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Lee S. Effect of age, temperament, and drawing activity on the suggestibility of children. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04308-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/10/2023]
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2
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Iordanou C, Allen ML, Warmelink L. Cognitive skills, individual differences, and nonverbal interview methods in children’s eyewitness recall. JOURNAL OF COGNITIVE PSYCHOLOGY 2022. [DOI: 10.1080/20445911.2022.2149758] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
Affiliation(s)
| | | | - Lara Warmelink
- Department of Psychology, Lancaster University, Lancaster, UK
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Magnusson M, Ernberg E, Landström S, Joleby M, Akehurst L, Korkman J, Ask K. The effects of drawing on preschoolers' statements about experienced and non‐experienced events. APPLIED COGNITIVE PSYCHOLOGY 2020. [DOI: 10.1002/acp.3772] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
| | - Emelie Ernberg
- Department of Psychology University of Gothenburg Gothenburg Sweden
| | - Sara Landström
- Department of Psychology University of Gothenburg Gothenburg Sweden
| | - Malin Joleby
- Department of Psychology University of Gothenburg Gothenburg Sweden
| | - Lucy Akehurst
- Department of Psychology University of Portsmouth Portsmouth UK
| | - Julia Korkman
- Faculty of Arts, Psychology and Theology Åbo Akademi University Turku Finland
- Forensic Psychology Center for Children and Adolescents Helsinki University Hospital Helsinki Finland
| | - Karl Ask
- Department of Psychology University of Gothenburg Gothenburg Sweden
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Gentle M, Powell MB, Sharman SJ. Mental context reinstatement or drawing: Which better enhances children's recall of witnessed events and protects against suggestive questions? AUSTRALIAN JOURNAL OF PSYCHOLOGY 2020. [DOI: 10.1111/ajpy.12040] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Mia Gentle
- Deakin University, Melbourne, Victoria, Australia,
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Macleod E, Woolford J, Hobbs L, Gross J, Hayne H, Patterson T. Interviews with children about their mental health problems: The congruence and validity of information that children report. Clin Child Psychol Psychiatry 2017; 22:229-244. [PMID: 27352797 DOI: 10.1177/1359104516653642] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
To obtain a child's perspective during a mental health assessment, he or she is usually interviewed. Although researchers and clinicians generally agree that it is beneficial to hear a child's account of his or her presenting issues, there is debate about whether children provide reliable or valid clinical information during these interviews. Here, we examined whether children provide clinically and diagnostically relevant information in a clinical setting. In all, 31 children aged 5-12-years undergoing mental health assessments were asked open-ended questions about their presenting problems during a semi-structured interview. We coded the information that children reported to determine whether it was clinically relevant and could be used to diagnose their problems and to formulate and plan treatment. We also coded children's information to determine whether it was congruent with the children's presenting problems and their eventual clinical diagnoses. Most of the information that children reported was clinically relevant and included information about behaviour, affect, temporal details, thoughts, people, the environment, and the child's physical experiences. The information that children reported was also clinically valid; it was congruent with the problems that were discussed (84%) and also with the eventual diagnosis that the child received after a complete assessment (74%). We conclude that children can contribute relevant, clinically useful, valid information during clinical psychological assessments.
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Affiliation(s)
- Emily Macleod
- 1 Department of Psychological Medicine, Dunedin School of Medicine, University of Otago, New Zealand
| | | | - Linda Hobbs
- 1 Department of Psychological Medicine, Dunedin School of Medicine, University of Otago, New Zealand
| | - Julien Gross
- 3 Department of Psychology, University of Otago, New Zealand
| | - Harlene Hayne
- 3 Department of Psychology, University of Otago, New Zealand
| | - Tess Patterson
- 1 Department of Psychological Medicine, Dunedin School of Medicine, University of Otago, New Zealand
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Jack F, Martyn E, Zajac R. Getting the Picture: Effects of Sketch Plans and Photographs on Children's, Adolescents' and Adults' Eyewitness Recall. APPLIED COGNITIVE PSYCHOLOGY 2015. [DOI: 10.1002/acp.3156] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Fiona Jack
- Department of Psychology; University of Otago; Dunedin New Zealand
| | - Elise Martyn
- Department of Psychology; University of Otago; Dunedin New Zealand
| | - Rachel Zajac
- Department of Psychology; University of Otago; Dunedin New Zealand
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Woolford J, Patterson T, Macleod E, Hobbs L, Hayne H. Drawing helps children to talk about their presenting problems during a mental health assessment. Clin Child Psychol Psychiatry 2015; 20:68-83. [PMID: 23904178 DOI: 10.1177/1359104513496261] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
When children require mental health services, clinicians need to conduct assessments that are developmentally sensitive and that include the child's point of view. Drawing is a popular tool that is commonly used in clinical settings. Research on drawing in experimental settings has confirmed that the opportunity to draw while talking increases the amount of verbal information that children report during an interview. The present research examined whether drawing also facilitates children's self reports during a mental health assessment. A total of 33 5-12-year-old children were asked either to draw and tell about their presenting problem or to tell only. Children who drew and told provided twice as much verbal information as children who told only. Further, interviewers in the draw and tell condition used a greater number of minimal responses than did interviewers in the tell only condition. These data have important implications for clinical practice.
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Affiliation(s)
- Junie Woolford
- Psychological Medicine Department, University of Otago, Dunedin, New Zealand
| | - Tess Patterson
- Psychological Medicine Department, University of Otago, Dunedin, New Zealand
| | - Emily Macleod
- Psychological Medicine Department, University of Otago, Dunedin, New Zealand
| | - Linda Hobbs
- Psychological Medicine Department, University of Otago, Dunedin, New Zealand
| | - Harlene Hayne
- Psychology Department, University of Otago, Dunedin, New Zealand
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Katz C, Barnetz Z, Hershkowitz I. The effect of drawing on children's experiences of investigations following alleged child abuse. CHILD ABUSE & NEGLECT 2014; 38:858-867. [PMID: 24534613 DOI: 10.1016/j.chiabu.2014.01.003] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/06/2013] [Revised: 01/04/2014] [Accepted: 01/13/2014] [Indexed: 06/03/2023]
Abstract
The primary aim of the study was to evaluate investigative interviews from the perspectives of the children, comparing children who drew with children who did not. One hundred twenty-five children, alleged victims of sexual abuse, were asked about their investigative experience. The uniqueness of the study is that all of the interviews were conducted according to the NICHD Protocol and that children were randomly assigned into one of the two research conditions (drawing vs. non-drawing). The results clearly demonstrate the advantage that drawing has on the children's experience of the investigation, with children in the drawing group more often reporting feelings of hope and success. This study provides practical guidelines for practitioners by emphasizing the beneficial effects that drawing can have. The study stresses the importance of integrating into forensic investigations interventions that enhance children's testimonies and ensure that the investigation is an empowering experience that generates feelings of trust, self-worth, and justice.
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Jack F, Leov J, Zajac R. Age-related Differences in the Free-recall Accounts of Child, Adolescent, and Adult Witnesses. APPLIED COGNITIVE PSYCHOLOGY 2013. [DOI: 10.1002/acp.2951] [Citation(s) in RCA: 47] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Fiona Jack
- Department of Psychology; University of Otago; Dunedin New Zealand
| | - Jessica Leov
- Department of Psychology; University of Otago; Dunedin New Zealand
| | - Rachel Zajac
- Department of Psychology; University of Otago; Dunedin New Zealand
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Macleod E, Gross J, Hayne H. The Clinical and Forensic Value of Information that Children Report While Drawing. APPLIED COGNITIVE PSYCHOLOGY 2013. [DOI: 10.1002/acp.2936] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Affiliation(s)
- Emily Macleod
- Department of Psychological Medicine; University of Otago; Dunedin; New Zealand
| | - Julien Gross
- Psychology Department; University of Otago; Dunedin; New Zealand
| | - Harlene Hayne
- Psychology Department; University of Otago; Dunedin; New Zealand
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Abstract
This study examined the effects of rapport (emotional, National Institute of Child Health and Human Development [NICHD]) and prompt type (what-next, cued-action, cued-emotion, what-think) on one hundred forty-two 4-9-year-old maltreated children's spontaneous and prompted emotional language. Children in the emotional-rapport condition narrated the last time they felt good and the last time they felt bad on the playground. Children in the NICHD-rapport condition narrated their last birthday party and what happened yesterday. Following rapport, all children were presented a series of story stems about positive and negative situations. Emotional-rapport minimally affected children's use of emotional language. Cued-emotion prompts were most productive in eliciting emotional language. Overall, there were few effects because of age. Children often produced less emotional language when describing negative events, particularly with respect to their spontaneous utterances, suggesting reluctance. These differences largely disappeared when children were asked additional questions, particularly cued-emotion questions. The results offer support for cued-emotion prompts as a means of increasing maltreated children's use of emotional language.
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Affiliation(s)
| | - Thomas D Lyon
- University of Southern California, Gould School of Law
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Abstract
PURPOSE The purpose of this study was to identify the different arts-based techniques being used in health-related research with children. DESIGN AND METHODS A systematic survey of literature was conducted. RESULTS Two hundred and ten articles were initially identified and reviewed. Of these, 116 met inclusion criteria of arts-based techniques in research with children 7-12 years of age. The different categories of techniques identified included (a) drawings, (b) photographs, (c) graphics, and (d) artifacts. Only 19% of the studies were health related. Further, 79% were conducted outside the United States, revealing that arts-based techniques appear to be underused by nurses and other healthcare researchers, especially in the United States. PRACTICE IMPLICATIONS To ensure that children actively engage in research involving them, nurses can familiarize themselves with and advocate for the use of arts-based techniques.
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Salmon K, Pipe ME, Malloy A, Mackay K. Do Non-Verbal Aids Increase the Effectiveness of ‘Best Practice’ Verbal Interview Techniques? An Experimental Study. APPLIED COGNITIVE PSYCHOLOGY 2011. [DOI: 10.1002/acp.1835] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Karen Salmon
- School of Psychology; Victoria University of Wellington; Wellington; New Zealand
| | | | - Alana Malloy
- School of Psychology; Victoria University of Wellington; Wellington; New Zealand
| | - Katherine Mackay
- School of Psychology; Victoria University of Wellington; Wellington; New Zealand
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Patterson T, Hayne H. Does drawing facilitate older children's reports of emotionally laden events? APPLIED COGNITIVE PSYCHOLOGY 2011. [DOI: 10.1002/acp.1650] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Lamb ME, Brown DA. Conversational apprentices: Helping children become competent informants about their own experiences. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2010. [DOI: 10.1348/026151005x57657] [Citation(s) in RCA: 65] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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Barlow CM, Jolley RP, Hallam JL. Drawings as memory aids: Optimising the drawing method to facilitate young children's recall. APPLIED COGNITIVE PSYCHOLOGY 2010. [DOI: 10.1002/acp.1716] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Katz C, Hershkowitz I. The effects of drawing on children's accounts of sexual abuse. CHILD MALTREATMENT 2010; 15:171-179. [PMID: 19926626 DOI: 10.1177/1077559509351742] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
This study was designed to explore the effects of event drawing during investigative interviews on the richness of the accounts made by children. The sample included 125 children aged 4 to 14 years, alleged victims of sexual abuse. The children were first interviewed with open-ended invitations before they were randomly assigned into one of two interview conditions: with (n = 69) or without (n = 56) event drawing, and then reinterviewed. Children in the drawing group disclosed more free recall information about the abusive events than children in the comparison group, including central details about people, actions, time, and location of the incidents. The effect of drawing was evident regardless of child's age, gender, type of abuse, and time delay. These findings suggest that event drawing, as used in this study, can enhance children's forensic statements in child abuse investigations.
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Affiliation(s)
- Carmit Katz
- University of Cambridge, Cambridge, CB2 3RQ, UK.
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Gross J, Hayne H, Drury T. Drawing facilitates children's reports of factual and narrative information: implications for educational contexts. APPLIED COGNITIVE PSYCHOLOGY 2009. [DOI: 10.1002/acp.1518] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Abstract
Not much is known about how children perceive the quality of care that they receive in hospitals. This study set out to describe elements of quality in children's drawings of an ideal hospital. Thirty-five drawings were collected from children aged between 4 and 11 years during their stay in a university hospital in Finland. They were coded using the method of content analysis. The two main categories extracted from the analysis were the environment and the people of their ideal hospital. The emphasis was on the environment; patients, parents, and nurses appeared less frequently in the drawings. The findings showed that children are capable of offering valuable insights into the elements of quality through the medium of drawing.
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Affiliation(s)
- Tiina Pelander
- Department of Nursing Science, University of Turku, Turku, Finland.
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Brown DA, Pipe ME, Lewis C, Lamb ME, Orbach Y. Supportive or suggestive: Do human figure drawings help 5- to 7-year-old children to report touch? J Consult Clin Psychol 2007; 75:33-42. [PMID: 17295561 DOI: 10.1037/0022-006x.75.1.33] [Citation(s) in RCA: 37] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The authors examined the accuracy of information elicited from seventy-nine 5- to 7-year-old children about a staged event that included physical contact-touching. Four to six weeks later, children's recall for the event was assessed using an interview protocol analogous to those used in forensic investigations with children. Following the verbal interview, children were asked about touch when provided with human figure drawings (drawings only), following practice using the human figure drawings (drawings with instruction), or without drawings (verbal questions only). In this touch-inquiry phase of the interview, most children provided new information. Children in the drawings conditions reported more incorrect information than those in the verbal questions condition. Forensically relevant errors were infrequent and were rarely elaborated on. Although asking children to talk about innocuous touch may lead them to report unreliable information, especially when human figure drawings are used as aids, errors are reduced when open-ended prompts are used to elicit further information about reported touches.
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Affiliation(s)
- Deirdre A Brown
- Department of Psychology, Lancaster University, Lancaster, United Kingdom.
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Dion J, Cyr M, Richard N, McDuff P. [The influence of cognitive abilities, age and characteristics of their sexual abuse experience on the statement of the presumed victims]. CHILD ABUSE & NEGLECT 2006; 30:945-60. [PMID: 16930700 DOI: 10.1016/j.chiabu.2006.01.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/11/2005] [Revised: 12/28/2005] [Accepted: 01/10/2006] [Indexed: 05/11/2023]
Abstract
OBJECTIVE The goal of the present study was to examine the effects of children's age, cognitive abilities and the characteristics of their sexual abuse experience on the quantity of details revealed about the sexual abuse in an investigative interview as a function of the type of questions asked. METHOD VERSION: Transcripts of 37 investigative interviews conducted with children between 6 and 12 years of age were analyzed according to the type of interviewer questions used and the quantity of details given by the child. The children's cognitive abilities were measured using the vocabulary, information and block design subtests of the WISC-III. RESULTS Results of multiple regression analyses indicate that children's age and verbal abilities as well as their relationship with the perpetrator explain 50% of the variance of the mean number of details obtained from the child following open-ended interviewer questions. CONCLUSION The results of this study suggest that the quantity of details obtained during an investigative interview is influenced not only by children's age but also by their verbal skills and the child-perpetrator relationship.
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Affiliation(s)
- Jacinthe Dion
- Département de Psychologie, Université de Montréal, CP 6128, Succursale Centre-Ville, Montréal, Québec H3C 3J7, Canada
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Giving Memory a Hand: Instructing Children to Gesture Enhances their Event Recall. JOURNAL OF NONVERBAL BEHAVIOR 2005. [DOI: 10.1007/s10919-005-7721-y] [Citation(s) in RCA: 54] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Abstract
In an attempt to explore new methods for accessing children's voices, this meta-analysis explores the facilitative effects of offering children the opportunity to draw as an interview strategy as compared with a traditional directed interview. Based on this analysis, introducing the opportunity to draw appears to be a relatively robust interview strategy with a large overall effect size (d = .95). Both research and clinical implications are discussed.
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Affiliation(s)
- Martha Driessnack
- School of Nursing, Oregon Health & Sciences University, Portland, OR, USA.
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McGuigan F, Salmon K. The Time to Talk: The Influence of the Timing of Adult-Child Talk on Children's Event Memory. Child Dev 2004; 75:669-86. [PMID: 15144480 DOI: 10.1111/j.1467-8624.2004.00700.x] [Citation(s) in RCA: 104] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
To investigate the influence of the nature and timing of adult-child talk on event recall, this study engaged 63 three-year-olds and 65 five-year-olds in a staged event and interviewed them 2 weeks later. Children were assigned to 1 of 4 conditions: elaborative pre-, during-, and post-talk, and empty talk (during the event). Children in the elaborative, relative to the empty, talk conditions made fewer errors. Furthermore, post-talk had the greatest influence on correct recall, although for the 5-year-olds, during-talk was also facilitative. Recall was enhanced to a greater extent by the child's contribution to the talk, relative to that of the adult. The findings contribute to an understanding of the mechanisms by which adult-child conversations influence recall.
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Affiliation(s)
- Fiona McGuigan
- Department of Psychology, University of New South Wales, Sydney, Australia
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Courage ML, Howe ML. Advances in early memory development research: Insights about the dark side of the moon. DEVELOPMENTAL REVIEW 2004. [DOI: 10.1016/j.dr.2003.09.005] [Citation(s) in RCA: 29] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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