The purpose of this study was to develop a mathematics vocabulary measure for eighth-grade students and to determine the relationships among general vocabulary knowledge, mathematics vocabulary knowledge, and mathematics computation. Students (n=34) took three tests in the following order: (1) mathematics vocabulary, (2) WRAT Computation, and (3) GMRT Vocabulary. Mathematics vocabulary results revealed that the mathematics vocabulary test was highly reliable. Based on students’ scores in all tests, the correlation between mathematics vocabulary knowledge and general vocabulary knowledge as well as the relationship between mathematics vocabulary and mathematics computation were strong. However, there was no significant association between mathematics computation and general vocabulary knowledge. Mathematics vocabulary knowledge was a mediator between the two.
{"title":"Students","authors":"Kate Ehrlich","doi":"10.1145/231132.231135","DOIUrl":"https://doi.org/10.1145/231132.231135","url":null,"abstract":"The purpose of this study was to develop a mathematics vocabulary measure for eighth-grade students and to determine the relationships among general vocabulary knowledge, mathematics vocabulary knowledge, and mathematics computation. Students (n=34) took three tests in the following order: (1) mathematics vocabulary, (2) WRAT Computation, and (3) GMRT Vocabulary. Mathematics vocabulary results revealed that the mathematics vocabulary test was highly reliable. Based on students’ scores in all tests, the correlation between mathematics vocabulary knowledge and general vocabulary knowledge as well as the relationship between mathematics vocabulary and mathematics computation were strong. However, there was no significant association between mathematics computation and general vocabulary knowledge. Mathematics vocabulary knowledge was a mediator between the two.","PeriodicalId":7397,"journal":{"name":"ACM SIGCHI Bull.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74773599","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}
One of the most important aspects of usability is consistency in user interfaces. Consistency should apply both within the individual application and across complete computer systems and even across product families. Practical methods for coordinating user interface design are not well known, however. To remedy this situation, a workshop on Coordinating User Interfaces for Consistency was held at the ACM CHI'88 conference in Washington, DC, 15--16 May 1988.
{"title":"Coordinating user interfaces for consistency","authors":"J. Nielsen","doi":"10.1145/67900.67910","DOIUrl":"https://doi.org/10.1145/67900.67910","url":null,"abstract":"One of the most important aspects of usability is consistency in user interfaces. Consistency should apply both within the individual application and across complete computer systems and even across product families. Practical methods for coordinating user interface design are not well known, however. To remedy this situation, a workshop on Coordinating User Interfaces for Consistency was held at the ACM CHI'88 conference in Washington, DC, 15--16 May 1988.","PeriodicalId":7397,"journal":{"name":"ACM SIGCHI Bull.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83600434","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}
The process of starting a CHI local SIC can appear daunting. The process of running a CHI local SIC ongoing-i.e., keeping things going and going-probably appears even more daunting; indeed, there have been a few cases of CHI local SIGs becoming dormant. Several previous columns have addressed the topics of starting a local SIC and keeping it going; for example, the January 99 column tells the tale of "Starting a S IGCHI Local Group in the Netherlands"; the April 97 column, "The Social Design of a Local SIC," describes key elements of the design of a sustained community; the January '97 column is about "Ensuring a Local SIG's Future: Fitting Into & Creating a Culture"; and the April 99 column provides advice regarding the many "Challenges Facing CHI Local SIGs." But, if a CHI local SIG has stopped functioning, how do you get it going again? What Leads to Local SIC Dormancy? The primary reason a few local SIGs have died appears to be the disappearance of the one key energetic leader-often the one who got the local SIC going in the first place. CHI-Atlanta (Georgia) stopped functioning a few years ago when its founder moved from the area. Lone Star CHI (Dallas / Ft. Worth, Texas) became dormant more recently when its leader moved from the area, and LA SIGCHI (Los Angeles, California) has suffered multiple periods of dormancy when different leaders moved away. CapCHI (Ottawa, Canada) became dormant in 1997 when the person who ran the chapter single-handedly for a long time burned out. After about 2 years of regular meetings, SwissCHI experienced an "unplanned intermission" of several months during 1998, because no one wanted to take the lead in setting up new meetings. A CHI-Austin (Texas) "pause" occurred for similar reasons. This is a problem local SIGs must try to avoid. It is very important to involve others who can play key leadership roles; such involvement readies others to take over if necessary and reduces the chance of leadership burnout. But, sometimes involving others can be difficult. Indeed, many local SIGs report difficulty finding volunteers and integrating those they do find within the leadership core. Other developments can lead to dor-mancy. Dormancy struck NUCHI (Northern Utah) and TriCHI (Research Triangle Park, North Caro-lina) when significant changes in the makeup of the industrial landscape in those areas greatly lowered the number of people interested in a local community. …
启动CHI本地SIC的过程可能令人望而生畏。运行CHI本地SIC的过程正在进行中。让事情继续进行下去——可能看起来更令人生畏;事实上，已经有一些CHI本地sig处于休眠状态的案例。之前的几篇专栏文章已经讨论了如何启动本地SIC并使其持续下去;例如，1999年1月的专栏讲述了“在荷兰创办一家sigchi本地集团”的故事;1997年4月的专栏“本地SIC的社会设计”描述了可持续社区设计的关键要素;1997年1月的专栏是关于“确保当地团体的未来:融入并创造一种文化”;1999年4月的专栏提供了关于许多“CHI本地sig面临的挑战”的建议。但是，如果一个CHI本地SIG停止运行，您如何使它再次运行?什么导致局部SIC休眠?一些地方社团死亡的主要原因似乎是一个关键的充满活力的领导者的消失，而这个领导者往往是最初推动地方社团发展的人。CHI-Atlanta(乔治亚州)在几年前创始人离开该地区后停止了运作。Lone Star CHI (Dallas / Ft. Worth, Texas)最近因其领导者离开该地区而进入休眠状态，而LA SIGCHI (Los Angeles, California)因不同的领导者离开而经历了多次休眠。CapCHI(加拿大渥太华)于1997年陷入休眠状态，当时独自管理该分会很长时间的人已经精疲力竭。在大约2年的定期会议之后，瑞士国际商会在1998年经历了几个月的“计划外中断”，因为没有人愿意带头建立新的会议。A CHI-Austin(德克萨斯州)出现“pause”的原因类似。这是本地sig必须尽量避免的问题。让能够发挥关键领导作用的人参与进来是非常重要的;这种参与可以让其他人在必要时接手，并减少领导倦怠的可能性。但是，有时让其他人参与进来可能会很困难。事实上，许多当地的sig报告说，很难找到志愿者，也很难把他们找到的志愿者融入领导核心。其他的发展可能导致休眠。当NUCHI(北犹他州)和TriCHI(北卡罗来纳州三角研究园)的工业景观构成发生重大变化时，这些地区的休眠状态大大降低了对当地社区感兴趣的人数。…
{"title":"Resurrection & penance","authors":"Richard I. Anderson","doi":"10.1145/360405.360417","DOIUrl":"https://doi.org/10.1145/360405.360417","url":null,"abstract":"The process of starting a CHI local SIC can appear daunting. The process of running a CHI local SIC ongoing-i.e., keeping things going and going-probably appears even more daunting; indeed, there have been a few cases of CHI local SIGs becoming dormant. Several previous columns have addressed the topics of starting a local SIC and keeping it going; for example, the January 99 column tells the tale of \"Starting a S IGCHI Local Group in the Netherlands\"; the April 97 column, \"The Social Design of a Local SIC,\" describes key elements of the design of a sustained community; the January '97 column is about \"Ensuring a Local SIG's Future: Fitting Into & Creating a Culture\"; and the April 99 column provides advice regarding the many \"Challenges Facing CHI Local SIGs.\" But, if a CHI local SIG has stopped functioning, how do you get it going again? What Leads to Local SIC Dormancy? The primary reason a few local SIGs have died appears to be the disappearance of the one key energetic leader-often the one who got the local SIC going in the first place. CHI-Atlanta (Georgia) stopped functioning a few years ago when its founder moved from the area. Lone Star CHI (Dallas / Ft. Worth, Texas) became dormant more recently when its leader moved from the area, and LA SIGCHI (Los Angeles, California) has suffered multiple periods of dormancy when different leaders moved away. CapCHI (Ottawa, Canada) became dormant in 1997 when the person who ran the chapter single-handedly for a long time burned out. After about 2 years of regular meetings, SwissCHI experienced an \"unplanned intermission\" of several months during 1998, because no one wanted to take the lead in setting up new meetings. A CHI-Austin (Texas) \"pause\" occurred for similar reasons. This is a problem local SIGs must try to avoid. It is very important to involve others who can play key leadership roles; such involvement readies others to take over if necessary and reduces the chance of leadership burnout. But, sometimes involving others can be difficult. Indeed, many local SIGs report difficulty finding volunteers and integrating those they do find within the leadership core. Other developments can lead to dor-mancy. Dormancy struck NUCHI (Northern Utah) and TriCHI (Research Triangle Park, North Caro-lina) when significant changes in the makeup of the industrial landscape in those areas greatly lowered the number of people interested in a local community. …","PeriodicalId":7397,"journal":{"name":"ACM SIGCHI Bull.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87317196","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}
1. End-User Challenge: Speech provides a new and larger set of capabilities to the user, and can improve the quality of the user interface over touch-tone interactions. However, speaking to systems is unfamiliar to users, and each system is different requiring users to learn how to use each one individually. A greater degree of predictability in the interface would likely reduce the end-user's learning curve, speeding adoption and increasing the user's comfort level. Touch-tone systems have not had the benefit of interface standards, and user confusion about the meaning/function of certain "keys" on the keypad is not uncommon.
{"title":"Telephone speech standards committee descriptive document","authors":"Melissa Dougherty","doi":"10.1145/360405.360435","DOIUrl":"https://doi.org/10.1145/360405.360435","url":null,"abstract":"1. End-User Challenge: Speech provides a new and larger set of capabilities to the user, and can improve the quality of the user interface over touch-tone interactions. However, speaking to systems is unfamiliar to users, and each system is different requiring users to learn how to use each one individually. A greater degree of predictability in the interface would likely reduce the end-user's learning curve, speeding adoption and increasing the user's comfort level. Touch-tone systems have not had the benefit of interface standards, and user confusion about the meaning/function of certain \"keys\" on the keypad is not uncommon.","PeriodicalId":7397,"journal":{"name":"ACM SIGCHI Bull.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87175071","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}
Secretary of Commerce William M. Daley chaired a lively Roundtable discussion about how to close the digital divide. This national problem, described in the July 1999 report: "Falling through the Net: Defining the Digital Divide" (www.ntia.doc.gov), is the growing gap between rich and poor in terms of their internet usage. The gap between welleducated and poorly educated is also increasing. Today's 90minute discussion by government, business, and community leaders (see list below) tried to draw attention to the issues, describe efforts to deal with it, and promote new initiatives. Secretary Daley promised annual reports on progress and needs. The 800+ pre-registered attendees filled the auditorium and the overflow crowd watched by video in the cafeteria.
商务部长威廉·m·戴利(William M. Daley)主持了一场关于如何缩小数字鸿沟的圆桌会议。1999年7月的报告《从网络中跌落:定义数字鸿沟》(www.ntia.doc.gov)描述了这一全国性问题，即贫富之间在互联网使用方面的差距越来越大。受教育程度高和受教育程度低之间的差距也在扩大。今天由政府、企业和社区领导人(见下表)进行的90分钟讨论试图引起人们对这些问题的关注，描述解决这些问题的努力，并推动新的倡议。部长戴利承诺每年报告进展和需求。800多名预先登记的与会者挤满了礼堂，在自助餐厅通过视频观看了拥挤的人群。
{"title":"Report on closing the digital divide: meeting of the Deparment of Commerce, Washington, DC December 9, 1999","authors":"B. Shneiderman","doi":"10.1145/360405.360445","DOIUrl":"https://doi.org/10.1145/360405.360445","url":null,"abstract":"Secretary of Commerce William M. Daley chaired a lively Roundtable discussion about how to close the digital divide. This national problem, described in the July 1999 report: \"Falling through the Net: Defining the Digital Divide\" (www.ntia.doc.gov), is the growing gap between rich and poor in terms of their internet usage. The gap between welleducated and poorly educated is also increasing. Today's 90minute discussion by government, business, and community leaders (see list below) tried to draw attention to the issues, describe efforts to deal with it, and promote new initiatives. Secretary Daley promised annual reports on progress and needs. The 800+ pre-registered attendees filled the auditorium and the overflow crowd watched by video in the cafeteria.","PeriodicalId":7397,"journal":{"name":"ACM SIGCHI Bull.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88379683","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}
Many spoken language systems designed for use over the telephone incorporate universal commands. A universal command is one that is available to the caller at all times. Example universals from some currently deployed systems include "help" in order to get additional instruction relevant to the current state of the call, and "repeat" to hear the most recent prompt again. Universal commands provide the caller with consistency throughout an application. They typically provide functions a caller can fall back on any time they are having problems, increasing the ease of use of systems.
{"title":"Universal commands for telephony-based spoken language systems","authors":"M. Cohen","doi":"10.1145/360405.360432","DOIUrl":"https://doi.org/10.1145/360405.360432","url":null,"abstract":"Many spoken language systems designed for use over the telephone incorporate universal commands. A universal command is one that is available to the caller at all times. Example universals from some currently deployed systems include \"help\" in order to get additional instruction relevant to the current state of the call, and \"repeat\" to hear the most recent prompt again. Universal commands provide the caller with consistency throughout an application. They typically provide functions a caller can fall back on any time they are having problems, increasing the ease of use of systems.","PeriodicalId":7397,"journal":{"name":"ACM SIGCHI Bull.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73244989","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}
I will always remember a special day when i was dining at the university student's residence of Ciudad Vieja in Guatemala, Central America. To the same table I was sharing with others came a catholic priest who also was a philosophy professor. The conversation started immediately and the priest told us about a new crazy man, this time coming from the information and systems field, who was asserting that every thing that exists in the universe could be reduced to matter, energy and information.
{"title":"Toward the essence of information","authors":"Leonel Vinicio Morales Díaz","doi":"10.1145/360405.360443","DOIUrl":"https://doi.org/10.1145/360405.360443","url":null,"abstract":"I will always remember a special day when i was dining at the university student's residence of Ciudad Vieja in Guatemala, Central America. To the same table I was sharing with others came a catholic priest who also was a philosophy professor. The conversation started immediately and the priest told us about a new crazy man, this time coming from the information and systems field, who was asserting that every thing that exists in the universe could be reduced to matter, energy and information.","PeriodicalId":7397,"journal":{"name":"ACM SIGCHI Bull.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79494594","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}
1 am pleased to say that the Standards column in the SIGCHI Bulletin will be returning as a regular feature. I deeply apologize to those of you who look forward to the regular appearance o f these columns. The absence o f this column was an unfortunate consequence o f my own scheduling problems, and it was a further misfortune to have this occur at the same time that the Bulletin began appearing irregularly. Moving forward, I expect this column to appear several times during the year, and the length and nature o f the column will adapt as the Bulletin itself changes format in the year 2000. Please send any comments, observations, opinions, and topic suggestions to me at heb@acm.org.
{"title":"New year's update on human computer interaction standards: part 1: The U.S.","authors":"H. Blanchard","doi":"10.1145/360405.360418","DOIUrl":"https://doi.org/10.1145/360405.360418","url":null,"abstract":"1 am pleased to say that the Standards column in the SIGCHI Bulletin will be returning as a regular feature. I deeply apologize to those of you who look forward to the regular appearance o f these columns. The absence o f this column was an unfortunate consequence o f my own scheduling problems, and it was a further misfortune to have this occur at the same time that the Bulletin began appearing irregularly. Moving forward, I expect this column to appear several times during the year, and the length and nature o f the column will adapt as the Bulletin itself changes format in the year 2000. Please send any comments, observations, opinions, and topic suggestions to me at heb@acm.org.","PeriodicalId":7397,"journal":{"name":"ACM SIGCHI Bull.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81767821","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}
A. Druin, Joe Hammer, Alex Kruskal, Abby Lal, Thomas Plaisant Schwenn, Lauren Sumida, R. Wagner, H. Alborzi, J. Montemayor, Lisa Sherman
A reporter came to our lab the other day. He asked a lot of questions to our adults and kids who work together in a team. But the funny thing is we weren' t sure he really understood our answers to his questions. All too often this seems to happen, because most people make certain assumptions about how adults and kids can work together to create new technologies. Many people assume kids can be technology testers. Some people even think kids can help in the brainstorming process every once in a while. But few people quite believe that adults and kids can be on-going partners in designing new technology. This is what we strive for here in Maryland.
{"title":"How do adults and children work together to design new technology?","authors":"A. Druin, Joe Hammer, Alex Kruskal, Abby Lal, Thomas Plaisant Schwenn, Lauren Sumida, R. Wagner, H. Alborzi, J. Montemayor, Lisa Sherman","doi":"10.1145/360405.360411","DOIUrl":"https://doi.org/10.1145/360405.360411","url":null,"abstract":"A reporter came to our lab the other day. He asked a lot of questions to our adults and kids who work together in a team. But the funny thing is we weren' t sure he really understood our answers to his questions. All too often this seems to happen, because most people make certain assumptions about how adults and kids can work together to create new technologies. Many people assume kids can be technology testers. Some people even think kids can help in the brainstorming process every once in a while. But few people quite believe that adults and kids can be on-going partners in designing new technology. This is what we strive for here in Maryland.","PeriodicalId":7397,"journal":{"name":"ACM SIGCHI Bull.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83071283","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}
The Interactive Learning Wall is a Windows/PC-based virtual blackboard system that can be controlled remotely by a classroom instructor and/or students. A laser pointer used by the instructor emulates mouse actions on a computer projection screen. An inexpensive video camera sends each projected frame to a video capture card in the computer; our software detects the bright laser spot, moves a screen cursor, and performs other mouse operations according to user actions. The system frees the instructor to move about the classroom as he/she controls the presentation. Other software allows students, from their laptop computers, to request control of the main computer's mouse and keyboard over a local network. This facilitates student interaction with the main computer's screen to perform tasks like: go to specific parts of the presentation; enter text; annotate diagrams; run programs. Both systems can help increase interactivity between instructor and students in a large classroom environment. Technical details are given in this paper.
{"title":"The classroom of the 21st century: The interactive learning wall","authors":"R. Eckert, J. Moore","doi":"10.1145/360405.360438","DOIUrl":"https://doi.org/10.1145/360405.360438","url":null,"abstract":"The Interactive Learning Wall is a Windows/PC-based virtual blackboard system that can be controlled remotely by a classroom instructor and/or students. A laser pointer used by the instructor emulates mouse actions on a computer projection screen. An inexpensive video camera sends each projected frame to a video capture card in the computer; our software detects the bright laser spot, moves a screen cursor, and performs other mouse operations according to user actions. The system frees the instructor to move about the classroom as he/she controls the presentation. Other software allows students, from their laptop computers, to request control of the main computer's mouse and keyboard over a local network. This facilitates student interaction with the main computer's screen to perform tasks like: go to specific parts of the presentation; enter text; annotate diagrams; run programs. Both systems can help increase interactivity between instructor and students in a large classroom environment. Technical details are given in this paper.","PeriodicalId":7397,"journal":{"name":"ACM SIGCHI Bull.","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2000-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81683259","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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