Pub Date : 2017-01-02DOI: 10.1080/02109395.2016.1268387
Ingrid Cortez-Carbonell, Francisco Ceric
Abstract Various studies have indicated that children with ADHD have difficulties with the facial interpretation of affect. Research in the adult ADHD population overall is scarce. The present study explores how adults with ADHD react to a simple attention task and an emotion-containing task. Thirty adults clinically diagnosed with ADHD and 30 non-ADHD controls completed a computer-based task through a set of facial expressions standardized for Chile. The task was composed of two parts: first, a simple attention task with facial expressions; and second, a facial expression-labelling task. Reaction Time (RT) and Accuracy (Acc) of responses were evaluated. Participants with ADHD responded significantly faster and were significantly less accurate in both tasks compared to controls. Across both groups, emotion-specific errors increased in the facial expression of anger. Additionally, the ADHD group was significantly faster in responding for anger, but not for happiness or neutral expressions. Impulsivity commonly associated with ADHD may account for faster RT and lower Acc. Moreover, happiness may be more pleasant to identify than anger. These results are consistent with studies that have recorded greater Acc for positive emotions in comparison with negative emotions.
{"title":"Emotion recognition of facial expressions in adults with attention deficit hyperactivity disorder / Reconocimiento de emociones de expresiones faciales en adultos con trastorno de hiperactividad con déficit de atención","authors":"Ingrid Cortez-Carbonell, Francisco Ceric","doi":"10.1080/02109395.2016.1268387","DOIUrl":"https://doi.org/10.1080/02109395.2016.1268387","url":null,"abstract":"Abstract Various studies have indicated that children with ADHD have difficulties with the facial interpretation of affect. Research in the adult ADHD population overall is scarce. The present study explores how adults with ADHD react to a simple attention task and an emotion-containing task. Thirty adults clinically diagnosed with ADHD and 30 non-ADHD controls completed a computer-based task through a set of facial expressions standardized for Chile. The task was composed of two parts: first, a simple attention task with facial expressions; and second, a facial expression-labelling task. Reaction Time (RT) and Accuracy (Acc) of responses were evaluated. Participants with ADHD responded significantly faster and were significantly less accurate in both tasks compared to controls. Across both groups, emotion-specific errors increased in the facial expression of anger. Additionally, the ADHD group was significantly faster in responding for anger, but not for happiness or neutral expressions. Impulsivity commonly associated with ADHD may account for faster RT and lower Acc. Moreover, happiness may be more pleasant to identify than anger. These results are consistent with studies that have recorded greater Acc for positive emotions in comparison with negative emotions.","PeriodicalId":55642,"journal":{"name":"Estudios De Psicologia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02109395.2016.1268387","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44432196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/02109395.2016.1268392
E. Martí
Abstract The article considers two postulates of Piaget’s epistemology (anti-reductionism and developmental perspective) to analyse three influential perspectives on cognition: nativist, sociocultural and situated cognition. Based on this analysis, we propose two cognitive processes (explicitation and implicitation) that can explain cognitive change from the most elementary and embodied knowledge to more sophisticated and cultural ones. Some empirical examples concerning external representations that support this proposal are discussed.
{"title":"Body, culture and cognition: avoiding reductionist temptations / Cuerpo, cultura y cognición: sorteando las tentaciones reduccionistas","authors":"E. Martí","doi":"10.1080/02109395.2016.1268392","DOIUrl":"https://doi.org/10.1080/02109395.2016.1268392","url":null,"abstract":"Abstract The article considers two postulates of Piaget’s epistemology (anti-reductionism and developmental perspective) to analyse three influential perspectives on cognition: nativist, sociocultural and situated cognition. Based on this analysis, we propose two cognitive processes (explicitation and implicitation) that can explain cognitive change from the most elementary and embodied knowledge to more sophisticated and cultural ones. Some empirical examples concerning external representations that support this proposal are discussed.","PeriodicalId":55642,"journal":{"name":"Estudios De Psicologia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02109395.2016.1268392","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47399982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/02109395.2016.1268386
Ignacio Brescó, A. Rosa
Abstract This paper studies the effect of narrative forms on the remembering of historical accounts. Drawing on Bartlett’s method of repeated reproduction, we analyse how two different historical versions of the Irish conflict — constructed with the same historical events but through different narrative forms — are remembered in three recall sessions by subjects with different national feelings of belonging (Spanish and Basque) and positions in relation to that conflict. The conventionalization and rationalization of memories is also analysed by examining the transformation of the material in the three sessions. Results show two different recall profiles resulting from each version of the story. While in the pro-Irish version repressive events justifying the struggle for Irish independence were more remembered, the pro-British version is reconstructed on those more institutional events that legitimize the maintenance of the United Kingdom. The bias of the narrative form on the remembering of the stories is discussed in regard to history teaching.
{"title":"Narrative form and identity in the conventionalization of memories of national histories / Forma narrativa e identidad en la convencionalización del recuerdo de historias nacionales","authors":"Ignacio Brescó, A. Rosa","doi":"10.1080/02109395.2016.1268386","DOIUrl":"https://doi.org/10.1080/02109395.2016.1268386","url":null,"abstract":"Abstract This paper studies the effect of narrative forms on the remembering of historical accounts. Drawing on Bartlett’s method of repeated reproduction, we analyse how two different historical versions of the Irish conflict — constructed with the same historical events but through different narrative forms — are remembered in three recall sessions by subjects with different national feelings of belonging (Spanish and Basque) and positions in relation to that conflict. The conventionalization and rationalization of memories is also analysed by examining the transformation of the material in the three sessions. Results show two different recall profiles resulting from each version of the story. While in the pro-Irish version repressive events justifying the struggle for Irish independence were more remembered, the pro-British version is reconstructed on those more institutional events that legitimize the maintenance of the United Kingdom. The bias of the narrative form on the remembering of the stories is discussed in regard to history teaching.","PeriodicalId":55642,"journal":{"name":"Estudios De Psicologia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02109395.2016.1268386","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43641548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/02109395.2017.1281580
P. D. del Río, A. Álvarez
Abstract In this article some usually overlooked aspects of Vygotsky’s work are presented. First, the understanding of the mediation system as a trans-organic, extended branch of the psychological system. Second, the semantic nature of conscience and the systemic neuropsychological organization of higher functions. Third, the leading role played in the psychic system by directive functions. Fourth, the understanding of human evolution as open and permanently provisional. Last, a reference is made to the role of psychology in the process of human auto-evolution, which Vygotsky viewed as a mission.
{"title":"Vygotsky and beyond: horizons for the future of psychology / Vygotski y más allá: horizontes para el futuro de la psicología","authors":"P. D. del Río, A. Álvarez","doi":"10.1080/02109395.2017.1281580","DOIUrl":"https://doi.org/10.1080/02109395.2017.1281580","url":null,"abstract":"Abstract In this article some usually overlooked aspects of Vygotsky’s work are presented. First, the understanding of the mediation system as a trans-organic, extended branch of the psychological system. Second, the semantic nature of conscience and the systemic neuropsychological organization of higher functions. Third, the leading role played in the psychic system by directive functions. Fourth, the understanding of human evolution as open and permanently provisional. Last, a reference is made to the role of psychology in the process of human auto-evolution, which Vygotsky viewed as a mission.","PeriodicalId":55642,"journal":{"name":"Estudios De Psicologia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02109395.2017.1281580","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47672175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/02109395.2016.1268391
Izaskun Ibabe, Edurne Elgorriaga, Ainara Arnoso
Abstract The main purpose of this study was to analyse whether children’s exposure to marital violence was associated with higher levels of hostile or benevolent sexism and with lower psychological well-being when they are adults. The sample consisted of 1,378 university students of both sexes aged between 17 and 30. As was expected, marital violence and ambivalent sexism inversely predicted children’s psychological well-being. Children’s exposure to marital violence was a significant predictor of ambivalent sexism, although its low predictive value is discussed.
{"title":"The role of violence between parents on the sexism and well-being of their children / El papel de la violencia entre progenitores en el sexismo y bienestar de los hijos e hijas","authors":"Izaskun Ibabe, Edurne Elgorriaga, Ainara Arnoso","doi":"10.1080/02109395.2016.1268391","DOIUrl":"https://doi.org/10.1080/02109395.2016.1268391","url":null,"abstract":"Abstract The main purpose of this study was to analyse whether children’s exposure to marital violence was associated with higher levels of hostile or benevolent sexism and with lower psychological well-being when they are adults. The sample consisted of 1,378 university students of both sexes aged between 17 and 30. As was expected, marital violence and ambivalent sexism inversely predicted children’s psychological well-being. Children’s exposure to marital violence was a significant predictor of ambivalent sexism, although its low predictive value is discussed.","PeriodicalId":55642,"journal":{"name":"Estudios De Psicologia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02109395.2016.1268391","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48102435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/02109395.2016.1268390
A. Haye, Marcela Carballo
Abstract Using William James’s classical theory of the emotions, this article discusses the way the relationship between cognition and emotion are predominantly explained and operationalized in contemporary psychology and neuroscience research. Specific aspects of James’s theory are reconstructed, connecting his more general philosophical framework with arguments about the relationship between subjective experience and the process of corporal change. A review published in the journal Cognition & Emotion (C&E) (2001–11) concludes that almost all its literature is based on the idea of interaction between two different processes, while James suggests that the process of experience is one and the same. Dialogue between these two scenarios facilitates the identification of current research potentialities in terms of mixed-method studies and with emphasis on the temporality of action, overall physiological change, and uniqueness of experience.
{"title":"James’s theory of emotion and affective turn in psychology / La teoría de las emociones de James y el giro afectivo en psicología","authors":"A. Haye, Marcela Carballo","doi":"10.1080/02109395.2016.1268390","DOIUrl":"https://doi.org/10.1080/02109395.2016.1268390","url":null,"abstract":"Abstract Using William James’s classical theory of the emotions, this article discusses the way the relationship between cognition and emotion are predominantly explained and operationalized in contemporary psychology and neuroscience research. Specific aspects of James’s theory are reconstructed, connecting his more general philosophical framework with arguments about the relationship between subjective experience and the process of corporal change. A review published in the journal Cognition & Emotion (C&E) (2001–11) concludes that almost all its literature is based on the idea of interaction between two different processes, while James suggests that the process of experience is one and the same. Dialogue between these two scenarios facilitates the identification of current research potentialities in terms of mixed-method studies and with emphasis on the temporality of action, overall physiological change, and uniqueness of experience.","PeriodicalId":55642,"journal":{"name":"Estudios De Psicologia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02109395.2016.1268390","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44809915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/02109395.2016.1268395
Rodrigo C. Vergara, M. Toro
Abstract For more than a century we have discussed the extent to which a trait is innate or acquired, but little has been discussed regarding the mechanisms through which that inheritance takes place. Based on studies by Lorenz and Neo-Darwinism, we have blindly bet on genetics as the mechanism of inheritance. However, evolution considers conserved traits, but this concept lacks a specific inheritance mechanism. We would like to restore the concept of conserved to integrate other inheritance mechanisms. As such, we analyse the inheritance of both genes and the environment, allowing us to fully explore inherited psychopathologies.
{"title":"Conserved: inherited beyond genes / Conservado: heredado más allá de los genes","authors":"Rodrigo C. Vergara, M. Toro","doi":"10.1080/02109395.2016.1268395","DOIUrl":"https://doi.org/10.1080/02109395.2016.1268395","url":null,"abstract":"Abstract For more than a century we have discussed the extent to which a trait is innate or acquired, but little has been discussed regarding the mechanisms through which that inheritance takes place. Based on studies by Lorenz and Neo-Darwinism, we have blindly bet on genetics as the mechanism of inheritance. However, evolution considers conserved traits, but this concept lacks a specific inheritance mechanism. We would like to restore the concept of conserved to integrate other inheritance mechanisms. As such, we analyse the inheritance of both genes and the environment, allowing us to fully explore inherited psychopathologies.","PeriodicalId":55642,"journal":{"name":"Estudios De Psicologia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02109395.2016.1268395","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43982999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/02109395.2016.1268389
J. Gomez, Verena Kersken, Derek Ball, A. Seed
Abstract The main aim of this paper is to highlight the need to address the conceptual problem of ‘implicit knowledge’ or ‘implicit cognition’ — a notion especially important in the study of the nonverbal minds of animals and infants. We review some uses of the term ‘implicit’ in psychology and allied disciplines, and conclude that conceptual clarification of this notion is not only lacking, but largely avoided and reduced to a methodological problem. We propose that this elusive notion is central in the study not only of animal and infant minds, but also the human adult mind. Some promising approaches in developmental and evolutionary psychology towards innovative conceptualization of implicit knowledge remain conceptually underdeveloped and in need of reconsideration and re-elaboration. We conclude by suggesting that the challenge of implicit cognition and nonverbal minds will only be solved through a concerted interdisciplinary approach between psychology and other disciplines.
{"title":"Knowing without knowing: implicit cognition and the minds of infants and animals / Saber sin saber: la cognición implícita y las mentes de niños pequeños y animales","authors":"J. Gomez, Verena Kersken, Derek Ball, A. Seed","doi":"10.1080/02109395.2016.1268389","DOIUrl":"https://doi.org/10.1080/02109395.2016.1268389","url":null,"abstract":"Abstract The main aim of this paper is to highlight the need to address the conceptual problem of ‘implicit knowledge’ or ‘implicit cognition’ — a notion especially important in the study of the nonverbal minds of animals and infants. We review some uses of the term ‘implicit’ in psychology and allied disciplines, and conclude that conceptual clarification of this notion is not only lacking, but largely avoided and reduced to a methodological problem. We propose that this elusive notion is central in the study not only of animal and infant minds, but also the human adult mind. Some promising approaches in developmental and evolutionary psychology towards innovative conceptualization of implicit knowledge remain conceptually underdeveloped and in need of reconsideration and re-elaboration. We conclude by suggesting that the challenge of implicit cognition and nonverbal minds will only be solved through a concerted interdisciplinary approach between psychology and other disciplines.","PeriodicalId":55642,"journal":{"name":"Estudios De Psicologia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02109395.2016.1268389","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41481374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/02109395.2016.1268393
M. Ratcliff, J. Burman
Abstract Jean Piaget’s (1896–1980) interdisciplinarity was related to his psychology in several ways. First, he was a simple tourist of other fields: an interested outsider. But as he became increasingly involved in the professionalization of the discipline, he moved through different contexts that constrained the possibilities for successful action in new and different ways. To make these clear, we adopt a little-known aspect of his later epistemological framework: the open hierarchy of levels. This then affords new perspectives of his life, his work, his theory and his location in the history of both Swiss psychology and French psychology. It also outlines his reasoning regarding the necessity of a disciplined approach to interdisciplinary collaboration, institutionalized in the founding of his International Centre for Genetic Epistemology. We therefore come not only to a fuller understanding of how Piaget thought scientific knowledge develops, but also of how the boundaries of scientific disciplines are pushed back.
{"title":"The mobile frontiers of Piaget’s psychology. From academic tourism to interdisciplinary collaboration / Las fronteras móviles de la psicología de Piaget. Del turismo académico a la colaboración interdisciplinaria","authors":"M. Ratcliff, J. Burman","doi":"10.1080/02109395.2016.1268393","DOIUrl":"https://doi.org/10.1080/02109395.2016.1268393","url":null,"abstract":"Abstract Jean Piaget’s (1896–1980) interdisciplinarity was related to his psychology in several ways. First, he was a simple tourist of other fields: an interested outsider. But as he became increasingly involved in the professionalization of the discipline, he moved through different contexts that constrained the possibilities for successful action in new and different ways. To make these clear, we adopt a little-known aspect of his later epistemological framework: the open hierarchy of levels. This then affords new perspectives of his life, his work, his theory and his location in the history of both Swiss psychology and French psychology. It also outlines his reasoning regarding the necessity of a disciplined approach to interdisciplinary collaboration, institutionalized in the founding of his International Centre for Genetic Epistemology. We therefore come not only to a fuller understanding of how Piaget thought scientific knowledge develops, but also of how the boundaries of scientific disciplines are pushed back.","PeriodicalId":55642,"journal":{"name":"Estudios De Psicologia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02109395.2016.1268393","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45688583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-12-01DOI: 10.5935/1678-4669.20160044
Ana Ludmila Freire Costa, O. H. Yamamoto
Social policies in Psychology postgraduate courses. It aims to discuss the contributions of Psychology postgraduate studies to understand “social policy”. 105 academic theses were analyzed among 824 defended in 2007/2009 triennium. Results point to the existence of the issue in a sprayed way, predominantly, albeit appears as a priority object for a limited set of researchers; majority of these can be characterized by fragility of the theoretical frameworks, in a strictly technical perspective; and the studies aim to improve specific social policies, without questioning why they need to be carried out. Psychological science can only contribute effectively to the society development if academic community promotes a structured articulation around the theme, deepens the theoretical debate and transforms the knowledge built into organized political practice.
{"title":"Políticas sociais na pós-graduação stricto sensu de Psicologia","authors":"Ana Ludmila Freire Costa, O. H. Yamamoto","doi":"10.5935/1678-4669.20160044","DOIUrl":"https://doi.org/10.5935/1678-4669.20160044","url":null,"abstract":"Social policies in Psychology postgraduate courses. It aims to discuss the contributions of Psychology postgraduate studies to understand “social policy”. 105 academic theses were analyzed among 824 defended in 2007/2009 triennium. Results point to the existence of the issue in a sprayed way, predominantly, albeit appears as a priority object for a limited set of researchers; majority of these can be characterized by fragility of the theoretical frameworks, in a strictly technical perspective; and the studies aim to improve specific social policies, without questioning why they need to be carried out. Psychological science can only contribute effectively to the society development if academic community promotes a structured articulation around the theme, deepens the theoretical debate and transforms the knowledge built into organized political practice.","PeriodicalId":55642,"journal":{"name":"Estudios De Psicologia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81149986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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