1
|
Deng F, Bueber MA, Cao Y, Tang J, Bai X, Cho Y, Lee J, Lin Z, Yang Q, Keshavan MS, Stone WS, Qian M, Yang LH, Phillips MR. Assessing social cognition in patients with schizophrenia and healthy controls using the reading the mind in the eyes test (RMET): a systematic review and meta-regression. Psychol Med 2024; 54:847-873. [PMID: 38173096 DOI: 10.1017/s0033291723003501] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/05/2024]
Abstract
The reading the mind in the eyes test (RMET) - which assesses the theory of mind component of social cognition - is often used to compare social cognition between patients with schizophrenia and healthy controls. There is, however, no systematic review integrating the results of these studies. We identified 198 studies published before July 2020 that administered RMET to patients with schizophrenia or healthy controls from three English-language and two Chinese-language databases. These studies included 41 separate samples of patients with schizophrenia (total n = 1836) and 197 separate samples of healthy controls (total n = 23 675). The pooled RMET score was 19.76 (95% CI 18.91-20.60) in patients and 25.53 (95% CI 25.19-25.87) in controls (z = 12.41, p < 0.001). After excluding small-sample outlier studies, this difference in RMET performance was greater in studies using non-English v. English versions of RMET (Chi [Q] = 8.54, p < 0.001). Meta-regression analyses found a negative association of age with RMET score and a positive association of years of schooling with RMET score in both patients and controls. A secondary meta-analysis using a spline construction of 180 healthy control samples identified a non-monotonic relationship between age and RMET score - RMET scores increased with age before 31 and decreased with age after 31. These results indicate that patients with schizophrenia have substantial deficits in theory of mind compared with healthy controls, supporting the construct validity of RMET as a measure of social cognition. The different results for English versus non-English versions of RMET and the non-monotonic relationship between age and RMET score highlight the importance of the language of administration of RMET and the possibility that the relationship of aging with theory of mind is different from the relationship of aging with other types of cognitive functioning.
Collapse
Affiliation(s)
- Fei Deng
- Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
- University of Nottingham School of Economics (Ningbo China), Zhejiang, China
| | - Marlys A Bueber
- Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Yourong Cao
- Guangxi Medical University School of Public Health, Guangxi, China
- The Reproductive Hospital of Guangxi Zhuang Autonomous Region, Guangxi, China
| | - Jeff Tang
- New York University, New York, NY, USA
| | - Xinyu Bai
- Guangxi Medical University School of Public Health, Guangxi, China
- Guangxi Academy of Medical Sciences & The People's Hospital of Guangxi Zhuang Autonomous Region, Guangxi, China
| | - Young Cho
- New York State Psychiatric Institute, New York, NY, USA
| | - Jiwon Lee
- Teachers College, Columbia University, New York, NY, USA
| | - Zhuozhi Lin
- Department of Mental Health, Bloomberg School of Public Health, Johns Hopkins University, Baltimore, MD, USA
| | - Qi Yang
- Ningxia Medical University School of Public Health, Ningxia, China
| | - Matcheri S Keshavan
- Harvard Medical School Department of Psychiatry at Beth Israel Deaconess Medical Center, Boston, MA, USA
| | - William S Stone
- Harvard Medical School Department of Psychiatry at Beth Israel Deaconess Medical Center, Boston, MA, USA
| | - Min Qian
- Department of Biostatistics, Columbia University Mailman School of Public Health, New York, NY, USA
| | - Lawrence H Yang
- New York University, New York, NY, USA
- Department of Epidemiology, Columbia University Mailman School of Public Health, New York, NY, USA
| | - Michael R Phillips
- Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
- Department of Epidemiology, Columbia University Mailman School of Public Health, New York, NY, USA
- Department of Psychiatry, Columbia University, New York, NY, USA
| |
Collapse
|
2
|
Smogorzewska J, Szumski G, Bosacki S, Grygiel P, Osterhaus C. Longitudinal relations between theory of mind and academic achievement among deaf and hard-of-hearing school-aged children. J Exp Child Psychol 2024; 239:105806. [PMID: 37967482 DOI: 10.1016/j.jecp.2023.105806] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Revised: 10/12/2023] [Accepted: 10/15/2023] [Indexed: 11/17/2023]
Abstract
This 2-year longitudinal study investigated the bidirectional relations between the development of theory of mind (ToM) and academic competences in a sample of 270 deaf and hard-of-hearing (DHH) children (Mage at Wave 1 = 7.52 years, SD = 0.99; 58.5% boys and 41.5% girls). Across three waves (10 months apart), children were assessed for their ToM abilities, using the ToM scale and a second-order false belief task, as well as for their language and mathematics skills. Cross-lagged correlational analysis revealed significant bidirectional associations between ToM and academic achievement (language and mathematics). That is, ToM predicted academic achievement with similar strength as ToM development itself was predicted by academic achievement. Our results highlight the bidirectional nature of the association between ToM and academic achievement, and they show that ToM development plays a crucial role in DHH children's school functioning.
Collapse
Affiliation(s)
| | - Grzegorz Szumski
- Faculty of Education, University of Warsaw, 00-561 Warsaw, Poland
| | - Sandra Bosacki
- Faculty of Education, Brock University, St. Catharines, Ontario L2S 3A1, Canada
| | - Paweł Grygiel
- Faculty of Philosophy, Jagiellonian University, 31-007 Cracow, Poland
| | | |
Collapse
|
3
|
Baggio JA, Freeman J, Coyle TR, Anderies JM. Harnessing the benefits of diversity to address socio-environmental governance challenges. PLoS One 2022; 17:e0263399. [PMID: 35947612 PMCID: PMC9365146 DOI: 10.1371/journal.pone.0263399] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Accepted: 01/18/2022] [Indexed: 11/19/2022] Open
Abstract
Solving complex problems, from biodiversity conservation to reducing inequality, requires large scale collective action among diverse stakeholders to achieve a common goal. Research relevant to meeting this challenge must model the interaction of stakeholders with diverse cognitive capabilities and the complexity of the problem faced by stakeholders to predict the success of collective action in various contexts. Here, we build a model from first principles of cognitive abilities, diversity, and socio-environmental complexity to identify the sets of conditions under which groups most effectively engage in collective action to solve governance problems. We then fit the model to small groups, U.S. states, and countries. Our model illustrates the fundamental importance of understanding the interaction between cognitive abilities, diversity, and the complexity of socio-environmental challenges faced by stakeholders today. Our results shed light on the ability of groups to solve complex problems and open new avenues of research into the interrelationship between cognition, institutions, and the environments in which they co-evolve.
Collapse
Affiliation(s)
- Jacopo A. Baggio
- School of Politics, Security, and International Affairs, University of Central Florida, Orlando, Florida, United States of America
- National Center for Integrated Coastal Research, University of Central Florida, Orlando, Florida, United States of America
- * E-mail:
| | - Jacob Freeman
- Anthropology Program, Utah State University, Logan, UT, United States of America
- The Ecology Center, Utah State University, Logan, UT, United States of America
| | - Thomas R. Coyle
- Department of Psychology, University of Texas at San Antonio, San Antonio, TX, United States of America
| | - John M. Anderies
- School of Sustainability, Arizona State University, Tempe, AZ, United States of America
- School of Human Evolution and Social Change, Arizona State University, Tempe, AZ, United States of America
| |
Collapse
|
4
|
Navarro E. What is theory of mind? A psychometric study of theory of mind and intelligence. Cogn Psychol 2022; 136:101495. [PMID: 35751918 DOI: 10.1016/j.cogpsych.2022.101495] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2022] [Revised: 05/27/2022] [Accepted: 06/07/2022] [Indexed: 11/29/2022]
Abstract
Theory of mind (ToM) is an essential ability for social competence and communication, and it is necessary for understanding behaviors that differ from our own (Premack & Woodruff, 1978). Recent research suggests that tasks designed to measure ToM do not adequately capture a single ToM ability (Warnell & Redcay, 2019; Quesque & Rossetti, 2020) and, instead, might be related to tasks of general cognitive ability (Coyle, Elpers, Gonzalez, Freeman, & Baggio, 2018). This hinders the interpretation of experimental findings and puts into question the validity of the ToM construct. The current study is the first psychometric assessment of the structure of ToM to date. Comparing ToM to crystallized intelligence (Gc) and fluid intelligence (Gf), the study aims to (a) understand whether ToM should be considered a monolithic ability and (b) explore whether tasks of ToM adequately assess ToM, above and beyond general cognitive ability. For this, confirmatory factor analyses (CFAs), exploratory factor analysis (EFA), and exploratory network analysis (NMA) were conducted. The results of the models largely point to the same conclusion: while ToM tasks are not merely assessing cognitive ability, they are not purely assessing a single ToM construct either. Importantly, these findings align with recent theoretical accounts proposing that ToM should not be considered a monolithic construct (Quesque & Rossetti, 2020; Schaafsma, Pfaff, Spunt, & Adolphs, 2015, Devaine, Hollard, & Daunizeau, 2014), and should instead be explored and measured as multiple domains.
Collapse
Affiliation(s)
- Ester Navarro
- Center for Applied Brain and Cognitive Sciences, Tufts University, School of Engineering, 177 College Ave, Medford, MA 02155, United States.
| |
Collapse
|
5
|
Demetriou A, Mougi A, Spanoudis G, Makris N. Changing developmental priorities between executive functions, working memory, and reasoning in the formation of g from 6 to 12 years. INTELLIGENCE 2022. [DOI: 10.1016/j.intell.2021.101602] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
6
|
Elpers KE, Coyle TR. Measuring Individual Differences in Measures of Autism Spectrum Disorders. JOURNAL OF INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1027/1614-0001/a000351] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. Previous research suggests that theory of mind tasks such as the Reading the Mind in the Eyes Test (RMET) are correlated with general intelligence ( g). The present study replicated and extended this research by testing correlations between g, the RMET, and two related measures, the empathy quotient (EQ) and systematizing quotient (SQ). The RMET, EQ, and SQ were all significantly correlated with g (r = .27 with RMET; r = −.15 with EQ; r = .27 with SQ). To determine if the RMET, EQ, and SQ derive their predictive power from g, a hierarchical regression examined whether the RMET, EQ, and SQ predicted feelings toward STEM and humanities after controlling for g. The EQ and SQ continued to significantly predict feelings toward STEM (β = −.20 for EQ; β = .42 for SQ) after controlling for g, and the RMET and EQ continued to significantly predict feelings toward humanities (β = .10 for RMET; β = .20 for EQ) after controlling for g, suggesting that these measures do not entirely derive their predictive power from g.
Collapse
Affiliation(s)
- Karrie E. Elpers
- Department of Psychology, University of Texas at San Antonio, TX, USA
| | - Thomas R. Coyle
- Department of Psychology, University of Texas at San Antonio, TX, USA
| |
Collapse
|
7
|
Smogorzewska J, Szumski G, Bosacki S, Grygiel P, Karwowski M. School engagement, sensitivity to criticism and academic achievement in children: The predictive role of theory of mind. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2021.102111] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
|
8
|
The future of intelligence: The central meaning-making unit of intelligence in the mind, the brain, and artificial intelligence. INTELLIGENCE 2021. [DOI: 10.1016/j.intell.2021.101562] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
|
9
|
Isaksson J, Neufeld J, Bölte S. What's the Link Between Theory of Mind and Other Cognitive Abilities - A Co-twin Control Design of Neurodevelopmental Disorders. Front Psychol 2021; 12:575100. [PMID: 34168585 PMCID: PMC8217460 DOI: 10.3389/fpsyg.2021.575100] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Accepted: 04/23/2021] [Indexed: 12/19/2022] Open
Abstract
Theory of mind (ToM), or the ability to attribute mental states to oneself and others, is a core element of social cognition (SC). Even though its importance for social functioning in general, and neurodevelopmental disorders (NDDs), in particular, is well established, the links between ToM and other cognitive functions are not. Especially the familial underpinnings of such links remain unclear. Using a co-twin control design, we examined N = 311 twins (mean age M = 17.19 years, 47% females) diagnosed with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), other NDDs, or typically developing individuals. We used the Reading the Mind in the Eyes Test to operationalize ToM, the Fragmented Pictures Test for central coherence (CC), the Tower Test for executive functioning (EF), and the general ability index in the Wechsler Intelligence Scales for IQ. In the linear regressions, weak CC and a lower IQ were associated with a reduced ToM ability across pairs. Female sex and higher age were robustly associated with increased ToM ability, whereas EF was not associated with ToM. In the within-pair analyses, where unmeasured familial confounders are implicitly adjusted, the associations between ToM and other cognitive functions, were attenuated and the association with CC was non-significant. The result suggests that familial factors shared by the twins, such as genetic and shared environment, influence the association between CC, IQ, and ToM. Future studies need to include a larger sample of monozygotic twins, who are genetically identical, in order to draw more firm conclusions regarding the influence of familial factors, and to differentiate between shared environmental and genetic effects on the associations between cognitive functions.
Collapse
Affiliation(s)
- Johan Isaksson
- Department of Neuroscience, Child and Adolescent Psychiatry Unit, Uppsala University, Uppsala, Sweden.,Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet and Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
| | - Janina Neufeld
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet and Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
| | - Sven Bölte
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet and Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden.,Curtin Autism Research Group, Curtin School of Allied Health, Curtin University, Perth, WA, Australia.,Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
| |
Collapse
|
10
|
Navarro E, Goring SA, Conway ARA. The Relationship between Theory of Mind and Intelligence: A Formative g Approach. J Intell 2021; 9:jintelligence9010011. [PMID: 33669504 PMCID: PMC7930964 DOI: 10.3390/jintelligence9010011] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2020] [Revised: 01/07/2021] [Accepted: 02/05/2021] [Indexed: 12/11/2022] Open
Abstract
Theory of Mind (ToM) is the ability understand that other people’s mental states may be different from one’s own. Psychometric models have shown that individual differences in ToM can largely be attributed to general intelligence (g) (Coyle et al. 2018). Most psychometric models specify g as a reflective latent variable, which is interpreted as a general ability that plays a causal role in a broad range of cognitive tasks, including ToM tasks. However, an alternative approach is to specify g as a formative latent variable, that is, an overall index of cognitive ability that does not represent a psychological attribute (Kovacs and Conway 2016). Here we consider a formative g approach to the relationship between ToM and intelligence. First, we conducted an SEM with reflective g to test the hypothesis that ToM is largely accounted for by a general ability. Next, we conducted a model with formative g to determine whether the relationship between ToM and intelligence is influenced by domain-specific tasks. Finally, we conducted a redundancy analysis to examine the contribution of each g variable. Results suggest that the relationship between ToM and intelligence in this study was influenced by language-based tasks, rather than solely a general ability.
Collapse
|
11
|
Eidenmueller K, Grimm F, Hermann D, Frischknecht U, Montag C, Dziobek I, Kiefer F, Bekier NK. Exploring Influences on Theory of Mind Impairment in Opioid Dependent Patients. Front Psychiatry 2021; 12:721690. [PMID: 34887783 PMCID: PMC8649648 DOI: 10.3389/fpsyt.2021.721690] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Accepted: 11/01/2021] [Indexed: 11/13/2022] Open
Abstract
Theory of mind (ToM) is an aspect of social cognition impaired in different addictive disorders, including opioid addiction. This study aimed at replicating ToM deficits in opioid dependent patients undergoing opioid maintenance treatment (OMT) and exploring the influence of substance use related variables, executive functions and childhood maltreatment on ToM in opioid dependent patients. 66 opioid dependent patients were tested using the Movie for Assessment of Social Cognition (MASC) and compared with the data of healthy controls. Furthermore, the opioid dependent patients underwent testing for executive functions and filled in the Childhood Trauma Questionnaire (CTQ). Performance on the MASC was significantly poorer in the opioid dependence group than in the control group, even when recent additional drug use and psychiatric comorbidities were controlled for. No correlations were found between ToM and substance use related factors. Aspects of ToM performance in opioid dependent patients correlated significantly with different EF domains. ToM correlated significantly with the CTQ scales for physical maltreatment. The results confirm impaired ToM in opioid dependent patients and highlight executive functions and childhood maltreatment as influential factors. The lack of associations between ToM and substance use related variables and the association with childhood maltreatment suggest that ToM impairments might be a risk factor predating substance abuse.
Collapse
Affiliation(s)
- Katharina Eidenmueller
- Department of Addictive Behaviors and Addiction Medicine, Central Institute of Mental Health, Mannheim, Germany
| | - Franz Grimm
- Department of Addictive Behaviors and Addiction Medicine, Central Institute of Mental Health, Mannheim, Germany
| | | | - Ulrich Frischknecht
- Department of Addictive Behaviors and Addiction Medicine, Central Institute of Mental Health, Mannheim, Germany.,German Institute of Addiction and Prevention Research, Catholic University of Applied Sciences Nordrhein-Westfalen, Koeln, Germany
| | - Christiane Montag
- Department of Psychiatry and Neurosciences, Charité University Medicine, Berlin, Germany
| | - Isabel Dziobek
- Berlin School of Mind and Brain, Institute of Psychology, Humboldt-Universität Zu Berlin, Berlin, Germany
| | - Falk Kiefer
- Department of Addictive Behaviors and Addiction Medicine, Central Institute of Mental Health, Mannheim, Germany
| | - Nina Kim Bekier
- Department of Addictive Behaviors and Addiction Medicine, Central Institute of Mental Health, Mannheim, Germany
| |
Collapse
|
12
|
On the (lack of) association between theory of mind and executive functions: a study in a non-clinical adult sample. Sci Rep 2020; 10:17283. [PMID: 33057089 PMCID: PMC7560896 DOI: 10.1038/s41598-020-74476-0] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2020] [Accepted: 10/01/2020] [Indexed: 11/08/2022] Open
Abstract
We investigated in a sample of non-clinical adults the association between Theory of Mind (ToM) and Executive Functions (EFs), that is the set of skills that allow people to control and modulate lower-level cognitive processes in order to produce appropriate behaviour. To this aim, we assessed both affective (i.e., understanding other people's emotions and feelings) and cognitive (i.e., understanding others' beliefs and intentions) ToM, as well four subcomponents of EFs, that is Updating, Shifting, Inhibition, and Access. The association between ToM and non-verbal fluid intelligence, verbal reasoning, and cognitive estimation abilities was also investigated. Eighty-one healthy participants were recruited, and a set of psychometrically validated tests was administered. Multiple regression analyses were run to assess significant predictors of ToM performance when potentially confounding predictors (sociodemographic variables) were controlled for. Results showed a lack of association between affective/cognitive ToM and EFs, whereas non-verbal fluid intelligence for cognitive ToM and verbal reasoning for affective ToM were found to be significant predictors of ToM performance. These results represent a contribution toward a deeper understanding of the ToM-EFs relationships and highlight the importance of broadening the analysis of these relationships to the role played by other domain-general functions in both affective and cognitive ToM.
Collapse
|
13
|
Social and general intelligence improves collective action in a common pool resource system. Proc Natl Acad Sci U S A 2020; 117:7712-7718. [PMID: 32209670 DOI: 10.1073/pnas.1915824117] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
On a planet experiencing global environmental change, the governance of natural resources depends on sustained collective action by diverse populations. Engaging in such collective action can only build upon the foundation of human cognition in social-ecological settings. To help understand this foundation, we assess the effect of cognitive abilities on the management of a common pool resource. We present evidence that two functionally distinct cognitive abilities, general and social intelligence, improve the ability of groups to manage a common pool resource. Groups high in both forms of intelligence engage in more effective collective action that is also more consistent, despite social or ecological change. This result provides a foundation for integrating the effects of cognitive abilities with other dimensions of cognitive diversity to explain when groups will and will not sustainably govern natural resources.
Collapse
|
14
|
Kazi S, Kazali E, Makris N, Spanoudis G, Demetriou A. Cognizance in cognitive development: A longitudinal study. COGNITIVE DEVELOPMENT 2019. [DOI: 10.1016/j.cogdev.2019.100805] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
|
15
|
Brown MI, Ratajska A, Hughes SL, Fishman JB, Huerta E, Chabris CF. The social shapes test: A new measure of social intelligence, mentalizing, and theory of mind. PERSONALITY AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.paid.2019.01.035] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
|