Pub Date : 2024-03-01Epub Date: 2024-02-06DOI: 10.1177/23727322231220356
Nia Nixon, Yiwen Lin, Lauren Snow
Collaboration is key to STEM, where multidisciplinary team research can solve complex problems. However, inequality in STEM fields hinders their full potential, due to persistent psychological barriers in underrepresented students' experience. This paper documents teamwork in STEM and explores the transformative potential of computational modeling and generative AI in promoting STEM-team diversity and inclusion. Leveraging generative AI, this paper outlines two primary areas for advancing diversity, equity, and inclusion. First, formalizing collaboration assessment with inclusive analytics can capture fine-grained learner behavior. Second, adaptive, personalized AI systems can support diversity and inclusion in STEM teams. Four policy recommendations highlight AI's capacity: formalized collaborative skill assessment, inclusive analytics, funding for socio-cognitive research, human-AI teaming for inclusion training. Researchers, educators, and policymakers can build an equitable STEM ecosystem. This roadmap advances AI-enhanced collaboration, offering a vision for the future of STEM where diverse voices are actively encouraged and heard within collaborative scientific endeavors.
{"title":"Catalyzing Equity in STEM Teams: Harnessing Generative AI for Inclusion and Diversity.","authors":"Nia Nixon, Yiwen Lin, Lauren Snow","doi":"10.1177/23727322231220356","DOIUrl":"10.1177/23727322231220356","url":null,"abstract":"<p><p>Collaboration is key to STEM, where multidisciplinary team research can solve complex problems. However, inequality in STEM fields hinders their full potential, due to persistent psychological barriers in underrepresented students' experience. This paper documents teamwork in STEM and explores the transformative potential of computational modeling and generative AI in promoting STEM-team diversity and inclusion. Leveraging generative AI, this paper outlines two primary areas for advancing diversity, equity, and inclusion. First, formalizing collaboration assessment with inclusive analytics can capture fine-grained learner behavior. Second, adaptive, personalized AI systems can support diversity and inclusion in STEM teams. Four policy recommendations highlight AI's capacity: formalized collaborative skill assessment, inclusive analytics, funding for socio-cognitive research, human-AI teaming for inclusion training. Researchers, educators, and policymakers can build an equitable STEM ecosystem. This roadmap advances AI-enhanced collaboration, offering a vision for the future of STEM where diverse voices are actively encouraged and heard within collaborative scientific endeavors.</p>","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"11 1","pages":"85-92"},"PeriodicalIF":3.8,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10950550/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140186266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-28DOI: 10.1177/23727322231220423
Sarah M. Edelson, Jordan E. Roue, Aadya Singh, Valerie F. Reyna
This paper reviews the developmental literature on decision making, discussing how increased reliance on gist thinking explains the surprising finding that important cognitive biases increase from childhood to adulthood. This developmental trend can be induced experimentally by encouraging verbatim (younger) versus gist (older) ways of thinking. We then build on this developmental literature to assess the developmental stage of artificial intelligence (AI) and how its decision making compares with humans, finding that popular models are not only irrational but they sometimes resemble immature adolescents. To protect public safety and avoid risk, we propose that AI models build on policy frameworks already established to regulate other immature decision makers such as adolescents.
{"title":"How Decision Making Develops: Adolescents, Irrational Adults, and Should AI be Trusted With the Car Keys?","authors":"Sarah M. Edelson, Jordan E. Roue, Aadya Singh, Valerie F. Reyna","doi":"10.1177/23727322231220423","DOIUrl":"https://doi.org/10.1177/23727322231220423","url":null,"abstract":"This paper reviews the developmental literature on decision making, discussing how increased reliance on gist thinking explains the surprising finding that important cognitive biases increase from childhood to adulthood. This developmental trend can be induced experimentally by encouraging verbatim (younger) versus gist (older) ways of thinking. We then build on this developmental literature to assess the developmental stage of artificial intelligence (AI) and how its decision making compares with humans, finding that popular models are not only irrational but they sometimes resemble immature adolescents. To protect public safety and avoid risk, we propose that AI models build on policy frameworks already established to regulate other immature decision makers such as adolescents.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"50 7","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139149602","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 : 2023-12-21DOI: 10.1177/23727322231220633
Adriana Weisleder, Alejandra Reinoso, Murielle Standley, Krystal Alvarez-Hernandez, Anele Villanueva
Immigrant children are a growing and demographically important segment of the world's population. One key aspect of immigrant children's experience is navigating multiple languages, creating both opportunities, and challenges. However, the literature on bilingualism rarely centers the experiences of immigrant children. Focusing on immigrant children in the United States, this article brings together cognitive science research on bilingualism with the integrative risk and resilience model of adaptation in immigrant-origin children to elucidate how common contexts that immigrant children encounter can support or discourage multilingualism. Policy must consider immigrant children's intersecting identities—both as immigrants and as learners of minoritized, and often racialized, languages. A proposed framework can guide policies to support multilingualism in immigrant children, with downstream consequences for their health and development.
{"title":"Supporting Multilingualism in Immigrant Children: An Integrative Approach","authors":"Adriana Weisleder, Alejandra Reinoso, Murielle Standley, Krystal Alvarez-Hernandez, Anele Villanueva","doi":"10.1177/23727322231220633","DOIUrl":"https://doi.org/10.1177/23727322231220633","url":null,"abstract":"Immigrant children are a growing and demographically important segment of the world's population. One key aspect of immigrant children's experience is navigating multiple languages, creating both opportunities, and challenges. However, the literature on bilingualism rarely centers the experiences of immigrant children. Focusing on immigrant children in the United States, this article brings together cognitive science research on bilingualism with the integrative risk and resilience model of adaptation in immigrant-origin children to elucidate how common contexts that immigrant children encounter can support or discourage multilingualism. Policy must consider immigrant children's intersecting identities—both as immigrants and as learners of minoritized, and often racialized, languages. A proposed framework can guide policies to support multilingualism in immigrant children, with downstream consequences for their health and development.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"26 8","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138949171","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 : 2023-12-18DOI: 10.1177/23727322231220494
Michael A. Webster, Mohana Kuppuswamy Parthasarathy, Margarita L. Zuley, Andriy I. Bandos, Lorne Whitehead, C. K. Abbey
Sensory systems continuously recalibrate their responses according to the current stimulus environment. As a result, perception is strongly affected by the current and recent context. These adaptative changes affect both sensitivity (e.g., habituating to noise, seeing better in the dark) and appearance (e.g., how things look, what catches attention) and adjust to many perceptual properties (e.g., from light level to the characteristics of someone's face). They therefore have a profound effect on most perceptual experiences, and on how well the senses work in different settings. Characterizing the properties of adaptation, how it manifests, and when it influences perception in modern environments can provide insights into the diversity of human experience. Adaptation could also be leveraged both to optimize perceptual abilities (e.g., in visual inspection tasks like radiology) and to mitigate unwanted consequences (e.g., exposure to potentially unhealthy stimulus environments).
{"title":"Designing for Sensory Adaptation: What You See Depends on What You’ve Been Looking at - Recommendations, Guidelines and Standards Should Reflect This","authors":"Michael A. Webster, Mohana Kuppuswamy Parthasarathy, Margarita L. Zuley, Andriy I. Bandos, Lorne Whitehead, C. K. Abbey","doi":"10.1177/23727322231220494","DOIUrl":"https://doi.org/10.1177/23727322231220494","url":null,"abstract":"Sensory systems continuously recalibrate their responses according to the current stimulus environment. As a result, perception is strongly affected by the current and recent context. These adaptative changes affect both sensitivity (e.g., habituating to noise, seeing better in the dark) and appearance (e.g., how things look, what catches attention) and adjust to many perceptual properties (e.g., from light level to the characteristics of someone's face). They therefore have a profound effect on most perceptual experiences, and on how well the senses work in different settings. Characterizing the properties of adaptation, how it manifests, and when it influences perception in modern environments can provide insights into the diversity of human experience. Adaptation could also be leveraged both to optimize perceptual abilities (e.g., in visual inspection tasks like radiology) and to mitigate unwanted consequences (e.g., exposure to potentially unhealthy stimulus environments).","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":" 34","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138963737","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 : 2023-12-18DOI: 10.1177/23727322231220636
Joanna A. Christodoulou, Adriana M. Azor, Rebecca A. Marks
The extended summer break from school brings a renewed opportunity to offer high-quality literacy experiences to vulnerable readers, including children with reading disabilities (RD). Students with RD trail their peers in reading progress during the school year; the summer months present an opportunity to address the gap in reading achievement. Policy makers can support reading achievement during summer vacation empowered by interdisciplinary knowledge spanning cognitive neuroscience and education. The science of brain plasticity emphasizes the requirement of impactful reading experiences, especially for word-level skills, toward building reading brain networks. A review of research on summer programming and current policies culminates in recommendations to capitalize on summer opportunities to advance reading achievement.
{"title":"Reaching Students with Reading Disabilities During the Summer","authors":"Joanna A. Christodoulou, Adriana M. Azor, Rebecca A. Marks","doi":"10.1177/23727322231220636","DOIUrl":"https://doi.org/10.1177/23727322231220636","url":null,"abstract":"The extended summer break from school brings a renewed opportunity to offer high-quality literacy experiences to vulnerable readers, including children with reading disabilities (RD). Students with RD trail their peers in reading progress during the school year; the summer months present an opportunity to address the gap in reading achievement. Policy makers can support reading achievement during summer vacation empowered by interdisciplinary knowledge spanning cognitive neuroscience and education. The science of brain plasticity emphasizes the requirement of impactful reading experiences, especially for word-level skills, toward building reading brain networks. A review of research on summer programming and current policies culminates in recommendations to capitalize on summer opportunities to advance reading achievement.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"29 2","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139176350","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 : 2023-12-18DOI: 10.1177/23727322231220339
Laura Kristen Allen, Panayiota Kendeou
Artificial intelligence (AI) is a transformative force in education. Realizing the full potential of AI in education requires a multidisciplinary and holistic AI literacy framework that can inform research, practice, and policy. This novel ED-AI Lit framework includes six components: Knowledge, Evaluation, Collaboration, Contextualization, Autonomy, and Ethics. This framework stresses the importance of developing a deep understanding of how AI systems function, critically evaluating their implications, and fostering collaborative relationships between individuals and AI.
{"title":"ED-AI Lit: An Interdisciplinary Framework for AI Literacy in Education","authors":"Laura Kristen Allen, Panayiota Kendeou","doi":"10.1177/23727322231220339","DOIUrl":"https://doi.org/10.1177/23727322231220339","url":null,"abstract":"Artificial intelligence (AI) is a transformative force in education. Realizing the full potential of AI in education requires a multidisciplinary and holistic AI literacy framework that can inform research, practice, and policy. This novel ED-AI Lit framework includes six components: Knowledge, Evaluation, Collaboration, Contextualization, Autonomy, and Ethics. This framework stresses the importance of developing a deep understanding of how AI systems function, critically evaluating their implications, and fostering collaborative relationships between individuals and AI.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"47 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139174878","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 : 2023-12-13DOI: 10.1177/23727322231218190
Brian A. Anderson, Namgyun Kim, Laurent Gregoire, Niya Yan, Changbum Ryan Ahn
Accidents readily occur when workers are not attentive to the hazards of their work. For some professionals, such as workers in the construction and mining industry, exposure to workplace hazards occurs on a daily basis. Such repetitive exposure to workplace hazards poses unique challenges for the attention of workers. This review explores how, in the absence of negative consequences, repetitive exposure to hazards decreases attention to them. Recommendations, informed by the science of attention, suggest how to combat the tendency to ignore frequently-exposed hazards and restore worker vigilance, thereby reducing the frequency of workplace accidents. Experiential training incorporating virtual reality holds some promise.
{"title":"Attention Failures Cause Workplace Accidents: Why Workers Ignore Hazards and What To Do About It","authors":"Brian A. Anderson, Namgyun Kim, Laurent Gregoire, Niya Yan, Changbum Ryan Ahn","doi":"10.1177/23727322231218190","DOIUrl":"https://doi.org/10.1177/23727322231218190","url":null,"abstract":"Accidents readily occur when workers are not attentive to the hazards of their work. For some professionals, such as workers in the construction and mining industry, exposure to workplace hazards occurs on a daily basis. Such repetitive exposure to workplace hazards poses unique challenges for the attention of workers. This review explores how, in the absence of negative consequences, repetitive exposure to hazards decreases attention to them. Recommendations, informed by the science of attention, suggest how to combat the tendency to ignore frequently-exposed hazards and restore worker vigilance, thereby reducing the frequency of workplace accidents. Experiential training incorporating virtual reality holds some promise.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"31 8","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139005030","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 : 2023-12-13DOI: 10.1177/23727322231218906
Veronica X. Yan, Faria Sana, Paulo F. Carvalho
Cognitive science of learning points to solutions for making use of existing study and instruction time more effectively and efficiently. However, solutions are not and cannot be one-size-fits-all. This paper outlines the danger of overreliance on specific strategies as one-size-fits-all recommendations and highlights instead the cognitive learning processes that facilitate meaningful and long-lasting learning. Three of the most commonly recommended strategies from cognitive science provide a starting point; understanding the underlying processes allows us to tailor these recommendations to implement at the right time, in the right way, for the right content, and for the right students. Recommendations regard teacher training, the funding and incentivizing of educational interventions, guidelines for the development of educational technologies, and policies that focus on using existing instructional time more wisely.
{"title":"No Simple Solutions to Complex Problems: Cognitive Science Principles Can Guide but Not Prescribe Educational Decisions","authors":"Veronica X. Yan, Faria Sana, Paulo F. Carvalho","doi":"10.1177/23727322231218906","DOIUrl":"https://doi.org/10.1177/23727322231218906","url":null,"abstract":"Cognitive science of learning points to solutions for making use of existing study and instruction time more effectively and efficiently. However, solutions are not and cannot be one-size-fits-all. This paper outlines the danger of overreliance on specific strategies as one-size-fits-all recommendations and highlights instead the cognitive learning processes that facilitate meaningful and long-lasting learning. Three of the most commonly recommended strategies from cognitive science provide a starting point; understanding the underlying processes allows us to tailor these recommendations to implement at the right time, in the right way, for the right content, and for the right students. Recommendations regard teacher training, the funding and incentivizing of educational interventions, guidelines for the development of educational technologies, and policies that focus on using existing instructional time more wisely.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"20 5","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139004815","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 : 2023-12-13DOI: 10.1177/23727322231220258
Christopher R. Madan
Memory profoundly define individual beliefs and identity, shaping how societies make decisions. Five key memory phenomena include—first impressions and the primacy effect, risky decision-making and memory availability, information reliability and source memory, music preferences and the reminiscence bump, and long-term planning and episodic future thinking. Each phenomenon is explored for its impact on policy, revealing the profound ways that memory biases and processes shape critical societal choices, such as judicial decisions, hiring practices, financial planning, and pro-environmental behavior. Although memory's importance in daily life is widely recognized, its central role in shaping self-identity and influencing societal structures is often underestimated. Memory biases, evident in various aspects, from cultural exposures to decision-making heuristics, play a pivotal role in individual and collective behavior. These biases, often manifesting subtly, guide the formation of beliefs and preferences, with strong implications for policy making. Taken together, this work advocates for a multidisciplinary approach to bridge memory theory and policy practice.
{"title":"Memory Can Define Individual Beliefs and Identity—and Shape Society","authors":"Christopher R. Madan","doi":"10.1177/23727322231220258","DOIUrl":"https://doi.org/10.1177/23727322231220258","url":null,"abstract":"Memory profoundly define individual beliefs and identity, shaping how societies make decisions. Five key memory phenomena include—first impressions and the primacy effect, risky decision-making and memory availability, information reliability and source memory, music preferences and the reminiscence bump, and long-term planning and episodic future thinking. Each phenomenon is explored for its impact on policy, revealing the profound ways that memory biases and processes shape critical societal choices, such as judicial decisions, hiring practices, financial planning, and pro-environmental behavior. Although memory's importance in daily life is widely recognized, its central role in shaping self-identity and influencing societal structures is often underestimated. Memory biases, evident in various aspects, from cultural exposures to decision-making heuristics, play a pivotal role in individual and collective behavior. These biases, often manifesting subtly, guide the formation of beliefs and preferences, with strong implications for policy making. Taken together, this work advocates for a multidisciplinary approach to bridge memory theory and policy practice.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"44 3","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139003863","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 : 2023-12-13DOI: 10.1177/23727322231218891
Kathryn S. McCarthy, Eleanor F. Yan
Although reading in the digital age looks different than in the past (e.g., on a screen, shorter texts spread across multiple sources), reading continues to be a central part of everyday life. Research in reading comprehension shows that this type of modern reading requires more complex knowledge building inference processes that are difficult for many adolescents and adults. Constructive and personalized learning activities can support readers’ knowledge building. Researchers have been using artificial intelligence (AI) to make these types of activities more effective and accessible. Emerging directions and considerations also result from the introduction of generative AI. Increased collaboration across researchers, developers, educators, and policymakers would afford empirically supported research, development, and implementation that can keep pace with the quickly evolving technological landscape.
{"title":"Reading Comprehension and Constructive Learning: Policy Considerations in the Age of Artificial Intelligence","authors":"Kathryn S. McCarthy, Eleanor F. Yan","doi":"10.1177/23727322231218891","DOIUrl":"https://doi.org/10.1177/23727322231218891","url":null,"abstract":"Although reading in the digital age looks different than in the past (e.g., on a screen, shorter texts spread across multiple sources), reading continues to be a central part of everyday life. Research in reading comprehension shows that this type of modern reading requires more complex knowledge building inference processes that are difficult for many adolescents and adults. Constructive and personalized learning activities can support readers’ knowledge building. Researchers have been using artificial intelligence (AI) to make these types of activities more effective and accessible. Emerging directions and considerations also result from the introduction of generative AI. Increased collaboration across researchers, developers, educators, and policymakers would afford empirically supported research, development, and implementation that can keep pace with the quickly evolving technological landscape.","PeriodicalId":52185,"journal":{"name":"Policy Insights from the Behavioral and Brain Sciences","volume":"288 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139003745","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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