Pub Date : 2022-08-04DOI: 10.1177/15257401221115822
Jae-Hyun Kim, B. Davies, Nan Xu Rattanasone
Developmental language disorder (DLD) is a common neurodevelopmental disorder. It had been suggested that public awareness is low for DLD, especially in comparison with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and dyslexia. This study investigated awareness of DLD, ASD, ADHD, and dyslexia, as well as specific language impairment (SLI) in Australia. An online survey about awareness and knowledge of DLD, SLI, ASD, ADHD, and dyslexia was completed by 272 people in Australia. People had low awareness of DLD (19.9%) compared with ASD (97.4%), ADHD (97.7%), and dyslexia (98.5%). The former label for the disorder, SLI, had an even lower level of awareness (9.4%). People have heard about DLD from a wide range of sources and were likely to have incorrect knowledge about DLD as well as believing ASD or ADHD to be the most prevalent disorders. Awareness and knowledge of DLD appear to be low. More targeted approaches to increasing public awareness of DLD are needed.
{"title":"Have You Heard of Developmental Language Disorder? An Online Survey","authors":"Jae-Hyun Kim, B. Davies, Nan Xu Rattanasone","doi":"10.1177/15257401221115822","DOIUrl":"https://doi.org/10.1177/15257401221115822","url":null,"abstract":"Developmental language disorder (DLD) is a common neurodevelopmental disorder. It had been suggested that public awareness is low for DLD, especially in comparison with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and dyslexia. This study investigated awareness of DLD, ASD, ADHD, and dyslexia, as well as specific language impairment (SLI) in Australia. An online survey about awareness and knowledge of DLD, SLI, ASD, ADHD, and dyslexia was completed by 272 people in Australia. People had low awareness of DLD (19.9%) compared with ASD (97.4%), ADHD (97.7%), and dyslexia (98.5%). The former label for the disorder, SLI, had an even lower level of awareness (9.4%). People have heard about DLD from a wide range of sources and were likely to have incorrect knowledge about DLD as well as believing ASD or ADHD to be the most prevalent disorders. Awareness and knowledge of DLD appear to be low. More targeted approaches to increasing public awareness of DLD are needed.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"228 - 238"},"PeriodicalIF":0.9,"publicationDate":"2022-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42287404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-25DOI: 10.1177/15257401221113064
E. Zaretsky, Benjamin P. Lange
Bilingual children with a limited command of the second language (L2) often yield unsatisfactory results in L2-based non-word repetition tasks (NWRT) for the assessment of working memory. In this study, monolinguals (MO) and bilinguals (BI) of preschool age acquiring German were compared in regard to their performance on German-based NWRT to choose test items that do not put BI at a disadvantage. Four-year-old children (N = 876) were tested with the German language screenings Sprachscreening für das Vorschulalter (SSV) and Kindersprachscreening (KiSS), including 38 non-words. BI scored significantly lower in NWRT than MO due to a limited command of German as well as a limited language input (e.g., length of kindergarten attendance). After the statistical deletion of children who did not speak German age-appropriately, BI outperformed MO on the SSV, without significant differences on the KiSS. Performance on NWRT depended on the children’s command of the German vocabulary and phonotactics. Several relatively “culture-fair” NWRT items were identified.
第二语言能力有限的双语儿童在基于第二语言的非单词重复任务（NWRT）中评估工作记忆的结果往往不令人满意。在这项研究中，对学龄前学习德语的单语者（MO）和双语者（BI）在基于德语的NWRT中的表现进行了比较，以选择不会使BI处于不利地位的测试项目。4岁儿童（N=876）接受了德语筛查Sprachscreening für das Vorschulalter（SSV）和Kindersprachscreening（KiSS），包括38个非单词。由于德语掌握能力有限以及语言输入有限（如幼儿园出勤时间），BI在NWRT中的得分明显低于MO。在对年龄不适合说德语的儿童进行统计删除后，BI在SSV方面优于MO，在KiSS方面没有显著差异。NWRT的表现取决于孩子们对德语词汇和发音策略的掌握。确定了几个相对“文化博览会”的NWRT项目。
{"title":"Language-Specific Non-Words for the Assessment of Working Memory: Dealing With Bilingual Children","authors":"E. Zaretsky, Benjamin P. Lange","doi":"10.1177/15257401221113064","DOIUrl":"https://doi.org/10.1177/15257401221113064","url":null,"abstract":"Bilingual children with a limited command of the second language (L2) often yield unsatisfactory results in L2-based non-word repetition tasks (NWRT) for the assessment of working memory. In this study, monolinguals (MO) and bilinguals (BI) of preschool age acquiring German were compared in regard to their performance on German-based NWRT to choose test items that do not put BI at a disadvantage. Four-year-old children (N = 876) were tested with the German language screenings Sprachscreening für das Vorschulalter (SSV) and Kindersprachscreening (KiSS), including 38 non-words. BI scored significantly lower in NWRT than MO due to a limited command of German as well as a limited language input (e.g., length of kindergarten attendance). After the statistical deletion of children who did not speak German age-appropriately, BI outperformed MO on the SSV, without significant differences on the KiSS. Performance on NWRT depended on the children’s command of the German vocabulary and phonotactics. Several relatively “culture-fair” NWRT items were identified.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"219 - 227"},"PeriodicalIF":0.9,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49498021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-21DOI: 10.1177/15257401221111787
R. Zipoli
Speech-language pathologists (SLPs) are increasingly called upon to help assess students with word-recognition difficulties, including dyslexia. Although SLPs tend to have comparatively strong knowledge regarding the phonological awareness skills that support word reading, findings from survey research indicate that many SLPs report limited knowledge and training on word recognition and phonics. The purpose of this article is to provide a systematic framework for assessing and interpreting students’ word reading skills. Five potential components of word reading assessment will be examined: word recognition, phonological decoding, automaticity, performance with specific phonics patterns, and reading multimorphemic and multisyllabic words. Emphasis will be given to how specific test formats and procedures can be used to help identify patterns of word reading difficulty.
{"title":"Making Sense of Word Reading Difficulties: Principles of Clinical Assessment","authors":"R. Zipoli","doi":"10.1177/15257401221111787","DOIUrl":"https://doi.org/10.1177/15257401221111787","url":null,"abstract":"Speech-language pathologists (SLPs) are increasingly called upon to help assess students with word-recognition difficulties, including dyslexia. Although SLPs tend to have comparatively strong knowledge regarding the phonological awareness skills that support word reading, findings from survey research indicate that many SLPs report limited knowledge and training on word recognition and phonics. The purpose of this article is to provide a systematic framework for assessing and interpreting students’ word reading skills. Five potential components of word reading assessment will be examined: word recognition, phonological decoding, automaticity, performance with specific phonics patterns, and reading multimorphemic and multisyllabic words. Emphasis will be given to how specific test formats and procedures can be used to help identify patterns of word reading difficulty.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"194 - 202"},"PeriodicalIF":0.9,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43140474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-21DOI: 10.1177/15257401221111334
C. Karasinski
This investigation identified dimensions of narrative, persuasive, and expository writing in Grades 1 to 12 and assessed the contribution of speech-language pathologists’ (SLPs) indices to scores on teachers’ 6 traits rubric. Findings could facilitate development of effective intervention programs for writing. A corpus of narrative, expository, and persuasive writing samples (N = 418) was analyzed for microstructure and macrostructure. Each genre revealed five dimensions. Writing quality included the 6 traits. Accuracy contained errors of spelling, capitalization, and punctuation. Complexity encompassed mean length of T-unit and clausal density. Productivity included total number of words and number of different words for all genres, plus macrostructure for persuasion. Genre included macrostructure measures for narration and exposition and use of compromises for persuasion. Productivity scores predicted 6 traits for narration and persuasion, highlighting the important contribution of vocabulary to writing. Accuracy predicted 6 traits only for narration. Indices of genre-specific macrostructure predicted 6 traits total for all three genres.
{"title":"Microstructure and Macrostructure Measures of Written Narrative, Expository, and Persuasive Language Samples","authors":"C. Karasinski","doi":"10.1177/15257401221111334","DOIUrl":"https://doi.org/10.1177/15257401221111334","url":null,"abstract":"This investigation identified dimensions of narrative, persuasive, and expository writing in Grades 1 to 12 and assessed the contribution of speech-language pathologists’ (SLPs) indices to scores on teachers’ 6 traits rubric. Findings could facilitate development of effective intervention programs for writing. A corpus of narrative, expository, and persuasive writing samples (N = 418) was analyzed for microstructure and macrostructure. Each genre revealed five dimensions. Writing quality included the 6 traits. Accuracy contained errors of spelling, capitalization, and punctuation. Complexity encompassed mean length of T-unit and clausal density. Productivity included total number of words and number of different words for all genres, plus macrostructure for persuasion. Genre included macrostructure measures for narration and exposition and use of compromises for persuasion. Productivity scores predicted 6 traits for narration and persuasion, highlighting the important contribution of vocabulary to writing. Accuracy predicted 6 traits only for narration. Indices of genre-specific macrostructure predicted 6 traits total for all three genres.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"152 - 162"},"PeriodicalIF":0.9,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44696942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1177/15257401211043757
E. Kelley, Raina Bueno
The purpose of the study was to examine word learning in preschool children from families who differed in socioeconomic status (SES). Preschool children (N = 58) were assigned to SES groups based on maternal education and completed a dynamic assessment of explicit word learning 2 times. At the first administration, no SES-group differences were observed. At the second administration, children from high-SES homes had significantly higher scores than children from low-SES homes on the production probe with a large effect size (d = 1.01). Descriptively, children in both groups responded more frequently at more difficult prompting levels at the second session, but children in the low-SES group had more incorrect responses than children in the high-SES group. Additional research using sensitive measures of word-learning proficiency is necessary to better understand the way in which SES and early language experiences are related to word learning in young children.
{"title":"Explicit Word Learning in Preschoolers From Families With High or Low Maternal Education","authors":"E. Kelley, Raina Bueno","doi":"10.1177/15257401211043757","DOIUrl":"https://doi.org/10.1177/15257401211043757","url":null,"abstract":"The purpose of the study was to examine word learning in preschool children from families who differed in socioeconomic status (SES). Preschool children (N = 58) were assigned to SES groups based on maternal education and completed a dynamic assessment of explicit word learning 2 times. At the first administration, no SES-group differences were observed. At the second administration, children from high-SES homes had significantly higher scores than children from low-SES homes on the production probe with a large effect size (d = 1.01). Descriptively, children in both groups responded more frequently at more difficult prompting levels at the second session, but children in the low-SES group had more incorrect responses than children in the high-SES group. Additional research using sensitive measures of word-learning proficiency is necessary to better understand the way in which SES and early language experiences are related to word learning in young children.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"246 - 260"},"PeriodicalIF":0.9,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46250415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-17DOI: 10.1177/15257401221103503
Aysha Rooha, M. Anil, J. Bhat, Gagan Bajaj, Apramita Deshpande
The lack of research exploring the influence of dynamic visual narratives on inference skills prompted the present study with an aim to profile the inference skills in school children between the ages of 6 years and 9 years 11 months using dynamic visual narratives. A total of 80 participants were considered for the study. An animated story was designed as the dynamic visual narrative stimuli based on which an “inference task” was formulated, which included forced-choice questions and free-response questions. The responses of the forced-choice questions were analyzed quantitatively using one-way analysis of variance (ANOVA), while the responses from the free-response questions were analyzed qualitatively. The results revealed an increase in inference skills with age, with children using less seductive details, beginning to display inductive inference, and providing multiple inferences. The inference profiles obtained from the study can serve as evidence for the development of bridging inference skills from dynamic visual narratives in children.
{"title":"Assessing Inferencing Skills in Children Through the Lens of Dynamic Visual Narratives","authors":"Aysha Rooha, M. Anil, J. Bhat, Gagan Bajaj, Apramita Deshpande","doi":"10.1177/15257401221103503","DOIUrl":"https://doi.org/10.1177/15257401221103503","url":null,"abstract":"The lack of research exploring the influence of dynamic visual narratives on inference skills prompted the present study with an aim to profile the inference skills in school children between the ages of 6 years and 9 years 11 months using dynamic visual narratives. A total of 80 participants were considered for the study. An animated story was designed as the dynamic visual narrative stimuli based on which an “inference task” was formulated, which included forced-choice questions and free-response questions. The responses of the forced-choice questions were analyzed quantitatively using one-way analysis of variance (ANOVA), while the responses from the free-response questions were analyzed qualitatively. The results revealed an increase in inference skills with age, with children using less seductive details, beginning to display inductive inference, and providing multiple inferences. The inference profiles obtained from the study can serve as evidence for the development of bridging inference skills from dynamic visual narratives in children.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"173 - 184"},"PeriodicalIF":0.9,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43773647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.1177/15257401221087589
Amanda Howerton-Fox, R. Kretschmer
This article details the transcription process we developed to handle bimodal and multilingual interview data collected during our research into the teacher language awareness (TLA) of two high-quality teachers in a Swedish bilingual school for the deaf. Both teachers used a combination of spoken Swedish, spoken English, and Teckenspråk (Sweden’s signed language) during our interviews. Because the interviews were being conducted in three languages and two modalities, the transcription process was particularly complex. We argue that accurate transcription in such linguistically complex contexts is possible but that it is important that the research community develop principles and procedures for transcribing multilingual and bimodal interview data in a way that honors participants’ intended messages as faithfully as possible.
{"title":"Creating Faithful Transcripts in Multilingual/Bimodal Interview Contexts","authors":"Amanda Howerton-Fox, R. Kretschmer","doi":"10.1177/15257401221087589","DOIUrl":"https://doi.org/10.1177/15257401221087589","url":null,"abstract":"This article details the transcription process we developed to handle bimodal and multilingual interview data collected during our research into the teacher language awareness (TLA) of two high-quality teachers in a Swedish bilingual school for the deaf. Both teachers used a combination of spoken Swedish, spoken English, and Teckenspråk (Sweden’s signed language) during our interviews. Because the interviews were being conducted in three languages and two modalities, the transcription process was particularly complex. We argue that accurate transcription in such linguistically complex contexts is possible but that it is important that the research community develop principles and procedures for transcribing multilingual and bimodal interview data in a way that honors participants’ intended messages as faithfully as possible.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"133 - 137"},"PeriodicalIF":0.9,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47093968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-11DOI: 10.1177/15257401221088241
Sara C. Steele, L. Gibbons
This study documented the standardized tests and informal assessment techniques that school-based speech-language pathologists (SLPs) reported as most helpful for identifying vocabulary deficits and for monitoring progress. Speech-language pathologists (N = 142) working in U.S. public school settings completed an online survey that included multiple-choice, multiple-answer, and open-ended formats. Percentages and frequency counts were reported. For identifying vocabulary deficits, SLPs favored omnibus language tests over vocabulary-specific tests. The most frequently selected informal assessments for identifying vocabulary deficits were language samples and curricular-based measures. For monitoring progress, respondents favored creating their own tasks and using curricular-based measures. Minor differences were noted in the responses of elementary and middle-high school SLPs. Results were compared with evidence-based principles for vocabulary assessment.
{"title":"Vocabulary Assessment Techniques: Perspectives of School-Based Speech-Language Pathologists","authors":"Sara C. Steele, L. Gibbons","doi":"10.1177/15257401221088241","DOIUrl":"https://doi.org/10.1177/15257401221088241","url":null,"abstract":"This study documented the standardized tests and informal assessment techniques that school-based speech-language pathologists (SLPs) reported as most helpful for identifying vocabulary deficits and for monitoring progress. Speech-language pathologists (N = 142) working in U.S. public school settings completed an online survey that included multiple-choice, multiple-answer, and open-ended formats. Percentages and frequency counts were reported. For identifying vocabulary deficits, SLPs favored omnibus language tests over vocabulary-specific tests. The most frequently selected informal assessments for identifying vocabulary deficits were language samples and curricular-based measures. For monitoring progress, respondents favored creating their own tasks and using curricular-based measures. Minor differences were noted in the responses of elementary and middle-high school SLPs. Results were compared with evidence-based principles for vocabulary assessment.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"79 - 88"},"PeriodicalIF":0.9,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42371086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-11DOI: 10.1177/15257401221088505
Caitlin M. Imgrund, B. I. Krueger, Christie Getejanc
Preschoolers born preterm are at an increased risk for adverse neurodevelopmental outcomes; however, the impact of preterm birth on speech development has not been fully investigated. The primary objective of this study was to document the conversational speech production abilities of preschoolers born preterm via speech sample analysis. A secondary objective was to investigate the association between speech and language skills in this population. The speech production abilities of children born preterm (n = 29) and full term (n = 22) were assessed using whole-word measures of phonological complexity and accuracy. No significant differences were found between the preterm and full-term groups on any of the speech variables. One of the speech variables, pMLU, was significantly correlated with several variables assessing language skills in the preterm group. Comprehensive communication evaluations, which may include the use of speech sample analysis, remain an important component of the follow-up care of children born preterm.
{"title":"Conversational Speech and Language Skills of Children Born Preterm and Full Term","authors":"Caitlin M. Imgrund, B. I. Krueger, Christie Getejanc","doi":"10.1177/15257401221088505","DOIUrl":"https://doi.org/10.1177/15257401221088505","url":null,"abstract":"Preschoolers born preterm are at an increased risk for adverse neurodevelopmental outcomes; however, the impact of preterm birth on speech development has not been fully investigated. The primary objective of this study was to document the conversational speech production abilities of preschoolers born preterm via speech sample analysis. A secondary objective was to investigate the association between speech and language skills in this population. The speech production abilities of children born preterm (n = 29) and full term (n = 22) were assessed using whole-word measures of phonological complexity and accuracy. No significant differences were found between the preterm and full-term groups on any of the speech variables. One of the speech variables, pMLU, was significantly correlated with several variables assessing language skills in the preterm group. Comprehensive communication evaluations, which may include the use of speech sample analysis, remain an important component of the follow-up care of children born preterm.","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"44 1","pages":"185 - 193"},"PeriodicalIF":0.9,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42637819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-08DOI: 10.1177/15257401221090026
{"title":"Corrigendum to “Directive-Following Based on Graphic Symbol Sentences Involving an Animated Verb Symbol: An Exploratory Study”","authors":"","doi":"10.1177/15257401221090026","DOIUrl":"https://doi.org/10.1177/15257401221090026","url":null,"abstract":"","PeriodicalId":46403,"journal":{"name":"Communication Disorders Quarterly","volume":"43 1","pages":"NP1 - NP1"},"PeriodicalIF":0.9,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46004340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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