Pub Date : 2020-03-24DOI: 10.1177/0162353220912026
P. Sloan
This study examines female graduates (N = 616) from seven honors colleges in the Northeastern United States and the relationship between attending a New York City (NYC) selective specialized public high school and graduating with a science, technology, engineering, and mathematics (STEM) degree from an honors college. A causal-comparative study design was applied. The study found a significant difference (p < .05) in choice of college major (STEM vs non-STEM) between participants who graduated from a NYC selective specialized public high school and those who graduated from any other high school. These results support a positive relationship for female students between attending a NYC selective specialized public high school and graduating from an honors college with a degree in STEM. The implications of providing an appropriately challenging education for gifted female students are discussed.
{"title":"Increasing Gifted Women’s Pursuit of STEM: Possible Role of NYC Selective Specialized Public High Schools","authors":"P. Sloan","doi":"10.1177/0162353220912026","DOIUrl":"https://doi.org/10.1177/0162353220912026","url":null,"abstract":"This study examines female graduates (N = 616) from seven honors colleges in the Northeastern United States and the relationship between attending a New York City (NYC) selective specialized public high school and graduating with a science, technology, engineering, and mathematics (STEM) degree from an honors college. A causal-comparative study design was applied. The study found a significant difference (p < .05) in choice of college major (STEM vs non-STEM) between participants who graduated from a NYC selective specialized public high school and those who graduated from any other high school. These results support a positive relationship for female students between attending a NYC selective specialized public high school and graduating from an honors college with a degree in STEM. The implications of providing an appropriately challenging education for gifted female students are discussed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"167 - 188"},"PeriodicalIF":1.3,"publicationDate":"2020-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220912026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42588874","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 : 2020-03-24DOI: 10.1177/0162353220912010
Russell T Warne, J. Burton
Research in educational psychology consistently finds a relationship between intelligence and academic performance. However, in recent decades, educational fields, including gifted education, have resisted intelligence research, and there are some experts who argue that intelligence tests should not be used in identifying giftedness. Hoping to better understand this resistance to intelligence research, we created a survey of beliefs about intelligence and administered it online to a sample of the general public and a sample of teachers. We found that there are conflicts between currently accepted intelligence theory and beliefs from the American public and teachers, which has important consequences on gifted education, educational policy, and the effectiveness of interventions.
{"title":"Beliefs About Human Intelligence in a Sample of Teachers and Nonteachers","authors":"Russell T Warne, J. Burton","doi":"10.1177/0162353220912010","DOIUrl":"https://doi.org/10.1177/0162353220912010","url":null,"abstract":"Research in educational psychology consistently finds a relationship between intelligence and academic performance. However, in recent decades, educational fields, including gifted education, have resisted intelligence research, and there are some experts who argue that intelligence tests should not be used in identifying giftedness. Hoping to better understand this resistance to intelligence research, we created a survey of beliefs about intelligence and administered it online to a sample of the general public and a sample of teachers. We found that there are conflicts between currently accepted intelligence theory and beliefs from the American public and teachers, which has important consequences on gifted education, educational policy, and the effectiveness of interventions.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"143 - 166"},"PeriodicalIF":1.3,"publicationDate":"2020-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220912010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43881163","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 : 2020-03-24DOI: 10.1177/0162353220912019
Matthew C. Makel, Kendal N. Smith, E. Miller, S. Peters, Matthew T. McBee
Existing research practices in gifted education have many areas for potential improvement so that they can provide useful, generalizable evidence to various stakeholders. In this article, we first review the field’s current research practices and consider the quality and utility of its research findings. Next, we discuss how open science practices increase the transparency of research so readers can more effectively evaluate its validity. Third, we introduce five large-scale collaborative research models that are being used in other fields and discuss how they could be implemented in gifted education research. Finally, we review potential challenges and limitations to implementing collaborative research models in gifted education. We believe greater use of large-scale collaboration will help the field overcome some of its methodological challenges to help provide more precise and accurate information about gifted education.
{"title":"Collaboration in Giftedness and Talent Development Research","authors":"Matthew C. Makel, Kendal N. Smith, E. Miller, S. Peters, Matthew T. McBee","doi":"10.1177/0162353220912019","DOIUrl":"https://doi.org/10.1177/0162353220912019","url":null,"abstract":"Existing research practices in gifted education have many areas for potential improvement so that they can provide useful, generalizable evidence to various stakeholders. In this article, we first review the field’s current research practices and consider the quality and utility of its research findings. Next, we discuss how open science practices increase the transparency of research so readers can more effectively evaluate its validity. Third, we introduce five large-scale collaborative research models that are being used in other fields and discuss how they could be implemented in gifted education research. Finally, we review potential challenges and limitations to implementing collaborative research models in gifted education. We believe greater use of large-scale collaboration will help the field overcome some of its methodological challenges to help provide more precise and accurate information about gifted education.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"107 - 91"},"PeriodicalIF":1.3,"publicationDate":"2020-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220912019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41569188","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 : 2020-02-09DOI: 10.1177/0162353219897850
D. Dai
Historically, the potential of a person has been perceived as fixed and primarily inherited, thus, different from achievement. Current thinking broadens our view of human potential, not as a fixed capacity, but as malleable and incremental, depending on multiple factors, exogenous as well as endogenous, facilitative or inhibitive. This conception opens the door for new ways of thinking about strategies and provisions of gifted education. In this theoretical analysis, I first critique the traditional trait conception of human potential undergirding gifted education practice. I then present an alternative, a process model of talent development, that views human potential as contextually and developmentally shaped, a result of dynamic interplay of endogenous and exogenous forces, revealing the power of nurture as well as nature. Finally, I discuss the policy and practical implications of this new conception of human potential for gifted education.
{"title":"Rethinking Human Potential From a Talent Development Perspective*","authors":"D. Dai","doi":"10.1177/0162353219897850","DOIUrl":"https://doi.org/10.1177/0162353219897850","url":null,"abstract":"Historically, the potential of a person has been perceived as fixed and primarily inherited, thus, different from achievement. Current thinking broadens our view of human potential, not as a fixed capacity, but as malleable and incremental, depending on multiple factors, exogenous as well as endogenous, facilitative or inhibitive. This conception opens the door for new ways of thinking about strategies and provisions of gifted education. In this theoretical analysis, I first critique the traditional trait conception of human potential undergirding gifted education practice. I then present an alternative, a process model of talent development, that views human potential as contextually and developmentally shaped, a result of dynamic interplay of endogenous and exogenous forces, revealing the power of nurture as well as nature. Finally, I discuss the policy and practical implications of this new conception of human potential for gifted education.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"19 - 37"},"PeriodicalIF":1.3,"publicationDate":"2020-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219897850","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46968615","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 : 2020-02-09DOI: 10.1177/0162353219897844
Seana Moran
Rather than considering human potential in terms of an unrealized desired state, what if we framed it as gaining momentum in worthy long-term pursuits? This conceptual article, integrating ideas and findings from several scholarly literatures, explores how life purpose can serve as a meaningful, intentional guide for individuals, especially youth, to direct their other potentials into prosocial contributions to society. The argument (a) considers life purpose itself as a form of intrapersonal giftedness different from academic giftedness; (b) describes how life purpose could include distinctions of further potentials: coherence among purpose dimensions, influence on different life domains, reach of others impacted by the youths’ contributions, emphasis to change society, and precocious emergence of purpose’s dimensions and distinctions; and (c) muses how life purpose’s directing of other potentials might become a potential that could be realized by all youth.
{"title":"Life Purpose in Youth: Turning Potential Into a Lifelong Pursuit of Prosocial Contribution*","authors":"Seana Moran","doi":"10.1177/0162353219897844","DOIUrl":"https://doi.org/10.1177/0162353219897844","url":null,"abstract":"Rather than considering human potential in terms of an unrealized desired state, what if we framed it as gaining momentum in worthy long-term pursuits? This conceptual article, integrating ideas and findings from several scholarly literatures, explores how life purpose can serve as a meaningful, intentional guide for individuals, especially youth, to direct their other potentials into prosocial contributions to society. The argument (a) considers life purpose itself as a form of intrapersonal giftedness different from academic giftedness; (b) describes how life purpose could include distinctions of further potentials: coherence among purpose dimensions, influence on different life domains, reach of others impacted by the youths’ contributions, emphasis to change society, and precocious emergence of purpose’s dimensions and distinctions; and (c) muses how life purpose’s directing of other potentials might become a potential that could be realized by all youth.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"38 - 60"},"PeriodicalIF":1.3,"publicationDate":"2020-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219897844","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45229569","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 : 2020-01-16DOI: 10.1177/0162353219894406
H. Gardner
Howard Gardner’s longtime interest in the range of human capacities and talents was facilitated by his leadership role in the Bernard Van Leer Foundation “Project on Human Potential” carried out at the Harvard Graduate School of Education in 1979–1985. In this reflective essay, Gardner describes his early studies of human potential and indicates how, in view of scientific and cultural trends, this line of research should be pursued in the period ahead.
{"title":"Of Human Potential: A 40-Year Saga*","authors":"H. Gardner","doi":"10.1177/0162353219894406","DOIUrl":"https://doi.org/10.1177/0162353219894406","url":null,"abstract":"Howard Gardner’s longtime interest in the range of human capacities and talents was facilitated by his leadership role in the Bernard Van Leer Foundation “Project on Human Potential” carried out at the Harvard Graduate School of Education in 1979–1985. In this reflective essay, Gardner describes his early studies of human potential and indicates how, in view of scientific and cultural trends, this line of research should be pursued in the period ahead.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"12 - 18"},"PeriodicalIF":1.3,"publicationDate":"2020-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219894406","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49093133","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 : 2020-01-16DOI: 10.1177/0162353219894398
D. Feldman
I am honored to have the opportunity to offer a few thoughts on the four articles that make up this special issue on Rethinking Human Potential and add a few of my own thoughts on the topic. It is a timely and relevant topic for the field of gifted education, a field that has been undergoing a series of challenges to its assumptions and practices in recent years. This special issue can be seen as another effort to help the field find a set of assumptions about the nature of giftedness to guide its practices in the 21st century. The fact that this special issue focuses on “human potential” and not giftedness and/ or talent immediately tells us that very broad issues will be examined, that big questions will be posed, and that the possible answers to these questions may shake the foundations of the established field. Indeed, that may be the goal of this special issue. The contributors all give credit to the century of work in the field that preceded them and see their efforts as building on the valued work of their predecessors. Before commenting on each of the contributions, let me put my bona fides on the table for being qualified to comment on the topic of human potential. I spent a year as a member of the Van Leer Project at Harvard working with Howard Gardner (this issue) and others on the “Project on Human Potential.” It was this project that spawned Gardner’s now-famous theory of multiple intelligences (Gardner, 1983). A few years later, Lynn Goldsmith and I published our 10-year study of child prodigies (Feldman, 1986) under the title, Nature’s Gambit: Child Prodigies and the Development of Human Potential. Although being not the only focus of my interests, the study of human potential has been a central one for me for many years.
{"title":"21st-Century Perspectives on Human Potential: Commentary on the Rethinking Human Potential Special Issue*","authors":"D. Feldman","doi":"10.1177/0162353219894398","DOIUrl":"https://doi.org/10.1177/0162353219894398","url":null,"abstract":"I am honored to have the opportunity to offer a few thoughts on the four articles that make up this special issue on Rethinking Human Potential and add a few of my own thoughts on the topic. It is a timely and relevant topic for the field of gifted education, a field that has been undergoing a series of challenges to its assumptions and practices in recent years. This special issue can be seen as another effort to help the field find a set of assumptions about the nature of giftedness to guide its practices in the 21st century. The fact that this special issue focuses on “human potential” and not giftedness and/ or talent immediately tells us that very broad issues will be examined, that big questions will be posed, and that the possible answers to these questions may shake the foundations of the established field. Indeed, that may be the goal of this special issue. The contributors all give credit to the century of work in the field that preceded them and see their efforts as building on the valued work of their predecessors. Before commenting on each of the contributions, let me put my bona fides on the table for being qualified to comment on the topic of human potential. I spent a year as a member of the Van Leer Project at Harvard working with Howard Gardner (this issue) and others on the “Project on Human Potential.” It was this project that spawned Gardner’s now-famous theory of multiple intelligences (Gardner, 1983). A few years later, Lynn Goldsmith and I published our 10-year study of child prodigies (Feldman, 1986) under the title, Nature’s Gambit: Child Prodigies and the Development of Human Potential. Although being not the only focus of my interests, the study of human potential has been a central one for me for many years.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"79 - 87"},"PeriodicalIF":1.3,"publicationDate":"2020-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219894398","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47378356","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 : 2020-01-16DOI: 10.1177/0162353219892101
D. Dai
Imagine that you live in an education utopia where resources are abundant and the system encourages and supports a variety of advanced learning and talent development opportunities. Would you expect everyone to reach a comparable level of achievement and make an equivalent share of contributions? Or, alternatively, supposing that resources are limited, would you invest more resources on those who have demonstrated “high promise”? The point of these hypothetical scenarios is that education is predicated on some articulated or tacit assumption of human potential. This special issue is devoted to “Rethinking Human Potential” precisely because articulating our assumptions in education in general and gifted education in particular becomes crucial for fashioning a sound education policy and guidelines for education practice. “Rethinking” human potential also implies that some of the deep assumptions and convictions that have undergirded gifted education since Terman’s (1925) work should be subjected to scrutiny in light of new research findings and the changing understanding of the nature and development of human potential. 892101 JEGXXX10.1177/0162353219892101Journal for the Education of the GiftedDai research-article2019
{"title":"Introduction to the Special Issue on Rethinking Human Potential: A Tribute to Howard Gardner*","authors":"D. Dai","doi":"10.1177/0162353219892101","DOIUrl":"https://doi.org/10.1177/0162353219892101","url":null,"abstract":"Imagine that you live in an education utopia where resources are abundant and the system encourages and supports a variety of advanced learning and talent development opportunities. Would you expect everyone to reach a comparable level of achievement and make an equivalent share of contributions? Or, alternatively, supposing that resources are limited, would you invest more resources on those who have demonstrated “high promise”? The point of these hypothetical scenarios is that education is predicated on some articulated or tacit assumption of human potential. This special issue is devoted to “Rethinking Human Potential” precisely because articulating our assumptions in education in general and gifted education in particular becomes crucial for fashioning a sound education policy and guidelines for education practice. “Rethinking” human potential also implies that some of the deep assumptions and convictions that have undergirded gifted education since Terman’s (1925) work should be subjected to scrutiny in light of new research findings and the changing understanding of the nature and development of human potential. 892101 JEGXXX10.1177/0162353219892101Journal for the Education of the GiftedDai research-article2019","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"11 - 3"},"PeriodicalIF":1.3,"publicationDate":"2020-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219892101","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48980117","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 : 2020-01-08DOI: 10.1177/0162353219894645
S. Tordjman, Maria Pereira Da Costa, S. Schauder
The case study of Michael Jackson illustrates the concepts of high potential, talent, and precocity in the musical domain. Studying this case of exceptional musical talent highlights the usefulness of a multidimensional approach to exploring human potential, which is not limited to academic abilities. It offers a better understanding of the process of transforming a gift into talent and allows us to examine the asynchronies observed in some high-potential individuals between extreme talent and impaired socioaffective development—the interplay between strength and fragility where cognitive functioning cannot be dissociated from emotional functioning.
{"title":"Rethinking Human Potential in Terms of Strength and Fragility: A Case Study of Michael Jackson*","authors":"S. Tordjman, Maria Pereira Da Costa, S. Schauder","doi":"10.1177/0162353219894645","DOIUrl":"https://doi.org/10.1177/0162353219894645","url":null,"abstract":"The case study of Michael Jackson illustrates the concepts of high potential, talent, and precocity in the musical domain. Studying this case of exceptional musical talent highlights the usefulness of a multidimensional approach to exploring human potential, which is not limited to academic abilities. It offers a better understanding of the process of transforming a gift into talent and allows us to examine the asynchronies observed in some high-potential individuals between extreme talent and impaired socioaffective development—the interplay between strength and fragility where cognitive functioning cannot be dissociated from emotional functioning.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"61 - 78"},"PeriodicalIF":1.3,"publicationDate":"2020-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219894645","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48958379","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 : 2019-10-09DOI: 10.1177/0162353219874422
Jaret Hodges, K. Lamb
This study used historical data to find associations between changes in policies, funding, and accountability stemming from No Child Left Behind and the provision of services offered to students identified as gifted in the state of Washington. Descriptive statistics and a regression model are used to examine the change in gifted programs by school districts from 2006 to 2007 up until the point where the state received a waiver (2012–2013). Initial results suggest that, during this time frame, the number of districts reporting having gifted programs declined from 77% to 62% of school districts. Furthermore, the regression results provide evidence that school districts that did not make adequate yearly progress were more likely to no longer report having a gifted program as time progressed (β = −0.29, SE = .11). Those districts that retained gifted programs expanded program options.
{"title":"Washington’s High-Ability Programs During the No Child Left Behind Era","authors":"Jaret Hodges, K. Lamb","doi":"10.1177/0162353219874422","DOIUrl":"https://doi.org/10.1177/0162353219874422","url":null,"abstract":"This study used historical data to find associations between changes in policies, funding, and accountability stemming from No Child Left Behind and the provision of services offered to students identified as gifted in the state of Washington. Descriptive statistics and a regression model are used to examine the change in gifted programs by school districts from 2006 to 2007 up until the point where the state received a waiver (2012–2013). Initial results suggest that, during this time frame, the number of districts reporting having gifted programs declined from 77% to 62% of school districts. Furthermore, the regression results provide evidence that school districts that did not make adequate yearly progress were more likely to no longer report having a gifted program as time progressed (β = −0.29, SE = .11). Those districts that retained gifted programs expanded program options.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"42 1","pages":"283 - 302"},"PeriodicalIF":1.3,"publicationDate":"2019-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219874422","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48013795","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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