Getting a Grip: The PET Framework for Studying How Reader Emotions Influence Comprehension

References

• Arnold, M. B. (1960). Emotion and personality: Vol. 1. Psychological aspects. New York, NY: Columbia University Press.
   Google Scholar
• Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89–195). New York, NY: Academic Press.
   Google Scholar
• Baas, M., De Dreu, C. K., & Nijstad, B. A. (2008). A meta-analysis of 25 years of mood-creativity research: Hedonic tone, activation, or regulatory focus? Psychological Bulletin, 134(6), 779–806. doi:10.1037/a0012815
   PubMed Web of Science ®Google Scholar
• Batson, C. D., Shaw, L. L., & Oleson, K. C. (1992). Differentiating affect, mood, and emotion: Toward functionally-based conceptual distinctions. In M. S. Clarke (Ed.), Emotion (pp. 294–326). Newbury Park, CA: Sage.
   Google Scholar
• Beukeboom, C. J., & Semin, G. R. (2006). How mood turns on language. Journal of Experimental Social Psychology, 42, 553–566. doi:10.1016/j.jesp.2005.09.005
   Web of Science ®Google Scholar
• Bless, H., & Fiedler, K. (1995). Affective states and the influence of activated general knowledge. Personality and Social Psychology Bulletin, 21(7), 766–778. doi:10.1177/0146167295217010
   Web of Science ®Google Scholar
• Bohn-Gettler, C. M. (2018). The complexities of comprehension: Conducting think-aloud studies with multiple interacting variables. SAGE Research Methods Cases. doi:10.4135/9781526439550
   Google Scholar
• Bohn-Gettler, C. M., Johnson, E. J., Maslowski, A., Swanson, L., Thoreson, K., & Womeldorf, S. (2017). The “chemistry” of learning: Interacting effects of emotions, goals, and text cohesion. Paper presented at the Society for Text and Discourse, Philadelphia, PA.
   Google Scholar
• Bohn-Gettler, C. M., & Kendeou, P. (2014). The interplay of reader goals, working memory, and text structure during reading. Contemporary Educational Psychology, 39(3), 206–219. doi:10.1016/j.cedpsych.2014.05.003
   PubMed Web of Science ®Google Scholar
• Bohn-Gettler, C. M., Marzolf, B. A., & Heisler, J. D. (2016). Taking pride or feeling shame: The effects of emotions on inferences. Paper presented at the annual meeting of the Society for Text and Discourse, Kassel, Germany.
   Google Scholar
• Bohn-Gettler, C. M., & Mueller, M. K. (2013). Affective and cognitive interactions in inference generation. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, California.
   Google Scholar
• Bohn-Gettler, C. M., & Rapp, D. N. (2011). Depending on my mood: Mood-driven influences on text comprehension. Journal of Educational Psychology, 103(3), 562–577. doi:10.1037/a0023458
   PubMed Web of Science ®Google Scholar
• Bohn-Gettler, C. M., & Rapp, D. N. (2014). Emotions in reading and writing. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Handbook of emotions in education (pp. 437–457). New York, NY: Taylor and Francis.
   Google Scholar
• Bower, G. H. (1981). Mood and memory. American Psychologist, 36(2), 129–148.
   PubMed Web of Science ®Google Scholar
• Bower, G. H., Gilligan, S. G., & Monteiro, K. P. (1981). Selectivity of learning caused by affective states. Journal of Experimental Psychology: General, 110(4), 451–473.
   Web of Science ®Google Scholar
• Bower, G. H., Monteiro, K. P., & Gilligan, S. G. (1978). Emotional mood as a context for learning and recall. Journal of Verbal Learning and Verbal Behavior, 17(5), 573–585. doi:10.1016/S0022-5371(78)90348-1
   Google Scholar
• Cain, K., Oakhill, J., & Bryant, P. (2004). Children‘s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31–42.
   Web of Science ®Google Scholar
• Cook, A. E., & O‘Brien, E. J. (2014). Knowledge activation, integration, and validation during narrative comprehension. Discourse Processes, 51(1–2), 26–49. doi:10.1080/0163853X.2013.855107
   Web of Science ®Google Scholar
• D‘Mello, S. K., & Graesser, A. C. (2012). Emotions during learning with Autotutor. In P. Durlach & A. Lesgold (Eds.), Adaptive technologies for training and education (pp. 117–139). Cambridge, UK: Cambridge University Press.
   Google Scholar
• D‘Mello, S. K., Lehman, B., Pekrun, R., & Graesser, A. C. (2014). Confusion can be beneficial for learning. Learning & Instruction, 29(1), 153–170.
   Web of Science ®Google Scholar
• Davitz, J. R. (1969). The language of emotion. New York, NY: Academic Press.
   Google Scholar
• de l‘Etoile, S. K. (2002). The effect of a musical mood induction procedure on mood state-dependent word retrieval. Journal of Music Therapy, 39(2), 145–160.
   PubMed Web of Science ®Google Scholar
• Egidi, G., & Gerrig, R. J. (2009). How valence affects language processing: Negativity bias and mood congruence in narrative comprehension. Memory & Cognition, 37(5), 547–555.
   PubMed Web of Science ®Google Scholar
• Elfenbein, A., & Bohn-Gettler, C. M. (2016). Online effects of personality and need for cognition while reading stories with differing emotions. Paper presented at the annual meeting of the Society for Text and Discourse, Kassel, Germany.
   Google Scholar
• Ellis, H. C., & Ashbrook, P. W. (1988). Resource allocation model of the effect of depressed mood states on memory. In K. Fiedler & J. P. Forgas (Eds.), Affect, cogntion, and social behavior (pp. 25–43). Toronto, Ontario, Canada: Hogrefe International.
   Google Scholar
• Ellis, H. C., & Ashbrook, P. W. (1989). The “state” of mood and memory research: A selective review. Journal of Social Behavior and Personality, 4, 1–21.
   Google Scholar
• Ellis, H. C., Moore, B. A., Varner, L. J., Ottaway, S. A., & Becker, A. S. (1997). Depressed mood, task organization, cognitive interference, and memory: Irrelevant thoughts predict recall performance. Journal of Social Behavior and Personality, 12, 453–470.
   Google Scholar
• Ellis, H. C., Ottaway, S. A., Varner, L. J., Becker, A. S., & Moore, B. A. (1997). Emotion, motivation, and text comprehension: The detection of contradictions in passages. Journal of Experimental Psychology, 126, 131–146. doi:10.1037/0096-3445.126.2.131
   Google Scholar
• Ellis, H. C., Varner, L. J., Becker, A. S., & Ottaway, S. A. (1995). Emotion and prior knowledge in memory and judged comprehension of ambiguous stories. Cognition and Emotion, 9(4), 363–382. doi:10.1080/02699939508408972
   Web of Science ®Google Scholar
• Ferraro, F. R., King, B., Ronning, B., Pekarski, K., & Risan, J. (2003). Effects of induced emotional state on lexical processing in younger and older adults. The Journal of Psychology, 137, 262–272.
   PubMed Web of Science ®Google Scholar
• Fiedler, K. (2000). Toward an integrative account of affect and cognition phenomena using the BIAS computer algorithm. In J. P. Forgas (Ed.), Feeling and thinking: The role of affect in social cognition (pp. 223–252). New York, NY: Cambridge University Press.
   Google Scholar
• Fiedler, K., & Beier, S. (2014). Affect and cognitive processing in educational contexts. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of emotions in education (pp. 36–55). New York, NY: Taylor & Francis.
   Google Scholar
• Forgas, J. P. (1995). Mood and judgment: The affect infusion model (AIM). Psychological Bulletin, 117(1), 39–66. doi:10.1037/0033-2909.117.1.39
   PubMed Web of Science ®Google Scholar
• Forgas, J. P. (2001). The Affect Infusion Model (AIM): An integrative theory of mood effects on cognition and judgments. In L. L. Martin & G. L. Clore (Eds.), Theories of mood and cognition: A user‘s guidebook (pp. 99–134). New York, NY: Taylor & Francis.
   Google Scholar
• Gable, P. A., & Harmon-Jones, E. (2008). Approach-motivated positive affect reduces breadth of attention. Psychological Science, 19(5), 476–482.
   PubMed Web of Science ®Google Scholar
• Gasper, K., & Clore, G. L. (2002). Attending to the big picture: Mood and global versus local processing of visual information. Psychological Science, 13, 33–39. doi:10.1111/1467-9280.00406
   Web of Science ®Google Scholar
• Gernsbacher, M. A., Hallada, B. M., & Robertson, R. R. W. (1998). How automatically do readers infer fictional characters‘ emotional states? Scientific Studies of Reading, 2(3), 271–300.
   PubMedGoogle Scholar
• Graesser, A. C., Gernsbacher, M., & Goldman, S. R. (2018). Afterword: World-wide changes in discourse and the changing field of discourse processes. In M. F. Schober, D. N. Rapp, & M. A. Britt (Eds.), The Routledge handbook of discourse processes (Vol. 2, pp. 390–396). New York, NY: Routledge.
   Google Scholar
• Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371–395. doi:10.1037/0033-295X.101.3.371
   PubMed Web of Science ®Google Scholar
• Gunther, D. C., Ferraro, F. R., & Kirchner, T. (1996). Influence of emotional state on irrelevant thoughts. Psychonomic Bulletin & Review, 3(4), 491–494. doi:10.3758/BF03214552
   PubMed Web of Science ®Google Scholar
• Gygax, P., Oakhill, J., & Garnham, A. (2003). The representation of characters‘ emotional responses: Do readers infer specific emotions? Cognition and Emotion, 17(3), 413–428.
   PubMed Web of Science ®Google Scholar
• Halberstadt, J. B., Niedenthal, P. M., & Kushner, J. (1995). Resolution of lexical ambiguity by emotional state. Psychological Science, 6(5), 278–282.
   Web of Science ®Google Scholar
• Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 414–434.
   Web of Science ®Google Scholar
• Hsu, C.-T., Jacobs, A. M., Citron, F. M., & Conrad, M. (2015). The emotion potential of words and passages in reading Harry Potter - An fMRI study. Brain and Language, 142, 96–114. doi:10.1016/j.bandl.2015.01.011
   PubMed Web of Science ®Google Scholar
• Huntsinger, J. R., Clore, G. L., & Bar-Anan, Y. (2010). Mood and global-local focus: Priming a local focus reverses the link between mood and global-local processing. Emotion, 10(5), 722–726. doi:10.1037/a0019356
   PubMed Web of Science ®Google Scholar
• Isen, A. M. (2001). An influence of positive affect on decision making in complex situations: Theoretical issues with practical implications. Journal of Consumer Psychology, 11(2), 75–85.
   Web of Science ®Google Scholar
• Isen, A. M., Daubman, K. A., & Nowicki, G. P. (1987). Positive affect facilitates creative problem solving. Journal of Personality and Social Psychology, 52, 1122–1131. doi:10.1037/0022-3514.52.6.1122
   PubMed Web of Science ®Google Scholar
• Jacobs, A. M. (2015). Neurocognitive poetics: Methods and models for investigating the neuronal and cognitive-affective bases of literature reception. Frontiers in Human Neuroscience, 9(186). doi:10.3389/fnhum.2015.0018
   Google Scholar
• Johnson-Laird, P. N. (1983). Mental models: Towards a cognitive science of language, inference, and consciousness. Cambridge, Massachusetts: Harvard University Press.
   Google Scholar
• Kaakinen, J. K., Ballenghein, U., Tissier, G., & Baccino, T. (2018). Fluctuation in cognitive engagement during reading: Evidence from concurrent recordings of postural and eye movements. Journal of Experimental Psychology: Learning, Memory, and Cognition. doi:10.1037/xlm0000539
   PubMed Web of Science ®Google Scholar
• Kendeou, P. (2014). Validation and integration: An integrated overview. Discourse Processes, 51, 189–200.
   Web of Science ®Google Scholar
• Kendeou, P., & O‘Brien, E. J. (2018). Reading comprehension theories: A view from the top down. In M. F. Schober, D. N. Rapp, & M. A. Britt (Eds.), The Routledge handbook of discourse processes (Vol. 2, pp. 7–21). New York, NY: Routledge.
   Google Scholar
• Kenealy, P. M. (1997). Mood-state-dependent retrieval: The effects of induced mood on memory reconsidered. The Quarterly Journal of Experimental Psychology, 50(2), 290–317.
   Web of Science ®Google Scholar
• Kiefer, M., Schuch, S., Schenck, W., & Fiedler, K. (2007). Mood states modulate activity in semantic brain areas during emotional word encoding. Cerebral Cortex, 17, 1516–1530. doi:10.1093/cercor/bhl062
   PubMed Web of Science ®Google Scholar
• Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York, NY: Cambridge University Press.
   Google Scholar
• Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85(5), 363–394. doi:10.1037/0033-295X.85.5.363
   Web of Science ®Google Scholar
• Kneepkens, E. W. E. M., & Zwaan, R. A. (1994). Emotions and literary text comprehension. Poetics, 2, 125–138.
   Google Scholar
• Komeda, H., Kawasaki, M., Tsunemi, K., & Kusumi, T. (2009). Differences between estimating protagonists‘ emotions and evaluating readers‘ emotions in narrative comprehension. Cognition and Emotion, 23(1), 135–151. doi:10.1080/02699930801949116
   Web of Science ®Google Scholar
• Lazarus, R. S. (1991). Progress on a cognitive-motivational-relational theory of emotion. American Psychologist, 46(8), 819–834.
   PubMed Web of Science ®Google Scholar
• Magliano, J. P., & Graesser, A. C. (1991). A three-pronged approach for studying inference generation in literary text. Poetics, 20, 193–232.
   Web of Science ®Google Scholar
• Mayer, J. D. (1986). How mood influences cogition advances in cognitive science. In N. E. Sharkey (Ed.), Advances in cognitive science (pp. 290–314). Chichester, West Sussex: Ellis Horwood Limited.
   Google Scholar
• McCrudden, M. T., & Schraw, G. (2007). Relevance and goal-focusing in text processing. Educational Psychology Review, 19(2), 113–139. doi:10.1007/s10648-006-9010-7
   Web of Science ®Google Scholar
• McNamara, D. S., Kintsch, E., Songer, N. B., & Kintsch, W. (1996). Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14(1), 1–43.
   Web of Science ®Google Scholar
• McNamara, D. S., & Magliano, J. P. (2009). Toward a comprehensive model of comprehension. In B. H. Ross (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 51, pp. 297–384). San Diego, CA: Elsevier.
   Google Scholar
• Meinhardt, J., & Pekrun, R. (2003). Attentional resource allocation to emotional events: An ERP study. Cognition and Emotion, 17(3), 477–500.
   PubMed Web of Science ®Google Scholar
• Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97. doi:10.1037/0033-295X.101.2.343
   PubMed Web of Science ®Google Scholar
• Mouw, J. M., Van Leijenhorst, L., Saab, N., Danel, M. S., & van den Broek, P. (2017). Contribution of emotion understanding to narrative comprehension in children and adults. European Journal of Developmental Psychology. doi:10.1080/17405629.2017.1334548
   Web of Science ®Google Scholar
• O‘Brien, E. J., & Cook, A. E. (2016). Coherence threshold and the continuity of processing: The RI-Val model of comprehension. Discourse Processes, 53(5–6), 326–338. doi:10.1080/0163853X.2015.1123341
   Web of Science ®Google Scholar
• Oatley, K. (2004). Scripts, transformations, and suggestiveness of emotions in Shakespeare and Chekhov. Review of General Psychology, 8(4), 323–340.
   Web of Science ®Google Scholar
• Payne, B. K., & Corrigan, E. (2007). Emotional constraints on intentional forgetting. Journal of Experimental Social Psychology, 43(5), 780–786.
   Web of Science ®Google Scholar
• Pekrun, R. (2017). Achievement emotions. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (pp. 251–271). New York, NY: Guilford Press.
   Google Scholar
• Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88(5), 1653–1670. doi:10.1111/cdev.12704
   PubMed Web of Science ®Google Scholar
• Pekrun, R., & Stephens, E. J. (2012). Academic emotions. In K. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook: Vol. 2. Individual differences and cultural and contextual factors (pp. 3–31). Washington, DC: American Psychological Association.
   Google Scholar
• Posner, J., Russell, J. A., & Peterson, B. S. (2005). The circumplex model of affect: An integrative approach to affective neuroscience, cognitive development, and psychopathology. Developmental Psychopathology, 17(3), 715–734. doi:10.1017/S0954579405050340
   PubMed Web of Science ®Google Scholar
• Rapp, D. N., & van den Broek, P. (2005). Dynamic text comprehension: An integrative view of reading. Current Directions in Psychological Science, 14(5), 276–279. doi:10.1111/j.0963-7214.2005.00380.x
   Web of Science ®Google Scholar
• Richter, T. (2015). Validation and comprehension of text information: Two sides of the same coin. Development and Psychopathology, 52, 337–354.
   Google Scholar
• Russell, J. A. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39(6), 1161–1178. doi:10.1037/h0077714
   Web of Science ®Google Scholar
• Sanchez, C. A., & Wiley, J. (2006). An examination of the seductive details effect in terms of working memory capacity. Memory & Cognition, 34, 344–355.
   PubMed Web of Science ®Google Scholar
• Schmeichel, B. J., Volokhov, R. N., & Demaree, H. A. (2008). Working memory capacity and the self-regulation of emotional expression and experience. Journal of Personality and Social Psychology, 95(6), 1526–1540. doi:10.1037/a0013345
   PubMed Web of Science ®Google Scholar
• Schwarz, N., & Skurnik, I. (2003). Feeling and thinking; Implications for problem solving. In J. E. Davidson & R. J. Sternberg (Eds.), The psychology of problem solving (pp. 263–290). New York, NY: Cambridge University Press.
   Google Scholar
• Scrimin, S., & Mason, L. (2015). Does mood influence text processing and comprehension? Evidence from an eye-movement study. British Journal of Educational Psychology, 85(3), 387–406. doi:10.1111/bjep.12080
   PubMed Web of Science ®Google Scholar
• Seibert, P. S., & Ellis, H. C. (1991). Irrelevant thoughts, emotional mood states, and cognitive task performance. Memory & Cognition, 19, 507–513.
   PubMed Web of Science ®Google Scholar
• Serano, S. C., Scott, G. G., Yao, B., Thaden, E. J., & O‘Donnell, P. J. (2015). Emotion word processing: Does mood make a difference? Frontiers in Psychology, 6, 1191. doi:10.3389/fpsyg.2015.01191
   PubMed Web of Science ®Google Scholar
• Sinclair, R. C., & Mark, M. M. (1995). The effects of mood state on judgemental accuracy: Processing strategy as a mechanism. Cognition and Emotion, 9(5), 417–438. doi:10.1080/02699939508408974
   Web of Science ®Google Scholar
• Singer, M. (2013). Validation in reading comprehension. Current Directions in Psychological Science, 22, 361–366.
   Web of Science ®Google Scholar
• Singer, M., Andrusiak, P., Reisdorf, P., & Black, N. L. (1992). Individual differences in bridging inference processes. Memory & Cognition, 20(5), 539–548.
   PubMed Web of Science ®Google Scholar
• Snow, C. E. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Arlington, VA: RAND Corporation.
   Google Scholar
• Srinivasan, N., & Hanif, A. (2010). Global-happy and local-sad: Perceptual processing affects emotion identification. Cognition and Emotion, 24, 1062–1069.
   Web of Science ®Google Scholar
• Storbeck, J., & Clore, G. L. (2005). With sadness comes accuracy; with happiness, false memory: Mood and the false memory effect. Psychological Science, 16(10), 785–791. doi:10.1111/j.1467-9280.2005.01615.x
   PubMed Web of Science ®Google Scholar
• Trevors, G., Bohn-Gettler, C. M., Szydlo, T., & Kendeou, P. (2018). Positive effects of negative emotions: The influence of readers‘ emotions on knowledge revision. Paper presented at the Society for Text and Discourse, Brighton, UK.
   Google Scholar
• Trevors, G., & Kendeou, P. (2017). The role of affect in reducing misinformation about vaccinations. Paper presented at the Psychonomic Society, Vancouver, Canada.
   Google Scholar
• Ucros, C. G. (1989). Mood state-dependent memory: A meta-analysis. Cognition and Emotion, 3, 139–167.
   Google Scholar
• van den Broek, P., Bohn-Gettler, C. M., Kendeou, P., Carlson, S., & White, M. J. (2011). The role of standards of coherence in reading comprehension. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text (pp. 123–139). Charlotte, NC: Information Age Publishing.
   Google Scholar
• van den Broek, P., & Helder, A. (2017). Cognitive processes in discourse comprehension: Passive processes, reader-initiated processes, and evolving mental representations. Discourse Processes, 54(5–6), 360–372. doi:10.1080/0163853X.2017.1306677
   Web of Science ®Google Scholar
• van den Broek, P., & Kremer, K. E. (1999). The mind in action: What it means to comprehend during reading. In B. Taylor, M. Graves, & P. van den Broek (Eds.), Reading for meaning (pp. 1–31). New York, NY: Teachers College Press.
   Google Scholar
• van den Broek, P., Lorch, R. F., Linderholm, T., & Gustafson, M. (2001). The effects of readers‘ goals on inference generation and memory for texts. Memory & Cognition, 29, 1081–1087. doi:10.3758/BF03206376
   PubMed Web of Science ®Google Scholar
• van den Broek, P., Risden, K., Fletcher, C. R., & Thurlow, R. (1996). A “landscape” view of reading: Fluctuating patterns of activation and the construction of a stable memory representation. In B. K. Britton & A. C. Graesser (Eds.), Models of understanding text (pp. 165–187). Mahwah, NJ: Erlbaum.
   Google Scholar
• van den Broek, P., Risden, K., & Husebye-Hartmann, E. (1995). The role of readers‘ standards for coherence in the generation of inferences during reading. In R. F. Lorch & E. J. O‘Brien (Eds.), Sources of coherence in reading (pp. 353–373). Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• van den Broek, P., Young, M., Tzeng, Y., & Linderholm, T. (1999). The Landscape model of reading: Inferences and the online construction of a memory representation. In S. R. Goldman & H. V. Oostendorp (Eds.), The construction of mental representations during reading (pp. 71–98). Mahwah, NJ: Erlbaum.
   Google Scholar
• Virtue, S., van den Broek, P., & Linderholm, T. (2006). Hemispheric processing of inferences: The effects of textual constraint and working memory capacity. Memory & Cognition, 34(6), 1341–1354. doi:10.3758/BF03193276
   PubMed Web of Science ®Google Scholar
• von Hecker, U., & Meiser, T. (2005). Defocused attention in depressed mood: Evidence from source monitoring. Emotion, 5(4), 456–463. doi:10.1037/1528-3542.5.4.456
   PubMed Web of Science ®Google Scholar
• Yang, H., Yang, S., & Isen, A. M. (2013). Positive affect improves working memory: Implications for controlled cognitive processing. Cognition and Emotion, 27(3), 474–482. doi:10.1080/02699931.2012.713325
   PubMed Web of Science ®Google Scholar