The present study examined what makes an act a pretense one for adults and preschoolers. Participants watched pretense versus real acts, judged whether each act was pretend or real, and justified their judgment by citing the cues they used. These reported cues are presumed to reflect viewers’ conception of what makes an act a pretense one. The results suggested that like adults, 5-year-olds represented pretense behavior in the form of contrasts between pretense and its real counterpart. However, children placed greater weight on deviant content than on behavioral cues, whereas adults used behavioral cues, especially movement, when content information was not available. These results are discussed in terms of how children’s intuitive theories of pretense might differ from those of adults.
{"title":"What Makes an Act a Pretense One? Young Children's Pretend-Real Judgments and Explanations","authors":"Lili Ma, A. Lillard","doi":"10.1155/2013/467872","DOIUrl":"https://doi.org/10.1155/2013/467872","url":null,"abstract":"The present study examined what makes an act a pretense one for adults and preschoolers. Participants watched pretense versus real acts, judged whether each act was pretend or real, and justified their judgment by citing the cues they used. These reported cues are presumed to reflect viewers’ conception of what makes an act a pretense one. The results suggested that like adults, 5-year-olds represented pretense behavior in the form of contrasts between pretense and its real counterpart. However, children placed greater weight on deviant content than on behavioral cues, whereas adults used behavioral cues, especially movement, when content information was not available. These results are discussed in terms of how children’s intuitive theories of pretense might differ from those of adults.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2013/467872","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64423993","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}
Whereas considerable developmental memory research has examined the contributions of short-term memory, processing efficiency, retention duration, and scope of attention to complex memory span, little is known about the influence of controlled attention. The present study investigated the relative influence of three understudied attention mechanisms on the verbal working memory span of school-age children: memory updating; attention focus switching; and sustained attention. Results of general linear modeling revealed that, after controlling for age, only updating accuracy emerged as a significant predictor of verbal working memory span. Memory updating speed (that subsumed attention focus switching speed) also contributed but was mediated by age. The results extend the developmental memory literature by implicating the mechanism of memory updating and developmental improvement in speed of attention focus switching and updating as critical contributors to children’s verbal working memory. Theoretically, the results provide substantively new information about the role of domain-general executive attention in children’s verbal working memory.
{"title":"Examining the Relative Contribution of Memory Updating, Attention Focus Switching, and Sustained Attention to Children’s Verbal Working Memory Span","authors":"Beula M. Magimairaj, J. Montgomery","doi":"10.1155/2013/763808","DOIUrl":"https://doi.org/10.1155/2013/763808","url":null,"abstract":"Whereas considerable developmental memory research has examined the contributions of short-term memory, processing efficiency, retention duration, and scope of attention to complex memory span, little is known about the influence of controlled attention. The present study investigated the relative influence of three understudied attention mechanisms on the verbal working memory span of school-age children: memory updating; attention focus switching; and sustained attention. Results of general linear modeling revealed that, after controlling for age, only updating accuracy emerged as a significant predictor of verbal working memory span. Memory updating speed (that subsumed attention focus switching speed) also contributed but was mediated by age. The results extend the developmental memory literature by implicating the mechanism of memory updating and developmental improvement in speed of attention focus switching and updating as critical contributors to children’s verbal working memory. Theoretically, the results provide substantively new information about the role of domain-general executive attention in children’s verbal working memory.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2013/763808","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64247538","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 ability to regulate emotion is a crucial process that humans utilize in order to adapt to the demands of environmental constraints. Individuals exposed to early adverse life events such as being born at an extremely low birth weight (ELBW, 501–1000 g) are known to have problems regulating emotion which have been linked to the development of psychopathology in this population. Recent studies have used psychophysiological measures, such as electroencephalogram (EEG) and cardiac vagal tone, to index emotion regulatory processes. The purpose of this paper was three-fold: (1) to investigate the relation between ELBW and emotion regulation issues (pathway 1), (2) to review studies investigating the relation between early emotion regulation and later internalizing problems (pathway 2); and (3) to provide a model in which two psychophysiological measures (i.e., frontal EEG asymmetry and cardiac vagal tone) are suggested to understand the proposed conceptual pathways in the relation between ELBW and psychopathology.
{"title":"Linking Early Adversity, Emotion Dysregulation, and Psychopathology: The Case of Extremely Low Birth Weight Infants","authors":"Lauren A. Drvaric, R. J. Lieshout, L. Schmidt","doi":"10.1155/2013/203061","DOIUrl":"https://doi.org/10.1155/2013/203061","url":null,"abstract":"The ability to regulate emotion is a crucial process that humans utilize in order to adapt to the demands of environmental constraints. Individuals exposed to early adverse life events such as being born at an extremely low birth weight (ELBW, 501–1000 g) are known to have problems regulating emotion which have been linked to the development of psychopathology in this population. Recent studies have used psychophysiological measures, such as electroencephalogram (EEG) and cardiac vagal tone, to index emotion regulatory processes. The purpose of this paper was three-fold: (1) to investigate the relation between ELBW and emotion regulation issues (pathway 1), (2) to review studies investigating the relation between early emotion regulation and later internalizing problems (pathway 2); and (3) to provide a model in which two psychophysiological measures (i.e., frontal EEG asymmetry and cardiac vagal tone) are suggested to understand the proposed conceptual pathways in the relation between ELBW and psychopathology.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2013/203061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64390358","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 activation relationship theory serves as a complement to Bowlby’s attachment theory to better understand the impact of fathering on child development, focusing primarily on parental stimulation of risk taking and control during children’s exploration. The first aim of this study was to confirm that the activation relationship as assessed with the observational procedure, the Risky Situation, is primarily determined by paternal stimulation of risk taking as assessed by questionnaire. The second aim was to verify the link between the activation relationship and attachment disorganization. The third aim was to verify the existence of a sex difference in father-toddler dyad activation relationships. The Strange Situation procedure and the Risky Situation procedure were conducted with 58 father-toddler dyads. Fathers completed questionnaires on child temperament and parental behavior. Paternal stimulation of risk taking explains activation once child sex and temperament, the attachment relationship, and emotional support are taken into account. Moreover, there is no relation between the father-child activation relationship and attachment disorganization. Finally, data confirm the existence of a sex difference in the activation relationship in toddlers: fathers activate their sons more than their daughters.
{"title":"The Father-Child Activation Relationship, Sex Differences, and Attachment Disorganization in Toddlerhood","authors":"D. Paquette, Caroline Dumont","doi":"10.1155/2013/102860","DOIUrl":"https://doi.org/10.1155/2013/102860","url":null,"abstract":"The activation relationship theory serves as a complement to Bowlby’s attachment theory to better understand the impact of fathering on child development, focusing primarily on parental stimulation of risk taking and control during children’s exploration. The first aim of this study was to confirm that the activation relationship as assessed with the observational procedure, the Risky Situation, is primarily determined by paternal stimulation of risk taking as assessed by questionnaire. The second aim was to verify the link between the activation relationship and attachment disorganization. The third aim was to verify the existence of a sex difference in father-toddler dyad activation relationships. The Strange Situation procedure and the Risky Situation procedure were conducted with 58 father-toddler dyads. Fathers completed questionnaires on child temperament and parental behavior. Paternal stimulation of risk taking explains activation once child sex and temperament, the attachment relationship, and emotional support are taken into account. Moreover, there is no relation between the father-child activation relationship and attachment disorganization. Finally, data confirm the existence of a sex difference in the activation relationship in toddlers: fathers activate their sons more than their daughters.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2013/102860","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64374165","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}
Pai-Lin Lee, Chiao-li Wang, D. Hamman, Ching-Hsiang Hsiao, Chuang-Hua Huang
Students face various learning challenges in their daily life. Teachers should teach them learning strategies to accommodate demands. One hundred ten fifth graders were randomly assigned to three groups: strategic notetaking, partial strategic notetaking, and control group, with three levels (high versus medium versus low) according to their prior science achievement. The levels also functioned as one independent variable in the MANCOVA analysis, with writing speed as covariate. The results showed significant treatment main effects in support of strategic and partial strategic groups on the measurements of board cued, verbal cued, and noncued information units. The high science achievement group outperformed the low one on the task of verbal cued, whereas the medium outperformed the low one on comprehension multiple-choice test. The study suggested notetaking as an effective learning strategy that can be taught to elementary students.
{"title":"Notetaking Instruction Enhances Students’ Science Learning","authors":"Pai-Lin Lee, Chiao-li Wang, D. Hamman, Ching-Hsiang Hsiao, Chuang-Hua Huang","doi":"10.1155/2013/831591","DOIUrl":"https://doi.org/10.1155/2013/831591","url":null,"abstract":"Students face various learning challenges in their daily life. Teachers should teach them learning strategies to accommodate demands. One hundred ten fifth graders were randomly assigned to three groups: strategic notetaking, partial strategic notetaking, and control group, with three levels (high versus medium versus low) according to their prior science achievement. The levels also functioned as one independent variable in the MANCOVA analysis, with writing speed as covariate. The results showed significant treatment main effects in support of strategic and partial strategic groups on the measurements of board cued, verbal cued, and noncued information units. The high science achievement group outperformed the low one on the task of verbal cued, whereas the medium outperformed the low one on comprehension multiple-choice test. The study suggested notetaking as an effective learning strategy that can be taught to elementary students.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2013/831591","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64275683","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}
D. Paquette, Marie-Noëlle Gagnon, L. Bouchard, M. Bigras, B. Schneider
This paper presents the validation of Preschool Competition Questionnaire (PCQ). The PCQ was completed by the childcare teachers of 780 French-speaking children between the ages of 36 and 71 months. The results of exploratory factor analysis suggest three dimensions involving neither physical nor relational aggression: other-referenced competition, task-oriented competition, and maintenance of dominance hierarchy. The three dimensions are positively correlated with dominance ratings and are linked to social adjustment. Girls are just as competitive as boys in the dimensions of other-referenced competition and dominance hierarchy maintenance. Task-oriented competition is relatively more important in older children and girls. Classification analysis reveals that the children who obtain the highest dominance ratings are the ones who employ a variety of competition strategies.
{"title":"A New Tool to Explore Children’s Social Competencies: The Preschool Competition Questionnaire","authors":"D. Paquette, Marie-Noëlle Gagnon, L. Bouchard, M. Bigras, B. Schneider","doi":"10.1155/2013/390256","DOIUrl":"https://doi.org/10.1155/2013/390256","url":null,"abstract":"This paper presents the validation of Preschool Competition Questionnaire (PCQ). The PCQ was completed by the childcare teachers of 780 French-speaking children between the ages of 36 and 71 months. The results of exploratory factor analysis suggest three dimensions involving neither physical nor relational aggression: other-referenced competition, task-oriented competition, and maintenance of dominance hierarchy. The three dimensions are positively correlated with dominance ratings and are linked to social adjustment. Girls are just as competitive as boys in the dimensions of other-referenced competition and dominance hierarchy maintenance. Task-oriented competition is relatively more important in older children and girls. Classification analysis reveals that the children who obtain the highest dominance ratings are the ones who employ a variety of competition strategies.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2013/390256","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64414046","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}
We report a generalization experiment in which 72 18-month-old infants were tested in the elicited imitation paradigm. Two questions were addressed: (1) whether infants' were able to generalize to differently looking (shape and color changes) but functionally equivalent props and (2) whether narrative support at both encoding and retrieval would facilitate memory. The results revealed that the 18-month-old infants were indeed capable of generalizing to differently looking but functionally equivalent props across a retention interval of two weeks. However, contrary to expectations, narrative support did not facilitate memory or generalization.
{"title":"Eighteen-Month-Old Infants Generalize to Analog Props across a Two-Week Retention Interval in an Elicited Imitation Paradigm","authors":"O. Kingo, Peter Krøjgaard","doi":"10.1155/2013/786862","DOIUrl":"https://doi.org/10.1155/2013/786862","url":null,"abstract":"We report a generalization experiment in which 72 18-month-old infants were tested in the elicited imitation paradigm. Two questions were addressed: (1) whether infants' were able to generalize to differently looking (shape and color changes) but functionally equivalent props and (2) whether narrative support at both encoding and retrieval would facilitate memory. The results revealed that the 18-month-old infants were indeed capable of generalizing to differently looking but functionally equivalent props across a retention interval of two weeks. However, contrary to expectations, narrative support did not facilitate memory or generalization.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2013/786862","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64252369","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 paper examined the general trend of timing of breastfeeding initiation among nursing mothers in Nigeria. The time of initiating the first breast milk to an infant by his/her mother is measured as whether it is immediate (before the first hour of birth) or delayed (after the first hour of birth), and the impacts of some socioeconomic and maternal factors on this are determined. Results from this study showed that mother’s age at birth, her enhanced educational status, mothers’ domiciling in urban areas, singleton birth, and mother’s frequent antenatal visits among others contributed positively to early initiation of breastfeeding by Nigerian nursing mothers (). In the contrary, delivery through caesarean operation, nursing mothers that delivers at homes instead of hospitals, and the current birth being the first from a mother are all found to militate against early initiation of breastfeeding () among others. General results showed that early breastfeeding initiation experience among nursing mothers in Nigeria significantly improves over time between 1990 and 2008 (), although following a sinusoidal pattern. Four waves of national data from the Nigerian Demographic and Health Surveys for 1990, 1999, 2003, and 2008 were employed in the study.
{"title":"Modelling the Trend and Determinants of Breastfeeding Initiation in Nigeria","authors":"W. B. Yahya, S. Adebayo","doi":"10.1155/2013/530396","DOIUrl":"https://doi.org/10.1155/2013/530396","url":null,"abstract":"This paper examined the general trend of timing of breastfeeding initiation among nursing mothers in Nigeria. The time of initiating the first breast milk to an infant by his/her mother is measured as whether it is immediate (before the first hour of birth) or delayed (after the first hour of birth), and the impacts of some socioeconomic and maternal factors on this are determined. Results from this study showed that mother’s age at birth, her enhanced educational status, mothers’ domiciling in urban areas, singleton birth, and mother’s frequent antenatal visits among others contributed positively to early initiation of breastfeeding by Nigerian nursing mothers (). In the contrary, delivery through caesarean operation, nursing mothers that delivers at homes instead of hospitals, and the current birth being the first from a mother are all found to militate against early initiation of breastfeeding () among others. General results showed that early breastfeeding initiation experience among nursing mothers in Nigeria significantly improves over time between 1990 and 2008 (), although following a sinusoidal pattern. Four waves of national data from the Nigerian Demographic and Health Surveys for 1990, 1999, 2003, and 2008 were employed in the study.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2013-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2013/530396","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64142159","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}
An understanding of the development of emotional knowledge can help us determine how children perceive and interpret their surroundings and color-emotion associations are one measure of the expression of a child’s emotional interpretations. Emotional understanding and color-emotion associations were examined in a sample of UK school children, aged 7-8 years. Forty primary school children (mean age = 7.38; SD = 0.49) were administered color assessment and emotional understanding tasks, and an expressive vocabulary test. Results identified significant gender differences with girls providing more appropriate and higher quality expressions of emotional understanding than boys. Children were more able to link color to positive rather than negative emotions and significant gender differences in specific color preferences were observed. The implications of adult misinterpretations of color-emotion associations in young children are discussed.
{"title":"Emotional Understanding and Color-Emotion Associations in Children Aged 7-8 Years","authors":"Debbie J. Pope, Hannah Butler, P. Qualter","doi":"10.1155/2012/975670","DOIUrl":"https://doi.org/10.1155/2012/975670","url":null,"abstract":"An understanding of the development of emotional knowledge can help us determine how children perceive and interpret their surroundings and color-emotion associations are one measure of the expression of a child’s emotional interpretations. Emotional understanding and color-emotion associations were examined in a sample of UK school children, aged 7-8 years. Forty primary school children (mean age = 7.38; \u0000SD = 0.49) were administered color assessment and emotional understanding tasks, and an expressive vocabulary test. Results identified significant gender differences with girls providing more appropriate and higher quality expressions of emotional understanding than boys. Children were more able to link color to positive rather than negative emotions and significant gender differences in specific color preferences were observed. The implications of adult misinterpretations of color-emotion associations in young children are discussed.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/975670","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64372514","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}
Hope K. Gerde, Lori E. Skibbe, R. Bowles, Tiffany L Martoccio
The current study used dominance analysis to investigate the relative importance of multiple factors on children's (ages 3–5; mean age of 47.3 months) name writing skill when they enter preschool. Children () were tested individually at the beginning of preschool on six factors thought to be important for name writing success: letter knowledge, decoding, motor skills, problem behaviors, self-regulation, and home literacy environment. Collectively, these variables explained 37.1% of the variation in children's name writing, but the importance of each factor differed widely. Children’s knowledge of capital letters (11.8%) and their motor development (11.8%) were the most important for children’s name writing whereas the home learning environment (2.3%) and reported problem behaviors (1.5%) were the least important factors. These findings suggest that researchers and teachers should focus on letter knowledge and motor development in understanding and promoting children’s name writing skills.
{"title":"Child and Home Predictors of Children's Name Writing","authors":"Hope K. Gerde, Lori E. Skibbe, R. Bowles, Tiffany L Martoccio","doi":"10.1155/2012/748532","DOIUrl":"https://doi.org/10.1155/2012/748532","url":null,"abstract":"The current study used dominance analysis to investigate the relative importance of multiple factors on children's (ages 3–5; mean age of 47.3 months) name writing skill when they enter preschool. Children () were tested individually at the beginning of preschool on six factors thought to be important for name writing success: letter knowledge, decoding, motor skills, problem behaviors, self-regulation, and home literacy environment. Collectively, these variables explained 37.1% of the variation in children's name writing, but the importance of each factor differed widely. Children’s knowledge of capital letters (11.8%) and their motor development (11.8%) were the most important for children’s name writing whereas the home learning environment (2.3%) and reported problem behaviors (1.5%) were the least important factors. These findings suggest that researchers and teachers should focus on letter knowledge and motor development in understanding and promoting children’s name writing skills.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2012/748532","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64349803","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：