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Álvarez CJ, García-Saavedra G, Luque JL, Taft M. Syllabic parsing in children: a developmental study using visual word-spotting in Spanish. JOURNAL OF CHILD LANGUAGE 2017; 44:380-401. [PMID: 26876276 DOI: 10.1017/s0305000916000040] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Some inconsistency is observed in the results from studies of reading development regarding the role of the syllable in visual word recognition, perhaps due to a disparity between the tasks used. We adopted a word-spotting paradigm, with Spanish children of second grade (mean age: 7 years) and sixth grade (mean age: 11 years). The children were asked to detect one-syllable words that could be found at the beginning of pseudo-words, with the boundary between the word and the remaining letters being manipulated. The end of the embedded word could either match the syllabic boundary (e.g. the word FIN in the pseudo-word FINLO, where the syllable boundary is between N and L) or not (e.g. FINUS, where the syllable boundary is located between I and N). The results showed that children of both grades were faster in the syllabic than the non-syllabic condition, and that the magnitude of this effect was the same regardless of reading ability. The results suggest an early universality in the use of syllables in Spanish, regardless of reading level.
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Affiliation(s)
- Carlos J Álvarez
- Departamento de Psicología Cognitiva.Universidad de La Laguna(Tenerife,Spain)
| | | | - Juan L Luque
- Departamento de Psicología Evolutiva y de la Educación.Universidad de Málaga(Spain)
| | - Marcus Taft
- School of Psychology.University of New South Wales(Sydney,Australia)
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Assessment of Reading Precursors in Spanish-Speaking Children. SPANISH JOURNAL OF PSYCHOLOGY 2016; 19:E85. [PMID: 27881196 DOI: 10.1017/sjp.2016.92] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
This study's purpose was to analyse basic reading processes in different age groups of Spanish-speaking children using confirmatory factor analysis (CFA) and regression analysis. Two hundred forty-five children (aged 4 years and 9 months, to 9 years and 7 months; 120 boys, 125 girls), native Spanish-speakers, were selected from schools in Madrid. All participants were in either their last year of preschool or the first three years of elementary school, depending on their age. Nine classic reading tasks were created and administered to measure three reading skills: word recognition, phonological awareness, and reading comprehension. The results of the CFA show that data fit to proposed model with a general reading factor based on these three reading skills χ2(27) = 29.03, p = .36, RMSEA = .02, 90% CIs [.0, .05], CFI = 1.0. The word recognition skills were the best at describing reading performance in preschool children (R 2 = .51 for word identification task); phonological awareness, especially rhyme identification task, discriminated well until second grade (R 2 = .60); and finally, reading comprehension, basically phrase completion task, were the best measure of reading performance in third grade (R 2 = .45).
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The Relationship Between Social and Emotional Integration and Reading Ability in Students With and Without Special Educational Needs in Inclusive Classes. JOURNAL OF COGNITIVE EDUCATION AND PSYCHOLOGY 2015. [DOI: 10.1891/1945-8959.14.2.180] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
This longitudinal study focuses on the development of reading abilities and its relationship with social and emotional integration in students with and without special educational needs (SEN). The first measurements (Time 1 [T1]) took place at the end of 5th grade; the second series (Time 2 [T2]) were 1 year later. Participants were 18 students with SEN, 18 students without SEN matched on intelligence with the SEN group, and 18 students without SEN with average IQs, all from integration classes in regular secondary education in Austria. The students with SEN consistently showed the lowest reading abilities in reading fluency of words and nonwords, sentence comprehension, and text comprehension, followed by the low-IQ students. The average-IQ students always showed the highest reading abilities. Students with SEN reported being less socially integrated than low-IQ students without SEN. Average-IQ students show the highest social integration. However, students with SEN showed a similar level of emotional integration as their peers. Regression analyses showed, as expected, that T1 measures of reading fluency of words and nonwords as well as sentence comprehension and text comprehension all predicted T2 measures of these variables. Intelligence was an additional predictor for word reading fluency in the average-IQ group only. Social and emotional integration appeared to be additional predictors for text comprehension at T2 for students with SEN but not for the other groups. The results of this study suggest that students will learn better when they feel socially and emotionally integrated.
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Lexical and phonological processing in visual word recognition by stuttering children: evidence from Spanish. SPANISH JOURNAL OF PSYCHOLOGY 2014; 17:E57. [PMID: 26055643 DOI: 10.1017/sjp.2014.58] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
A number of studies have pointed out that stuttering-like disfluencies could be the result of failures in central and linguistic processing. The goal of the present paper is to analyze if stuttering implies deficits in the lexical and phonological processing in visual word recognition. This study compares the performance of 28 children with and without stuttering in a standard lexical decision task in a transparent orthography: Spanish. Word frequency and syllable frequency were manipulated in the experimental words. Stutterers were found to be considerably slower (in their correct responses) and produced more errors than the non- stutterers (χ(1) = 36.63, p < .001, η2 = .60). There was also a facilitation effect of syllable frequency, restricted to low frequency words and only in the stutterers group (t1(10) = 3.67, p < .005; t2(36) = 3.10, p < .001). These outcomes appear to suggest that the decoding process of stutterers exhibits a deficit in the interface between the phonological-syllabic level and the word level.
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Luque JL, López-Zamora M, Alvarez CJ, Bordoy S. Beyond decoding deficit: inhibitory effect of positional syllable frequency in dyslexic Spanish children. ANNALS OF DYSLEXIA 2013; 63:239-252. [PMID: 23780714 DOI: 10.1007/s11881-013-0082-z] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/27/2012] [Accepted: 05/20/2013] [Indexed: 06/02/2023]
Abstract
This study explores whether activation and inhibition word processes contribute to the characteristic speed deficits found in transparent orthographies (Wimmer, Appl Psycholinguist 14:1-33, 1993). A second and fourth grade sample of normal school readers and dyslexic school readers participated in a lexical decision task. Words were manipulated according to two factors: word frequency (high vs. low) and syllable frequency (high vs. low). It has been repeatedly found that words with high-frequency syllables require extra time for deactivating the lexical syllabic neighbors: the so-called inhibitory effect of positional frequency syllable (Carreiras et al., J Mem Lang 32:766-780, 1993). We hypothesized that dyslexic readers would show a stronger inhibitory effect than normal readers because they are slower decoders and they may also be slower at the activation and inhibition of word representations that are competing (i.e., syllabic candidates). Results indicated an interaction between word and syllable frequency (i.e., a strong inhibitory effect was found in the low-frequency word condition). According to our hypothesis, the inhibitory effect size was almost three times bigger in dyslexics than in the normal readers. This difference shows an alteration, not a developmental lag. Interestingly, the inhibitory effect size did not interact with school grade. Thus, reading experience did not impact the lexical processes involved on the inhibitory effect. Our outcomes showed how activation and/or inhibition of lexical processes can contribute to the lack of speed beyond decoding deficit.
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Chetail F, Mathey S. Interaction between phonemic abilities and syllable congruency effect in young readers. JOURNAL OF CHILD LANGUAGE 2013; 40:492-508. [PMID: 22214650 DOI: 10.1017/s0305000911000493] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
This study investigated whether and to what extent phonemic abilities of young readers (Grade 5) influence syllabic effects in reading. More precisely, the syllable congruency effect was tested in the lexical decision task combined with masked priming in eleven-year-old children. Target words were preceded by a pseudo-word prime sharing the first three letters that either corresponded to the syllable (congruent condition) or not (incongruent condition). The data showed that the syllable priming effect interacted with the score of phonemic abilities. In children with good phonemic skills, word recognition was delayed in the congruent condition compared to the incongruent condition, while it was speeded up in children with weaker phonemic skills. These findings are discussed in a lexical access model including syllable units.
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Affiliation(s)
- Fabienne Chetail
- Laboratoire Cognition Langage De´veloppement (LCLD), Universite´ Libre de Bruxelles – Avenue F. Roosevelt, 50/CP 191–1050 Brussels – Belgium.
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Jiménez JE, Rodríguez C, Ramírez G. Spanish developmental dyslexia: prevalence, cognitive profile, and home literacy experiences. J Exp Child Psychol 2009; 103:167-85. [PMID: 19321176 DOI: 10.1016/j.jecp.2009.02.004] [Citation(s) in RCA: 55] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2008] [Revised: 02/07/2009] [Accepted: 02/12/2009] [Indexed: 11/28/2022]
Abstract
This study was designed to examine the prevalence, cognitive profile, and home literacy experiences in subtypes of Spanish developmental dyslexia. The subtyping procedure used comparison with chronological-age-matched and reading-level controls on reaction times and accuracy responses to high-frequency words and pseudowords. Using regression-based procedures, 8 phonological dyslexics and 16 surface dyslexics were identified from a sample of 35 dyslexic fourth graders by comparing them with chronological-age-matched controls on reaction times to high-frequency word and pseudoword reading. However, when the dyslexic subtypes were defined by reference to reading-level controls, 12 phonological dyslexics were defined but only 5 surface dyslexics were identified. Both dyslexic subtypes showed a deficit in phonological awareness, but children with surface dyslexia also showed a deficit in orthographical processing assessed by a homophone comprehension task. This deficit was associated with poor home literacy experiences, with the group of parents with children matched in reading age, in comparison with the group of parents with children with surface dyslexia, reporting more literacy home experiences.
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Affiliation(s)
- Juan E Jiménez
- Departamento de Psicología Evolutiva y de la Educación, Universidad de La Laguna, Campus de Guajara, Islas Canarias 38200, Spain.
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Jiménez JE, Hernández-Valle I, Ramírez G, Ortiz MDR, Rodrigo M, Estévez A, O'Shanahan I, García E, Trabaue MDLL. Computer speech-based remediation for reading disabilities: the size of spelling-to-sound unit in a transparent orthography. SPANISH JOURNAL OF PSYCHOLOGY 2007; 10:52-67. [PMID: 17549878 DOI: 10.1017/s1138741600006314] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
This study was designed to assess the effects of four reading-training procedures for children with reading disabilities (RD) in a transparent orthography, with the aim of examining the effects of different spelling-to-sound units in computer speech-based reading. We selected a sample of 83 Spanish children aged between 7 years 1 month and 10 years 6 months (M = 105.2, SD = 7.8) whose pseudoword reading performance was below the 25th percentile and IQ > 90. The participants were randomly assigned to five groups: (a) the whole-word training group (WW) (n = 17), (b) the syllable training group (S)(n = 16), (c) the onset-rime training group (OR) (n = 17), (d) the phoneme training group (P) (n = 15), and (e) the untrained control group (n = 18). Children were pre- and post-tested in word recognition, reading comprehension, phonological awareness, and orthographic and phonological tasks. The results indicate that experimental groups who participated in the phoneme and syllable conditions improved their word recognition in comparison with the control group. In addition, dyslexics who participated in the phoneme, syllable, and onset-rime conditions made a greater number of requests during computer-based word reading under conditions that required extensive phonological computation (low frequency words and long words). Reading time, however, was greater for long words in the phoneme group during computer-based reading. These results suggest the importance of training phonological processes in improving word decoding in children with dyslexia who learn in a consistent orthography.
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Affiliation(s)
- Juan E Jiménez
- Departamento de Psicología Evolutiva y de la Educación, Universidad de La Laguna, Campus de Guajara, 38200 Islas Canarias, España.
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Kandel S, Valdois S. French and Spanish-speaking children use different visual and motor units during spelling acquisition. ACTA ACUST UNITED AC 2006. [DOI: 10.1080/01690960500095946] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Jiménez JE, Guzmán R. The Influence of Code-Oriented Versus Meaning-Oriented Approaches to Reading Instruction on Word Recognition in the Spanish Language. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2003. [DOI: 10.1080/00207590244000197] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Jiménez JE, del Rosario Ortiz M, Rodrigo M, Hernández-Valle I, Ramírez G, Estévez A, O'Shanahan I, de la Luz Trabaue M. Do the effects of computer-assisted practice differ for children with reading disabilities with and without IQ-achievement discrepancy? JOURNAL OF LEARNING DISABILITIES 2003; 36:34-47. [PMID: 15490890 DOI: 10.1177/00222194030360010501] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, based on a standard score comparison (i.e., the difference between IQ and achievement standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 "garden-variety" (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading comprehension, phonological awareness, and visual and phonological tasks. The results indicated that both computer-assisted intervention groups showed improved word recognition compared to the control group. Nevertheless, children with dyslexia had more difficulties than GV poor readers during computer-based word reading under conditions that required extensive phonological computation, because their performance was more affected by low-frequency words and long words. In conclusion, we did not find empirical evidence in favor of the IQ-achievement discrepancy definition of reading disability, because IQ did not differentially predict treatment outcomes.
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Affiliation(s)
- Juan E Jiménez
- Developmental and Educational Psychology Department, University of La Laguna, Islas Canarias, Spain.
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Jiménez JE, Siegel LS, López MR. The relationship between IQ and reading disabilities in English-speaking Canadian and Spanish children. JOURNAL OF LEARNING DISABILITIES 2003; 36:15-23. [PMID: 15490888 DOI: 10.1177/00222194030360010301] [Citation(s) in RCA: 18] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
This study was designed to examine the role of intelligence (IQ) in the definition of reading disabilities (RD) in languages with different orthographic systems. A sample of 94 Spanish children and 157 English-speaking Canadian children with RD was classified into four groups on the basis of IQ scores from the Wechsler Intelligence Scale for Children-Revised (< 80; 81-90; 91-109; 110-140). We examined the reading and spelling skills of Canadian and Spanish children as a function of Full Scale, Verbal, and Performance IQ scores. Significant differences between the languages were found when reading performance was analyzed as a function of Verbal IQ scores, in that there were some differences between the groups of Canadian children with RD but not between the groups of Spanish children. The Canadian children with Verbal IQ scores < 80 demonstrated relatively lower performance in reading and spelling skills than the Canadian groups with higher IQ scores. There were differences in reading tasks as a function of Performance IQ in English but not in Spanish. The differences in the role of IQ as a function of orthographic systems may relate to the greater significance of visual-orthographic as opposed to phonological processing in English.
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Affiliation(s)
- Juan E Jiménez
- Developmental and Educational Psychology Department, Universidad de La Laguna, Islas Canarias, Spain
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Reading Disability as a Deficit in Functional Coordination. BASIC FUNCTIONS OF LANGUAGE, READING AND READING DISABILITY 2002. [DOI: 10.1007/978-1-4615-1011-6_11] [Citation(s) in RCA: 39] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
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Sánchez-Miguel E, García-Sánchez JN. The decade 1989-1998 in Spanish psychology: an analysis of research in development and educational psychology. THE SPANISH JOURNAL OF PSYCHOLOGY 2001; 4:182-202. [PMID: 11723641 DOI: 10.1017/s1138741600005746] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
In this study, we identified 67 research trends that meet the criteria of this special issue. In the following pages, all the research trends will be reviewed, grouped into five categories: personal and social development, cognitive and linguistic development, developmental and educational contexts, cognition and instruction, and development and learning disabilities. A general overview of the area is obtained by dividing each category into subcategories, thus arranging the identified research trends in a four-level hierarchical structure. Taking into account this analysis, in our Conclusions section, we note the regularities with regard to the issues that have been studied the most, the predominant type of works, and, more important, the most noteworthy imbalances. We reached six conclusions: (1) Research on educational changes predominates over the study of developmental changes; (2) the study of formal education is predominant over informal education; (3) cognitive-linguistic aspects predominate over personal and social aspects; (4) application of knowledge predominates over the generation of new knowledge; (5) new educational-practice proposals predominate over the study of these educational practices; and (6) the study of change is not related to the proposals that promote change.
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Affiliation(s)
- E Sánchez-Miguel
- Departamento de Psicología Evolutiva y de la Educación, Universidad de Salamanca, Avda. de la Merced, 109-131, 37005-Salamanca, Spain.
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Jiménez González JE, Hernández Valle I. Word identification and reading disorders in the Spanish language. JOURNAL OF LEARNING DISABILITIES 2000; 33:44-60. [PMID: 15505955 DOI: 10.1177/002221940003300108] [Citation(s) in RCA: 34] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
In this study, a reading-level-match design was used to test the hypothesis that children with reading disability (RD) are characterized by poor phonological skills, and that a developmental lag, as opposed to a specific deficit, will be found in transparent orthographies. Spanish has a transparent orthography and thus children with RD should not show severe difficulties in the use of the phonological route, as in the English language. A sample of 118 participants was selected and organized into three different groups: 40 with RD, 38 normal readers matched in age with the former, and 40 younger normal readers at the same reading level as those with RD. Two experiments were conducted to investigate the effects of lexicality, word frequency, word length, and positional frequency of syllables on lexical decision making and word-naming performance. While the participants were performing the naming task, we recorded what they read to subsequently analyze the form as well as the frequency of naming errors. The present study provides evidence for a deficit in phonological processing in a transparent orthography, particularly in nonword reading, because there were differences between the reading-level-matched groups.
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Affiliation(s)
- J E Jiménez González
- Department of Developmental and Educational Psychology, University of La Laguna, Islas Canarias, España.
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Robinson GL, Foreman PJ. Scotopic sensitivity/Irlen syndrome and the use of coloured filters: a long-term placebo controlled and masked study of reading achievement and perception of ability. Percept Mot Skills 1999; 89:83-113. [PMID: 10544403 DOI: 10.2466/pms.1999.89.1.83] [Citation(s) in RCA: 20] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study investigated the effects of using coloured filters on reading speed, accuracy, and comprehension as well as on perception of academic ability. A double-masked, placebo-controlled crossover design was used, with subjects being assessed over a period of 20 mo. There were three treatment groups (Placebo filters, Blue filters, and Optimal filters) involving 113 subjects with "reading difficulties", ranging in age from 9.2 yr. to 13.1 yr. and with an average discrepancy between chronological age and reading age of 1.8 yr. The 35 controls (who did not use coloured filters) ranged in age from 9.4 yr. to 12.9 yr., with an average discrepancy between chronological age and reading age of 2.1 yr. The treatment groups increased at a significantly greater rate than the control group in reading accuracy and reading comprehension but not for speed of reading. For self-reported perception of academic ability, two of the three treatment groups showed significantly greater increases than the control group. The larger improvements for treatment groups in reading comprehension may be related to a reduction in print and background distortions allowing attention to be directed to the processing of continuous text rather than to the identification of individual words. A reduction in print distortion, however, may not be sufficient to generate improved word-identification skills without additional remedial support, and this may be indicated by the nonsignificant increase in rate of reading.
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Affiliation(s)
- G L Robinson
- Special Education Centre, University of Newcastle, Callaghan, NSW, Australia
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Siegel LS. Issues in the definition and diagnosis of learning disabilities: a perspective on Guckenberger v. Boston University. JOURNAL OF LEARNING DISABILITIES 1999; 32:304-319. [PMID: 15508472 DOI: 10.1177/002221949903200405] [Citation(s) in RCA: 47] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
This article reviews issues related to the definition of learning disabilities in the context of the Guckenberger v. Boston University case. Four major questions are addressed: (a) Who is learning disabled? (b) How should learning disabilities be assessed? (c) Who is qualified to make a decision about whether or not an individual has a learning disability? and (d) What accommodations should be provided by a postsecondary institution and how should they be selected? Although these are complicated and difficult questions, it is possible to develop a simple, reasonable classification system for learning disabilities, and to conduct assessments based on a coherent and relevant set of achievement tests in which individuals who score below a cutoff are considered learning disabled. Scores on IQ tests are irrelevant and not useful and may even be discriminatory. The issues of decision making regarding learning disabilities and appropriate accommodations remain significant dilemmas for the field; resolution of these issues seems virtually impossible without agreement on appropriate procedures for the definition, identification, and assessment of learning disabilities.
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Affiliation(s)
- L S Siegel
- Department of Educational Psychology and Special Education, Faculty of Education, University of British Columbia in Vancouver, Canada
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Abstract
This article offers an overview of special education in Spain, specifically in the area of learning disabilities (LD). The term LD in Spain implies a different conception of the definition that enjoys considerable international agreement and consensus. We give a historical perspective of Spanish legislation and place the proposed definition of LD in the context of recent school reform in Spain. The support services model and the assessment practices and instructional approaches in the LD field are described. Finally, some educational implications of the new school reform regarding teacher training programs to assist special educational needs are presented.
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Affiliation(s)
- J E González
- Department of Developmental and Educational Psychology, University of La Laguna, Tenerife, Islas Canarias, Spain
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Frederickson N, Reason R. Discrepancy Definitions of Specific Learning Difficulties. EDUCATIONAL PSYCHOLOGY IN PRACTICE 1995. [DOI: 10.1080/0266736950100401] [Citation(s) in RCA: 20] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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