Current models of strategy choice do not account for children's attitudes towards different problem solving strategies. Grade 2, 3, and 4 students solved three sets of three-term addition problems. On inversion problems (e.g., 4
{"title":"Children's Use of Arithmetic Shortcuts: The Role of Attitudes in Strategy Choice","authors":"K. M. Robinson, A. Dubé","doi":"10.1155/2012/459385","DOIUrl":"https://doi.org/10.1155/2012/459385","url":null,"abstract":"Current models of strategy choice do not account for children's attitudes towards different problem solving strategies. Grade 2, 3, and 4 students solved three sets of three-term addition problems. On inversion problems (e.g., 4","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/459385","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64323750","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}
Maria Paulina Estorninho Neves da Mata, Vera Monteiro, F. Peixoto
This paper aims to understand how certain different but interrelated variables such as background, motivation, and social support could lead to an explanation of student attitudes towards math and to an understanding of the defining characteristics of these attitudes in the school environment. Participants consisted of 1719 Portuguese students, from fifth-to-twelfth grade. The study utilizes an adaptation of the “Intrinsic Motivation Inventory” assessing main determinants of intrinsic motivation. One section of the questionnaire—“In my Math Class”—also assesses student perceptions of teacher and peer support as well as student attitudes. The results revealed that, in general, students held positive attitudes towards mathematics and also highlighted the main effects of grade and math achievement on these attitudes. No gender effect was identified although the girls showed a continuous decline in attitudes the further they progressed in school. A hierarchical analysis using structural equation modeling showed that motivation-related variables are the main predictors of attitudes towards mathematics and that teachers and the social support of peers are also highly significant in understanding these attitudes.
{"title":"Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors","authors":"Maria Paulina Estorninho Neves da Mata, Vera Monteiro, F. Peixoto","doi":"10.1155/2012/876028","DOIUrl":"https://doi.org/10.1155/2012/876028","url":null,"abstract":"This paper aims to understand how certain different but interrelated variables such as background, motivation, and social support could lead to an explanation of student attitudes towards math and to an understanding of the defining characteristics of these attitudes in the school environment. Participants consisted of 1719 Portuguese students, from fifth-to-twelfth grade. The study utilizes an adaptation of the “Intrinsic Motivation Inventory” assessing main determinants of intrinsic motivation. One section of the questionnaire—“In my Math Class”—also assesses student perceptions of teacher and peer support as well as student attitudes. The results revealed that, in general, students held positive attitudes towards mathematics and also highlighted the main effects of grade and math achievement on these attitudes. No gender effect was identified although the girls showed a continuous decline in attitudes the further they progressed in school. A hierarchical analysis using structural equation modeling showed that motivation-related variables are the main predictors of attitudes towards mathematics and that teachers and the social support of peers are also highly significant in understanding these attitudes.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/876028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64364279","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}
Interactions with parents are known to have a significant impact on children’s self-esteem. In this study, designed to test propositions derived from Achievement Goal Theory and Self-Determination Theory, we assessed the influence of perceived parent-initiated mastery and ego motivational climates on self-esteem and self-esteem change in competitive youth swimmers over the course of a 32-week sport season. At each of three measurement points (early, mid, and late season), mastery climate scores on the Parent-Initiated Motivational Climate Questionnaire-2 scale were positively related to global self-esteem scores and to a measure of relative motivational autonomy that reflects the intrinsic-extrinsic motivation continuum, whereas ego climate scores were negatively related to self-esteem and autonomy. Longitudinal analyses revealed that early-season mastery climate predicted positive changes in self-esteem over the course of the season, whereas ego climate predicted decreased self-esteem. Consistent with predictions derived from Self-Determination Theory, a meditational analysis revealed that these self-esteem changes were mediated by changes in autonomous motivation.
{"title":"Parent-initiated motivational climate, self-esteem, and autonomous motivation in young athletes:Testing propositions from achievement goal and self-determination theories","authors":"D. O’Rourke, Ronald E Smith, F. Smoll, S. Cumming","doi":"10.1155/2012/393914","DOIUrl":"https://doi.org/10.1155/2012/393914","url":null,"abstract":"Interactions with parents are known to have a significant impact on children’s self-esteem. In this study, designed to test propositions derived from Achievement Goal Theory and Self-Determination Theory, we assessed the influence of perceived parent-initiated mastery and ego motivational climates on self-esteem and self-esteem change in competitive youth swimmers over the course of a 32-week sport season. At each of three measurement points (early, mid, and late season), mastery climate scores on the Parent-Initiated Motivational Climate Questionnaire-2 scale were positively related to global self-esteem scores and to a measure of relative motivational autonomy that reflects the intrinsic-extrinsic motivation continuum, whereas ego climate scores were negatively related to self-esteem and autonomy. Longitudinal analyses revealed that early-season mastery climate predicted positive changes in self-esteem over the course of the season, whereas ego climate predicted decreased self-esteem. Consistent with predictions derived from Self-Determination Theory, a meditational analysis revealed that these self-esteem changes were mediated by changes in autonomous motivation.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/393914","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64318722","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. Ankowski, Emily E. Thom, C. Sandhofer, A. Blaisdell
We examined how spatial language affected search behavior in a landmark spatial search task. In Experiment 1, two- to six-year-old children were trained to find a toy in the center of a square array of four identical landmarks. Children heard one of three spatial language cues once during the initial training trial (“here,” “in the middle,” “next to this one”). After search performance reached criterion, children received a probe test trial in which the landmark array was expanded. In Experiment 2, two- to four-year-old children participated in the search task and also completed a language comprehension task. Results revealed that children’s spatial language comprehension scores and spatial language cues heard during training trials were related to children’s performance in the search task.
{"title":"Spatial Language and Children’s Spatial Landmark Use","authors":"A. Ankowski, Emily E. Thom, C. Sandhofer, A. Blaisdell","doi":"10.1155/2012/427364","DOIUrl":"https://doi.org/10.1155/2012/427364","url":null,"abstract":"We examined how spatial language affected search behavior in a landmark spatial search task. In Experiment 1, two- to six-year-old children were trained to find a toy in the center of a square array of four identical landmarks. Children heard one of three spatial language cues once during the initial training trial (“here,” “in the middle,” “next to this one”). After search performance reached criterion, children received a probe test trial in which the landmark array was expanded. In Experiment 2, two- to four-year-old children participated in the search task and also completed a language comprehension task. Results revealed that children’s spatial language comprehension scores and spatial language cues heard during training trials were related to children’s performance in the search task.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/427364","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64321778","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}
This study explored the extent to which adolescents’ motives for leisure activity participation are related to their perceptions of competence and relatedness in different kinds of activities and aimed to provide new insight into boys’ and girls’ leisure experiences and their motivational orientations for activity participation. These proposed associations were based on previous empirical work and the theoretical frameworks of motive disposition approach and were tested in a nationally representative sample of Norwegian adolescents () aged 15 and 16 years (51.8% boys) from the World Health Organization’s cross-sectional survey, Health Behaviour in School-Aged Children 2005/06. The findings in the current study supported the hypothesis regarding matched correlations between specific motives and specific outcomes in that the adolescents seem to get (perceived competence and relatedness) what they want (competence and social motives) within leisure activities. Furthermore, the analysis using structural equation modeling indicated different motivational orientations in types of leisure activity participation between girls and boys, although the mediating effects of leisure activity participation in different types of activities were not significant.
{"title":"What They Want and What They Get: Self-Reported Motives, Perceived Competence, and Relatedness in Adolescent Leisure Activities","authors":"Ingrid Leversen, A. Danielsen, B. Wold, O. Samdal","doi":"10.1155/2012/684157","DOIUrl":"https://doi.org/10.1155/2012/684157","url":null,"abstract":"This study explored the extent to which adolescents’ motives for leisure activity participation are related to their perceptions of competence and relatedness in different kinds of activities and aimed to provide new insight into boys’ and girls’ leisure experiences and their motivational orientations for activity participation. These proposed associations were based on previous empirical work and the theoretical frameworks of motive disposition approach and were tested in a nationally representative sample of Norwegian adolescents () aged 15 and 16 years (51.8% boys) from the World Health Organization’s cross-sectional survey, Health Behaviour in School-Aged Children 2005/06. The findings in the current study supported the hypothesis regarding matched correlations between specific motives and specific outcomes in that the adolescents seem to get (perceived competence and relatedness) what they want (competence and social motives) within leisure activities. Furthermore, the analysis using structural equation modeling indicated different motivational orientations in types of leisure activity participation between girls and boys, although the mediating effects of leisure activity participation in different types of activities were not significant.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/684157","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64343944","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}
Y. Moriguchi, Reiko Matsunaka, S. Itakura, K. Hiraki
Recent neurophysiological studies have shown that several human brain regions involved in executing actions are activated by merely observing such actions via a human, and not by a mechanical hand. At a behavioral level, observing a human’s movements, but not those of a robot, significantly interferes with ongoing executed movements. However, it is unclear whether the biological tuning in the observation/execution matching system are functional during infancy. The present study examines whether a human’s actions, and not a mechanical action, influence infants’ execution of the same actions due to the observation/execution matching system. Twelve-month-old infants were given a searching task. In the tasks, infants observed an object hidden at location A, after which either a human hand (human condition) or a mechanical one (mechanical condition) searched the object correctly. Next, the object was hidden at location B and infants were allowed to search the object. We examined whether infants searched the object at location B correctly. The results revealed that infants in the human condition were more likely to search location A than those in the mechanical condition. Moreover, the results suggested that infants’ searching behaviors were affected by their observations of the same actions by a human, but not a mechanical hand. Thus, it may be concluded that the observation/execution matching system may be biologically tuned during infancy.
{"title":"Observed Human Actions, and Not Mechanical Actions, Induce Searching Errors in Infants","authors":"Y. Moriguchi, Reiko Matsunaka, S. Itakura, K. Hiraki","doi":"10.1155/2012/465458","DOIUrl":"https://doi.org/10.1155/2012/465458","url":null,"abstract":"Recent neurophysiological studies have shown that several human brain regions involved in executing actions are activated by merely observing such actions via a human, and not by a mechanical hand. At a behavioral level, observing a human’s movements, but not those of a robot, significantly interferes with ongoing executed movements. However, it is unclear whether the biological tuning in the observation/execution matching system are functional during infancy. The present study examines whether a human’s actions, and not a mechanical action, influence infants’ execution of the same actions due to the observation/execution matching system. Twelve-month-old infants were given a searching task. In the tasks, infants observed an object hidden at location A, after which either a human hand (human condition) or a mechanical one (mechanical condition) searched the object correctly. Next, the object was hidden at location B and infants were allowed to search the object. We examined whether infants searched the object at location B correctly. The results revealed that infants in the human condition were more likely to search location A than those in the mechanical condition. Moreover, the results suggested that infants’ searching behaviors were affected by their observations of the same actions by a human, but not a mechanical hand. Thus, it may be concluded that the observation/execution matching system may be biologically tuned during infancy.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/465458","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64324744","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 current eye-tracking study explored the relative impact of object size and depth cues on 8-month-old infants' visual attention processes. A series of slides containing 3 objects of either different or same size were displayed on backgrounds with varying depth cues. The distribution of infants' first looks (a measure of initial attention switch) and infants' looking durations (a measure of sustained attention) at the objects were analyzed. Results revealed that the large objects captured infants' attention first, that is, most of the times infants directed their visual attention first to the largest object in the scene regardless of depth cues. For sustained attention, infants preferred maintaining their attention to the largest object also, but this occurred only when depth cues were present. These findings suggest that infants' initial attention response is driven mainly by object size, while infants' sustained attention is more the product of combined figure and background processing, where object sizes are perceived as a function of depth cues.
{"title":"What Grasps and Holds 8-Month-Old Infants' Looking Attention? The Effects of Object Size and Depth Cues","authors":"Yu Guan, D. Corbetta","doi":"10.1155/2012/439618","DOIUrl":"https://doi.org/10.1155/2012/439618","url":null,"abstract":"The current eye-tracking study explored the relative impact of object size and depth cues on 8-month-old infants' visual attention processes. A series of slides containing 3 objects of either different or same size were displayed on backgrounds with varying depth cues. The distribution of infants' first looks (a measure of initial attention switch) and infants' looking durations (a measure of sustained attention) at the objects were analyzed. Results revealed that the large objects captured infants' attention first, that is, most of the times infants directed their visual attention first to the largest object in the scene regardless of depth cues. For sustained attention, infants preferred maintaining their attention to the largest object also, but this occurred only when depth cues were present. These findings suggest that infants' initial attention response is driven mainly by object size, while infants' sustained attention is more the product of combined figure and background processing, where object sizes are perceived as a function of depth cues.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/439618","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64322641","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 studies that have been conducted to describe children's knowledge about the Earth and gravity have produced discrepant results. However, as most of these studies have been cross-sectional and they have used different methods for collecting and analyzing data, the question Do children at some point construct internally consistent but incorrect explanations to elementary astronomical phenomena? has not been fully answered. The aim of the study was to further explore this question by examining how children respond to open questions about the Earth and gravity and how these answers change over time. Schoolchildren's (𝑁=159) answers were examined four times with one-year intervals. It was found that directly after learning the topics in school many children gave synthetic responses and some oscillated between correct and incorrect explanations for a time. By the fourth grade more than half of the children were able to give scientifically accurate answers and good knowledge of facts supported children's ability to correctly generalize their existing knowledge. It was also shown that most children do not construct consistent nonscientific models of the Earth and that only thorough understanding of the discussed phenomena will lead to consistent answering.
{"title":"Changes in Children's Answers to Open Questions about the Earth and Gravity","authors":"Triin Hannust, Eve Kikas","doi":"10.1155/2012/613674","DOIUrl":"https://doi.org/10.1155/2012/613674","url":null,"abstract":"Many studies that have been conducted to describe children's knowledge about the Earth and gravity have produced discrepant results. However, as most of these studies have been cross-sectional and they have used different methods for collecting and analyzing data, the question Do children at some point construct internally consistent but incorrect explanations to elementary astronomical phenomena? has not been fully answered. The aim of the study was to further explore this question by examining how children respond to open questions about the Earth and gravity and how these answers change over time. Schoolchildren's (𝑁=159) answers were examined four times with one-year intervals. It was found that directly after learning the topics in school many children gave synthetic responses and some oscillated between correct and incorrect explanations for a time. By the fourth grade more than half of the children were able to give scientifically accurate answers and good knowledge of facts supported children's ability to correctly generalize their existing knowledge. It was also shown that most children do not construct consistent nonscientific models of the Earth and that only thorough understanding of the discussed phenomena will lead to consistent answering.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/613674","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64337688","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 way children portray emotions in their drawings of human and nonhuman topics is assumed to reflect their artistic, emotional, and cognitive development. This study was designed to investigate the development of expressive drawings during childhood and into adolescence, using a large age range (5–15 years) and sample size (), so as to provide a precise and comprehensive view of age-related changes in children’s ability to produce expressive drawings. More specifically, we focused on children’s developing ability to use the techniques of literal and metaphorical expression, either alone or in combination. We also examined the effects of sex, topics (house, tree, or person), and the depicted emotion (happiness or sadness) on the use of each expressive technique. The main findings were that there is a developmental shift between childhood (5–10 years) and adolescence (11–15 years) in the use of expressive techniques, from simple (literal) to more complex forms of expression (metaphorical).
{"title":"The Development of Expressive Drawing Abilities during Childhood and into Adolescence","authors":"D. Picard, Christophe Gauthier","doi":"10.1155/2012/925063","DOIUrl":"https://doi.org/10.1155/2012/925063","url":null,"abstract":"The way children portray emotions in their drawings of human and nonhuman topics is assumed to reflect their artistic, emotional, and cognitive development. This study was designed to investigate the development of expressive drawings during childhood and into adolescence, using a large age range (5–15 years) and sample size (), so as to provide a precise and comprehensive view of age-related changes in children’s ability to produce expressive drawings. More specifically, we focused on children’s developing ability to use the techniques of literal and metaphorical expression, either alone or in combination. We also examined the effects of sex, topics (house, tree, or person), and the depicted emotion (happiness or sadness) on the use of each expressive technique. The main findings were that there is a developmental shift between childhood (5–10 years) and adolescence (11–15 years) in the use of expressive techniques, from simple (literal) to more complex forms of expression (metaphorical).","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/925063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64367877","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 purpose of this paper was to evaluate the effects of a Social Story intervention on the behavior rates of 4 young children with autism using a multiple-baseline across participants design. The results of this paper indicate that the Social Story was modestly effective in increasing prosocial behavior rates in 3 of the 4 participants, though none of the participants reached the prosocial behavior rates of age and gender-matched peers. The problem behaviors of the participants modestly decreased with the intervention. Maintenance of skills over a 1-month period was demonstrated for all of the participants. The variable and inconsistent results of the research add to the current literature base in support of the use of Social Stories for some children with autism.
{"title":"Utilizing Social Stories to Increase Prosocial Behavior and Reduce Problem Behavior in Young Children with Autism","authors":"Lisa A. Wright, R. Mccathren","doi":"10.1155/2012/357291","DOIUrl":"https://doi.org/10.1155/2012/357291","url":null,"abstract":"The purpose of this paper was to evaluate the effects of a Social Story intervention on the behavior rates of 4 young children with autism using a multiple-baseline across participants design. The results of this paper indicate that the Social Story was modestly effective in increasing prosocial behavior rates in 3 of the 4 participants, though none of the participants reached the prosocial behavior rates of age and gender-matched peers. The problem behaviors of the participants modestly decreased with the intervention. Maintenance of skills over a 1-month period was demonstrated for all of the participants. The variable and inconsistent results of the research add to the current literature base in support of the use of Social Stories for some children with autism.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/357291","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64315933","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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