Pub Date : 2023-10-02DOI: 10.1080/02783193.2023.2246122
Nielsen Pereira, Scott J. Peters
ABSTRACTIn this article, we explore the work of Marcia Gentry as it relates to Project Having Opportunities Promotes Excellence (HOPE).We describe Project HOPE, the hundreds of scholarships it provided to students from around the country, and the broader effect it had on gifted student programs at Purdue University. We also discuss how Project HOPE affected Marcia’s scholarship and work related to equity issues in gifted education, as she became increasingly concerned and impatient with the inequities and slow pace of change in the field of gifted education. Finally, we reflect on the opportunities that Marcia provided her doctoral students and her role as our mentor, colleague, and friend. Marcia’s legacy of providing both opportunities and mentoring has left us to be indebted to her.KEYWORDS: enrichmentequityexcellenceprogramssummertalent development Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsNielsen PereiraNielsen Pereira, PhD, is an associate professor of Gifted, Creative, and Talented Studies at Purdue University and Director of Purdue’s Gifted Education Research & Resource Institute (GER2I). His research interests include conceptual, contextual, and measurement issues in the identification of gifted and talented populations; design and assessment of learning in varied gifted and talented education contexts; and understanding gifted and talented student experiences in talent development programs in and out of school. Email: npereira@purdue.eduScott J. PetersScott J. Peters, PhD, is a Senior Research Scientist at NWEA. His research work focuses on educational assessment, research design, gifted and talented student identification, equity within advanced educational programs and services, and educational policy. He completed his PhD at Purdue University in 2009 under Marcia Gentry. Email: peterss@uww.edu
在本文中，我们将探讨玛西娅·金特里(Marcia Gentry)与“有机会促进卓越项目”(HOPE)相关的工作。我们描述了希望工程，它为来自全国各地的学生提供了数百个奖学金，以及它对普渡大学天才学生项目的更广泛影响。我们还讨论了希望工程如何影响玛西娅的奖学金和与资优教育公平问题相关的工作，因为她越来越关注和不耐烦资优教育领域的不平等和缓慢的变化。最后，我们回顾了玛西娅为她的博士生提供的机会，以及她作为我们的导师、同事和朋友的角色。马西娅为我们提供了机会和指导，这让我们非常感激她。关键词:浓缩卓越项目夏季人才发展披露声明作者未报告潜在利益冲突。nielsen Pereira，博士，是普渡大学天才、创意和天才研究的副教授，也是普渡大学天才教育研究与资源研究所(GER2I)主任。他的研究兴趣包括识别天才人群的概念、背景和测量问题;不同资优教育环境下学习的设计与评估了解有天赋和有才能的学生在学校内外的人才发展项目中的经历。scott J. Peters，博士，NWEA高级研究科学家。他的研究工作主要集中在教育评估、研究设计、天才学生鉴定、高等教育项目和服务的公平性以及教育政策。他于2009年在普渡大学获得博士学位，师从玛西娅·金特里。电子邮件:peterss@uww.edu
{"title":"The Life and Work of Marcia Gentry: Providing Opportunities and Promoting Excellence","authors":"Nielsen Pereira, Scott J. Peters","doi":"10.1080/02783193.2023.2246122","DOIUrl":"https://doi.org/10.1080/02783193.2023.2246122","url":null,"abstract":"ABSTRACTIn this article, we explore the work of Marcia Gentry as it relates to Project Having Opportunities Promotes Excellence (HOPE).We describe Project HOPE, the hundreds of scholarships it provided to students from around the country, and the broader effect it had on gifted student programs at Purdue University. We also discuss how Project HOPE affected Marcia’s scholarship and work related to equity issues in gifted education, as she became increasingly concerned and impatient with the inequities and slow pace of change in the field of gifted education. Finally, we reflect on the opportunities that Marcia provided her doctoral students and her role as our mentor, colleague, and friend. Marcia’s legacy of providing both opportunities and mentoring has left us to be indebted to her.KEYWORDS: enrichmentequityexcellenceprogramssummertalent development Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsNielsen PereiraNielsen Pereira, PhD, is an associate professor of Gifted, Creative, and Talented Studies at Purdue University and Director of Purdue’s Gifted Education Research & Resource Institute (GER2I). His research interests include conceptual, contextual, and measurement issues in the identification of gifted and talented populations; design and assessment of learning in varied gifted and talented education contexts; and understanding gifted and talented student experiences in talent development programs in and out of school. Email: npereira@purdue.eduScott J. PetersScott J. Peters, PhD, is a Senior Research Scientist at NWEA. His research work focuses on educational assessment, research design, gifted and talented student identification, equity within advanced educational programs and services, and educational policy. He completed his PhD at Purdue University in 2009 under Marcia Gentry. Email: peterss@uww.edu","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901052","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 : 2023-10-02DOI: 10.1080/02783193.2023.2246141
Sally M. Reis
ABSTRACTWhen Marcia Gentry died last year, our field lost a fierce champion for inclusion and equity. In this article, I reflect on her work and the ways in which her early research helped to develop her interests in identifying and supporting the talent development of culturally diverse students. This early research on Enrichment Clusters was facilitated in two urban schools with diverse populations and the insights gained from this work contributed to her beliefs on talent development, more open and equitable identification, and enrichment opportunities for all students.KEYWORDS: diverse populationsenrichment clustersenrichment modelsresearchtalent development Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSally M. ReisSally M. Reis holds the Letitia Neag Chair in Educational Psychology, is a Board of Trustees Distinguished Professor, and was the former Vice Provost for Academic Affairs at the University of Connecticut. She also served as Principal Investigator of the National Research Center on the Gifted and Talented. Her scholarship on academically talented students and strength-based pedagogy is diverse and broad, as summarized by her numerous articles, books, book chapters, monographs, and technical reports. Her specialized research interests are related to diverse populations of talented students, education of students with both talents and disabilities, gifted girls and women, and using enrichment and strength-based pedagogy to enhance education for all students. Email: Sally.reis@uconn.edu
摘要去年玛西娅·金特里去世后，我们这个领域失去了一位倡导包容与公平的斗士。在这篇文章中，我回顾了她的工作，以及她早期的研究如何帮助她在识别和支持多元文化学生的才能发展方面培养了兴趣。这项关于富集集群的早期研究在两所人口多样化的城市学校中得到了促进，从这项工作中获得的见解有助于她对人才发展、更开放和公平的识别以及为所有学生提供富集机会的信念。关键词:多元人口;财富集群;财富模型;ssally M. Reis担任Letitia Neag教育心理学主席，是董事会杰出教授，曾任康涅狄格大学学术事务副教务长。她还曾担任国家天才研究中心的首席研究员。她对学术上有天赋的学生和以力量为基础的教学法的研究是多样化和广泛的，正如她大量的文章、书籍、书籍章节、专著和技术报告所总结的那样。她的专业研究兴趣涉及不同人群的有才能学生，有才能和残疾学生的教育，有天赋的女孩和妇女，以及利用丰富和力量为基础的教学法来提高所有学生的教育。电子邮件:Sally.reis@uconn.edu
{"title":"Marcia Gentry: Early Research Passions and Subsequent Important Contributions to Equity and Diverse Students","authors":"Sally M. Reis","doi":"10.1080/02783193.2023.2246141","DOIUrl":"https://doi.org/10.1080/02783193.2023.2246141","url":null,"abstract":"ABSTRACTWhen Marcia Gentry died last year, our field lost a fierce champion for inclusion and equity. In this article, I reflect on her work and the ways in which her early research helped to develop her interests in identifying and supporting the talent development of culturally diverse students. This early research on Enrichment Clusters was facilitated in two urban schools with diverse populations and the insights gained from this work contributed to her beliefs on talent development, more open and equitable identification, and enrichment opportunities for all students.KEYWORDS: diverse populationsenrichment clustersenrichment modelsresearchtalent development Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSally M. ReisSally M. Reis holds the Letitia Neag Chair in Educational Psychology, is a Board of Trustees Distinguished Professor, and was the former Vice Provost for Academic Affairs at the University of Connecticut. She also served as Principal Investigator of the National Research Center on the Gifted and Talented. Her scholarship on academically talented students and strength-based pedagogy is diverse and broad, as summarized by her numerous articles, books, book chapters, monographs, and technical reports. Her specialized research interests are related to diverse populations of talented students, education of students with both talents and disabilities, gifted girls and women, and using enrichment and strength-based pedagogy to enhance education for all students. Email: Sally.reis@uconn.edu","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901053","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 : 2023-07-03DOI: 10.1080/02783193.2023.2212355
M. Foley‐Nicpon, Suzanna E. Henshon
{"title":"Focusing on the Future: An Interview with Megan Foley-Nicpon","authors":"M. Foley‐Nicpon, Suzanna E. Henshon","doi":"10.1080/02783193.2023.2212355","DOIUrl":"https://doi.org/10.1080/02783193.2023.2212355","url":null,"abstract":"","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45968262","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 : 2023-07-03DOI: 10.1080/02783193.2023.2212356
Don Ambrose
{"title":"Preserving Cultural Heritage: An Interview With Conservator of Cultural Property, Amanda Gould","authors":"Don Ambrose","doi":"10.1080/02783193.2023.2212356","DOIUrl":"https://doi.org/10.1080/02783193.2023.2212356","url":null,"abstract":"","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44559340","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 : 2023-07-03DOI: 10.1080/02783193.2023.2212634
P. Thomson, V. Jaque
ABSTRACT Maladaptive daydreaming (MD) was studied (N = 361) in pre-professional/professional dancers, college athletes, and active participants. The relationship among MD, overexcitability (OE), and emotion regulation was examined. Results indicated that MD was associated with imaginational OE and negatively with sensual OE. Difficulty with emotion regulation strategies in individuals with elevated MD included impulse control difficulties, decreased acceptance of negative emotions, and more difficulty mobilizing goal-directed behavior. Dancers had higher OEs compared to the active control group and similar to athletes for psychomotor OE. The three active groups were similar in emotion regulation. The investigation of MD is a relatively new field of study. Examining the relationship with OEs, emotion regulation, and MD adds to this field of inquiry.
{"title":"Maladaptive Daydreaming, Overexcitability, and Emotion Regulation","authors":"P. Thomson, V. Jaque","doi":"10.1080/02783193.2023.2212634","DOIUrl":"https://doi.org/10.1080/02783193.2023.2212634","url":null,"abstract":"ABSTRACT Maladaptive daydreaming (MD) was studied (N = 361) in pre-professional/professional dancers, college athletes, and active participants. The relationship among MD, overexcitability (OE), and emotion regulation was examined. Results indicated that MD was associated with imaginational OE and negatively with sensual OE. Difficulty with emotion regulation strategies in individuals with elevated MD included impulse control difficulties, decreased acceptance of negative emotions, and more difficulty mobilizing goal-directed behavior. Dancers had higher OEs compared to the active control group and similar to athletes for psychomotor OE. The three active groups were similar in emotion regulation. The investigation of MD is a relatively new field of study. Examining the relationship with OEs, emotion regulation, and MD adds to this field of inquiry.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42267293","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 : 2023-06-21DOI: 10.1080/02783193.2023.2212361
R. Sternberg, M. Ghahremani, Hoda Ehsan
ABSTRACT Myside bias, a form of confirmation bias, is a major impediment to scientific thinking. It results in scientists, potential scientists, and consumers of science drawing conclusions that do not follow from data but rather that follow from prior scientific, ideological beliefs. Gifted people are at least as susceptible to these biases as are other people. We propose in this article a set of techniques for combating such bias. In particular, we suggest that gifted (and other) individuals seeking to draw scientific conclusions put themselves in the place of various individuals involved in scientific refereeing—in particular, of reviewers with varying prior predispositions (e.g., reviewers with different paradigmatic worldviews and reviewers who are picayune critics) and journal editors. Through these techniques, gifted individuals may spare themselves embarrassments that they might otherwise encounter, not despite, but even because of their own superior intellects.
{"title":"Combating Myside Bias in Scientific Thinking: A Special Challenge for the Gifted","authors":"R. Sternberg, M. Ghahremani, Hoda Ehsan","doi":"10.1080/02783193.2023.2212361","DOIUrl":"https://doi.org/10.1080/02783193.2023.2212361","url":null,"abstract":"ABSTRACT Myside bias, a form of confirmation bias, is a major impediment to scientific thinking. It results in scientists, potential scientists, and consumers of science drawing conclusions that do not follow from data but rather that follow from prior scientific, ideological beliefs. Gifted people are at least as susceptible to these biases as are other people. We propose in this article a set of techniques for combating such bias. In particular, we suggest that gifted (and other) individuals seeking to draw scientific conclusions put themselves in the place of various individuals involved in scientific refereeing—in particular, of reviewers with varying prior predispositions (e.g., reviewers with different paradigmatic worldviews and reviewers who are picayune critics) and journal editors. Through these techniques, gifted individuals may spare themselves embarrassments that they might otherwise encounter, not despite, but even because of their own superior intellects.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46882246","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 : 2023-06-21DOI: 10.1080/02783193.2023.2212617
R. Sternberg
ABSTRACT Two implicit metaphors can be seen as having dominated the study of the gifted—the savings bank and the investment bank. In the savings-bank metaphor, people have differential levels of IQ or general intelligence, which is viewed as determining whether they are gifted. Their cognitive ability is their metaphorical “money in the bank.” In the investment-bank metaphor, people are seen as having differential investments in varied kinds of abilities and talents. Their pattern of abilities is their metaphorical portfolio of investments. A better implicit metaphor might be the foundation, however, whose effectiveness is judged by the worthiness of the transformational causes to which it contributes and the effectiveness of the use of the foundation’s assets toward these causes. A person is gifted by virtue not merely of the assets they have but of how they transformationally deploy those assets.
{"title":"Evolving Implicit Metaphors for Understanding Giftedness: From Banks to Foundations","authors":"R. Sternberg","doi":"10.1080/02783193.2023.2212617","DOIUrl":"https://doi.org/10.1080/02783193.2023.2212617","url":null,"abstract":"ABSTRACT Two implicit metaphors can be seen as having dominated the study of the gifted—the savings bank and the investment bank. In the savings-bank metaphor, people have differential levels of IQ or general intelligence, which is viewed as determining whether they are gifted. Their cognitive ability is their metaphorical “money in the bank.” In the investment-bank metaphor, people are seen as having differential investments in varied kinds of abilities and talents. Their pattern of abilities is their metaphorical portfolio of investments. A better implicit metaphor might be the foundation, however, whose effectiveness is judged by the worthiness of the transformational causes to which it contributes and the effectiveness of the use of the foundation’s assets toward these causes. A person is gifted by virtue not merely of the assets they have but of how they transformationally deploy those assets.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45483369","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 : 2023-06-15DOI: 10.1080/02783193.2023.2212362
C. Maker, R. Pease, R. Zimmerman
ABSTRACT Although writers have advocated a shift from the gifted child to a talent development paradigm, changes in methods for identifying and cultivating talent in STEM are needed. We present evidence that using a talent development paradigm supported by differentiation with an organicist rather than a mechanistic perspective was effective in identifying and cultivating potential innovators in STEM while also increasing the diversity of students identified. Exceptional talent was defined as having three components integrating the constructs of intelligence and creativity: (a) solving complex problems, (b) solving varied types of problems, and (c) having a complex and integrated knowledge structure in the domains assessed. Practices consistent with the talent development and differentiation paradigms include using measures of problem solving in different domains to create profiles and providing programs to engage all students in solving real-world problems.
{"title":"Identifying and Cultivating Innovators and Increasing Diversity in Science, Technology, Engineering, and Mathematics (STEM): A Needed Paradigm Shift","authors":"C. Maker, R. Pease, R. Zimmerman","doi":"10.1080/02783193.2023.2212362","DOIUrl":"https://doi.org/10.1080/02783193.2023.2212362","url":null,"abstract":"ABSTRACT Although writers have advocated a shift from the gifted child to a talent development paradigm, changes in methods for identifying and cultivating talent in STEM are needed. We present evidence that using a talent development paradigm supported by differentiation with an organicist rather than a mechanistic perspective was effective in identifying and cultivating potential innovators in STEM while also increasing the diversity of students identified. Exceptional talent was defined as having three components integrating the constructs of intelligence and creativity: (a) solving complex problems, (b) solving varied types of problems, and (c) having a complex and integrated knowledge structure in the domains assessed. Practices consistent with the talent development and differentiation paradigms include using measures of problem solving in different domains to create profiles and providing programs to engage all students in solving real-world problems.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41605837","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 : 2023-06-15DOI: 10.1080/02783193.2023.2212370
Erik M. Hines, D. Ford, Tanya J. Middleton, E. Fletcher, James L. Moore, Brian L. Wright, T. C. Grantham
ABSTRACT Sternberg’s transformational giftedness theory is visionary given its focus on GATE students being agents of change who use their gifts and talents in meaningful ways to address real issues. The theory merges seamlessly with several multicultural or culturally responsive theories and frameworks/models. We introduce the culturally responsive transformational giftedness model that adds multicultural consideration to Sternberg’s theory, particularly for Black students. This article offers recommendations and presents the model to complement and enhance transformational GATE students and education (e.g., identification and assessment, social-emotional and psychological development, instruction/teaching, and curriculum) via a rigorous culturally responsive framework. Undergirding this model is the notion of “good trouble” which is needed to solve real issues and problems to bring about equitable social and cultural change.
{"title":"Good Trouble, Necessary Trouble: Adding Culture to Transformational Gifted and Talented Students and Programs","authors":"Erik M. Hines, D. Ford, Tanya J. Middleton, E. Fletcher, James L. Moore, Brian L. Wright, T. C. Grantham","doi":"10.1080/02783193.2023.2212370","DOIUrl":"https://doi.org/10.1080/02783193.2023.2212370","url":null,"abstract":"ABSTRACT Sternberg’s transformational giftedness theory is visionary given its focus on GATE students being agents of change who use their gifts and talents in meaningful ways to address real issues. The theory merges seamlessly with several multicultural or culturally responsive theories and frameworks/models. We introduce the culturally responsive transformational giftedness model that adds multicultural consideration to Sternberg’s theory, particularly for Black students. This article offers recommendations and presents the model to complement and enhance transformational GATE students and education (e.g., identification and assessment, social-emotional and psychological development, instruction/teaching, and curriculum) via a rigorous culturally responsive framework. Undergirding this model is the notion of “good trouble” which is needed to solve real issues and problems to bring about equitable social and cultural change.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43271116","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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