Cool Executive Function and Verbal Comprehension Mediate the Relation of Hot Executive Function and Theory of Mind in Children with Autism Spectrum Disorder / Yen-Ting YU in Autism Research, 14-5 (May 2021)  

Public ISBD [article]  inAutism Research > 14-5 (May 2021) . - p.921-931 Titre : Cool Executive Function and Verbal Comprehension Mediate the Relation of Hot Executive Function and Theory of Mind in Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Yen-Ting YU, Auteur ; Hsing-Jung LI, Auteur ; Ching-Hong TSAI, Auteur ; Chien-Ho LIN, Auteur ; Szu-Shen LAI, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.921-931 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  executive functions  theory of mind  verbal comprehension Index. décimale : PER Périodiques Résumé : Impaired executive function (EF), verbal comprehension, and theory of mind (ToM) may contribute to social difficulties in children with autism spectrum disorder (ASD). The linkage between cool (cognitive) EF and ToM has been widely investigated, but the relations between hot (affective) EF and ToM remain largely unknown. The roles of cool EF and verbal comprehension have not been previously explored together to address hot EF-ToM relations. This study applied mediation analysis to investigate the mediating effects of cool EF and verbal comprehension to further elaborate the link between hot EF and ToM in children with ASD and average intellectual abilities. A total of 97 children with ASD aged from 6 to 12 years participated in this study. Children's cool EF, hot EF, and verbal comprehension were, respectively, measured with the computerized Dimensional Change Card Sort task, Children's Gambling Task, and the verbal comprehension index of the Wechsler Intelligence Scale for Children-fourth edition. Children's ToM was assessed with the Theory of Mind Task Battery. Partial correlation coefficients indicated that hot EF was significantly related with ToM with age controlled for. The results of the mediation analysis showed that cool EF and verbal comprehension mediated the linkage between hot EF and ToM. These findings highlight not only the connections between hot EF and ToM but also the importance of cool EF and verbal comprehension on hot EF-ToM relations in clinical assessments and interventions for school-aged children with ASD and average intellectual abilities. LAY SUMMARY: Relatively few studies have investigated the hot (affective) executive function (EF)-theory of mind (ToM) relations in children with autism spectrum disorder (ASD). This study discovered that hot EF was significantly related to ToM, while cool (cognitive) EF and verbal comprehension mediated the relationship between hot EF and ToM. Therefore, the influence of cool EF and verbal comprehension on hot EF-ToM relations should be considered in studies involving children with ASD. Autism Res 2021, 14: 921-931. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Cool Executive Function and Verbal Comprehension Mediate the Relation of Hot Executive Function and Theory of Mind in Children with Autism Spectrum Disorder [texte imprimé] / Yen-Ting YU, Auteur ; Hsing-Jung LI, Auteur ; Ching-Hong TSAI, Auteur ; Chien-Ho LIN, Auteur ; Szu-Shen LAI, Auteur ; Kuan-Lin CHEN, Auteur . - p.921-931. Langues : Anglais (eng) in Autism Research > 14-5 (May 2021) . - p.921-931 Mots-clés : autism spectrum disorder  executive functions  theory of mind  verbal comprehension Index. décimale : PER Périodiques Résumé : Impaired executive function (EF), verbal comprehension, and theory of mind (ToM) may contribute to social difficulties in children with autism spectrum disorder (ASD). The linkage between cool (cognitive) EF and ToM has been widely investigated, but the relations between hot (affective) EF and ToM remain largely unknown. The roles of cool EF and verbal comprehension have not been previously explored together to address hot EF-ToM relations. This study applied mediation analysis to investigate the mediating effects of cool EF and verbal comprehension to further elaborate the link between hot EF and ToM in children with ASD and average intellectual abilities. A total of 97 children with ASD aged from 6 to 12 years participated in this study. Children's cool EF, hot EF, and verbal comprehension were, respectively, measured with the computerized Dimensional Change Card Sort task, Children's Gambling Task, and the verbal comprehension index of the Wechsler Intelligence Scale for Children-fourth edition. Children's ToM was assessed with the Theory of Mind Task Battery. Partial correlation coefficients indicated that hot EF was significantly related with ToM with age controlled for. The results of the mediation analysis showed that cool EF and verbal comprehension mediated the linkage between hot EF and ToM. These findings highlight not only the connections between hot EF and ToM but also the importance of cool EF and verbal comprehension on hot EF-ToM relations in clinical assessments and interventions for school-aged children with ASD and average intellectual abilities. LAY SUMMARY: Relatively few studies have investigated the hot (affective) executive function (EF)-theory of mind (ToM) relations in children with autism spectrum disorder (ASD). This study discovered that hot EF was significantly related to ToM, while cool (cognitive) EF and verbal comprehension mediated the relationship between hot EF and ToM. Therefore, the influence of cool EF and verbal comprehension on hot EF-ToM relations should be considered in studies involving children with ASD. Autism Res 2021, 14: 921-931. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Correlates of health-related quality of life and the perception of its importance in caregivers of children with autism / Li-Chen TUNG in Research in Autism Spectrum Disorders, 8-9 (September 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1235-1242 Titre : Correlates of health-related quality of life and the perception of its importance in caregivers of children with autism Type de document : texte imprimé Auteurs : Li-Chen TUNG, Auteur ; Chien-Yu HUANG, Auteur ; Mei-Hui TSENG, Auteur ; Hsui-Chen YEN, Auteur ; Yu-Pei TSAI, Auteur ; Yu-Ching LIN, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.1235-1242 Langues : Anglais (eng) Mots-clés : Health-related quality of life  Autism  Parenting stress  Behavior problems Index. décimale : PER Périodiques Résumé : Abstract This study aims to investigate the correlates of health-related quality of life (HRQOL) and perceptions of the importance of each HRQOL domain in caregivers of children with autism. Eighty-two caregivers completed the World Health Organization Quality of Life and Parenting Stress Index Short Form to respectively measure the caregivers’ HRQOL and parenting stress. The Childhood Autism Rating Scale and the Strength and Difficulties Questionnaire were used to respectively assess severity of autism and children's behavior problems. Results revealed that severity of autism, behavior problems, and parenting stress individually had low to moderate associations with HRQOL. However, all variables considered together, only parental distress (parent-related stress) significantly contributed to the four HRQOL domains. In addition, the physical domain was the most important HRQOL domain to caregivers, and environmental domain, the least. Knowledge of the correlates of HRQOL and the importance of each HRQOL domain could serve as guides for clinicians to improve the HRQOL of caregivers of children with autism by targeting parental distress and focusing on the HRQOL domains perceived as most important by caregivers. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Correlates of health-related quality of life and the perception of its importance in caregivers of children with autism [texte imprimé] / Li-Chen TUNG, Auteur ; Chien-Yu HUANG, Auteur ; Mei-Hui TSENG, Auteur ; Hsui-Chen YEN, Auteur ; Yu-Pei TSAI, Auteur ; Yu-Ching LIN, Auteur ; Kuan-Lin CHEN, Auteur . - p.1235-1242. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1235-1242 Mots-clés : Health-related quality of life  Autism  Parenting stress  Behavior problems Index. décimale : PER Périodiques Résumé : Abstract This study aims to investigate the correlates of health-related quality of life (HRQOL) and perceptions of the importance of each HRQOL domain in caregivers of children with autism. Eighty-two caregivers completed the World Health Organization Quality of Life and Parenting Stress Index Short Form to respectively measure the caregivers’ HRQOL and parenting stress. The Childhood Autism Rating Scale and the Strength and Difficulties Questionnaire were used to respectively assess severity of autism and children's behavior problems. Results revealed that severity of autism, behavior problems, and parenting stress individually had low to moderate associations with HRQOL. However, all variables considered together, only parental distress (parent-related stress) significantly contributed to the four HRQOL domains. In addition, the physical domain was the most important HRQOL domain to caregivers, and environmental domain, the least. Knowledge of the correlates of HRQOL and the importance of each HRQOL domain could serve as guides for clinicians to improve the HRQOL of caregivers of children with autism by targeting parental distress and focusing on the HRQOL domains perceived as most important by caregivers. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Correlation patterns between pretend play and playfulness in children with autism spectrum disorder, developmental delay, and typical development / Ya-Chen LEE in Research in Autism Spectrum Disorders, 24 (April 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 24 (April 2016) . - p.29-38 Titre : Correlation patterns between pretend play and playfulness in children with autism spectrum disorder, developmental delay, and typical development Type de document : texte imprimé Auteurs : Ya-Chen LEE, Auteur ; Ping-Chen CHAN, Auteur ; Shu-Kai LIN, Auteur ; Cheng-Te CHEN, Auteur ; Chien-Yu HUANG, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.29-38 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Pretend play  Playfulness Index. décimale : PER Périodiques Résumé : Abstract This study aims to explore the relationships between pretend play and playfulness in children with autism spectrum disorder (ASD), children with developmental delay (DD), and typically developing (TD) children. Twenty children with ASD, 20 children with DD, and 20 TD children aged 3–7 years 11 months entered the play conditions for the assessments of pretend play and playfulness. Data were analyzed using the Pearson correlation coefficient and a regression analysis. Results revealed that the play patterns of the ASD group indicated greater reliance on others to generate novel ideas of how to play. The number of imitated actions and amount of elaborate pretend play were positively associated with the suspension of reality and framing dimensions of playfulness, respectively. In the DD group, pretend play performance was more closely related to the internal locus of control of playfulness. The play patterns for the TD group, as expected, involved more symbolic play and internal control. The results of this study provide further understanding of the relationships between pretend play and playfulness in children with ASD, children with DD, and TD children. Assisting children with ASD to engage in elaborate pretend play through adult facilitation may help improve the framing and suspension of reality dimensions of their playfulness. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283 [article] Correlation patterns between pretend play and playfulness in children with autism spectrum disorder, developmental delay, and typical development [texte imprimé] / Ya-Chen LEE, Auteur ; Ping-Chen CHAN, Auteur ; Shu-Kai LIN, Auteur ; Cheng-Te CHEN, Auteur ; Chien-Yu HUANG, Auteur ; Kuan-Lin CHEN, Auteur . - p.29-38. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 24 (April 2016) . - p.29-38 Mots-clés : Autism spectrum disorder  Pretend play  Playfulness Index. décimale : PER Périodiques Résumé : Abstract This study aims to explore the relationships between pretend play and playfulness in children with autism spectrum disorder (ASD), children with developmental delay (DD), and typically developing (TD) children. Twenty children with ASD, 20 children with DD, and 20 TD children aged 3–7 years 11 months entered the play conditions for the assessments of pretend play and playfulness. Data were analyzed using the Pearson correlation coefficient and a regression analysis. Results revealed that the play patterns of the ASD group indicated greater reliance on others to generate novel ideas of how to play. The number of imitated actions and amount of elaborate pretend play were positively associated with the suspension of reality and framing dimensions of playfulness, respectively. In the DD group, pretend play performance was more closely related to the internal locus of control of playfulness. The play patterns for the TD group, as expected, involved more symbolic play and internal control. The results of this study provide further understanding of the relationships between pretend play and playfulness in children with ASD, children with DD, and TD children. Assisting children with ASD to engage in elaborate pretend play through adult facilitation may help improve the framing and suspension of reality dimensions of their playfulness. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283

Development and psychometric evidence of the Chinese Version of the Theory of Mind Inventory-2 (ToMI-2) in children with autism spectrum disorder / Kuan-Lin CHEN in Research in Autism Spectrum Disorders, 103 (May 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 103 (May 2023) . - p.102132 Titre : Development and psychometric evidence of the Chinese Version of the Theory of Mind Inventory-2 (ToMI-2) in children with autism spectrum disorder Type de document : texte imprimé Auteurs : Kuan-Lin CHEN, Auteur ; Dai-Rong JIANG, Auteur ; Yen-Ting YU, Auteur ; Ya-Chen LEE, Auteur Article en page(s) : p.102132 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Theory of mind  Children  Assessment  Psychometrics properties Index. décimale : PER Périodiques Résumé : Background Theory of mind (ToM) is an important social cognitive ability of humans to understand the mental states of themselves and others. Children with autism spectrum disorder (ASD) are believed to have impaired ToM. In this study, for application in Chinese children with ASD in clinical and research settings, the Chinese Version of the Theory of Mind Inventory-2 (ToMI-2-C) was developed with cultural adaptations. The psychometric properties of ToMI-2-C were then evaluated in Chinese children with ASD. Methods The ToMI-2-C was developed and culturally adapted through a standard translation process: forward translation, back-translation, synthesis, expert validation and content validity, and a pilot study. A total of 166 children with ASD and 54 children with typical development, all aged 3-12 years, were then assessed with the ToMI-2-C and with measures of symptom severity, social adaptive behavior skills, and verbal ability. Results The ToMI-2-C was found to have high internal consistency (Cronbach?s ? = 0.965) and good test-retest reliability (Intraclass correlation coefficient = 0.88), convergent validity (r = ? 0.436 to 0.591, all p < 0.001), and discriminative validity (t = 8.172, p < 0.01; Cohen's d = 1.57; area-under-the-curve = 0.87) for differentiating children with ASD and those with typical development. Conclusions The empirical results show that the ToMI-2-C could be a useful measure for clinicians and researchers to reliably and validly evaluate the daily performance of ToM in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 [article] Development and psychometric evidence of the Chinese Version of the Theory of Mind Inventory-2 (ToMI-2) in children with autism spectrum disorder [texte imprimé] / Kuan-Lin CHEN, Auteur ; Dai-Rong JIANG, Auteur ; Yen-Ting YU, Auteur ; Ya-Chen LEE, Auteur . - p.102132. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 103 (May 2023) . - p.102132 Mots-clés : Autism spectrum disorder  Theory of mind  Children  Assessment  Psychometrics properties Index. décimale : PER Périodiques Résumé : Background Theory of mind (ToM) is an important social cognitive ability of humans to understand the mental states of themselves and others. Children with autism spectrum disorder (ASD) are believed to have impaired ToM. In this study, for application in Chinese children with ASD in clinical and research settings, the Chinese Version of the Theory of Mind Inventory-2 (ToMI-2-C) was developed with cultural adaptations. The psychometric properties of ToMI-2-C were then evaluated in Chinese children with ASD. Methods The ToMI-2-C was developed and culturally adapted through a standard translation process: forward translation, back-translation, synthesis, expert validation and content validity, and a pilot study. A total of 166 children with ASD and 54 children with typical development, all aged 3-12 years, were then assessed with the ToMI-2-C and with measures of symptom severity, social adaptive behavior skills, and verbal ability. Results The ToMI-2-C was found to have high internal consistency (Cronbach?s ? = 0.965) and good test-retest reliability (Intraclass correlation coefficient = 0.88), convergent validity (r = ? 0.436 to 0.591, all p < 0.001), and discriminative validity (t = 8.172, p < 0.01; Cohen's d = 1.57; area-under-the-curve = 0.87) for differentiating children with ASD and those with typical development. Conclusions The empirical results show that the ToMI-2-C could be a useful measure for clinicians and researchers to reliably and validly evaluate the daily performance of ToM in children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102132 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501

Development and Psychometric Examination of a New Social Competence Outcome Measure for Children with Autism Spectrum Disorder: The Observational Social Competence Assessment / Ming-Hsuan LIU in Journal of Autism and Developmental Disorders, 55-11 (November 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-11 (November 2025) . - p.3838-3850 Titre : Development and Psychometric Examination of a New Social Competence Outcome Measure for Children with Autism Spectrum Disorder: The Observational Social Competence Assessment Type de document : texte imprimé Auteurs : Ming-Hsuan LIU, Auteur ; Fu-Mei CHIANG, Auteur ; Cheng-Te CHEN, Auteur ; Hsiu-Ching YANG, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.3838-3850 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Current assessments of social competence for children with autism spectrum disorder (ASD) are mostly designed for screening or diagnosis, not for measuring outcomes. This study aimed to develop a professional-administrated outcome measure, the Observational Social Competence Assessment (OSCA), and examine its psychometric properties. The OSCA was constructed based on a multidimensional view of social competence (i.e., social skill elements, social reciprocity, and social adjustment). For psychometric evaluation, 89 children with ASD between 3 and 12 years (mean = 70.69 months, SD = 15.31) were assessed with the OSCA and with assessments of ASD symptoms, verbal comprehension ability, and adaptive function. The results show that the OSCA has good internal consistency (Cronbach’s α = 0.820–0.954), test–retest reliability (intraclass correlation coefficients [ICC] = 0.917–0.960), and inter-rater reliability (ICC = 0.905–0.974). The OSCA also has good convergent (r = 0.508–0.703, p < 0.01) and divergent validity (r = 0.105, p = 0.496), as well as good responsiveness to changes in the social adjustment dimension (Cohen’s d = 1.26 and standardized response mean [SRM] = 1.92). Conclusively, these results show that the OSCA is sufficiently reliable, valid and responsive to be applied as an outcome measure of social competence in children with ASD. En ligne : https://doi.org/10.1007/s10803-024-06472-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Development and Psychometric Examination of a New Social Competence Outcome Measure for Children with Autism Spectrum Disorder: The Observational Social Competence Assessment [texte imprimé] / Ming-Hsuan LIU, Auteur ; Fu-Mei CHIANG, Auteur ; Cheng-Te CHEN, Auteur ; Hsiu-Ching YANG, Auteur ; Kuan-Lin CHEN, Auteur . - p.3838-3850. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-11 (November 2025) . - p.3838-3850 Index. décimale : PER Périodiques Résumé : Current assessments of social competence for children with autism spectrum disorder (ASD) are mostly designed for screening or diagnosis, not for measuring outcomes. This study aimed to develop a professional-administrated outcome measure, the Observational Social Competence Assessment (OSCA), and examine its psychometric properties. The OSCA was constructed based on a multidimensional view of social competence (i.e., social skill elements, social reciprocity, and social adjustment). For psychometric evaluation, 89 children with ASD between 3 and 12 years (mean = 70.69 months, SD = 15.31) were assessed with the OSCA and with assessments of ASD symptoms, verbal comprehension ability, and adaptive function. The results show that the OSCA has good internal consistency (Cronbach’s α = 0.820–0.954), test–retest reliability (intraclass correlation coefficients [ICC] = 0.917–0.960), and inter-rater reliability (ICC = 0.905–0.974). The OSCA also has good convergent (r = 0.508–0.703, p < 0.01) and divergent validity (r = 0.105, p = 0.496), as well as good responsiveness to changes in the social adjustment dimension (Cohen’s d = 1.26 and standardized response mean [SRM] = 1.92). Conclusively, these results show that the OSCA is sufficiently reliable, valid and responsive to be applied as an outcome measure of social competence in children with ASD. En ligne : https://doi.org/10.1007/s10803-024-06472-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Differences Between the Childhood Autism Rating Scale and the Social Responsiveness Scale in Assessing Symptoms of Children with Autistic Spectrum Disorder / Kuan-Lin CHEN in Journal of Autism and Developmental Disorders, 48-9 (September 2018)  

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Factorial validity of the Theory of Mind Inventory-2 in children with autism spectrum disorder / Shih-Chieh LEE in Autism Research, 14-11 (November 2021)  

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Factorial Validity of the Theory of Mind Inventory-2 in Typically Developing Children / Shih-Chieh LEE in Journal of Autism and Developmental Disorders, 53-1 (January 2023)  

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Identifying the Cognitive Correlates of Reciprocity in Children with Autism Spectrum Disorder / Szu-Shen LAI in Journal of Autism and Developmental Disorders, 50-6 (June 2020)  

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Impacts of Autistic Behaviors, Emotional and Behavioral Problems on Parenting Stress in Caregivers of Children with Autism / Chien-Yu HUANG in Journal of Autism and Developmental Disorders, 44-6 (June 2014)  

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Interpreting the results of explicit and applied theory of mind collectively in autistic children: A solution from Rasch analysis / Chien-Yu HUANG ; I. Ning FU ; Kuan-Lin CHEN in Autism, 28-2 (February 2024)  

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Motivation for real-life social engagement of preschool children with autism spectrum disorder: From the caregiver perspectives / Tzu-Ting YU in Research in Autism Spectrum Disorders, 106 (August 2023)  

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Qualitative and quantitative pretend play and their predictors in children with autism spectrum disorder: A path-analysis study / Hsiu-Man CHIU ; Chien-Ho LIN ; Ching-Lin HSIEH ; Kuan-Lin CHEN in Research in Autism Spectrum Disorders, 110 (February 2024)  

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Reliability and validity of the Psychoeducational Profile-third edition Caregiver Report in children with Autism Spectrum Disorders / Chung-Pei FU in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

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Response to the Letter to the Editor: Impacts of Autistic Behaviors, Emotional and Behavioral Problems on Parenting Stress in Caregivers of Children with Autism: Errors and Discrepancies / Chien-Yu HUANG in Journal of Autism and Developmental Disorders, 45-4 (April 2015)  

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