Pub Date : 2021-12-22DOI: 10.1177/10483950211059898e
C. Westby
A study by University College London’s (UCL) Institute of Education reports that there has been a near virtual elimination of afternoon breaks, especially in secondary schools, and shorter lunch breaks. One in four secondary schools now leave only 35 minutes or less for lunch. Schools have been shortening breaks to create more time for learning. Funding cuts and a bid to tackle bad behavior may also have contributed. Academics argue that children do not have enough time to socialize or exercise, which is important for the mental and physical health of children. Comparing data from 1,133 primary and secondary schools in 2017 with data collected in 2006 and 1995, researchers looked at how school breaks and young people’s social lives have changed. Children ages 5 to 7 have 45 minutes less break time per week than children of the same age in 1995. Meanwhile, students ages 11 to 16 have 65 minutes less than two decades ago. The study also revealed that children are now only half as likely to meet up with friends and peers in person outside of school as in 2006. Three-fifths of the schools that responded to the survey reported withholding breaks from children when they or their classmates have misbehaved or failed to complete work. Primaryage children in Britain are also losing the freedom to play independently and typically are not are allowed to play outside on their own until two years older than their parents’ generation were. While their parents were allowed to play outside unsupervised by the age of 9, on average, today’s children are 11 by the time they reach the same milestone. Researchers say that not enough adventurous play could affect children’s long-term physical and mental health. Although this is a British study, school personnel are reporting similar reductions in breaks in U.S. schools and increased hesitancy to allow children to play outdoors without parents present. Compiled by Carol Westby Do you have any roles or identities that concern you as a physical creature? Do you have concerns about how your body looks or how it works? Some of our physical identities include things that are important to us. Are there any possessions or things that mean a lot to you and tell people who you are? 7. Future selves: The roles and positions I want to have in the future. Part of who you are now may be what you want in the future. We call these future roles and positions, “possible selves.” Are there any future possible selves that are important to how you think about yourself now? Please consider future educational, occupational, and family roles (some examples: future truck driver, married, game designer, future homeowner). List up to five roles and positions you would like to have in the future. 8. The less desirable side of me: Taking into consideration all aspects of your life (school, personal and family relationships, work, etc.), list up to five components of yourself that you are not happy with, not proud of, or would like to change. For
{"title":"Short Bits","authors":"C. Westby","doi":"10.1177/10483950211059898e","DOIUrl":"https://doi.org/10.1177/10483950211059898e","url":null,"abstract":"A study by University College London’s (UCL) Institute of Education reports that there has been a near virtual elimination of afternoon breaks, especially in secondary schools, and shorter lunch breaks. One in four secondary schools now leave only 35 minutes or less for lunch. Schools have been shortening breaks to create more time for learning. Funding cuts and a bid to tackle bad behavior may also have contributed. Academics argue that children do not have enough time to socialize or exercise, which is important for the mental and physical health of children. Comparing data from 1,133 primary and secondary schools in 2017 with data collected in 2006 and 1995, researchers looked at how school breaks and young people’s social lives have changed. Children ages 5 to 7 have 45 minutes less break time per week than children of the same age in 1995. Meanwhile, students ages 11 to 16 have 65 minutes less than two decades ago. The study also revealed that children are now only half as likely to meet up with friends and peers in person outside of school as in 2006. Three-fifths of the schools that responded to the survey reported withholding breaks from children when they or their classmates have misbehaved or failed to complete work. Primaryage children in Britain are also losing the freedom to play independently and typically are not are allowed to play outside on their own until two years older than their parents’ generation were. While their parents were allowed to play outside unsupervised by the age of 9, on average, today’s children are 11 by the time they reach the same milestone. Researchers say that not enough adventurous play could affect children’s long-term physical and mental health. Although this is a British study, school personnel are reporting similar reductions in breaks in U.S. schools and increased hesitancy to allow children to play outdoors without parents present. Compiled by Carol Westby Do you have any roles or identities that concern you as a physical creature? Do you have concerns about how your body looks or how it works? Some of our physical identities include things that are important to us. Are there any possessions or things that mean a lot to you and tell people who you are? 7. Future selves: The roles and positions I want to have in the future. Part of who you are now may be what you want in the future. We call these future roles and positions, “possible selves.” Are there any future possible selves that are important to how you think about yourself now? Please consider future educational, occupational, and family roles (some examples: future truck driver, married, game designer, future homeowner). List up to five roles and positions you would like to have in the future. 8. The less desirable side of me: Taking into consideration all aspects of your life (school, personal and family relationships, work, etc.), list up to five components of yourself that you are not happy with, not proud of, or would like to change. For ","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44223456","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 : 2021-12-22DOI: 10.1177/10483950211059898d
C. Westby
{"title":"Thinking About Physical and Psychological Traits","authors":"C. Westby","doi":"10.1177/10483950211059898d","DOIUrl":"https://doi.org/10.1177/10483950211059898d","url":null,"abstract":"","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48857617","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 : 2021-10-27DOI: 10.1177/10483950211049638
C. Westby
Critical thinking skills play an important role in the moral development of adolescents. They must analyze, evaluate, and synthesize information gathered from their interactions with others. They must effectively argue, justify, and reflect on their own personal opinions and motivations as they make decisions, impacting on their sense of decision-making responsibilities. Although there is recognition of the importance of critical thinking skills in moral development and learning (Paul, 1993), investigation into the language skills required to competently express one’s thinking and reasoning has received limited attention. The few studies that have focused on language and critical thinking have reported specifically on syntactic aspects (Nippold et al., 2014, 2015). To address this gap between language, thinking, and knowledge, the authors of this article investigate the language used in critical thinking through adolescents’ responses on a task of moral reasoning. Syntactic development in adolescence is characterized by longer and more grammatically complex sentences with greater use of dependent clauses (Heilmann & Malone, 2014; Nippold, 2016). Through the increased use of subordinate clauses, adolescents are able to express more complex ideas. There is an interplay between cognitive and language processes in the adolescent years that supports growth in critical thinking. Semantically, adolescent language growth involves literate language, including the use and understanding of mental state verbs, abstract nouns, and adverbial conjunctions (Nippold et al., 2017). The increasing command of mental state verbs or metacognitive verbs (such as believe, realize, and remember) allows the adolescent to describe and reflect on another’s thoughts and viewpoint. This category of words represents a salient feature of A newsletter dedicated to speech & language in school-age children
批判性思维技能在青少年道德发展中发挥着重要作用。他们必须分析、评估和综合从与他人的互动中收集的信息。他们在做出决策时必须有效地争论、证明和反思自己的个人观点和动机，影响他们的决策责任感。尽管人们认识到批判性思维技能在道德发展和学习中的重要性（Paul，1993），但对恰当表达思维和推理所需的语言技能的研究却受到了有限的关注。少数关注语言和批判性思维的研究专门报道了句法方面（Nippold et al.，20142015）。为了解决语言、思维和知识之间的差距，本文作者通过青少年对道德推理任务的反应，调查了批判性思维中使用的语言。青春期句法发展的特点是句子更长、语法更复杂，依赖从句的使用更多（Heilmann&Malone，2014；Nippold，2016）。通过增加从句的使用，青少年能够表达更复杂的想法。青少年时期的认知和语言过程之间存在着相互作用，这有助于批判性思维的发展。从语义上讲，青少年语言的发展涉及识字语言，包括对精神状态动词、抽象名词和状语连词的使用和理解（Nippold et al.，2017）。心理状态动词或元认知动词（如相信、意识和记忆）的掌握越来越多，这使青少年能够描述和反思他人的想法和观点。这类词代表了《学龄儿童言语通讯》的一个显著特点
{"title":"Assessing Adolescent Critical Thinking","authors":"C. Westby","doi":"10.1177/10483950211049638","DOIUrl":"https://doi.org/10.1177/10483950211049638","url":null,"abstract":"Critical thinking skills play an important role in the moral development of adolescents. They must analyze, evaluate, and synthesize information gathered from their interactions with others. They must effectively argue, justify, and reflect on their own personal opinions and motivations as they make decisions, impacting on their sense of decision-making responsibilities. Although there is recognition of the importance of critical thinking skills in moral development and learning (Paul, 1993), investigation into the language skills required to competently express one’s thinking and reasoning has received limited attention. The few studies that have focused on language and critical thinking have reported specifically on syntactic aspects (Nippold et al., 2014, 2015). To address this gap between language, thinking, and knowledge, the authors of this article investigate the language used in critical thinking through adolescents’ responses on a task of moral reasoning. Syntactic development in adolescence is characterized by longer and more grammatically complex sentences with greater use of dependent clauses (Heilmann & Malone, 2014; Nippold, 2016). Through the increased use of subordinate clauses, adolescents are able to express more complex ideas. There is an interplay between cognitive and language processes in the adolescent years that supports growth in critical thinking. Semantically, adolescent language growth involves literate language, including the use and understanding of mental state verbs, abstract nouns, and adverbial conjunctions (Nippold et al., 2017). The increasing command of mental state verbs or metacognitive verbs (such as believe, realize, and remember) allows the adolescent to describe and reflect on another’s thoughts and viewpoint. This category of words represents a salient feature of A newsletter dedicated to speech & language in school-age children","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41687290","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 : 2021-10-27DOI: 10.1177/10483950211049638b
C. Westby
• There was no difference between students diagnosed as DLD or language disorder associated with ASD. • Overall, students’ improvement for nouns and verbs was similar. However, the improvement in nouns was mainly due to those directly targeted, whereas improvement in verbs was more evenly divided between treatment and control items. ° Treatment of verbs appears to lead to greater generalization than treatment of nouns. ° On lexical decision, the easiest task, accuracy for verbs improved more than for nouns (nouns were already at high accuracy). ° On the more difficult tasks (sentence production and definition), improvement for nouns was greater than for verbs
{"title":"Narrative and Vocabulary Intervention for Middle School Students","authors":"C. Westby","doi":"10.1177/10483950211049638b","DOIUrl":"https://doi.org/10.1177/10483950211049638b","url":null,"abstract":"• There was no difference between students diagnosed as DLD or language disorder associated with ASD. • Overall, students’ improvement for nouns and verbs was similar. However, the improvement in nouns was mainly due to those directly targeted, whereas improvement in verbs was more evenly divided between treatment and control items. ° Treatment of verbs appears to lead to greater generalization than treatment of nouns. ° On lexical decision, the easiest task, accuracy for verbs improved more than for nouns (nouns were already at high accuracy). ° On the more difficult tasks (sentence production and definition), improvement for nouns was greater than for verbs","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48396802","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 : 2021-10-27DOI: 10.1177/10483950211049638e
{"title":"Short Bits","authors":"","doi":"10.1177/10483950211049638e","DOIUrl":"https://doi.org/10.1177/10483950211049638e","url":null,"abstract":"","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45383300","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 : 2021-10-27DOI: 10.1177/10483950211049638c
C. Westby
impairment: a longitudinal study from 2;6 to 21 years of age. Journal of Speech, Language and Hearing Research, 58(2), 345–359. https://doi.org/10.1044/2015 Semel, E., Wiig, E. H., & Secord, W. (2006). The clinical evaluation of language fundamentals–Fourth edition UK. Pearson Education. Stein, N., & Glenn, C. (1979). An analysis of story comprehension in elementary school children. In R. O. Freedle (Ed.), New directions in discourse processing (pp. 53–120). Ablex. Wiig, E. H., & Secord, W. (1992). Test of Word Knowledge: TOWK: Examiner’s Manual. Psychological Corporation.
损伤:一项从6岁到21岁的纵向研究。言语语言与听觉研究，58(2)，345-359。https://doi.org/10.1044/2015 Semel, E.， Wiig, E. H.， & Secord, W.(2006)。语言基础的临床评价-第四版英国。培生教育。斯坦，N.和格伦，C.(1979)。小学生故事理解能力分析。在R. O. Freedle(编)，话语处理的新方向(第53-120页)。Ablex。韦格，E. H.和塞科德，W.(1992)。单词知识测试:TOWK:考官手册。心理上的公司。
{"title":"A Synthetic Approach for Teaching Reading","authors":"C. Westby","doi":"10.1177/10483950211049638c","DOIUrl":"https://doi.org/10.1177/10483950211049638c","url":null,"abstract":"impairment: a longitudinal study from 2;6 to 21 years of age. Journal of Speech, Language and Hearing Research, 58(2), 345–359. https://doi.org/10.1044/2015 Semel, E., Wiig, E. H., & Secord, W. (2006). The clinical evaluation of language fundamentals–Fourth edition UK. Pearson Education. Stein, N., & Glenn, C. (1979). An analysis of story comprehension in elementary school children. In R. O. Freedle (Ed.), New directions in discourse processing (pp. 53–120). Ablex. Wiig, E. H., & Secord, W. (1992). Test of Word Knowledge: TOWK: Examiner’s Manual. Psychological Corporation.","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42782015","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 : 2021-10-27DOI: 10.1177/10483950211049638d
C. Westby
{"title":"The Global TALES Project","authors":"C. Westby","doi":"10.1177/10483950211049638d","DOIUrl":"https://doi.org/10.1177/10483950211049638d","url":null,"abstract":"","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43323563","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 : 2021-10-27DOI: 10.1177/10483950211049638a
C. Westby
Children with developmental language disorder (DLD) frequently have difficulties with word learning and understanding vocabulary. This can significantly impact social interactions, daily activities, and academic progress. Although there is literature providing a rationale for targeting word learning in such children, there is little evidence for the effectiveness of specific interventions in this area for children with identified DLD and particularly for older children. The purpose of this study was to establish whether direct one-to-one intervention for children with DLD over 9 years of age leads to improved abilities to identify, comprehend, define, and use nouns and verbs targeted in intervention compared with non-targeted control items and whether the participants’ rating of their own knowledge of the words changes with intervention.
{"title":"A Vocabulary Intervention Program for Older Students","authors":"C. Westby","doi":"10.1177/10483950211049638a","DOIUrl":"https://doi.org/10.1177/10483950211049638a","url":null,"abstract":"Children with developmental language disorder (DLD) frequently have difficulties with word learning and understanding vocabulary. This can significantly impact social interactions, daily activities, and academic progress. Although there is literature providing a rationale for targeting word learning in such children, there is little evidence for the effectiveness of specific interventions in this area for children with identified DLD and particularly for older children. The purpose of this study was to establish whether direct one-to-one intervention for children with DLD over 9 years of age leads to improved abilities to identify, comprehend, define, and use nouns and verbs targeted in intervention compared with non-targeted control items and whether the participants’ rating of their own knowledge of the words changes with intervention.","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46048592","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 : 2021-09-01DOI: 10.1177/10483950211034238c
{"title":"Websites for Screentime Use Strategies","authors":"","doi":"10.1177/10483950211034238c","DOIUrl":"https://doi.org/10.1177/10483950211034238c","url":null,"abstract":"","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42222473","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 : 2021-09-01DOI: 10.1177/10483950211034238a
C. Westby
Cobb-Moore, C., Danby, S., & Farrell, A. N. N. (2008). “I told you so”: Justification used in disputes in young children’s interactions in an early childhood classroom. Discourse Studies, 10(5), 595–614. Corsaro, W. A. (2005). Collective action and agency in young children’s peer cultures. In J. Qvortup (Ed.), Studies in modern childhood: Society, agency, culture (pp. 231–247). Palgrave Macmillan. Ely, R., Melzi, G., Hadge, L., & McCabe, A. (1998). Being brave, being nice: Themes of agency and communion in children’s narratives. Journal of Personality, 66(2), 257–284. Lyons, R., & Roulstone, S. (2018). Well-being and resilience in children with speech and language disorders. Journal of Speech, Language, and Hearing Research, 61(2), 324–344. Mashford-Scott, A., & Church, A. (2011). Promoting children’s agency in early childhood education. Research on Youth and Language, 5(1), 15–38. McAdams, D. P. (2013). The redemptive self: Stories Americans live by. Oxford University. Miller, P. J., & Sperry, L. L. (1987). The socialization of anger and aggression. Merrill-Palmer Quarterly, 33, 1–31. Miller, P. J., & Sperry, L. L. (1988). Early talk about the past: The origins of conversational stories of personal experience. Journal of Child Language, 15, 293–315. Mullin, A. (2007). Children, autonomy, and care. Journal of Social Philosophy, 38(4), 536–553. Roseth, C. J., Pellegrini, A. D., Dupuis, D. N., Bohn, C. M., Hickey, M. C., Hilk, C. L., Peshkam, A. (2008). Teacher intervention and U.S. preschoolers’ natural conflict resolution after aggressive competition. Behavior, 145(11), 1601–1626. Shantz, C. U. (1987). Conflicts between children. Child Development, 58(2), 283–305.
{"title":"Building Agency Through Story Telling","authors":"C. Westby","doi":"10.1177/10483950211034238a","DOIUrl":"https://doi.org/10.1177/10483950211034238a","url":null,"abstract":"Cobb-Moore, C., Danby, S., & Farrell, A. N. N. (2008). “I told you so”: Justification used in disputes in young children’s interactions in an early childhood classroom. Discourse Studies, 10(5), 595–614. Corsaro, W. A. (2005). Collective action and agency in young children’s peer cultures. In J. Qvortup (Ed.), Studies in modern childhood: Society, agency, culture (pp. 231–247). Palgrave Macmillan. Ely, R., Melzi, G., Hadge, L., & McCabe, A. (1998). Being brave, being nice: Themes of agency and communion in children’s narratives. Journal of Personality, 66(2), 257–284. Lyons, R., & Roulstone, S. (2018). Well-being and resilience in children with speech and language disorders. Journal of Speech, Language, and Hearing Research, 61(2), 324–344. Mashford-Scott, A., & Church, A. (2011). Promoting children’s agency in early childhood education. Research on Youth and Language, 5(1), 15–38. McAdams, D. P. (2013). The redemptive self: Stories Americans live by. Oxford University. Miller, P. J., & Sperry, L. L. (1987). The socialization of anger and aggression. Merrill-Palmer Quarterly, 33, 1–31. Miller, P. J., & Sperry, L. L. (1988). Early talk about the past: The origins of conversational stories of personal experience. Journal of Child Language, 15, 293–315. Mullin, A. (2007). Children, autonomy, and care. Journal of Social Philosophy, 38(4), 536–553. Roseth, C. J., Pellegrini, A. D., Dupuis, D. N., Bohn, C. M., Hickey, M. C., Hilk, C. L., Peshkam, A. (2008). Teacher intervention and U.S. preschoolers’ natural conflict resolution after aggressive competition. Behavior, 145(11), 1601–1626. Shantz, C. U. (1987). Conflicts between children. Child Development, 58(2), 283–305.","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46246533","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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