can best be aligned with our current pedagogy, what reinforces the theoretical function of these pedagogic ideas and how they relate to one another. In addition, we also need to recommend the best teaching strategies through systematic analysis and research, which can provide sound and efficient pedagogic alternatives for string teachers.","PeriodicalId":36814,"journal":{"name":"String Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/194849921300000401","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65904603","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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