Base de dados : MEDLINE
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[PMID]:29394257
[Au] Autor:Yamaguchi K; Okada K
[Ad] Endereço:Graduate School of Education, the University of Tokyo, Tokyo, Japan.
[Ti] Título:Comparison among cognitive diagnostic models for the TIMSS 2007 fourth grade mathematics assessment.
[So] Source:PLoS One;13(2):e0188691, 2018.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:A variety of cognitive diagnostic models (CDMs) have been developed in recent years to help with the diagnostic assessment and evaluation of students. Each model makes different assumptions about the relationship between students' achievement and skills, which makes it important to empirically investigate which CDMs better fit the actual data. In this study, we examined this question by comparatively fitting representative CDMs to the Trends in International Mathematics and Science Study (TIMSS) 2007 assessment data across seven countries. The following two major findings emerged. First, in accordance with former studies, CDMs had a better fit than did the item response theory models. Second, main effects models generally had a better fit than other parsimonious or the saturated models. Related to the second finding, the fit of the traditional parsimonious models such as the DINA and DINO models were not optimal. The empirical educational implications of these findings are discussed.
[Mh] Termos MeSH primário: Cognição
Matemática
Modelos Psicológicos
[Mh] Termos MeSH secundário: Criança
Feminino
Seres Humanos
Masculino
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:180203
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0188691


  2 / 74450 MEDLINE  
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[PMID]:29376563
[Au] Autor:Martin A; Booth JN; Laird Y; Sproule J; Reilly JJ; Saunders DH
[Ad] Endereço:Centre for Population Health Sciences, University of Edinburgh, Medical School, Teviot Place, Edinburgh, UK, EH8 9AG.
[Ti] Título:Physical activity, diet and other behavioural interventions for improving cognition and school achievement in children and adolescents with obesity or overweight.
[So] Source:Cochrane Database Syst Rev;1:CD009728, 2018 01 29.
[Is] ISSN:1469-493X
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: The global prevalence of childhood and adolescent obesity is high. Lifestyle changes towards a healthy diet, increased physical activity and reduced sedentary activities are recommended to prevent and treat obesity. Evidence suggests that changing these health behaviours can benefit cognitive function and school achievement in children and adolescents in general. There are various theoretical mechanisms that suggest that children and adolescents with excessive body fat may benefit particularly from these interventions. OBJECTIVES: To assess whether lifestyle interventions (in the areas of diet, physical activity, sedentary behaviour and behavioural therapy) improve school achievement, cognitive function (e.g. executive functions) and/or future success in children and adolescents with obesity or overweight, compared with standard care, waiting-list control, no treatment, or an attention placebo control group. SEARCH METHODS: In February 2017, we searched CENTRAL, MEDLINE and 15 other databases. We also searched two trials registries, reference lists, and handsearched one journal from inception. We also contacted researchers in the field to obtain unpublished data. SELECTION CRITERIA: We included randomised and quasi-randomised controlled trials (RCTs) of behavioural interventions for weight management in children and adolescents with obesity or overweight. We excluded studies in children and adolescents with medical conditions known to affect weight status, school achievement and cognitive function. We also excluded self- and parent-reported outcomes. DATA COLLECTION AND ANALYSIS: Four review authors independently selected studies for inclusion. Two review authors extracted data, assessed quality and risks of bias, and evaluated the quality of the evidence using the GRADE approach. We contacted study authors to obtain additional information. We used standard methodological procedures expected by Cochrane. Where the same outcome was assessed across different intervention types, we reported standardised effect sizes for findings from single-study and multiple-study analyses to allow comparison of intervention effects across intervention types. To ease interpretation of the effect size, we also reported the mean difference of effect sizes for single-study outcomes. MAIN RESULTS: We included 18 studies (59 records) of 2384 children and adolescents with obesity or overweight. Eight studies delivered physical activity interventions, seven studies combined physical activity programmes with healthy lifestyle education, and three studies delivered dietary interventions. We included five RCTs and 13 cluster-RCTs. The studies took place in 10 different countries. Two were carried out in children attending preschool, 11 were conducted in primary/elementary school-aged children, four studies were aimed at adolescents attending secondary/high school and one study included primary/elementary and secondary/high school-aged children. The number of studies included for each outcome was low, with up to only three studies per outcome. The quality of evidence ranged from high to very low and 17 studies had a high risk of bias for at least one item. None of the studies reported data on additional educational support needs and adverse events.Compared to standard practice, analyses of physical activity-only interventions suggested high-quality evidence for improved mean cognitive executive function scores. The mean difference (MD) was 5.00 scale points higher in an after-school exercise group compared to standard practice (95% confidence interval (CI) 0.68 to 9.32; scale mean 100, standard deviation 15; 116 children, 1 study). There was no statistically significant beneficial effect in favour of the intervention for mathematics, reading, or inhibition control. The standardised mean difference (SMD) for mathematics was 0.49 (95% CI -0.04 to 1.01; 2 studies, 255 children, moderate-quality evidence) and for reading was 0.10 (95% CI -0.30 to 0.49; 2 studies, 308 children, moderate-quality evidence). The MD for inhibition control was -1.55 scale points (95% CI -5.85 to 2.75; scale range 0 to 100; SMD -0.15, 95% CI -0.58 to 0.28; 1 study, 84 children, very low-quality evidence). No data were available for average achievement across subjects taught at school.There was no evidence of a beneficial effect of physical activity interventions combined with healthy lifestyle education on average achievement across subjects taught at school, mathematics achievement, reading achievement or inhibition control. The MD for average achievement across subjects taught at school was 6.37 points lower in the intervention group compared to standard practice (95% CI -36.83 to 24.09; scale mean 500, scale SD 70; SMD -0.18, 95% CI -0.93 to 0.58; 1 study, 31 children, low-quality evidence). The effect estimate for mathematics achievement was SMD 0.02 (95% CI -0.19 to 0.22; 3 studies, 384 children, very low-quality evidence), for reading achievement SMD 0.00 (95% CI -0.24 to 0.24; 2 studies, 284 children, low-quality evidence), and for inhibition control SMD -0.67 (95% CI -1.50 to 0.16; 2 studies, 110 children, very low-quality evidence). No data were available for the effect of combined physical activity and healthy lifestyle education on cognitive executive functions.There was a moderate difference in the average achievement across subjects taught at school favouring interventions targeting the improvement of the school food environment compared to standard practice in adolescents with obesity (SMD 0.46, 95% CI 0.25 to 0.66; 2 studies, 382 adolescents, low-quality evidence), but not with overweight. Replacing packed school lunch with a nutrient-rich diet in addition to nutrition education did not improve mathematics (MD -2.18, 95% CI -5.83 to 1.47; scale range 0 to 69; SMD -0.26, 95% CI -0.72 to 0.20; 1 study, 76 children, low-quality evidence) and reading achievement (MD 1.17, 95% CI -4.40 to 6.73; scale range 0 to 108; SMD 0.13, 95% CI -0.35 to 0.61; 1 study, 67 children, low-quality evidence). AUTHORS' CONCLUSIONS: Despite the large number of childhood and adolescent obesity treatment trials, we were only able to partially assess the impact of obesity treatment interventions on school achievement and cognitive abilities. School and community-based physical activity interventions as part of an obesity prevention or treatment programme can benefit executive functions of children with obesity or overweight specifically. Similarly, school-based dietary interventions may benefit general school achievement in children with obesity. These findings might assist health and education practitioners to make decisions related to promoting physical activity and healthy eating in schools. Future obesity treatment and prevention studies in clinical, school and community settings should consider assessing academic and cognitive as well as physical outcomes.
[Mh] Termos MeSH primário: Logro
Escolaridade
Exercício
Estilo de Vida
Sobrepeso/terapia
Obesidade Pediátrica/terapia
[Mh] Termos MeSH secundário: Adolescente
Criança
Função Executiva
Seres Humanos
Matemática
Sobrepeso/psicologia
Obesidade Pediátrica/psicologia
Ensaios Clínicos Controlados Aleatórios como Assunto
Leitura
Sensibilidade e Especificidade
[Pt] Tipo de publicação:JOURNAL ARTICLE; META-ANALYSIS; RESEARCH SUPPORT, NON-U.S. GOV'T; REVIEW
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180302
[Lr] Data última revisão:
180302
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:180130
[St] Status:MEDLINE
[do] DOI:10.1002/14651858.CD009728.pub3


  3 / 74450 MEDLINE  
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[PMID]:27562960
[Au] Autor:DiBartolo PM; Gregg-Jolly L; Gross D; Manduca CA; Iverson E; Cooke DB; Davis GK; Davidson C; Hertz PE; Hibbard L; Ireland SK; Mader C; Pai A; Raps S; Siwicki K; Swartz JE
[Ad] Endereço:Clark Science Center, Smith College, Northampton, MA 01063 pdibarto@smith.edu.
[Ti] Título:Principles and Practices Fostering Inclusive Excellence: Lessons from the Howard Hughes Medical Institute's Capstone Institutions.
[So] Source:CBE Life Sci Educ;15(3), 2016.
[Is] ISSN:1931-7913
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Best-practices pedagogy in science, technology, engineering, and mathematics (STEM) aims for inclusive excellence that fosters student persistence. This paper describes principles of inclusivity across 11 primarily undergraduate institutions designated as Capstone Awardees in Howard Hughes Medical Institute's (HHMI) 2012 competition. The Capstones represent a range of institutional missions, student profiles, and geographical locations. Each successfully directed activities toward persistence of STEM students, especially those from traditionally underrepresented groups, through a set of common elements: mentoring programs to build community; research experiences to strengthen scientific skill/identity; attention to quantitative skills; and outreach/bridge programs to broaden the student pool. This paper grounds these program elements in learning theory, emphasizing their essential principles with examples of how they were implemented within institutional contexts. We also describe common assessment approaches that in many cases informed programming and created traction for stakeholder buy-in. The lessons learned from our shared experiences in pursuit of inclusive excellence, including the resources housed on our companion website, can inform others' efforts to increase access to and persistence in STEM in higher education.
[Mh] Termos MeSH primário: Academias e Institutos
Educação de Pós-Graduação
[Mh] Termos MeSH secundário: Relações Comunidade-Instituição
Avaliação Educacional
Engenharia/educação
Seres Humanos
Matemática/educação
Desenvolvimento de Programas
Ciência/educação
Estudantes
Tecnologia/educação
Pensamento
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1702
[Cu] Atualização por classe:180127
[Lr] Data última revisão:
180127
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160827
[St] Status:MEDLINE


  4 / 74450 MEDLINE  
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[PMID]:27774618
[Au] Autor:Aldaba M; Otero C; Pujol J; Atchison DA
[Ad] Endereço:Davalor Research Center (DRC), Universitat Politècnica de Catalunya, Terrassa, Spain.
[Ti] Título:Does the Badal optometer stimulate accommodation accurately?
[So] Source:Ophthalmic Physiol Opt;37(1):88-95, 2017 01.
[Is] ISSN:1475-1313
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:PURPOSE: To study whether the accommodation response to Badal optometer is equivalent to the response for real space targets. METHODS: Accommodative responses were measured for 28 young eyes with the WAM-5500 autorefractometer in eight configurations for 0.17 D, 2.0 D and 5.0 D accommodation stimuli. Parameters that might contribute to differences in response were systematically isolated: stimulation method (real space vs Badal targets), field of view, instrument's cover proximity, the looming effect, and the peripheral interposition of objects in depth. RESULTS: Mean accommodative response differences between a natural view configuration and a configuration with a Badal Optometer were 0.50 ± 0.43 D and 0.58 ± 0.53 D for 2.0 D and 5.0 D stimulation, respectively (p < 0.001), with accommodation lags for the latter condition. Of the isolated parameters that might contribute to these differences, varying the interposition of objects in depth affected accommodation response more markedly. CONCLUSIONS: It is likely that Badal optometers affect accommodation through a combination of some or all of the studied parameters. We conclude that accommodation response to closed-view Badal optometers is not equivalent to real space target response.
[Mh] Termos MeSH primário: Acomodação Ocular/fisiologia
Óptica e Fotônica
Optometria/instrumentação
[Mh] Termos MeSH secundário: Adolescente
Adulto
Feminino
Seres Humanos
Masculino
Matemática
Reprodutibilidade dos Testes
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1707
[Cu] Atualização por classe:180109
[Lr] Data última revisão:
180109
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161025
[St] Status:MEDLINE
[do] DOI:10.1111/opo.12334


  5 / 74450 MEDLINE  
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[PMID]:29228008
[Au] Autor:Cragg L; Richardson S; Hubber PJ; Keeble S; Gilmore C
[Ad] Endereço:School of Psychology, University of Nottingham, Nottingham, United Kingdom.
[Ti] Título:When is working memory important for arithmetic? The impact of strategy and age.
[So] Source:PLoS One;12(12):e0188693, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Our ability to perform arithmetic relies heavily on working memory, the manipulation and maintenance of information in mind. Previous research has found that in adults, procedural strategies, particularly counting, rely on working memory to a greater extent than retrieval strategies. During childhood there are changes in the types of strategies employed, as well as an increase in the accuracy and efficiency of strategy execution. As such it seems likely that the role of working memory in arithmetic may also change, however children and adults have never been directly compared. This study used traditional dual-task methodology, with the addition of a control load condition, to investigate the extent to which working memory requirements for different arithmetic strategies change with age between 9-11 years, 12-14 years and young adulthood. We showed that both children and adults employ working memory when solving arithmetic problems, no matter what strategy they choose. This study highlights the importance of considering working memory in understanding the difficulties that some children and adults have with mathematics, as well as the need to include working memory in theoretical models of mathematical cognition.
[Mh] Termos MeSH primário: Fatores Etários
Matemática
Memória de Curto Prazo
[Mh] Termos MeSH secundário: Adolescente
Adulto
Criança
Feminino
Seres Humanos
Masculino
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180104
[Lr] Data última revisão:
180104
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171212
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0188693


  6 / 74450 MEDLINE  
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[PMID]:28747355
[Au] Autor:Andrews SE; Runyon C; Aikens ML
[Ad] Endereço:Department of Biological Sciences, University of New Hampshire, Durham, NH 03824.
[Ti] Título:The Math-Biology Values Instrument: Development of a Tool to Measure Life Science Majors' Task Values of Using Math in the Context of Biology.
[So] Source:CBE Life Sci Educ;16(3), 2017.
[Is] ISSN:1931-7913
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory, students' personal values toward using math in a biological context will influence their achievement and behavioral outcomes, but a validated instrument is needed to determine this empirically. We developed the Math-Biology Values Instrument (MBVI), an 11-item college-level self--report instrument grounded in expectancy-value theory, to measure life science students' interest in using math to understand biology, the perceived usefulness of math to their life science career, and the cost of using math in biology courses. We used a process that integrates multiple forms of validity evidence to show that scores from the MBVI can be used as a valid measure of a student's value of math in the context of biology. The MBVI can be used by instructors and researchers to help identify instructional strategies that influence math-biology values and understand how math-biology values are related to students' achievement and decisions to pursue more advanced quantitative-based courses.
[Mh] Termos MeSH primário: Logro
Biologia/educação
Matemática/educação
Estudantes/psicologia
Inquéritos e Questionários
[Mh] Termos MeSH secundário: Atitude
Seres Humanos
Reprodutibilidade dos Testes
Universidades
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171221
[Lr] Data última revisão:
171221
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170728
[St] Status:MEDLINE


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[PMID]:27775369
[Au] Autor:Kashdan E; Duncan D; Parnell A; Schattler H
[Ad] Endereço:School of Mathematics and Statistics, University College Dublin, Belfield, Dublin 4, Ireland. email: eugene.kashdan@ucd.ie.
[Ti] Título:Mathematical methods in systems biology.
[So] Source:Math Biosci Eng;13(6):i-ii, 2016 Dec 01.
[Is] ISSN:1551-0018
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The editors of this Special Issue of Mathematical Biosciences and Engineering were the organizers for the Third International Workshop "Mathematical Methods in System Biology" that took place on June 15-18, 2015 at the University College Dublin in Ireland. As stated in the workshop goals, we managed to attract a good mix of mathematicians and statisticians working on biological and medical applications with biologists and clinicians interested in presenting their challenging problems and looking to find mathematical and statistical tools for their solutions.
[Mh] Termos MeSH primário: Matemática
Biologia de Sistemas
[Mh] Termos MeSH secundário: Bioestatística
Biologia de Sistemas/tendências
[Pt] Tipo de publicação:INTRODUCTORY JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171213
[Lr] Data última revisão:
171213
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161025
[St] Status:MEDLINE
[do] DOI:10.3934/mbe.201606i


  8 / 74450 MEDLINE  
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[PMID]:29051369
[Au] Autor:Zellmer AJ; Sherman A
[Ad] Endereço:Department of Biology, Occidental College, Los Angeles, CA 90041, USA. zellmer@oxy.edu asherman@oxy.edu.
[Ti] Título:Culturally inclusive STEM education.
[So] Source:Science;358(6361):312-313, 2017 10 20.
[Is] ISSN:1095-9203
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Competência Cultural
Matemática/educação
Ciência/educação
[Mh] Termos MeSH secundário: Seres Humanos
[Pt] Tipo de publicação:LETTER; COMMENT
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171106
[Lr] Data última revisão:
171106
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171021
[St] Status:MEDLINE
[do] DOI:10.1126/science.aaq0358


  9 / 74450 MEDLINE  
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[PMID]:28982147
[Au] Autor:Nash M; Davies A; Moore R
[Ad] Endereço:School of Social Sciences, University of Tasmania, Hobart, Tasmania, Australia.
[Ti] Título:What style of leadership do women in STEMM fields perform? Findings from an international survey.
[So] Source:PLoS One;12(10):e0185727, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:It is widely acknowledged that women in science, technology, engineering, mathematics, and medicine (STEMM) fields are underrepresented in leadership globally. However, little is known about how leadership styles of women in STEMM relate to this underrepresentation. This article discusses findings from a survey examining how 61 women in STEMM define leadership and describe their own leadership styles. Using content analysis and drawing on Full Range Leadership Model factors, findings suggest that women define leadership and describe their own leadership styles using transformational factors. However, there was no consistency in how participants defined ideal leadership or how they defined their own leadership styles. This finding unsettles ideas of distinctly gendered leadership styles. We argue that expectations that leadership will be performed in distinctly gendered styles may be contributing to the underrepresentation of women in leadership roles in STEMM.
[Mh] Termos MeSH primário: Engenharia
Liderança
Matemática
Ciência
[Mh] Termos MeSH secundário: Feminino
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171031
[Lr] Data última revisão:
171031
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171006
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0185727


  10 / 74450 MEDLINE  
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[PMID]:28846704
[Au] Autor:Ferrero M; West G; Vadillo MA
[Ad] Endereço:Department of Experimental Psychology, University College London, London,United Kingdom.
[Ti] Título:Is crossed laterality associated with academic achievement and intelligence? A systematic review and meta-analysis.
[So] Source:PLoS One;12(8):e0183618, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Over the last century, sporadic research has suggested that people whose hand, eye, foot, or ear dominances are not consistently right- or left-sided are at special risk of suffering academic difficulties. This phenomenon is known as crossed laterality. Although the bulk of this research dates from 1960's and 1970's, crossed laterality is becoming increasingly popular in the area of school education, driving the creation of several interventions aimed at restoring or consolidating lateral dominance. However, the available evidence is fragmentary. To determine the impact of crossed laterality on academic achievement and intelligence, we conducted a systematic review and meta-analysis of articles published since 1900. The inclusion criteria for the review required that studies used one or more lateral preference tasks for at least two specific parts of the body; they included a valid measure of crossed laterality; they measured the impact of crossed laterality on academic achievement or intelligence; and they included participants between 3 and 17 years old. The final sample included 26 articles that covered a total population of 3578 children aged 5 to 12. Taken collectively, the results of these studies do not support the claim that there is a reliable association between crossed laterality and either academic achievement or intelligence. Along with this, we detected important shortcomings in the literature, such as considerable heterogeneity among the variables used to measure laterality and among the tasks utilized to measure the outcomes. The educational implications of these results are discussed.
[Mh] Termos MeSH primário: Escolaridade
Lateralidade Funcional
Inteligência
[Mh] Termos MeSH secundário: Adolescente
Criança
Pré-Escolar
Feminino
Seres Humanos
Linguagem
Masculino
Matemática
Leitura
[Pt] Tipo de publicação:JOURNAL ARTICLE; META-ANALYSIS; REVIEW
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171026
[Lr] Data última revisão:
171026
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170829
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0183618



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