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Berkle Y, Schmitt L, Tolzin A, Janson A, Wambsganss T, Leimeister JM, Leuchter M. Measuring university students' ability to recognize argument structures and fallacies. Front Psychol 2023; 14:1270931. [PMID: 38125865 PMCID: PMC10730665 DOI: 10.3389/fpsyg.2023.1270931] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Accepted: 11/06/2023] [Indexed: 12/23/2023] Open
Abstract
Theory Argumentation is crucial for all academic disciplines. Nevertheless, a lack of argumentation skills among students is evident. Two core aspects of argumentation are the recognition of argument structures (e.g., backing up claims with premises, according to the Toulmin model) and the recognition of fallacies. As both aspects may be related to content knowledge, students studying different subjects might exhibit different argumentation skills depending on whether the content is drawn from their own or from a foreign subject. Therefore, we developed an instrument to measure the recognition of both argument structures and fallacies among the groups of preservice teachers and business economics students in both their respective domains (pedagogy and economics), and a neutral domain (sustainability). For the recognition of fallacies, we distinguished between congruent and incongruent fallacies. In congruent fallacies, the two aspects of argument quality, i.e., deductive validity and inductive strength, provide converging evidence against high argument quality. In incongruent fallacies, these two aspects diverge. Based on dual process theories, we expected to observe differences in the recognition of congruent and incongruent fallacies. Aims We investigated whether these two abilities are domain-specific and whether the recognition of fallacies depends on the congruence of two aspects of argument quality. Methods 267 preservice teachers and 56 business economics students participated in the study. For the recognition of argument structures, participants assigned the five statements constituting one argument to the corresponding component according to the Toulmin model. For the recognition of fallacies, we created arguments and incorporated a common fallacy into some of them: formal fallacy, overgeneralization, irrelevance, or circularity. Participants rated whether the argument was cogent or not, which was followed by a brief justification. Results Domain specificity could not be found for either of both abilities. For the recognition of fallacies, two dimensions were found: a congruent dimension (formal fallacies and overgeneralizations) and an incongruent dimension (irrelevance and circularity). Discussion The instrument measures the recognition of both argument structures and fallacies in these two groups across domains. The recognition of fallacies differs depending on whether the deductive validity and the inductive strength of the argument are equally indicative of argument quality or not.
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Affiliation(s)
- Yvonne Berkle
- Institute for Children and Youth Education, Educational Sciences, University of Kaiserslautern-Landau, Landau, Germany
| | - Lukas Schmitt
- Institute for Children and Youth Education, Educational Sciences, University of Kaiserslautern-Landau, Landau, Germany
| | - Antonia Tolzin
- Information Systems, Research Center for IS Design (ITeG), University of Kassel, Kassel, Germany
| | - Andreas Janson
- Institute of Information Management (IWI-HSG), University of St. Gallen, St. Gallen, Switzerland
| | - Thiemo Wambsganss
- Institut of Digital Technology Management, Bern University of Applied Sciences, Bern, Switzerland
| | - Jan Marco Leimeister
- Information Systems, Research Center for IS Design (ITeG), University of Kassel, Kassel, Germany
- Institute of Information Management (IWI-HSG), University of St. Gallen, St. Gallen, Switzerland
| | - Miriam Leuchter
- Institute for Children and Youth Education, Educational Sciences, University of Kaiserslautern-Landau, Landau, Germany
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Lv J, Sun Z, Li H, Hou Y. The Role of Negative Perfectionism and the Relationship between Critical Thinking and the Halo Effect: Insights from Corporate Managers in Human Resources. Behav Sci (Basel) 2023; 13:533. [PMID: 37503980 PMCID: PMC10376162 DOI: 10.3390/bs13070533] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2023] [Revised: 06/20/2023] [Accepted: 06/22/2023] [Indexed: 07/29/2023] Open
Abstract
This research aims to explore the relationship between critical thinking and the halo effect among managers working in the Human Resources (HR) departments of corporations. By utilizing a sample of over 301 corporate HR managers as participants, this study provides valuable insight into the dynamics between critical thinking, the halo effect, and the mediating role of negative perfectionism. The findings of this study suggest a significant negative relationship between critical thinking and the halo effect, as well as a significant positive relationship between negative perfectionism and the halo effect. Notably, negative perfectionism acts as a mediator between critical thinking and the halo effect. Our research also reveals that compensation level moderates this relationship, with lower-income HR managers exhibiting a stronger association between negative perfectionism and the halo effect compared to higher-income HR managers. These findings significantly contribute to our understanding of the interplay between critical thinking and the halo effect among HR managers in corporate settings. Identifying negative perfectionism as a mediating factor clarifies the underlying mechanisms between critical thinking and the halo effect, while the moderating effect of compensation level highlights the importance of considering contextual factors. The practical implications of this research include the significance of promoting critical thinking skills among HR managers to mitigate the halo effect in job recruitment and performance evaluation. Additionally, organizations should prioritize fairness and consistency in compensation levels to minimize the influence of negative perfectionism and its impact on the halo effect.
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Affiliation(s)
- Jiayi Lv
- School of Psychological and Cognitive Sciences, Peking University, Beijing 100871, China
- Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing 100871, China
| | - Zhaoyang Sun
- School of Psychological and Cognitive Sciences, Peking University, Beijing 100871, China
- Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing 100871, China
| | - Hao Li
- Plateau Brain Science Research Center, Tibet University, Lhasa 850000, China
| | - Yubo Hou
- School of Psychological and Cognitive Sciences, Peking University, Beijing 100871, China
- Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing 100871, China
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Loyens SMM, van Meerten JE, Schaap L, Wijnia L. Situating Higher-Order, Critical, and Critical-Analytic Thinking in Problem- and Project-Based Learning Environments: A Systematic Review. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09757-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/28/2023]
Abstract
AbstractCritical thinking (CT) is widely regarded as an important competence to obtain in education. Students’ exposure to problems and collaboration have been proven helpful in promoting CT processes. These elements are present in student-centered instructional environments such as problem-based and project-based learning (P(j)BL). Next to CT, also higher-order thinking (HOT) and critical-analytic thinking (CAT) contain elements that are present in and fostered by P(j)BL. However, HOT, CT, and CAT definitions are often ill-defined and overlap. The present systematic review, therefore, investigated how HOT, CT, and CAT were conceptualized in P(j)BL environments. Another aim of this study was to review the evidence on the effectiveness of P(j)BL environments in fostering HOT, CT, or CAT. Results demonstrated an absence of CAT in P(j)BL research and a stronger focus on CT processes than CT dispositions (i.e., trait-like tendency or willingness to engage in CT). Further, while we found positive effects of P(j)BL on HOT and CT, there was a lack of clarity and consistency in how researchers conceptualized and measured these forms of thinking. Also, essential components of P(j)BL were often overlooked. Finally, we identified various design issues in effect studies, such as the lack of control groups, that bring the reported outcomes of those investigations into question.
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Lombardi D. On the Horizon: the Promise and Power of Higher Order, Critical, and Critical Analytical Thinking. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09763-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/28/2023]
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List A, Sun Y. To Clarity and Beyond: Situating Higher-Order, Critical, and Critical-Analytic Thinking in the Literature on Learning from Multiple Texts. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09756-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/28/2023]
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Murphy PK, Ogata TM, Schoute EC. “Valued” Thinking in Education: Liberating the Narrative. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09754-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/16/2023]
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Gao J, Hodis FA, Tait CF. University students' regulatory focus-mode profiles and their relationships with grit, critical thinking, effort regulation, and perceptions of academic success. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2021.111474] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
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The Cult of the Child: A Critical Examination of Its Consequences on Parents, Teachers and Children. SOCIAL SCIENCES 2022. [DOI: 10.3390/socsci11030141] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
The concept of the “cult of the child” highlights a radical change in child representation. Having been neglected and even disrespected for centuries, children are now valued, and their interests are placed above all others. This change in views of children, reflected in changes in laws, institutions and practices, has also spread to two pillars of our democratic societies, the family and the school, with a number of consequences for parents, teachers and children. The purpose of this article is to (1) describe the changes in thinking that have led to the cult of the child, (2) examine their consequences for children and parents, (3) examine their consequences for students and teachers, and (4) reflect on how to preserve the benefits of these changes while limiting the negative consequences.
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Toplak ME, Flora DB. Resistance to cognitive biases: Longitudinal trajectories and associations with cognitive abilities and academic achievement across development. JOURNAL OF BEHAVIORAL DECISION MAKING 2020. [DOI: 10.1002/bdm.2214] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Maggie E. Toplak
- Department of Psychology, LaMarsh Centre for Child and Youth Research York University Toronto Ontario Canada
| | - David B. Flora
- Department of Psychology York University Toronto Ontario Canada
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The contribution of argument knowledge to the comprehension and critical evaluation of argumentative text. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101903] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Hand B, Chen YC, Suh JK. Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach. EDUCATIONAL PSYCHOLOGY REVIEW 2020. [DOI: 10.1007/s10648-020-09550-0] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Dumas D, Dong Y. Development and calibration of the student opportunities for deeper learning instrument. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22292] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Denis Dumas
- Department of Research Methods and Information ScienceUniversity of Denver Denver Colorado
| | - Yixiao Dong
- Department of Research Methods and Information ScienceUniversity of Denver Denver Colorado
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Huhn K, Gilliland SJ, Black LL, Wainwright SF, Christensen N. Clinical Reasoning in Physical Therapy: A Concept Analysis. Phys Ther 2019; 99:440-456. [PMID: 30496522 DOI: 10.1093/ptj/pzy148] [Citation(s) in RCA: 43] [Impact Index Per Article: 8.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/29/2018] [Accepted: 08/29/2018] [Indexed: 02/09/2023]
Abstract
BACKGROUND Physical therapy, along with most health professions, struggles to describe clinical reasoning, despite it being a vital skill in effective patient care. This lack of a unified conceptualization of clinical reasoning leads to variable and inconsistent teaching, assessment, and research. OBJECTIVE The objective was to conceptualize a broad description of physical therapists' clinical reasoning grounded in the published literature and to unify understanding for future work related to teaching, assessment, and research. DESIGN/METHODS The design included a systematic concept analysis using Rodgers' evolutionary methodology. A concept analysis is a research methodology in which a concept's characteristics and the relation between features of the concept are clarified. RESULTS Based on findings in the literature, clinical reasoning in physical therapy was conceptualized as integrating cognitive, psychomotor, and affective skills. It is contextual in nature and involves both therapist and client perspectives. It is adaptive, iterative, and collaborative with the intended outcome being a biopsychosocial approach to patient/client management. LIMITATIONS Although a comprehensive approach was intended, it is possible that the search methods or reduction of the literature were incomplete or key sources were mistakenly excluded. CONCLUSIONS A description of clinical reasoning in physical therapy was conceptualized, as it currently exists in representative literature. The intent is for it to contribute to the unification of an understanding of how clinical reasoning has been conceptualized to date by practitioners, academicians, and clinical educators. Substantial work remains to further develop the concept of clinical reasoning for physical therapy, including the role of movement in our reasoning in practice.
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Affiliation(s)
- Karen Huhn
- School of Physical Therapy, Husson University, Bangor, ME 04401-2999 (USA)
| | | | - Lisa L Black
- Department of Physical Therapy, Creighton University, Omaha, Nebraska
| | - Susan F Wainwright
- Department of Physical Therapy, Thomas Jefferson University, Philadelphia, Pennsylvania
| | - Nicole Christensen
- Department of Physical Therapy, Thomas Jefferson University, Philadelphia, Pennsylvania
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Cheng S, Ferris M, Perolio J. An Innovative Classroom Approach for Developing Critical Thinkers in the Introductory Statistics Course. AM STAT 2018. [DOI: 10.1080/00031305.2017.1305293] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Sherri Cheng
- Department of Operations and IT Management, Saint Louis University, St. Louis, MO
| | - Mark Ferris
- Department of Operations and IT Management, Saint Louis University, St. Louis, MO
| | - Jessica Perolio
- University Honors Program, Saint Louis University, St. Louis, MO
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Santos SDL, Memmert D, Sampaio J, Leite N. The Spawns of Creative Behavior in Team Sports: A Creativity Developmental Framework. Front Psychol 2016; 7:1282. [PMID: 27617000 PMCID: PMC4999444 DOI: 10.3389/fpsyg.2016.01282] [Citation(s) in RCA: 58] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2016] [Accepted: 08/11/2016] [Indexed: 11/13/2022] Open
Abstract
Developing creativity in team sports players is becoming an increasing focus in sports sciences. The Creativity Developmental Framework is presented to provide an updated science based background. This Framework describes five incremental creative stages (beginner, explorer, illuminati, creator, and rise) and combines them into multidisciplinary approaches embodied in creative assumptions. In the first training stages, the emphasis is placed on the enrollment in diversification, deliberate play and physical literacy approaches grounded in nonlinear pedagogies. These approaches allow more freedom to discover different movement patterns increasing the likelihood of emerging novel, adaptive and functional solutions. In the later stages, the progressive specialization in sports and the differential learning commitment are extremely important to push the limits of the creative progress at higher levels of performance by increasing the range of skills configurations. Notwithstanding, during all developmental stages the teaching games for understanding, a game-centered approach, linked with the constraints-led approach play an important role to boost the tactical creative behavior. Both perspectives might encourage players to explore all actions possibilities (improving divergent thinking) and prevents the standardization in their actions. Overall, considering the aforementioned practice conditions the Creativity Developmental Framework scrutinizes the main directions that lead to a long-term improvement of the creative behavior in team sports. Nevertheless, this framework should be seen as a work in progress to be later used as the paramount reference in creativity training.
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Affiliation(s)
- Sara D L Santos
- Research Center in Sports Sciences, Health Sciences and Human Development, CreativeLab Research Community, University of Trás-os-Montes and Alto Douro Vila Real, Portugal
| | - Daniel Memmert
- Institute of Cognitive and Team/Racket Sport Research, German Sport University Cologne Cologne, Germany
| | - Jaime Sampaio
- Research Center in Sports Sciences, Health Sciences and Human Development, CreativeLab Research Community, University of Trás-os-Montes and Alto Douro Vila Real, Portugal
| | - Nuno Leite
- Research Center in Sports Sciences, Health Sciences and Human Development, CreativeLab Research Community, University of Trás-os-Montes and Alto Douro Vila Real, Portugal
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Finn P, Brundage SB, DiLollo A. Preparing Our Future Helping Professionals to Become Critical Thinkers: A Tutorial. ACTA ACUST UNITED AC 2016. [DOI: 10.1044/persp1.sig10.43] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Critical thinking is increasingly recognized as an essential knowledge and skill for the helping professions. Yet, our pedagogical literature has provided infrequent guidance on how instructors can help students to understand what “critical thinking” means or how it might contribute to their professional lives. Therefore, the purpose of this tutorial is to provide guidelines on how instructors might teach future practitioners to become critical thinkers. The main topics address an instructional definition of critical thinking, the basic knowledge and skills that comprise critical thinking, a broad view of instructional approaches, and a summary of developmental milestones of adult critical thinkers. Specific teaching strategies from instructors who have hands-on experience with guiding their students to become critical thinkers are included.
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Affiliation(s)
- Patrick Finn
- Department of Communication Sciences and Special Education, University of Georgia
Athens, GA
| | - Shelley B. Brundage
- Department of Speech and Hearing Science, George Washington University
Washington, D.C
| | - Anthony DiLollo
- Department of Communication Sciences and Disorders, Wichita State University
Wichita, KS
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Rodriguez F, Rhodes RE, Miller KF, Shah P. Examining the influence of anecdotal stories and the interplay of individual differences on reasoning. THINKING & REASONING 2016. [DOI: 10.1080/13546783.2016.1139506] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Byrnes JP, Vu LT. Educational neuroscience: definitional, methodological, and interpretive issues. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2015; 6:221-34. [PMID: 26263226 DOI: 10.1002/wcs.1345] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2014] [Revised: 01/16/2015] [Accepted: 01/25/2015] [Indexed: 11/11/2022]
Abstract
In this study, we hope to accomplish three aims as follows: (1) provide greater clarity regarding the nature and scope of the field of educational neuroscience, (2) propose a framework for understanding when and how neuroscientific research could be informative for educational practice, and (3) describe some examples of neuroscientific findings from the domains of reading and mathematics that are informative according to this framework. We propose that psychological models of learning-related processes should be the basis of instructional decisions, and that neuroscientific evidence in combination with traditional evidence from psychological experiments should be used to decide among competing psychological models. Our review of the neuroscientific evidence for both reading and mathematics suggests that while much has been learned over the past 20 years, there is still a 'disconnect' between contemporary psychological models that emphasize higher level skills and neuroscientific studies that focus on lower level skills. Moreover, few researchers have used neuroscientific evidence to decide among psychological models, but have focused instead on identifying the brain regions that subtend component skills of reading and math. Nevertheless, neuroscientific studies have confirmed the intrinsic relationship between reading and spoken language, revealed interesting predictive relationships between anatomical structures and reading and math disabilities, and there is the potential for fruitful collaborations between neuroscientists and psychologists in the future.
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Affiliation(s)
- James P Byrnes
- Psychological Studies in Education, Temple University, Philadelphia, PA, USA
| | - Lien T Vu
- Psychological Studies in Education, Temple University, Philadelphia, PA, USA
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Thinking Critically and Analytically about Critical-Analytic Thinking: an Introduction. EDUCATIONAL PSYCHOLOGY REVIEW 2014. [DOI: 10.1007/s10648-014-9283-1] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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