Nicholas Fabiano, Arnav Gupta, Nishaant Bhambra, Brandon Luu, Stanley Wong, Muhammad Maaz, Jess G. Fiedorowicz, Andrew L. Smith, Marco Solmi
Systematic reviews are a cornerstone for synthesizing the available evidence on a given topic. They simultaneously allow for gaps in the literature to be identified and provide direction for future research. However, due to the ever-increasing volume and complexity of the available literature, traditional methods for conducting systematic reviews are less efficient and more time-consuming. Numerous artificial intelligence (AI) tools are being released with the potential to optimize efficiency in academic writing and assist with various stages of the systematic review process including developing and refining search strategies, screening titles and abstracts for inclusion or exclusion criteria, extracting essential data from studies and summarizing findings. Therefore, in this article we provide an overview of the currently available tools and how they can be incorporated into the systematic review process to improve efficiency and quality of research synthesis. We emphasize that authors must report all AI tools that have been used at each stage to ensure replicability as part of reporting in methods.
{"title":"How to optimize the systematic review process using AI tools","authors":"Nicholas Fabiano, Arnav Gupta, Nishaant Bhambra, Brandon Luu, Stanley Wong, Muhammad Maaz, Jess G. Fiedorowicz, Andrew L. Smith, Marco Solmi","doi":"10.1002/jcv2.12234","DOIUrl":"10.1002/jcv2.12234","url":null,"abstract":"<p>Systematic reviews are a cornerstone for synthesizing the available evidence on a given topic. They simultaneously allow for gaps in the literature to be identified and provide direction for future research. However, due to the ever-increasing volume and complexity of the available literature, traditional methods for conducting systematic reviews are less efficient and more time-consuming. Numerous artificial intelligence (AI) tools are being released with the potential to optimize efficiency in academic writing and assist with various stages of the systematic review process including developing and refining search strategies, screening titles and abstracts for inclusion or exclusion criteria, extracting essential data from studies and summarizing findings. Therefore, in this article we provide an overview of the currently available tools and how they can be incorporated into the systematic review process to improve efficiency and quality of research synthesis. We emphasize that authors must report all AI tools that have been used at each stage to ensure replicability as part of reporting in methods.</p>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12234","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140672067","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}
Alexandra F. Bonthrone, Vanessa Kyriakopoulou, Luke Mason, Andrew Chew, Shona Falconer, Christopher J. Kelly, John Simpson, Kuberan Pushparajah, Mark H. Johnson, A. David Edwards, Chiara Nosarti, Emily J. H. Jones, Serena J. Counsell
Background
Congenital Heart Disease (CHD) is the most common congenital abnormality. Survival rates are over 90%, however infants with CHD remain at high risk of attention and executive function impairments. These abilities are difficult to assess in toddlers because clinical assessments rely on language abilities which are commonly delayed in CHD. Our aim was to characterise visual attention in toddlers with CHD compared to controls and identify associations with parent-rated effortful control.
Methods
Thirty toddlers with CHD (19 male, median (IQR) age at assessment 22.2 (22–23.1) months) and 66 controls from the developing human connectome project (36 male, age at assessment 22 (21.5–23.8) months) using eye-tracking tasks designed to assess multiple components of visual attention. Analyses of co-variance and regressions were used to identify differences between groups and relationships between gaze behaviours and parent-rated effortful control.
Results
Toddlers with CHD were less accurate when switching behaviours (set-shifting) [median (IQR) 79%, (28–100)] compared to controls [100% (86–100), pFDR = 0.032], with worse accuracy associated with lower parent-rated effortful control in CHD but not controls (interaction pFDR = 0.028). Reaction times were slower during selective [CHD 1243 ms (986–1786), controls 1065 ms (0851–1397), pFDR<0.001] and exogenous attention tasks [CHD 312 ms (279–358), control 289 (249–331), (pFDR = 0.032) and endogenous attention was less mature (prolonged looks at facial stimuli CHD 670 ms (518–885), control 500 ms (250–625), (pFDR = 0.006). These results were unrelated to differences in cognition or socioeconomic status. In contrast, the allocation of attentional resources was preserved in CHD.
Conclusions
We identified a profile of altered attention and early executive functioning development in CHD. Eye-tracking may provide clinically feasible, early objective measures of attention and executive function development in CHD.
先天性心脏病（CHD）是最常见的先天性畸形。存活率超过 90%，但患有先天性心脏病的婴儿仍然很有可能出现注意力和执行功能障碍。这些能力在幼儿期很难评估，因为临床评估依赖于语言能力，而CHD患者的语言能力通常会延迟。我们的目的是通过眼动跟踪任务评估患有先天性心脏病的30名幼儿（19名男性，评估时的年龄中位数（IQR）为22.2（22-23.1）个月）和66名对照组幼儿（36名男性，评估时的年龄为22（21.5-23.8）个月）的视觉注意力。与对照组相比[100% (86-100)，pFDR = 0.032]，患有CHD的幼儿在转换行为（集合转换）时的准确性较低[中位数（IQR）79%，(28-100)]，准确性较低与家长对CHD幼儿的努力控制评分较低有关，但与对照组无关（交互作用pFDR = 0.028）。在选择性任务[CHD 1243 ms (986-1786)，对照组 1065 ms (0851-1397)，pFDR<0.001]和外源性注意任务[CHD 312 ms (279-358)，对照组 289 (249-331)，（pFDR = 0.032）]中，反应时间较慢，内源性注意不太成熟（长时间注视面部刺激，CHD 670 ms (518-885)，对照组 500 ms (250-625)，（pFDR = 0.006）。这些结果与认知或社会经济地位的差异无关。相比之下，注意力资源的分配在CHD患者中得到了保留。眼动追踪可提供临床上可行的早期客观测量方法，以了解CHD患者的注意力和执行功能发展情况。
{"title":"Attentional development is altered in toddlers with congenital heart disease","authors":"Alexandra F. Bonthrone, Vanessa Kyriakopoulou, Luke Mason, Andrew Chew, Shona Falconer, Christopher J. Kelly, John Simpson, Kuberan Pushparajah, Mark H. Johnson, A. David Edwards, Chiara Nosarti, Emily J. H. Jones, Serena J. Counsell","doi":"10.1002/jcv2.12232","DOIUrl":"10.1002/jcv2.12232","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Congenital Heart Disease (CHD) is the most common congenital abnormality. Survival rates are over 90%, however infants with CHD remain at high risk of attention and executive function impairments. These abilities are difficult to assess in toddlers because clinical assessments rely on language abilities which are commonly delayed in CHD. Our aim was to characterise visual attention in toddlers with CHD compared to controls and identify associations with parent-rated effortful control.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Thirty toddlers with CHD (19 male, median (IQR) age at assessment 22.2 (22–23.1) months) and 66 controls from the developing human connectome project (36 male, age at assessment 22 (21.5–23.8) months) using eye-tracking tasks designed to assess multiple components of visual attention. Analyses of co-variance and regressions were used to identify differences between groups and relationships between gaze behaviours and parent-rated effortful control.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Toddlers with CHD were less accurate when switching behaviours (set-shifting) [median (IQR) 79%, (28–100)] compared to controls [100% (86–100), pFDR = 0.032], with worse accuracy associated with lower parent-rated effortful control in CHD but not controls (interaction pFDR = 0.028). Reaction times were slower during selective [CHD 1243 ms (986–1786), controls 1065 ms (0851–1397), pFDR<0.001] and exogenous attention tasks [CHD 312 ms (279–358), control 289 (249–331), (pFDR = 0.032) and endogenous attention was less mature (prolonged looks at facial stimuli CHD 670 ms (518–885), control 500 ms (250–625), (pFDR = 0.006). These results were unrelated to differences in cognition or socioeconomic status. In contrast, the allocation of attentional resources was preserved in CHD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>We identified a profile of altered attention and early executive functioning development in CHD. Eye-tracking may provide clinically feasible, early objective measures of attention and executive function development in CHD.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12232","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140678627","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}
Kaitlyn M. A. Parks, Janis Oram Cardy, Marc F. Joanisse
Background
The current study sought to examine whether psycholinguistic assessments could discriminate children and adolescents with developmental language disorder (DLD) from those with attention-deficit/hyperactivity disorder (ADHD; combined or inattentive subtype) and comorbid DLD + ADHD.
Methods
The Clinical Evaluation of Language Fundamentals—Screening Test (CELFST; Wiig et al., 2013), the Comprehensive Test of Phonological Processing (nonword repetition subtest; Wagner et al., 2013), and the Test of Word Reading Efficiency (sight word and phonemic decoding subtests; Torgesen et al., 2012) were examined in 441 children and adolescents between 6 and 16 years of age.
Results
The presence of a language disorder (with or without ADHD) predicted poor performance across tasks. Children and adolescents with ADHD (combined vs. inattentive) only significantly differed in sight word reading, in favor of those with combined type. Measures of reading efficiency could distinguish between the two types of ADHD, but not between other groups. Interestingly, scores on the standard language screener were no worse for children with ADHD + DLD than children with DLD only.
Conclusions
The combination of comorbid ADHD + DLD did not appear to be associated with lower language abilities, sight word reading, or phonemic decoding relative to DLD alone. Reading efficiency was effective in discriminating between ADHD subtypes. These findings offer valuable insights into differential diagnosis and the identification of comorbidity.
{"title":"Language and reading in attention-deficit/hyperactivity disorder and comorbid attention-deficit/hyperactivity disorder + developmental language disorder","authors":"Kaitlyn M. A. Parks, Janis Oram Cardy, Marc F. Joanisse","doi":"10.1002/jcv2.12218","DOIUrl":"10.1002/jcv2.12218","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The current study sought to examine whether psycholinguistic assessments could discriminate children and adolescents with developmental language disorder (DLD) from those with attention-deficit/hyperactivity disorder (ADHD; combined or inattentive subtype) and comorbid DLD + ADHD.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The Clinical Evaluation of Language Fundamentals—Screening Test (CELFST; Wiig et al., 2013), the Comprehensive Test of Phonological Processing (<i>nonword repetition</i> subtest; Wagner et al., 2013), and the Test of Word Reading Efficiency (<i>sight word</i> and <i>phonemic decoding</i> subtests; Torgesen et al., 2012) were examined in 441 children and adolescents between 6 and 16 years of age.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The presence of a language disorder (with or without ADHD) predicted poor performance across tasks. Children and adolescents with ADHD (combined vs. inattentive) only significantly differed in sight word reading, in favor of those with combined type. Measures of reading efficiency could distinguish between the two types of ADHD, but not between other groups. Interestingly, scores on the standard language screener were no worse for children with ADHD + DLD than children with DLD only.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The combination of comorbid ADHD + DLD did not appear to be associated with lower language abilities, sight word reading, or phonemic decoding relative to DLD alone. Reading efficiency was effective in discriminating between ADHD subtypes. These findings offer valuable insights into differential diagnosis and the identification of comorbidity.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12218","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140693385","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}
Backhausen, L. L., Granzow, J., Fröhner, J. H., Artiges, E., Paillère-Martinot, M.-L., Lemaître, H., Sticca, F., Banaschewski, T., Desrivières, S., Grigis, A., Heinz, A., Brühl, R., Papadopoulos-Orfanos, D., Poustka, L., Hohmann, S., Robinson, L., Walter, H., Winterer, J., Schumann, G., Martinot, J.-L., Smolka, M. N., Vetter, N. C., the IMAGEN Consortium. (2024). Interplay of early negative life events, development of orbitofrontal cortical thickness and depression in young adulthood. JCPP Advances, 4(1), e12210. https://doi.org/10.1002/jcv2.12210.
The statement of equal contributions should have been: Lea L. Backhausen and Jonas Granzow (first authors) and Jean-Luc Martinot and Michael N. Smolka have contributed equally.
We apologize for the error.
Backhausen, L. L., Granzow, J., Fröhner, J. H., Artiges, E., Paillère-Martinot, M.-L., Lemaître, H., Sticca, F., Banaschewski, T., Desrivières, S., Grigis, A., Heinz, A., Brühl, R., D., Papadopoulos-Orfanos, D., Poustka, L., Hohmann, S., Robinson, L., Walter, H., Winterer, J., Schumann, G..、Papadopoulos-Orfanos, D., Poustka, L., Hohmann, S., Robinson, L., Walter, H., Winterer, J., Schumann, G., Martinot, J.-L., Smolka, M. N., Vetter, N. C., the IMAGEN Consortium.(2024).早期负面生活事件、眶额皮质厚度的发展和青年期抑郁症的相互作用。JCPP Advances, 4(1), e12210. https://doi.org/10.1002/jcv2.12210.The 同等贡献声明应为：Lea L. Backhausen和Jonas Granzow（第一作者）以及Jean-Luc Martinot和Michael N. Smolka做出了同等贡献。我们对这一错误表示歉意。
{"title":"Correction to “Interplay of early negative life events, development of orbitofrontal cortical thickness and depression in young adulthood”","authors":"","doi":"10.1002/jcv2.12237","DOIUrl":"10.1002/jcv2.12237","url":null,"abstract":"<p>Backhausen, L. L., Granzow, J., Fröhner, J. H., Artiges, E., Paillère-Martinot, M.-L., Lemaître, H., Sticca, F., Banaschewski, T., Desrivières, S., Grigis, A., Heinz, A., Brühl, R., Papadopoulos-Orfanos, D., Poustka, L., Hohmann, S., Robinson, L., Walter, H., Winterer, J., Schumann, G., Martinot, J.-L., Smolka, M. N., Vetter, N. C., the IMAGEN Consortium. (2024). Interplay of early negative life events, development of orbitofrontal cortical thickness and depression in young adulthood. JCPP Advances, 4(1), e12210. https://doi.org/10.1002/jcv2.12210.</p><p>The statement of equal contributions should have been: Lea L. Backhausen and Jonas Granzow (first authors) and Jean-Luc Martinot and Michael N. Smolka have contributed equally.</p><p>We apologize for the error.</p>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12237","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140703059","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}
Hannah Fipp-Rosenfield, Jeffrey Grauzer, Megan Y. Roberts, Aaron J. Kaat
Objective
Early measurement of atypical disruptive behavior within autistic children is critical for later referrals to behavioral screenings, diagnoses, and services. Disruptive behavior in autistic toddlers is often measured using a categorical approach and identifies the presence or absence of behavior. In contrast, dimensional approaches evaluate behavior on a spectrum of typical to atypical by measuring the clinical salience of disruptive behavior. We sought to assess the validity of the Infant/Toddler version of the multidimensional assessment profile of disruptive behavior (MAP-DB-IT), a dimensional approach measurement tool, in a sample of autistic toddlers.
Methods
Autistic toddlers (n = 82, Mage = 33.2 months, SD = 6.28 months) and their mothers received 8 weeks of caregiver-mediated social communication intervention. Mothers completed the MAP-DB-IT and the Infant Toddler Social Emotional Assessment (ITSEA) across three timepoints: before intervention, immediately after intervention, and at 3 months post-intervention follow-up. The MAP-DB-IT provided scores for three subdomains: temper loss, noncompliance, and aggression (generically or specifically with siblings). Ratings on the MAP-DB-IT were compared to the ITSEA using several analytic strategies such as evaluating (a) the internal consistency of the MAP-DB-IT domain scores; (b) the convergent validity between the two measures; and (c) its convergent change due to intervention and if this varied by child characteristics.
Results
The MAP-DB-IT demonstrated excellent internal consistency across all four subdomains. We evaluated convergent validity and found positive correlations between the (a) ITSEA externalizing and MAP-DB-IT aggression domain, (b) ITSEA externalizing and MAP-DB-IT aggression with siblings domain, and (c) ITSEA dysregulation and MAP-DB-IT temper loss domain.
Conclusion
The MAP-DB-IT is a valid measurement tool for disruptive behavior in autistic toddlers. Clinicians should consider the use of the MAP-DB-IT for young autistic clients presenting with disruptive behavior to (a) discriminate between early developmentally appropriate tantrums from clinically salient dysregulation, and (b) refer to additional behavioral evaluations and services.
{"title":"Validity of the multidimensional assessment profile of disruptive behavior in autistic toddlers","authors":"Hannah Fipp-Rosenfield, Jeffrey Grauzer, Megan Y. Roberts, Aaron J. Kaat","doi":"10.1002/jcv2.12233","DOIUrl":"10.1002/jcv2.12233","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Early measurement of atypical disruptive behavior within autistic children is critical for later referrals to behavioral screenings, diagnoses, and services. Disruptive behavior in autistic toddlers is often measured using a categorical approach and identifies the presence or absence of behavior. In contrast, dimensional approaches evaluate behavior on a spectrum of typical to atypical by measuring the clinical salience of disruptive behavior. We sought to assess the validity of the Infant/Toddler version of the multidimensional assessment profile of disruptive behavior (MAP-DB-IT), a dimensional approach measurement tool, in a sample of autistic toddlers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Autistic toddlers (<i>n</i> = 82, <i>M</i><sub>age</sub> = 33.2 months, SD = 6.28 months) and their mothers received 8 weeks of caregiver-mediated social communication intervention. Mothers completed the MAP-DB-IT and the Infant Toddler Social Emotional Assessment (ITSEA) across three timepoints: before intervention, immediately after intervention, and at 3 months post-intervention follow-up. The MAP-DB-IT provided scores for three subdomains: temper loss, noncompliance, and aggression (generically or specifically with siblings). Ratings on the MAP-DB-IT were compared to the ITSEA using several analytic strategies such as evaluating (a) the internal consistency of the MAP-DB-IT domain scores; (b) the convergent validity between the two measures; and (c) its convergent change due to intervention and if this varied by child characteristics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The MAP-DB-IT demonstrated excellent internal consistency across all four subdomains. We evaluated convergent validity and found positive correlations between the (a) ITSEA externalizing and MAP-DB-IT aggression domain, (b) ITSEA externalizing and MAP-DB-IT aggression with siblings domain, and (c) ITSEA dysregulation and MAP-DB-IT temper loss domain.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The MAP-DB-IT is a valid measurement tool for disruptive behavior in autistic toddlers. Clinicians should consider the use of the MAP-DB-IT for young autistic clients presenting with disruptive behavior to (a) discriminate between early developmentally appropriate tantrums from clinically salient dysregulation, and (b) refer to additional behavioral evaluations and services.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12233","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140703113","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}
Patricia P. Bado, Giovanni A. Salum, Luis A. Rohde, Ary Gadelha, Pedro M. Pan, Eurípedes C. Miguel, Gail Tripp, Emi Furukawa
Background
A stronger preference for immediate rewards has been reported in individuals with ADHD and other disorders. However, the consistency of the associations between this preference and psychiatric conditions as well as functional outcomes have been questioned. Research on its association with longitudinal outcomes is scarce.
Methods
The current study used data on a choice delay task (CDT) from a school-based cohort of Brazilian children with those at higher risk for psychiatric disorders over-sampled (n = 1917). The sample included typically developing children (n = 1379), those with ADHD (n = 213), and other disorders. The frequency of the trials where children chose a larger later reward versus a smaller sooner reward was compared for those with ADHD and typically developing children. Cross-sectionally and longitudinally, the study also evaluated whether children's preference for larger delayed rewards at baseline predicted the presence of psychiatric disorders and functional life outcomes (academic performance, alcohol use, early pregnancy, criminal conviction, BMI).
Results
Children with ADHD and their typically developing peers performed similarly on the CDT. Their baseline task performance was not related to psychiatric conditions or life outcomes.
Conclusions
The current results raise questions regarding the use of the CDT with diverse populations and whether a preference for larger delayed rewards is predictive of positive long-term outcomes as widely assumed.
{"title":"Is waiting for rewards good for you? No association between impulsive choice, psychopathology, and functional outcomes in a large cohort sample","authors":"Patricia P. Bado, Giovanni A. Salum, Luis A. Rohde, Ary Gadelha, Pedro M. Pan, Eurípedes C. Miguel, Gail Tripp, Emi Furukawa","doi":"10.1002/jcv2.12231","DOIUrl":"10.1002/jcv2.12231","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>A stronger preference for immediate rewards has been reported in individuals with ADHD and other disorders. However, the consistency of the associations between this preference and psychiatric conditions as well as functional outcomes have been questioned. Research on its association with longitudinal outcomes is scarce.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The current study used data on a choice delay task (CDT) from a school-based cohort of Brazilian children with those at higher risk for psychiatric disorders over-sampled (<i>n</i> = 1917). The sample included typically developing children (<i>n</i> = 1379), those with ADHD (<i>n</i> = 213), and other disorders. The frequency of the trials where children chose a larger later reward versus a smaller sooner reward was compared for those with ADHD and typically developing children. Cross-sectionally and longitudinally, the study also evaluated whether children's preference for larger delayed rewards at baseline predicted the presence of psychiatric disorders and functional life outcomes (academic performance, alcohol use, early pregnancy, criminal conviction, BMI).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Children with ADHD and their typically developing peers performed similarly on the CDT. Their baseline task performance was not related to psychiatric conditions or life outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The current results raise questions regarding the use of the CDT with diverse populations and whether a preference for larger delayed rewards is predictive of positive long-term outcomes as widely assumed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12231","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140703263","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}
Pauline Goger, Rachel J. Nam, Nathan Lowry, Kerri-Anne Bell, Neha Parvez, Olivia H. Pollak, Donald J. Robinaugh, Daniel L. Schacter, Christine B. Cha
Background
Despite increased attention on treatment and prevention for suicidal adolescents, we know little about potential intervention targets. Episodic future thinking—the ability to imagine detailed, personal, and future-oriented events—is a modifiable cognitive process that has been linked with suicidal ideation (SI) in adolescents. However, until now its modifiability has only been tested in adults.
Method
Adolescents (N = 176, ages 15–19; 71% SI) completed performance-based measures of episodic future thinking (i.e., Experimental Recombination Paradigm) and memory immediately before and after an Episodic Specificity Induction (ESI).
Results
Adolescents produced a greater number of future episodic details after (vs. before) the ESI but showed no change in non-episodic details (e.g., semantic information). Patterns of change in episodic future thinking were not moderated by SI history. Adolescents overall did not demonstrate change in past episodic detail counts after the ESI. However, there were select moderating effects of SI history on this effect.
Conclusion
Results show that episodic future thinking can change immediately following an episodic specificity induction among adolescents, regardless of whether they have previously experienced SI. This demonstration of within-person change constitutes a foundational first step in examining malleability of episodic future thinking in adolescents and offers preliminary evidence of a cognitive mechanism that may be leveraged in service of reducing adolescents' SI.
尽管人们越来越关注青少年自杀的治疗和预防，但我们对潜在的干预目标却知之甚少。情节性未来思维--想象详细的、个人的和面向未来的事件的能力--是一种可改变的认知过程，它与青少年的自杀意念（SI）有关。青少年（N = 176，15-19 岁；71% SI）在外显特异性诱导（ESI）前后完成了基于表现的外显未来思维（即实验重组范式）和记忆测量。外显未来思维的变化模式不受 SI 历史的影响。总体而言，青少年在接受 ESI 后，过去的情节细节计数没有发生变化。结果表明，无论青少年以前是否经历过外显性特异性诱导，外显性未来思维都会在诱导后立即发生变化。这种人内变化的证明为研究青少年外显未来思维的可塑性迈出了基础性的第一步，并提供了一种认知机制的初步证据，这种机制可能被用来减少青少年的外显性特异性。
{"title":"Testing the modifiability of episodic future thinking and episodic memory among suicidal and nonsuicidal adolescents","authors":"Pauline Goger, Rachel J. Nam, Nathan Lowry, Kerri-Anne Bell, Neha Parvez, Olivia H. Pollak, Donald J. Robinaugh, Daniel L. Schacter, Christine B. Cha","doi":"10.1002/jcv2.12236","DOIUrl":"10.1002/jcv2.12236","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite increased attention on treatment and prevention for suicidal adolescents, we know little about potential intervention targets. Episodic future thinking—the ability to imagine detailed, personal, and future-oriented events—is a modifiable cognitive process that has been linked with suicidal ideation (SI) in adolescents. However, until now its modifiability has only been tested in adults.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Adolescents (<i>N</i> = 176, ages 15–19; 71% SI) completed performance-based measures of episodic future thinking (i.e., Experimental Recombination Paradigm) and memory immediately before and after an Episodic Specificity Induction (ESI).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Adolescents produced a greater number of future episodic details after (vs. before) the ESI but showed no change in non-episodic details (e.g., semantic information). Patterns of change in episodic future thinking were not moderated by SI history. Adolescents overall did not demonstrate change in past episodic detail counts after the ESI. However, there were select moderating effects of SI history on this effect.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Results show that episodic future thinking can change immediately following an episodic specificity induction among adolescents, regardless of whether they have previously experienced SI. This demonstration of within-person change constitutes a foundational first step in examining malleability of episodic future thinking in adolescents and offers preliminary evidence of a cognitive mechanism that may be leveraged in service of reducing adolescents' SI.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12236","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140731974","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}
Jackson A. Smith, Jasmine Zhang, Alexey Urusov, Laura Colucci, Imogen Sloss, Lillian Eckert, Mary Price-Cameron, Dillon T. Browne
Background
Clinical presentations of child and adolescent psychopathology can vary systematically for boys and girls. While network analysis is increasingly being applied to explore psychopathology in adults, there is a dearth of network studies considering differences in symptoms for boys and girls, particularly in developmental trauma-related symptomatology.
Methods
This study involves rural children (n = 375, 39.47% girls) and adolescents (n = 291, 51.20% girls) involved with child protection services in Ontario, Canada. Caregivers completed the Assessment Checklist for Children or Adolescents within the first 6 months of care. Psychometric network analyses were conducted using subscales for boys and girls. Differences were examined via network comparison permutation tests, moderated network models, and independent t-tests.
Results
Attachment-related interpersonal difficulties were the most central nodes in the child and adolescent networks for both boys and girls. Emotional dysregulation also had high strength centrality for adolescents. While network comparison tests found the overall network structures and global network strength to be invariant between boys and girls for children and adolescents, moderated network models and independent t-tests revealed several differences with regards to the expression of specific symptoms. Among children, girls exhibited more indiscriminate and pseudomature interpersonal behaviors, whereas boys expressed significantly more non-reciprocal interpersonal behaviors and self-injury. Adolescent girls exhibited more behavioral dysregulation and suicide discourse in the moderated network model; t-tests also indicated higher levels of emotional dysregulation, negative self-image, and other items considered clinically important complex trauma symptoms (e.g., distrust of adults, confused belonging).
Discussion
This study supports evidence of differences in the expression of complex trauma symptomatology for boys and girls. Additionally, girls exhibit more symptoms, in general. Consistent with the transdiagnostic conceptualization of the consequences of developmental trauma, findings demonstrate the primacy of attachment-specific difficulties and emotion dysregulation.
男孩和女孩在儿童和青少年心理病理学的临床表现上可能存在系统性差异。虽然网络分析越来越多地被应用于探讨成年人的精神病理学，但考虑男孩和女孩症状差异的网络研究却非常缺乏，尤其是在与发育创伤相关的症状方面。照护者在接受照护的前 6 个月内填写了儿童或青少年评估核对表。对男孩和女孩的分量表进行了心理计量网络分析。在男孩和女孩的儿童和青少年网络中，与情感相关的人际交往障碍是最核心的节点。在青少年中，情绪失调也具有较高的强度中心性。虽然网络比较测试发现，儿童和青少年的整体网络结构和整体网络强度在男孩和女孩之间是不变的，但调节网络模型和独立 t 检验显示了特定症状表现方面的一些差异。在儿童中，女孩表现出更多的滥交和假性人际交往行为，而男孩则表现出更多的非互惠人际交往行为和自伤行为。在缓和网络模型中，青春期女孩表现出更多的行为失调和自杀言论；t 检验还表明，女孩的情绪失调、消极自我形象以及其他被认为具有临床意义的复杂创伤症状（如不信任成人、归属感混乱）的水平更高。此外，女孩一般表现出更多的症状。与发育创伤后果的跨诊断概念相一致的是，研究结果表明，依恋障碍和情绪失调是主要问题。
{"title":"Exploring networks of complex developmental trauma symptomatology among children and adolescents involved in child welfare","authors":"Jackson A. Smith, Jasmine Zhang, Alexey Urusov, Laura Colucci, Imogen Sloss, Lillian Eckert, Mary Price-Cameron, Dillon T. Browne","doi":"10.1002/jcv2.12224","DOIUrl":"10.1002/jcv2.12224","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Clinical presentations of child and adolescent psychopathology can vary systematically for boys and girls. While network analysis is increasingly being applied to explore psychopathology in adults, there is a dearth of network studies considering differences in symptoms for boys and girls, particularly in developmental trauma-related symptomatology.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study involves rural children (<i>n</i> = 375, 39.47% girls) and adolescents (<i>n</i> = 291, 51.20% girls) involved with child protection services in Ontario, Canada. Caregivers completed the Assessment Checklist for Children or Adolescents within the first 6 months of care. Psychometric network analyses were conducted using subscales for boys and girls. Differences were examined via network comparison permutation tests, moderated network models, and independent <i>t</i>-tests.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Attachment-related interpersonal difficulties were the most central nodes in the child and adolescent networks for both boys and girls. Emotional dysregulation also had high strength centrality for adolescents. While network comparison tests found the overall network structures and global network strength to be invariant between boys and girls for children and adolescents, moderated network models and independent <i>t</i>-tests revealed several differences with regards to the expression of specific symptoms. Among children, girls exhibited more indiscriminate and pseudomature interpersonal behaviors, whereas boys expressed significantly more non-reciprocal interpersonal behaviors and self-injury. Adolescent girls exhibited more behavioral dysregulation and suicide discourse in the moderated network model; <i>t</i>-tests also indicated higher levels of emotional dysregulation, negative self-image, and other items considered clinically important complex trauma symptoms (e.g., distrust of adults, confused belonging).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>This study supports evidence of differences in the expression of complex trauma symptomatology for boys and girls. Additionally, girls exhibit more symptoms, in general. Consistent with the transdiagnostic conceptualization of the consequences of developmental trauma, findings demonstrate the primacy of attachment-specific difficulties and emotion dysregulation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12224","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140250844","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}
Claire Davidson, Shahela Islam, Enrico Venturini, Anja Lowit, Christopher Gillberg, Helen Minnis
Background
Children with Disinhibited Social Engagement Disorder (DSED) have specific difficulties with indiscriminate sociability, yet little is known about their broader social competencies as DSED tends not to be identified within samples in the wider ‘maltreatment literature.’
Aim
To systematically review the literature to determine the social competencies of children with DSED.
Methods
A comprehensive search following PRISMA guidelines was undertaken using PsycINFO, Medline, Embase, and Cumulative Index to Nursing & Allied Health.
Results
From a total of 553 articles, 16 studies were selected and critically evaluated. Children with DSED were consistently reported to have poorer social competencies than non-maltreated peers and environmental controls. Greater peer problems were consistently found, and they may present with poor self-esteem/concept related to social acceptance. Findings regarding social interaction/communication skills were mixed.
Limitations
50% of studies were of moderate quality due to sampling and possible confounding variables.
Conclusion
Children with DSED present with social relationship problems, beyond the core symptoms of the disorder, but the relative impact of co-occurring neurodevelopmental conditions is not yet clear. In addition, pragmatic language and communication skills require further research.
背景患有抑制性社交参与障碍（Disinhibited Social Engagement Disorder，DSED）的儿童在不加区分的社交方面有特殊的困难，但人们对他们更广泛的社交能力知之甚少，因为在更广泛的 "虐待文献 "中，DSED往往不会在样本中被识别出来。 目的 系统回顾文献以确定 DSED 儿童的社交能力。 方法 按照 PRISMA 指南，使用 PsycINFO、Medline、Embase 和 Cumulative Index to Nursing & Allied Health 进行全面检索。 结果 从总共 553 篇文章中筛选出 16 项研究并对其进行了严格评估。据报道，患有 DSED 的儿童的社交能力一直低于未接受治疗的同龄人和环境对照组。他们的同伴问题也越来越多，而且他们的自尊心/与社会接纳有关的观念也可能很差。有关社会交往/沟通技能的研究结果不一。 局限性 由于抽样和可能的混杂变量，50%的研究质量中等。 结论 DSED 患儿除患有该障碍的核心症状外，还存在社会关系问题，但并发神经发育疾病的相对影响尚不明确。此外，实用语言和沟通技能也需要进一步研究。
{"title":"Social competencies of children with disinhibited social engagement disorder: A systematic review","authors":"Claire Davidson, Shahela Islam, Enrico Venturini, Anja Lowit, Christopher Gillberg, Helen Minnis","doi":"10.1002/jcv2.12226","DOIUrl":"https://doi.org/10.1002/jcv2.12226","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Children with Disinhibited Social Engagement Disorder (DSED) have specific difficulties with indiscriminate sociability, yet little is known about their broader social competencies as DSED tends not to be identified within samples in the wider ‘maltreatment literature.’</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aim</h3>\u0000 \u0000 <p>To systematically review the literature to determine the social competencies of children with DSED.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A comprehensive search following PRISMA guidelines was undertaken using PsycINFO, Medline, Embase, and Cumulative Index to Nursing & Allied Health.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>From a total of 553 articles, 16 studies were selected and critically evaluated. Children with DSED were consistently reported to have poorer social competencies than non-maltreated peers and environmental controls. Greater peer problems were consistently found, and they may present with poor self-esteem/concept related to social acceptance. Findings regarding social interaction/communication skills were mixed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Limitations</h3>\u0000 \u0000 <p>50% of studies were of moderate quality due to sampling and possible confounding variables.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Children with DSED present with social relationship problems, beyond the core symptoms of the disorder, but the relative impact of co-occurring neurodevelopmental conditions is not yet clear. In addition, pragmatic language and communication skills require further research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12226","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142170184","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}
Ivan Voronin, Isabelle Ouellet-Morin, Amélie Petitclerc, Geneviève Morneau-Vaillancourt, Mara Brendgen, Ginette Dione, Frank Vitaro, Michel Boivin
Background
Hyperactivity and inattention, the symptoms of ADHD, are marked by high levels of heritability and intergenerational transmission. Two distinct pathways of genetic intergenerational transmission are distinguished: direct genetic transmission when parental genetic variants are passed to the child's genome and genetic nurture when the parental genetic background contributes to the child's outcomes through rearing environment. This study assessed genetic contributions to hyperactivity and inattention in childhood through these transmission pathways.
Methods
The sample included 415 families from the Quebec Newborn Twin Study. Twins' hyperactivity and inattention were assessed in early childhood by parents and in primary school by teachers. The polygenic scores for ADHD (ADHD-PGS) and educational attainment (EA-PGS) were computed from twins' and parents' genotypes. A model of intergenerational transmission was developed to estimate (1) the contributions of parents' and children's PGS to the twins' ADHD symptoms and (2) whether these variances were explained by genetic transmission and/or genetic nurture.
Results
ADHD-PGS explained up to 1.6% of the variance of hyperactivity and inattention in early childhood and primary school. EA-PGS predicted ADHD symptoms at both ages, explaining up to 1.6% of the variance in early childhood and up to 5.5% in primary school. Genetic transmission was the only significant transmission pathway of both PGS. The genetic nurture channeled through EA-PGS explained up to 3.2% of the variance of inattention in primary school but this association was non-significant.
Conclusions
Genetic propensities to ADHD and education predicted ADHD symptoms in childhood, especially in primary school. Its intergenerational transmission was driven primarily by genetic variants passed to the child, rather than by environmentally mediated parental genetic effects. The model developed in this study can be leveraged in future research to investigate genetic transmission and genetic nurture while accounting for parental assortative mating.
{"title":"Intergenerational transmission of genetic risk for hyperactivity and inattention. Direct genetic transmission or genetic nurture?","authors":"Ivan Voronin, Isabelle Ouellet-Morin, Amélie Petitclerc, Geneviève Morneau-Vaillancourt, Mara Brendgen, Ginette Dione, Frank Vitaro, Michel Boivin","doi":"10.1002/jcv2.12222","DOIUrl":"10.1002/jcv2.12222","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Hyperactivity and inattention, the symptoms of ADHD, are marked by high levels of heritability and intergenerational transmission. Two distinct pathways of genetic intergenerational transmission are distinguished: direct genetic transmission when parental genetic variants are passed to the child's genome and genetic nurture when the parental genetic background contributes to the child's outcomes through rearing environment. This study assessed genetic contributions to hyperactivity and inattention in childhood through these transmission pathways.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The sample included 415 families from the Quebec Newborn Twin Study. Twins' hyperactivity and inattention were assessed in early childhood by parents and in primary school by teachers. The polygenic scores for ADHD (ADHD-PGS) and educational attainment (EA-PGS) were computed from twins' and parents' genotypes. A model of intergenerational transmission was developed to estimate (1) the contributions of parents' and children's PGS to the twins' ADHD symptoms and (2) whether these variances were explained by genetic transmission and/or genetic nurture.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>ADHD-PGS explained up to 1.6% of the variance of hyperactivity and inattention in early childhood and primary school. EA-PGS predicted ADHD symptoms at both ages, explaining up to 1.6% of the variance in early childhood and up to 5.5% in primary school. Genetic transmission was the only significant transmission pathway of both PGS. The genetic nurture channeled through EA-PGS explained up to 3.2% of the variance of inattention in primary school but this association was non-significant.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Genetic propensities to ADHD and education predicted ADHD symptoms in childhood, especially in primary school. Its intergenerational transmission was driven primarily by genetic variants passed to the child, rather than by environmentally mediated parental genetic effects. The model developed in this study can be leveraged in future research to investigate genetic transmission and genetic nurture while accounting for parental assortative mating.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73542,"journal":{"name":"JCPP advances","volume":"4 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcv2.12222","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140079988","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}
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