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Toddlers' emotion vocalizations during peer conflicts and contingent teacher interventions in early care and education settings 在早期保育和教育环境中,幼儿在同伴冲突中的情绪宣泄和教师的应急干预
IF 2.2 4区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-11-07 DOI: 10.1002/icd.2550
Lukas D. Lopez, Kyong‐Ah Kwon, Hyun‐Joo Jeon, Courtney Dewhirst, Sun Geun Kim, Francisca Jensen
This study used naturalistic audio–visual recordings from early care and education (ECE) settings to examine the associations between toddlers' (76 toddlers, 40 female, Mage = 32.94 months, SD = 4.92 months) multimodal emotion expressions and emotion‐related vocalizations with contingent teacher interventions. Findings indicated a correspondence between multimodal emotion expressions and emotion‐related vocalizations, such that screams and yells corresponded with anger expressions, and cries corresponded with sadness expressions. Time series analysis indicated that toddlers' emotion vocalizations significantly predicted subsequent contingent teacher interventions. Specifically, toddlers' multimodal sadness expressions with vocalizations increased the likelihood of evoking a contingent teacher response seven times more than other emotions and vocalizations. Implications for multimodal emotion correspondences, emotion dynamics, and toddlers' distress expressions are discussed.
本研究利用早期保育和教育(ECE)环境中的自然视听记录,研究了幼儿(76 名幼儿,40 名女性,年龄=32.94 个月,标准差=4.92 个月)的多模态情绪表达和情绪相关发声与教师的应急干预之间的关联。研究结果表明,多模态情绪表达与情绪相关发声之间存在对应关系,如尖叫和大喊与愤怒表达相对应,而哭泣与悲伤表达相对应。时间序列分析表明,幼儿的情绪发声对教师随后的应急干预有显著的预测作用。具体来说,幼儿的多模态悲伤表情和发声比其他情绪和发声引起教师应急反应的可能性高出七倍。本文讨论了多模态情绪对应、情绪动态和幼儿悲伤情绪表达的意义。
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引用次数: 0
The link between early iconic gesture comprehension and receptive language 早期图标手势理解与接受语言之间的联系
IF 2.2 4区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-11-07 DOI: 10.1002/icd.2552
Işıl Doğan, Demet Özer, Aslı Aktan‐Erciyes, Reyhan Furman, Ö. Ece Demir‐Lira, Şeyda Özçalışkan, Tilbe Göksun
Children comprehend iconic gestures relatively later than deictic gestures. Previous research with English‐learning children indicated that they could comprehend iconic gestures at 26 months, a pattern whose extension to other languages is not yet known. The present study examined Turkish‐learning children's iconic gesture comprehension and its relation to their receptive vocabulary knowledge. Turkish‐learning children between the ages of 22‐ and 30‐month‐olds (N = 92, M = 25.6 months, SD = 1.6; 51 girls) completed a gesture comprehension task in which they were asked to choose the correct picture that matched the experimenter's speech and iconic gestures. They were also administered a standardized receptive vocabulary test. Children's performance in the gesture comprehension task increased with age, which was also related to their receptive vocabulary knowledge. When children were categorized into younger and older age groups based on the median age (i.e., 26 months—the age at which iconic gesture comprehension was present for English‐learning children), only the older group performed at chance level in the task. At the same time, receptive vocabulary was positively related to gesture comprehension for younger but not older children. These findings suggest a shift in iconic gesture comprehension at around 26 months and indicate a possible link between receptive vocabulary knowledge and iconic gesture comprehension, particularly for children younger than 26 months.
儿童对图标手势的理解相对晚于对文字手势的理解。以前对学习英语的儿童进行的研究表明,他们在 26 个月大时就能理解图标手势,但这一模式能否推广到其他语言尚不得而知。本研究考察了学习土耳其语的儿童对图标手势的理解能力及其与接受词汇知识的关系。年龄在 22 个月至 30 个月之间的土耳其语学习儿童(92 人,中=25.6 个月,标差=1.6;51 名女孩)完成了一项手势理解任务,要求他们选择与实验者的语音和图标手势相匹配的正确图片。他们还接受了标准化的接受词汇测试。儿童在手势理解任务中的表现随着年龄的增长而提高,这也与他们的接受词汇知识有关。如果根据年龄中位数(即 26 个月--学英语儿童出现图标手势理解能力的年龄)将儿童分为低龄组和高龄组,则只有高龄组儿童在任务中的表现达到了机会水平。与此同时,低龄儿童的接受词汇量与手势理解能力呈正相关,而高龄儿童则不然。这些研究结果表明,图标手势理解能力在 26 个月左右出现了转变,并表明接受词汇知识与图标手势理解能力之间可能存在联系,尤其是对 26 个月以下的儿童而言。
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引用次数: 0
Coparenting conflict moderates the association between maternal prenatal depressive symptoms and infant regulatory capacity 养育冲突可调节母亲产前抑郁症状与婴儿调节能力之间的关系
IF 2.2 4区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-11-03 DOI: 10.1002/icd.2549
Tiago Miguel Pinto, Mark Ethan Feinberg, Bárbara Figueiredo
As a development‐enhancing or a risk‐promoting environment, coparenting may shape the association between maternal prenatal depressive symptoms and infant regulatory capacity. This study aimed to analyse the moderator role of coparenting cooperation and conflict in the association between maternal prenatal depressive symptoms and infant regulatory capacity at 3 months. The sample comprised 103 primiparous couples (N = 206 parents) and their 3‐month‐old infants (53.7% female). Mothers reported on depressive symptoms at the first trimester of pregnancy, and both parents reported on coparenting, and infant regulatory capacity at 2 weeks and 3 months postpartum. Higher levels of maternal prenatal depressive symptoms and higher levels of coparenting conflict reported by parents at 2 weeks postpartum were associated with lower infant regulatory capacity at 3 months. Coparenting conflict at 2 weeks postpartum accentuated the association between maternal prenatal depressive symptoms and infant regulatory capacity at 3 months. The results support a view of coparenting conflict as a risk‐promoting environment that can accentuate the association between maternal prenatal depressive symptoms and infant regulatory capacity. Infants in families with mothers with elevated prenatal depressive symptoms and with high levels of coparenting conflict may be at high risk of low regulatory capacity.
作为一种促进发展或增加风险的环境,共同养育可能会影响母亲产前抑郁症状与婴儿调节能力之间的关系。本研究旨在分析共同养育中的合作与冲突在母亲产前抑郁症状与婴儿3个月时的调节能力之间的关联中的调节作用。样本包括 103 对初产夫妇(N = 206)及其 3 个月大的婴儿(53.7% 为女性)。母亲报告了怀孕头三个月的抑郁症状,父母双方报告了共同养育情况以及产后 2 周和 3 个月的婴儿调节能力。母亲产前抑郁症状越严重,父母在产后 2 周报告的共同养育冲突越严重,婴儿在 3 个月时的调节能力就越低。产后 2 周的亲子冲突加剧了产妇产前抑郁症状与婴儿 3 个月时调节能力之间的关联。研究结果支持这样一种观点,即父母之间的冲突是一种风险促进环境,会加剧母亲产前抑郁症状与婴儿调节能力之间的关联。在母亲产前抑郁症状高发且共同养育冲突程度较高的家庭中,婴儿可能会面临调节能力低下的高风险。
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引用次数: 0
Initial examination of use of the Brief Observation of Social‐Communication Change (BOSCC) across home and school contexts 在家庭和学校环境中使用社会交往变化简要观察法(BOSCC)的初步研究
IF 2.2 4区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-10-16 DOI: 10.1002/icd.2547
Stephanie S. Reszka, Anna Wallisch, Brian A. Boyd, Linda R. Watson, Nicolette Grasley‐Boy
This study investigated the potential influences of administration context on the measurement of child skills. The Brief Observation of Social‐Communication Change (BOSCC) was administered at two time points to preschool‐aged children with autism in two contexts: (1) at school by trained research staff and (2) at home by the parent. Participants were of ages 3–5 years (M = 4.27 years) old with a confirmed diagnosis of Autism Spectrum Disorder. Of the 13 participants (nine male), eight were White, three Asian, one Black and one White/Black; all identified as non‐Hispanic. The social‐communication and Core total scores yield similar information in both contexts, but Restricted and Repetitive Behaviors and Other Abnormal Behavior subscales scores were not related. These results underscore the importance of purposeful selection of measures and their administration context.
本研究调查了施测环境对儿童技能测量的潜在影响。研究人员在两个时间点对学龄前自闭症儿童进行了社会交往变化简要观察(BOSCC)测试:(1) 由经过培训的研究人员在学校进行;(2) 由家长在家中进行。参与者年龄为 3-5 岁(中=4.27 岁),确诊为自闭症谱系障碍。在 13 名参与者(9 名男性)中,8 人为白人,3 人为亚裔,1 人为黑人,1 人为白人/黑人;所有参与者均被认定为非西班牙裔。在两种情况下,社会交往和核心总分得出的信息相似,但限制性和重复性行为以及其他异常行为的分量表得分没有关联。这些结果凸显了有目的性地选择测量方法及其应用环境的重要性。
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引用次数: 0
Individual differences in parasympathetic functioning across social stressor tasks: Relations with child and parent anxiety 社会压力任务中副交感神经功能的个体差异:与儿童和父母焦虑的关系
IF 2.2 4区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-10-08 DOI: 10.1002/icd.2544
Hong N. T. Bui, Andrea Chronis‐Tuscano, Nila Shakiba, Kenneth H. Rubin, Samantha Perlstein, Nicole E. Lorenzo, Danielle R. Novick, Christina M. Danko, Lea R. Dougherty, Nicholas J. Wagner
Children with elevated behavioural inhibition (BI) show context‐inappropriate fear and dysregulated RSA across stressor tasks. However, few studies have examined dynamic RSA within tasks and relations to parent and child anxiety. Using piecewise growth modelling and multimethod baseline data from an intervention study of 151 3.5–5‐year‐old children and their parents, we examined relations between child social anxiety (SA), parent anxiety and their interaction in predicting children's RSA across social stressor tasks (e.g. learning about unfamiliar peers, Trier Social Stress). Within the sample, 49.63% of children were reported to be White, non‐Hispanic/Latine (n = 67), 22% multiracial (n = 31), 14.81% Asian/Pacific Islander (n = 20) and 12.59% Black/African‐American (n = 17). Furthermore, 64.44% of the parents were reported to be White, non‐Hispanic/Latine (n = 87), 20% Asian/Pacific Islander (n = 27), 13.33% Black/African‐American (n = 18) and 2.22% multiracial (n = 3). Children showed differentiated RSA reactivity and recovery within an anticipatory social learning task based on their level of clinically appraised SA. Relations between child SA and RSA across tasks was moderated by parent anxiety, specifically for dyads matched in anxiety. Findings provide support for the potential influence of both child and parent anxiety on children's parasympathetic nervous system (PNS) responses across specific self‐regulatory tasks.
行为抑制(BI)升高的儿童会在各种压力任务中表现出与情境不相称的恐惧和失调的 RSA。然而,很少有研究对任务内的动态 RSA 以及与父母和儿童焦虑的关系进行研究。通过对 151 名 3.5-5 岁儿童及其父母进行干预研究,我们利用片断增长模型和多方法基线数据,考察了儿童社交焦虑(SA)、父母焦虑之间的关系,以及它们在预测儿童完成社交压力任务(如了解不熟悉的同伴、特里尔社交压力)时的 RSA 时的相互作用。据报告,在样本中,49.63%的儿童为白人、非西班牙裔/拉丁裔(n = 67),22%为多种族(n = 31),14.81%为亚太裔(n = 20),12.59%为黑人/非裔美国人(n = 17)。此外,据报告,64.44%的家长为白人、非西班牙裔/拉丁裔(n = 87),20%为亚太裔(n = 27),13.33%为黑人/非裔美国人(n = 18),2.22%为多种族(n = 3)。根据临床评估的自闭症水平,儿童在预期性社会学习任务中表现出不同的自闭症反应性和恢复性。在不同的任务中,儿童的自闭症和自闭症之间的关系受到父母焦虑的调节,特别是对于焦虑程度相匹配的双亲。研究结果为儿童和家长的焦虑对儿童副交感神经系统(PNS)在特定自我调节任务中的反应的潜在影响提供了支持。
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引用次数: 0
Maternal sensitivity as a predictor of change in respiratory sinus arrhythmia activity from infancy to toddlerhood 母亲的敏感性是婴儿期到幼儿期呼吸窦性心律失常活动变化的预测因素
IF 2.2 4区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-10-01 DOI: 10.1002/icd.2545
Tracey Tacana, Bailey Speck, Jennifer Isenhour, Elisabeth Conradt, Sheila E. Crowell, K. Lee Raby
This study examined whether parental sensitivity during distressing and non‐distressing mother–infant interactions predicts changes in young children's respiratory sinus arrhythmia (RSA) activity. Baseline RSA levels were collected from 83 children (49% female, 51% male) when children were 7 and 18 months old. Children's RSA reactivity and RSA recovery during the still‐face paradigm were collected when children were 7 months and during the strange situation procedure at 18 months. Controlling for stability of RSA activity over time, maternal sensitivity during distressing interactions at 7 months predicted changes in children's baseline RSA levels (β = −0.30) and children's RSA recovery (β = 0.25). Young children who experienced higher levels of sensitivity at 7 months had lower resting RSA levels and exhibited greater RSA recovery at 18 months. These results suggest that changes in young children's RSA activity are meaningfully related to their early caregiving experiences.Highlights We examined whether maternal sensitivity during infancy predicts changes in children's RSA activity from infancy to toddlerhood. Children who experienced higher levels of maternal sensitivity during infancy showed greater RSA recovery from a stressor during toddlerhood. Children who experienced higher levels of maternal sensitivity during infancy had lower resting RSA levels during toddlerhood.
本研究探讨了父母在困扰和非困扰的母婴互动中的敏感性是否能预测幼儿呼吸窦性心律失常(RSA)活动的变化。研究收集了 83 名儿童(49% 为女性,51% 为男性)在 7 个月和 18 个月大时的基线 RSA 水平。在儿童 7 个月大和 18 个月大时,分别收集了他们在静止面孔范例中的 RSA 反应性和 RSA 恢复情况。在控制了 RSA 活动随时间变化的稳定性后,7 个月大时母亲在痛苦互动中的敏感性预测了儿童基线 RSA 水平的变化(β = -0.30)和儿童 RSA 恢复的变化(β = 0.25)。7 个月时敏感度较高的幼儿静态 RSA 水平较低,18 个月时 RSA 恢复程度较高。这些结果表明,幼儿 RSA 活动的变化与他们早期的照料经历有重要关系。亮点 我们研究了母亲在婴儿期的敏感性是否能预测儿童从婴儿期到学步期 RSA 活动的变化。婴儿期母亲敏感度较高的儿童在幼儿期从压力中恢复 RSA 的能力较强。婴儿期母性敏感度较高的儿童在学步期的静息 RSA 水平较低。
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引用次数: 0
Early perspective taking predicts later cognitive flexibility: A longitudinal study 早期的透视能力可预测日后的认知灵活性:纵向研究
IF 2.2 4区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-09-11 DOI: 10.1002/icd.2537
Daniela Kloo, Larissa J. Kaltefleiter, Beate Sodian
Perspective taking and cognitive flexibility are important abilities for navigating our everyday lives. In this longitudinal study with 108 children (61 girls, mostly White), we investigated the developmental relation between Level 1 perspective taking at 27 months of age and Level 2 perspective taking at 52 months of age as well as relations to cognitive flexibility at 52 months of age. We found that early perspective taking was significantly related to later, more complex perspective taking abilities as well as to cognitive flexibility. This highlights the importance of early perspective taking abilities for later perspective understanding and flexible cognition.
透视能力和认知灵活性是我们日常生活中的重要能力。在这项对 108 名儿童(61 名女孩,大部分为白人)进行的纵向研究中,我们调查了 27 个月大时一级透视能力与 52 个月大时二级透视能力之间的发展关系,以及与 52 个月大时认知灵活性之间的关系。我们发现,早期的透视能力与日后更复杂的透视能力以及认知灵活性有显著关系。这凸显了早期透视能力对日后透视理解和灵活认知的重要性。
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引用次数: 0
Development and validation of a metacognitive assessment tool for Turkish preschool children: A test for 48–66 months‐old 为土耳其学龄前儿童开发和验证元认知评估工具:针对 48-66 个月大儿童的测试
IF 2.2 4区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-09-05 DOI: 10.1002/icd.2536
Hatice Merve İmir, K. Büşra Kaynak‐Ekici, Z. Fulya Temel
This study examines metacognitive monitoring in Turkish preschoolers aged 48–66 months, crucial for their learning and development. A specialised paired‐association task was designed to assess higher‐order thinking skills in this age group. Data from 160 children (52.5% girls, 47.5% boys; mean age 57.6 months, standard deviation 4.8) were analysed. The Metacognitive Thinking Test includes Recall and Judgement sections, where children rate confidence after recall attempts. Factor analysis of the Judgement Part revealed a two‐factor structure with 14 items demonstrating memory‐confidence alignment. The overall test's Cronbach's alpha value is 0.820. Notably, children tended to overestimate inaccurate recollections, aligning with the Dunning–Kruger effect. Despite limitations, the study sheds light on the complex relationship between confidence and accuracy in young children's metacognitive monitoring development, laying the foundation for further research in this area.
本研究探讨了土耳其 48-66 个月大学龄前儿童的元认知监控,这对他们的学习和发展至关重要。研究设计了一项专门的配对联想任务,以评估该年龄组儿童的高阶思维能力。对 160 名儿童(52.5% 为女孩,47.5% 为男孩;平均年龄为 57.6 个月,标准差为 4.8)的数据进行了分析。元认知思维测试包括回忆和判断两部分,儿童在回忆尝试后对自信心进行评分。对判断部分进行的因子分析显示,该测验具有双因子结构,其中有 14 个项目显示了记忆与信心的一致性。整个测验的 Cronbach's alpha 值为 0.820。值得注意的是,儿童倾向于高估不准确的回忆,这与邓宁-克鲁格效应一致。尽管存在局限性,但本研究揭示了幼儿元认知监控发展过程中自信与准确之间的复杂关系,为这一领域的进一步研究奠定了基础。
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引用次数: 0
Caregiver executive functions are associated with infant visual working memory 护理人员的执行功能与婴儿的视觉工作记忆有关
IF 2.2 4区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-09-05 DOI: 10.1002/icd.2543
Ghada Amaireh, Line Caes, Aimee Theyer, Christina Davidson, Sobanawartiny Wijeakumar
Caregiver executive functions (EFs) play an integral role in shaping cognitive development. Here, we investigated how caregiver EF abilities (86 caregivers; mean age = 33.4 years, SD = 4.5) was associated with visual working memory (VWM) in infants (86 infants females; mean age = 250.6 days, SD = 35.8). The BRIEF‐A was used to assess caregiver EFs, and a preferential looking task along with fNIRS was used to assess VWM function in infants. Our findings revealed that better caregiver behavioral regulation was associated with better VWM performance, greater right‐lateralized parietal activation, and left‐lateralized frontal suppression, while better caregiver metacognition and emotional control was associated with greater right‐lateralized temporal suppression in infants. Taken together, these associations suggest that better caregiver EF abilities might shape visuo‐spatial attention and memory, guide fixation on task‐relevant goals, and suppress distractions in children from as early as the first year of life.Highlights The study investigated the association between caregiver executive functions (EF) and visual working memory (VWM) function in infants. Caregiver EFs were assessed using the BRIEF‐A questionnaire, and infant VWM function was assessed using the preferential‐looking task and brain imaging. Better caregiver EF abilities were associated with better VWM behavior and fronto‐temporo‐parietal engagement in infants.
照顾者的执行功能(EF)在塑造认知发展方面发挥着不可或缺的作用。在此,我们研究了看护者的执行功能(86 名看护者;平均年龄 = 33.4 岁,SD = 4.5)与婴儿(86 名女婴;平均年龄 = 250.6 天,SD = 35.8)的视觉工作记忆(VWM)之间的关系。我们使用 BRIEF-A 评估照顾者的 EF,并使用偏好观察任务和 fNIRS 评估婴儿的 VWM 功能。我们的研究结果表明,更好的照顾者行为调节与婴儿更好的VWM表现、更大的右侧顶叶激活和左侧额叶抑制有关,而更好的照顾者元认知和情绪控制与婴儿更大的右侧颞叶抑制有关。综上所述,这些关联表明,照顾者较好的执行功能可能会影响婴儿的视觉空间注意力和记忆力,引导他们将注意力集中在任务相关的目标上,并抑制他们的分心,这种情况最早出现在婴儿出生后的第一年。研究使用BRIEF-A问卷对照顾者的执行功能进行了评估,并使用偏好观察任务和脑成像技术对婴儿的视觉工作记忆功能进行了评估。照顾者较好的EF能力与婴儿较好的VWM行为和前颞顶叶参与度有关。
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引用次数: 0
Factors influencing kindergarten Families' perceptions of home–school interactions 影响幼儿园的因素 家庭对家校互动的看法
IF 2.2 4区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-09-02 DOI: 10.1002/icd.2540
Judy Paulick, Alexa Quinn, Jessica Whittaker, Virginia Vitiello, Robert Pianta
The transition to and through kindergarten is consequential for the academic, social, and emotional wellbeing of children. Policies and practices are in place to smooth that transition. Researchers are working to understand which practices work best and for whom, particularly as the student population in U.S. schools continues to diversify. In this study, we analysed data from a large longitudinal study of racially, ethnically, and linguistically diverse families, children, and their teachers. We used multi‐level modelling to examine the factors associated with families' reports of strong home–school interactions at the transition to and through kindergarten on the Family Involvement Questionnaire. We found that children having attended preschool and lower class size were associated with family reports of strong interactions. Surprisingly, we also found that teacher–family language match, teachers' self‐efficacy for working with families, and teachers' beliefs about children were not significantly associated with families' reports of strong or weak interactions. This work has implications for family engagement policy and practice as children transition to and through kindergarten.
过渡到幼儿园以及从幼儿园过渡到幼儿园,对儿童的学业、社交和情感健康至关重要。为了顺利过渡,我们制定了各种政策和措施。研究人员正在努力了解哪些做法最有效,对哪些人最有效,尤其是在美国学校的学生人口不断多元化的情况下。在本研究中,我们分析了一项大型纵向研究的数据,研究对象是种族、民族和语言多元化的家庭、儿童及其教师。我们采用多层次建模的方法,研究了家庭在 "家庭参与问卷 "中报告的在幼儿园过渡阶段和整个幼儿园期间家庭与学校之间互动密切的相关因素。我们发现,上过学前班的孩子和班级人数较少与家庭报告的强烈互动有关。令人惊讶的是,我们还发现教师与家庭之间的语言匹配、教师与家庭合作的自我效能感以及教师对儿童的信念与家庭报告的互动强弱并无显著关联。这项研究对儿童过渡到幼儿园和完成幼儿园学业过程中的家庭参与政策和实践具有重要意义。
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引用次数: 0
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Infant and Child Development
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