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Auteur Robert PLOMIN |
Documents disponibles écrits par cet auteur (28)
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Higher aggression is related to poorer academic performance in compulsory education / Eero VUOKSIMAA in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
[article]
Titre : Higher aggression is related to poorer academic performance in compulsory education Type de document : Texte imprimé et/ou numérique Auteurs : Eero VUOKSIMAA, Auteur ; Richard J. ROSE, Auteur ; Lea PULKKINEN, Auteur ; Teemu PALVIAINEN, Auteur ; Kaili RIMFELD, Auteur ; Sebastian LUNDSTROM, Auteur ; Meike BARTELS, Auteur ; Catharina VAN BEIJSTERVELDT, Auteur ; Anne HENDRIKS, Auteur ; Eveline L. DE ZEEUW, Auteur ; Robert PLOMIN, Auteur ; Paul LICHTENSTEIN, Auteur ; Dorret I. BOOMSMA, Auteur ; Jaakko KAPRIO, Auteur Article en page(s) : p.327-338 Langues : Anglais (eng) Mots-clés : Aggression cognition development educational attainment school performance Index. décimale : PER Périodiques Résumé : BACKGROUND: To conduct a comprehensive assessment of the association between aggression and academic performance in compulsory education. METHOD: We studied aggression and academic performance in over 27,000 individuals from four European twin cohorts participating in the ACTION consortium (Aggression in Children: Unraveling gene-environment interplay to inform Treatment and InterventiON strategies). Individual level data on aggression at ages 7-16 were assessed by three instruments (Achenbach System of Empirically Based Assessment, Multidimensional Peer Nomination Inventory, Strengths and Difficulties Questionnaire) including parental, teacher and self-reports. Academic performance was measured with teacher-rated grade point averages (ages 12-14) or standardized test scores (ages 12-16). Random effect meta-analytical correlations with academic performance were estimated for parental ratings (in all four cohorts) and self-ratings (in three cohorts). RESULTS: All between-family analyses indicated significant negative aggression-academic performance associations with correlations ranging from -.06 to -.33. Results were similar across different ages, instruments and raters and either with teacher-rated grade point averages or standardized test scores as measures of academic performance. Meta-analytical r's were -.20 and -.23 for parental and self-ratings, respectively. In within-family analyses of all twin pairs, the negative aggression-academic performance associations were statistically significant in 14 out of 17 analyses (r = -.17 for parental- and r = -.16 for self-ratings). Separate analyses in monozygotic (r = -.07 for parental and self-ratings), same-sex dizygotic (r's = -.16 and -.17 for parental and self-ratings) and opposite-sex dizygotic (r's = -.21 and -.19 for parental and self-ratings) twin pairs suggested partial confounding by genetic effects. CONCLUSIONS: There is a robust negative association between aggression and academic performance in compulsory education. Part of these associations were explained by shared genetic effects, but some evidence of a negative association between aggression and academic performance remained even in within-family analyses of monozygotic twin pairs. En ligne : http://dx.doi.org/10.1111/jcpp.13273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.327-338[article] Higher aggression is related to poorer academic performance in compulsory education [Texte imprimé et/ou numérique] / Eero VUOKSIMAA, Auteur ; Richard J. ROSE, Auteur ; Lea PULKKINEN, Auteur ; Teemu PALVIAINEN, Auteur ; Kaili RIMFELD, Auteur ; Sebastian LUNDSTROM, Auteur ; Meike BARTELS, Auteur ; Catharina VAN BEIJSTERVELDT, Auteur ; Anne HENDRIKS, Auteur ; Eveline L. DE ZEEUW, Auteur ; Robert PLOMIN, Auteur ; Paul LICHTENSTEIN, Auteur ; Dorret I. BOOMSMA, Auteur ; Jaakko KAPRIO, Auteur . - p.327-338.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.327-338
Mots-clés : Aggression cognition development educational attainment school performance Index. décimale : PER Périodiques Résumé : BACKGROUND: To conduct a comprehensive assessment of the association between aggression and academic performance in compulsory education. METHOD: We studied aggression and academic performance in over 27,000 individuals from four European twin cohorts participating in the ACTION consortium (Aggression in Children: Unraveling gene-environment interplay to inform Treatment and InterventiON strategies). Individual level data on aggression at ages 7-16 were assessed by three instruments (Achenbach System of Empirically Based Assessment, Multidimensional Peer Nomination Inventory, Strengths and Difficulties Questionnaire) including parental, teacher and self-reports. Academic performance was measured with teacher-rated grade point averages (ages 12-14) or standardized test scores (ages 12-16). Random effect meta-analytical correlations with academic performance were estimated for parental ratings (in all four cohorts) and self-ratings (in three cohorts). RESULTS: All between-family analyses indicated significant negative aggression-academic performance associations with correlations ranging from -.06 to -.33. Results were similar across different ages, instruments and raters and either with teacher-rated grade point averages or standardized test scores as measures of academic performance. Meta-analytical r's were -.20 and -.23 for parental and self-ratings, respectively. In within-family analyses of all twin pairs, the negative aggression-academic performance associations were statistically significant in 14 out of 17 analyses (r = -.17 for parental- and r = -.16 for self-ratings). Separate analyses in monozygotic (r = -.07 for parental and self-ratings), same-sex dizygotic (r's = -.16 and -.17 for parental and self-ratings) and opposite-sex dizygotic (r's = -.21 and -.19 for parental and self-ratings) twin pairs suggested partial confounding by genetic effects. CONCLUSIONS: There is a robust negative association between aggression and academic performance in compulsory education. Part of these associations were explained by shared genetic effects, but some evidence of a negative association between aggression and academic performance remained even in within-family analyses of monozygotic twin pairs. En ligne : http://dx.doi.org/10.1111/jcpp.13273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 Identical genetic influences underpin behavior problems in adolescence and basic traits of personality / Gary J. LEWIS in Journal of Child Psychology and Psychiatry, 55-8 (August 2014)
[article]
Titre : Identical genetic influences underpin behavior problems in adolescence and basic traits of personality Type de document : Texte imprimé et/ou numérique Auteurs : Gary J. LEWIS, Auteur ; Claire M. A. HAWORTH, Auteur ; Robert PLOMIN, Auteur Article en page(s) : p.865-875 Langues : Anglais (eng) Mots-clés : Behavioral problems strengths and difficulties personality genetics twins Index. décimale : PER Périodiques Résumé : Background Understanding the etiology of adolescent problem behavior has been of enduring interest. Only relatively recently, however, has this issue been examined within a normal personality trait framework. Research suggests that problem behaviors in adolescence and beyond may be adequately explained by the taxonomy provided by the basic dimensions of normal personality: Such problem behaviors are suggested to be extreme points on a distribution of the full range of the underlying traits. We extend work in this field examining the extent to which genetic factors underlying the five-factor model of personality are common with genetic influences on adolescent behavior problems (namely, anxiety, peer problems, conduct, hyperactivity, and low prosociality). Method A nationally representative twin sample (Twins Early Development Study) from the general population of England and Wales, including 2031 pairs of twins aged 16 years old, was used to decompose variation into genetic and environmental components. Behavioral problems in adolescence were assessed by self-report with the Strengths and Difficulties Questionnaire. Results Adolescent behavior problems were moderately associated with normal personality: Specifically, a fifth to a third of phenotypic variance in problem behaviors was accounted for by five-factor model personality traits. Of central importance here, genetic influences underpinning personality were entirely overlapping with those genetic factors underlying adolescent behavior problems. Conclusions These findings suggest that adolescent behavior problems can be understood, at least in part, within a model of normal personality trait variation, with the genetic bases of these behavior problems the same as those genetic influences underpinning normal personality. En ligne : http://dx.doi.org/10.1111/jcpp.12156 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237
in Journal of Child Psychology and Psychiatry > 55-8 (August 2014) . - p.865-875[article] Identical genetic influences underpin behavior problems in adolescence and basic traits of personality [Texte imprimé et/ou numérique] / Gary J. LEWIS, Auteur ; Claire M. A. HAWORTH, Auteur ; Robert PLOMIN, Auteur . - p.865-875.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-8 (August 2014) . - p.865-875
Mots-clés : Behavioral problems strengths and difficulties personality genetics twins Index. décimale : PER Périodiques Résumé : Background Understanding the etiology of adolescent problem behavior has been of enduring interest. Only relatively recently, however, has this issue been examined within a normal personality trait framework. Research suggests that problem behaviors in adolescence and beyond may be adequately explained by the taxonomy provided by the basic dimensions of normal personality: Such problem behaviors are suggested to be extreme points on a distribution of the full range of the underlying traits. We extend work in this field examining the extent to which genetic factors underlying the five-factor model of personality are common with genetic influences on adolescent behavior problems (namely, anxiety, peer problems, conduct, hyperactivity, and low prosociality). Method A nationally representative twin sample (Twins Early Development Study) from the general population of England and Wales, including 2031 pairs of twins aged 16 years old, was used to decompose variation into genetic and environmental components. Behavioral problems in adolescence were assessed by self-report with the Strengths and Difficulties Questionnaire. Results Adolescent behavior problems were moderately associated with normal personality: Specifically, a fifth to a third of phenotypic variance in problem behaviors was accounted for by five-factor model personality traits. Of central importance here, genetic influences underpinning personality were entirely overlapping with those genetic factors underlying adolescent behavior problems. Conclusions These findings suggest that adolescent behavior problems can be understood, at least in part, within a model of normal personality trait variation, with the genetic bases of these behavior problems the same as those genetic influences underpinning normal personality. En ligne : http://dx.doi.org/10.1111/jcpp.12156 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237 In search of genes associated with risk for psychopathic tendencies in children: a two-stage genome-wide association study of pooled DNA / Essi VIDING in Journal of Child Psychology and Psychiatry, 51-7 (July 2010)
[article]
Titre : In search of genes associated with risk for psychopathic tendencies in children: a two-stage genome-wide association study of pooled DNA Type de document : Texte imprimé et/ou numérique Auteurs : Essi VIDING, Auteur ; Robert PLOMIN, Auteur ; Oliver S.P. DAVIS, Auteur ; Ken B. HANSCOMBE, Auteur ; Charles J.C. CURTIS, Auteur ; Emma L. MEABURN, Auteur Année de publication : 2010 Article en page(s) : p.780-788 Langues : Anglais (eng) Mots-clés : Antisocial-behaviour psychopathy callous-unemotional-traits genome-wide genetics behavioural-genetics twins Index. décimale : PER Périodiques Résumé : Background: Quantitative genetic data from our group indicates that antisocial behaviour (AB) is strongly heritable when coupled with psychopathic, callous-unemotional (CU) personality traits. We have also demonstrated that the genetic influences for AB and CU overlap considerably. We conducted a genome-wide association scan that capitalises on these findings in an attempt to identify quantitative trait loci (QTLs) that may increase risk for psychopathic tendencies (AB+/CU+).
Methods: Teacher ratings at age 7 were used to screen 8374 twins with available DNA samples for individuals that were high vs. low on both AB and CU. In Stage 1, we screened for allele frequency differences in 642,432 autosomal single-nucleotide polymorphisms (SNPs) using the Affymetrix 6.0 GeneChip with pooled DNA for high-scoring (AB+/CU+) versus low-scoring children (N = ∼300/group). In Stage 2, we tested the 3000 most strongly associated SNPs from Stage 1 for association in the same direction in a second sample of high- versus low-scoring children from the same twin study (18% co-twins).
Results: Using allele frequencies estimated from pooled DNA, we found suggestive evidence for enrichment of association in the second stage of our two-stage genome-wide association design and focus on reporting the 30 top-ranking SNPs nominally associated with psychopathic tendencies. These SNPs include neurodevelopmental genes such as ROBO2.
Conclusions: Although none of the SNPs reached genome-wide statistical significance we have generated a list of SNPs that are potentially associated with psychopathic tendencies, which we believe warrant verification and replication in large independent and clinical samples.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02236.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101
in Journal of Child Psychology and Psychiatry > 51-7 (July 2010) . - p.780-788[article] In search of genes associated with risk for psychopathic tendencies in children: a two-stage genome-wide association study of pooled DNA [Texte imprimé et/ou numérique] / Essi VIDING, Auteur ; Robert PLOMIN, Auteur ; Oliver S.P. DAVIS, Auteur ; Ken B. HANSCOMBE, Auteur ; Charles J.C. CURTIS, Auteur ; Emma L. MEABURN, Auteur . - 2010 . - p.780-788.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 51-7 (July 2010) . - p.780-788
Mots-clés : Antisocial-behaviour psychopathy callous-unemotional-traits genome-wide genetics behavioural-genetics twins Index. décimale : PER Périodiques Résumé : Background: Quantitative genetic data from our group indicates that antisocial behaviour (AB) is strongly heritable when coupled with psychopathic, callous-unemotional (CU) personality traits. We have also demonstrated that the genetic influences for AB and CU overlap considerably. We conducted a genome-wide association scan that capitalises on these findings in an attempt to identify quantitative trait loci (QTLs) that may increase risk for psychopathic tendencies (AB+/CU+).
Methods: Teacher ratings at age 7 were used to screen 8374 twins with available DNA samples for individuals that were high vs. low on both AB and CU. In Stage 1, we screened for allele frequency differences in 642,432 autosomal single-nucleotide polymorphisms (SNPs) using the Affymetrix 6.0 GeneChip with pooled DNA for high-scoring (AB+/CU+) versus low-scoring children (N = ∼300/group). In Stage 2, we tested the 3000 most strongly associated SNPs from Stage 1 for association in the same direction in a second sample of high- versus low-scoring children from the same twin study (18% co-twins).
Results: Using allele frequencies estimated from pooled DNA, we found suggestive evidence for enrichment of association in the second stage of our two-stage genome-wide association design and focus on reporting the 30 top-ranking SNPs nominally associated with psychopathic tendencies. These SNPs include neurodevelopmental genes such as ROBO2.
Conclusions: Although none of the SNPs reached genome-wide statistical significance we have generated a list of SNPs that are potentially associated with psychopathic tendencies, which we believe warrant verification and replication in large independent and clinical samples.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02236.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 A longitudinal twin study on the association between ADHD symptoms and reading / Corina U. GREVEN in Journal of Child Psychology and Psychiatry, 53-3 (March 2012)
[article]
Titre : A longitudinal twin study on the association between ADHD symptoms and reading Type de document : Texte imprimé et/ou numérique Auteurs : Corina U. GREVEN, Auteur ; Frühling V. RIJSDIJK, Auteur ; Philip ASHERSON, Auteur ; Robert PLOMIN, Auteur Année de publication : 2012 Article en page(s) : p.234-242 Langues : Anglais (eng) Mots-clés : ADHD inattentiveness hyperactivity-impulsivity reading longitudinal twin;genetics Index. décimale : PER Périodiques Résumé : Background: Attention deficit hyperactivity disorder (ADHD) and reading disability commonly co-occur because of shared genetic risk factors. However, the stability and change of these genetic influences and the predictive relationships underlying this association longitudinally remain unclear. Methods: ADHD symptoms and reading were assessed as continuous dimensions in a UK general population sample of approximately 7,000 twin pairs. Parent ratings of ADHD symptoms and teacher ratings of reading were obtained at two ages: middle childhood (ages 7–8 years) and early adolescence (ages 11–12 years). Cross-lagged quantitative genetic analyses were applied. Results: ADHD symptoms and reading significantly predicted each other over time. However, ADHD symptoms were a significantly stronger predictor of reading than vice versa. Inattentive and hyperactive-impulsive symptoms of ADHD both contributed to the prediction of reading, but inattentiveness was a significantly stronger predictor. Furthermore, ADHD symptoms and reading were highly heritable, and their association was primarily attributable to shared genetic influences. Despite notable genetic innovation for each trait, genetic factors involved in the association of ADHD symptoms and reading over time were highly stable. Conclusions: ADHD symptoms may put children at increased risk for reading problems and vice versa. Moreover, enduring genetic mechanisms appear to be important in the association of ADHD symptoms and reading over time. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02445.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152
in Journal of Child Psychology and Psychiatry > 53-3 (March 2012) . - p.234-242[article] A longitudinal twin study on the association between ADHD symptoms and reading [Texte imprimé et/ou numérique] / Corina U. GREVEN, Auteur ; Frühling V. RIJSDIJK, Auteur ; Philip ASHERSON, Auteur ; Robert PLOMIN, Auteur . - 2012 . - p.234-242.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-3 (March 2012) . - p.234-242
Mots-clés : ADHD inattentiveness hyperactivity-impulsivity reading longitudinal twin;genetics Index. décimale : PER Périodiques Résumé : Background: Attention deficit hyperactivity disorder (ADHD) and reading disability commonly co-occur because of shared genetic risk factors. However, the stability and change of these genetic influences and the predictive relationships underlying this association longitudinally remain unclear. Methods: ADHD symptoms and reading were assessed as continuous dimensions in a UK general population sample of approximately 7,000 twin pairs. Parent ratings of ADHD symptoms and teacher ratings of reading were obtained at two ages: middle childhood (ages 7–8 years) and early adolescence (ages 11–12 years). Cross-lagged quantitative genetic analyses were applied. Results: ADHD symptoms and reading significantly predicted each other over time. However, ADHD symptoms were a significantly stronger predictor of reading than vice versa. Inattentive and hyperactive-impulsive symptoms of ADHD both contributed to the prediction of reading, but inattentiveness was a significantly stronger predictor. Furthermore, ADHD symptoms and reading were highly heritable, and their association was primarily attributable to shared genetic influences. Despite notable genetic innovation for each trait, genetic factors involved in the association of ADHD symptoms and reading over time were highly stable. Conclusions: ADHD symptoms may put children at increased risk for reading problems and vice versa. Moreover, enduring genetic mechanisms appear to be important in the association of ADHD symptoms and reading over time. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02445.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 Nonshared environmental influences on teacher-reported behaviour problems: monozygotic twin differences in perceptions of the classroom / Bonamy R. OLIVER in Journal of Child Psychology and Psychiatry, 49-6 (June 2008)
[article]
Titre : Nonshared environmental influences on teacher-reported behaviour problems: monozygotic twin differences in perceptions of the classroom Type de document : Texte imprimé et/ou numérique Auteurs : Bonamy R. OLIVER, Auteur ; Alison PIKE, Auteur ; Robert PLOMIN, Auteur Année de publication : 2008 Article en page(s) : p.646-653 Langues : Anglais (eng) Mots-clés : Nonshared-environment monozygotic-twins behaviour-problemsclassroom-environment environmental-influences school twins Index. décimale : PER Périodiques Résumé : Background: The identification of specific nonshared environments responsible for the variance in behaviour problems is a key challenge.
Methods: Nonshared environmental influences on teacher-reported behaviour problems were explored independently of genetics using the monozygotic (MZ) twin differences design. Six aspects of classroom environment were rated by a representative sample of 570 nine-year-old MZ twins in the UK in different classrooms and were related to their different teachers’ reports of prosocial behaviour, hyperactivity, conduct problems, peer problems and emotional symptoms.
Results: Within-pair differences in perceptions of the classroom were significantly correlated with teacher-reported behaviour problems, indicating that children with less favourable perceptions of their classroom environment were reported by their teachers as less prosocial, more hyperactive, and to have more conduct and peer problems. Socioeconomic status did not significantly moderate any of these relationships. However, parent-reported household chaos was a significant moderator.
Conclusions: The classroom environment is related to behaviour problems even when genetic factors are held constant. Classroom environment is more strongly associated with behaviour problems when the home environment is more chaotic.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01891.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457
in Journal of Child Psychology and Psychiatry > 49-6 (June 2008) . - p.646-653[article] Nonshared environmental influences on teacher-reported behaviour problems: monozygotic twin differences in perceptions of the classroom [Texte imprimé et/ou numérique] / Bonamy R. OLIVER, Auteur ; Alison PIKE, Auteur ; Robert PLOMIN, Auteur . - 2008 . - p.646-653.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 49-6 (June 2008) . - p.646-653
Mots-clés : Nonshared-environment monozygotic-twins behaviour-problemsclassroom-environment environmental-influences school twins Index. décimale : PER Périodiques Résumé : Background: The identification of specific nonshared environments responsible for the variance in behaviour problems is a key challenge.
Methods: Nonshared environmental influences on teacher-reported behaviour problems were explored independently of genetics using the monozygotic (MZ) twin differences design. Six aspects of classroom environment were rated by a representative sample of 570 nine-year-old MZ twins in the UK in different classrooms and were related to their different teachers’ reports of prosocial behaviour, hyperactivity, conduct problems, peer problems and emotional symptoms.
Results: Within-pair differences in perceptions of the classroom were significantly correlated with teacher-reported behaviour problems, indicating that children with less favourable perceptions of their classroom environment were reported by their teachers as less prosocial, more hyperactive, and to have more conduct and peer problems. Socioeconomic status did not significantly moderate any of these relationships. However, parent-reported household chaos was a significant moderator.
Conclusions: The classroom environment is related to behaviour problems even when genetic factors are held constant. Classroom environment is more strongly associated with behaviour problems when the home environment is more chaotic.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01891.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=457 Overlap and specificity of genetic and environmental influences on mathematics and reading disability in 10-year-old twins / Yulia KOVAS in Journal of Child Psychology and Psychiatry, 48-9 (September 2007)
PermalinkReading exposure: a (largely) environmental risk factor with environmentally-mediated effects on reading performance in the primary school years / Nicole HARLAAR in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)
PermalinkSchool quality ratings are weak predictors of students' achievement and well-being / Sophie VON STUMM in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
PermalinkSex differences and science: the etiology of science excellence / Claire Margaret Alison HAWORTH in Journal of Child Psychology and Psychiatry, 50-9 (September 2009)
PermalinkThe future of genetics in psychology and psychiatry: microarrays, genome-wide association, and non-coding RNA / Robert PLOMIN in Journal of Child Psychology and Psychiatry, 50-1-2 (January/February 2009)
PermalinkTrajectories leading to autism spectrum disorders are affected by paternal age: findings from two nationally representative twin studies / Sebastian LUNDSTROM in Journal of Child Psychology and Psychiatry, 51-7 (July 2010)
PermalinkUsing DNA to predict behaviour problems from preschool to adulthood / Agnieszka GIDZIELA in Journal of Child Psychology and Psychiatry, 63-7 (July 2022)
PermalinkWho is afraid of math? Two sources of genetic variance for mathematical anxiety / Zhe WANG in Journal of Child Psychology and Psychiatry, 55-9 (September 2014)
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