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C
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A
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Mo
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Ar
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Dep
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Nu
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1.
I
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D
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m
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tellig
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an
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wth
[
1
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.
I
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th
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co
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tio
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[
2
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.
Glo
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Th
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ab
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p
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cially
[
3
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.
R
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[
4
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[
5
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[
6
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Similar
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[
7
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.
T
h
e
ef
f
icien
cy
o
f
g
am
e
-
b
ased
a
p
p
r
o
ac
h
es
i
n
s
tim
u
latin
g
en
g
a
g
em
en
t
a
n
d
d
ev
elo
p
in
g
s
p
ec
i
f
ic
co
m
p
o
n
e
n
ts
o
f
em
o
tio
n
al
in
tellig
en
ce
[
8
]
.
Var
io
u
s
p
r
ev
i
o
u
s
s
tu
d
ies
h
av
e
ex
p
lo
r
e
d
in
ter
v
en
tio
n
ap
p
r
o
ac
h
es
to
im
p
r
o
v
e
ch
ild
r
e
n
'
s
em
o
tio
n
al
in
tellig
en
ce
th
r
o
u
g
h
v
ar
io
u
s
m
eth
o
d
s
.
Dev
elo
p
in
g
m
u
ltime
d
ia
g
am
if
icatio
n
ap
p
licatio
n
s
h
as
p
r
o
v
e
n
to
b
e
a
n
in
n
o
v
ativ
e
s
tr
ateg
y
in
em
o
tio
n
al
in
tellig
en
ce
e
d
u
ca
tio
n
[
9
]
.
I
n
a
d
d
itio
n
,
p
lay
-
b
ased
in
te
r
v
en
tio
n
s
h
av
e
s
h
o
wn
ef
f
ec
tiv
en
ess
in
a
d
d
r
ess
in
g
e
m
o
tio
n
al
s
y
m
p
to
m
s
a
n
d
im
p
r
o
v
in
g
th
e
m
en
tal
h
ea
lth
o
f
p
r
e
s
ch
o
o
l
ch
ild
r
en
[
1
0
]
.
An
o
th
er
ap
p
r
o
ac
h
th
at
also
s
h
o
ws
p
o
s
itiv
e
r
esu
lts
is
d
r
am
a
p
ed
ag
o
g
y
tr
ain
i
n
g
,
wh
ic
h
s
ig
n
if
ican
tly
im
p
r
o
v
es
th
e
ab
ilit
y
o
f
s
o
cio
-
em
o
tio
n
al
lear
n
in
g
in
c
h
ild
r
en
[
1
1
]
.
Alth
o
u
g
h
v
a
r
io
u
s
s
tu
d
ies
h
av
e
d
em
o
n
s
tr
ated
th
e
ef
f
ec
tiv
en
ess
o
f
g
am
e
-
b
ased
in
ter
v
e
n
tio
n
s
o
n
ch
ild
r
en
'
s
em
o
tio
n
al
in
tellig
en
ce
,
m
o
s
t w
er
e
co
n
d
u
cted
in
W
ester
n
d
ev
elo
p
e
d
co
u
n
tr
ies with
d
if
f
er
e
n
t c
u
ltu
r
al
co
n
tex
ts
.
I
n
I
n
d
o
n
esia,
in
ter
v
en
tio
n
s
tu
d
ies
tar
g
etin
g
em
o
ti
o
n
al
in
tellig
en
ce
a
m
o
n
g
elem
en
tar
y
s
ch
o
o
l
-
ag
ed
ch
ild
r
en
r
em
ain
lim
ited
an
d
r
ar
ely
em
p
lo
y
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
s
with
co
n
tr
o
l
g
r
o
u
p
s
.
Fu
r
th
er
m
o
r
e
,
p
r
ev
io
u
s
r
esear
ch
g
e
n
er
ally
f
ailed
to
co
n
tr
o
l
f
o
r
co
n
f
o
u
n
d
in
g
v
ar
iab
les
s
u
ch
as
p
ar
en
tal
ed
u
ca
tio
n
,
b
ir
th
o
r
d
er
,
a
n
d
o
cc
u
p
atio
n
al
s
tatu
s
th
r
o
u
g
h
m
u
ltiv
ar
iate
an
aly
s
is
.
No
s
tu
d
y
in
I
n
d
o
n
esia
h
as
s
p
ec
if
ically
ex
am
in
ed
th
e
ef
f
ec
tiv
en
ess
o
f
em
o
tio
n
a
l
ca
r
d
g
am
es
u
s
in
g
ANCOVA
an
d
m
u
ltip
le
lin
ea
r
r
e
g
r
ess
io
n
an
aly
s
es
am
o
n
g
elem
en
tar
y
s
ch
o
o
l stu
d
en
ts
,
le
av
in
g
a
s
ig
n
if
ica
n
t m
eth
o
d
o
lo
g
ical
an
d
co
n
tex
tu
al
g
a
p
in
th
e
ex
is
tin
g
liter
atu
r
e.
T
h
is
s
tu
d
y
aim
s
to
an
aly
ze
th
e
ef
f
ec
tiv
en
ess
o
f
em
o
tio
n
al
ca
r
d
g
a
m
es
in
im
p
r
o
v
in
g
t
h
e
em
o
tio
n
al
in
tellig
en
ce
o
f
elem
en
tar
y
s
ch
o
o
l
-
ag
e
d
ch
ild
r
e
n
,
id
en
tif
y
d
em
o
g
r
a
p
h
ic
f
ac
to
r
s
th
at
in
f
lu
en
ce
ch
ild
r
en
'
s
em
o
tio
n
al
in
tellig
en
ce
,
in
clu
d
i
n
g
g
en
d
er
,
ag
e,
b
ir
th
o
r
d
er
,
a
n
d
ed
u
ca
tio
n
lev
el
,
as
well
as
p
ar
en
tal
o
cc
u
p
atio
n
s
tatu
s
,
an
d
ev
alu
ate
t
h
e
r
o
le
o
f
p
a
r
en
tal
ed
u
ca
tio
n
,
esp
ec
ially
m
ater
n
al
e
d
u
ca
tio
n
,
o
n
t
h
e
d
ev
el
o
p
m
en
t
o
f
ch
ild
r
en
'
s
em
o
tio
n
al
in
tellig
en
ce
.
T
h
e
n
o
v
elty
o
f
th
e
s
tu
d
y
is
in
teg
r
atin
g
co
m
p
r
e
h
en
s
iv
e
m
u
ltiv
ar
iate
an
aly
s
is
(
m
u
ltip
le
lin
ea
r
r
e
g
r
ess
io
n
a
n
d
ANCOVA)
to
co
n
tr
o
l
c
o
n
f
o
u
n
d
in
g
v
a
r
iab
les,
wh
ich
is
r
ar
ely
d
o
n
e
in
in
ter
v
en
tio
n
s
tu
d
ies
o
f
ch
ild
r
e
n
'
s
em
o
tio
n
al
in
tellig
en
ce
in
I
n
d
o
n
esia
,
an
d
em
o
tio
n
al
ca
r
d
g
am
es
as
a
s
o
cial
-
em
o
tio
n
al
lear
n
in
g
m
ed
iu
m
is
an
in
n
o
v
ativ
e
ap
p
r
o
ac
h
th
at
i
s
ap
p
licab
le
to
b
e
in
teg
r
ate
d
in
to
th
e
elem
en
tar
y
s
ch
o
o
l c
u
r
r
ic
u
lu
m
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
d
esig
n
T
h
is
s
tu
d
y
u
s
ed
a
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
with
a
p
r
etest
-
p
o
s
ttes
t
co
n
tr
o
l
g
r
o
u
p
d
esig
n
ap
p
r
o
ac
h
in
v
o
lv
in
g
two
g
r
o
u
p
s
:
a
n
e
x
p
er
im
en
tal
g
r
o
u
p
th
at
r
ec
eiv
e
d
an
em
o
ti
o
n
c
ar
d
g
am
e
in
ter
v
e
n
tio
n
a
n
d
a
c
o
n
tr
o
l
g
r
o
u
p
th
at
d
id
n
o
t
r
ec
ei
v
e
th
e
tr
ea
tm
en
t.
T
h
e
q
u
asi
-
ex
p
er
im
e
n
tal
d
esig
n
was
ch
o
s
en
b
ec
a
u
s
e
th
e
s
tu
d
y
d
id
n
o
t
u
s
e
p
u
r
e
r
a
n
d
o
m
izatio
n
in
d
eter
m
in
in
g
th
e
g
r
o
u
p
s
,
b
u
t
r
ath
er
u
s
ed
in
tact
g
r
o
u
p
s
,
n
a
m
ely
th
e
f
ir
s
t
-
g
r
a
d
e
s
tu
d
en
ts
o
f
M
I
Ma
m
b
au
l
K
h
air
NW
B
er
tais
Ma
tar
am
,
wh
o
h
a
d
b
ee
n
p
r
ev
i
o
u
s
ly
f
o
r
m
ed
.
E
m
o
tio
n
al
in
tellig
en
ce
m
ea
s
u
r
em
en
ts
wer
e
co
n
d
u
cte
d
twice
in
b
o
th
g
r
o
u
p
s
,
n
am
ely
b
e
f
o
r
e
tr
ea
tm
en
t
(
p
r
etest)
an
d
af
ter
tr
ea
tm
en
t (
p
o
s
ttes
t)
.
2
.
2
.
L
o
ca
t
io
n a
nd
t
im
e
T
h
is
r
esear
ch
was
co
n
d
u
cted
at
MI
Ma
m
b
au
l
Kh
air
NW
B
er
tais
Ma
tar
am
in
2
0
2
5
.
T
h
e
s
elec
tio
n
o
f
th
e
r
esear
ch
lo
ca
tio
n
was
b
ase
d
o
n
s
ev
er
al
co
n
s
id
er
atio
n
s
,
n
am
ely
th
at
th
e
m
ad
r
asah
h
ad
a
s
u
f
f
icien
t
n
u
m
b
er
o
f
f
ir
s
t
-
g
r
ad
e
s
tu
d
e
n
ts
to
b
e
u
s
ed
as
r
esear
ch
s
am
p
les
,
an
d
th
e
r
esu
lts
o
f
in
itial
in
ter
v
iews
with
th
e
p
r
in
cip
al
an
d
f
ir
s
t
-
g
r
ad
e
h
o
m
er
o
o
m
tea
ch
er
s
in
d
icate
d
th
at
th
er
e
wer
e
p
r
o
b
lem
s
with
s
tu
d
en
ts
'
em
o
tio
n
al
co
n
d
itio
n
s
th
at
r
eq
u
i
r
ed
atten
tio
n
a
n
d
in
t
er
v
en
tio
n
.
T
h
e
im
p
lem
e
n
tatio
n
o
f
th
e
r
esear
ch
in
clu
d
e
d
f
o
u
r
s
tag
es,
in
clu
d
in
g
th
e
p
r
ep
ar
atio
n
s
tag
e
,
co
n
s
is
t
in
g
o
f
p
r
e
p
ar
in
g
a
p
r
o
p
o
s
al,
p
r
o
ce
s
s
in
g
r
esear
ch
p
er
m
its
f
r
o
m
th
e
Po
ltek
k
es
Kem
en
k
es M
atar
am
,
an
d
co
o
r
d
in
atin
g
with
th
e
s
ch
o
o
l.
T
h
e
i
n
itial d
ata
co
llectio
n
s
tag
e
in
v
o
lv
ed
in
ter
v
iews to
o
b
tain
in
f
o
r
m
atio
n
o
n
s
tu
d
en
t
s
'
em
o
tio
n
al
co
n
d
itio
n
s
.
T
h
e
r
esear
ch
im
p
lem
en
tatio
n
s
tag
e
in
clu
d
ed
p
r
o
v
id
i
n
g
in
f
o
r
m
e
d
co
n
s
en
t,
f
illi
n
g
in
d
em
o
g
r
a
p
h
ic
d
ata,
c
o
n
d
u
ctin
g
a
p
r
e
-
test
,
p
r
o
v
id
in
g
a
n
e
m
o
tio
n
ca
r
d
s
g
am
e
in
ter
v
en
tio
n
f
o
r
th
r
ee
m
ee
tin
g
s
,
an
d
co
n
d
u
ctin
g
a
p
o
s
t
-
test
,
as
well
as
th
e
d
ata
an
aly
s
is
s
tag
e
an
d
p
r
ep
a
r
in
g
a
r
esear
ch
r
ep
o
r
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
0
6
I
n
t J Pu
b
lic
Hea
lth
Sci
,
Vo
l.
15
,
No
.
2
,
J
u
n
e
20
26
:
3
9
8
-
4
0
7
400
2
.
3
.
P
o
pu
la
t
io
n a
nd
s
a
m
ple
T
h
is
s
tu
d
y
u
s
ed
a
q
u
asi
-
ex
p
e
r
im
en
tal
d
esig
n
with
a
to
tal
p
o
p
u
latio
n
o
f
7
7
f
ir
s
t
-
g
r
ad
e
s
tu
d
en
ts
o
f
MI
Ma
m
b
au
l
Kh
air
NW
B
er
tais
Ma
tar
am
,
wh
o
wer
e
d
iv
id
ed
i
n
to
two
g
r
o
u
p
s
.
T
h
e
in
ter
v
e
n
tio
n
(
ex
p
er
im
en
tal
)
g
r
o
u
p
co
n
s
is
ted
o
f
3
9
s
tu
d
en
t
s
wh
o
r
ec
eiv
ed
tr
ea
tm
e
n
t
in
t
h
e
f
o
r
m
o
f
a
n
em
o
tio
n
ca
r
d
g
am
e
f
o
r
3
s
ess
io
n
s
,
wh
ile
th
e
c
o
n
tr
o
l
g
r
o
u
p
co
n
s
is
ted
o
f
3
8
s
tu
d
en
ts
wh
o
d
id
n
o
t
r
ec
eiv
e
th
e
in
ter
v
e
n
tio
n
.
T
h
is
s
tu
d
y
u
s
ed
a
q
u
asi
-
ex
p
er
im
e
n
tal
d
esig
n
with
a
p
r
etest
-
p
o
s
ttes
t
co
n
tr
o
l
g
r
o
u
p
d
esig
n
.
T
h
e
q
u
asi
-
ex
p
er
i
m
en
tal
d
esig
n
was
ch
o
s
en
b
ec
au
s
e
th
e
s
tu
d
y
u
s
ed
in
tact
g
r
o
u
p
s
(
e
x
is
tin
g
class
es
)
r
ath
er
th
an
i
n
d
iv
id
u
al
r
an
d
o
m
izatio
n
.
C
lass
1
A
was a
s
s
ig
n
ed
as th
e
ex
p
er
im
en
tal
g
r
o
u
p
an
d
C
lass
1
B
as th
e
co
n
tr
o
l g
r
o
u
p
.
I
n
clu
s
io
n
c
r
iter
ia
f
o
r
th
is
s
tu
d
y
in
clu
d
ed
f
ir
s
t
-
g
r
ad
e
s
tu
d
e
n
ts
wh
o
wer
e
ac
tiv
ely
e
n
r
o
ll
ed
in
t
h
e
cu
r
r
en
t
a
ca
d
em
ic
y
ea
r
,
ag
ed
6
–
7
y
ea
r
s
,
h
ad
o
b
tain
ed
p
a
r
en
tal
o
r
g
u
a
r
d
ian
p
er
m
is
s
io
n
th
r
o
u
g
h
in
f
o
r
m
e
d
co
n
s
en
t,
an
d
we
r
e
willin
g
to
p
ar
ticip
ate
as
r
esp
o
n
d
en
ts
.
Par
t
icip
an
ts
wer
e
also
r
eq
u
ir
ed
t
o
b
e
p
r
esen
t
f
o
r
b
o
t
h
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
,
an
d
th
o
s
e
in
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
h
ad
to
p
ar
ticip
ate
i
n
all
t
h
r
ee
s
ess
io
n
s
o
f
th
e
em
o
tio
n
ca
r
d
g
am
e.
E
x
clu
s
io
n
cr
iter
ia
i
n
clu
d
e
d
s
tu
d
en
ts
wh
o
wer
e
ab
s
en
t
f
r
o
m
eith
er
test
,
d
id
n
o
t
o
b
tai
n
p
ar
en
tal
o
r
g
u
a
r
d
ian
p
er
m
is
s
io
n
,
with
d
r
ew
d
u
r
in
g
th
e
s
t
u
d
y
,
h
ad
d
ev
elo
p
m
en
tal
d
is
ab
ilit
ies
o
r
s
p
ec
ial
co
n
d
itio
n
s
af
f
ec
tin
g
th
eir
a
b
ilit
y
to
p
ar
ticip
ate
in
th
e
g
am
e
a
n
d
co
m
p
lete
th
e
q
u
esti
o
n
n
air
e
,
o
r
,
in
th
e
ca
s
e
o
f
th
e
ex
p
er
im
e
n
tal
g
r
o
u
p
,
d
id
n
o
t a
tten
d
all
g
am
e
s
ess
io
n
s
.
2
.
4
.
Resea
rc
h
v
a
ria
bles
T
h
e
in
d
e
p
en
d
e
n
t
v
a
r
iab
le
in
th
is
s
tu
d
y
was
th
e
e
m
o
tio
n
ca
r
d
g
a
m
e,
d
e
f
in
ed
as
a
g
r
o
u
p
d
y
n
am
ics
-
b
ased
ac
tiv
ity
u
s
in
g
attr
ac
tiv
e,
co
lo
r
f
u
l
p
ictu
r
e
ca
r
d
s
th
at
d
e
p
ict
a
s
er
ies
o
f
ev
en
ts
r
elate
d
t
o
th
e
e
x
p
r
ess
io
n
o
f
s
p
ec
if
ic
em
o
tio
n
s
.
Me
asu
r
em
en
t
p
ar
a
m
eter
s
co
v
e
r
ed
th
r
ee
m
ain
asp
ec
ts
:
g
am
e
r
u
les
(
u
n
d
er
s
tan
d
i
n
g
a
n
d
ad
h
er
en
ce
)
,
g
r
o
u
p
d
y
n
am
ics
(
in
ter
ac
tio
n
,
ac
tiv
e
r
eb
u
ttal,
an
d
ab
ilit
y
to
f
o
llo
w
th
e
p
ac
e)
,
an
d
g
am
e
o
b
jectiv
es
(
ab
ilit
y
to
s
eq
u
e
n
ce
th
e
p
lo
t,
d
ev
elo
p
a
s
to
r
y
,
an
d
id
e
n
tify
ty
p
es
o
f
em
o
tio
n
s
)
.
Me
asu
r
em
e
n
ts
wer
e
co
n
d
u
cte
d
th
r
o
u
g
h
o
b
s
er
v
atio
n
u
s
in
g
a
n
o
r
d
in
al
s
ca
le,
u
s
in
g
a
s
co
r
e
o
f
1
-
3
f
o
r
ea
ch
asp
ec
t,
with
th
e
f
o
llo
win
g
ca
teg
o
r
ies:
less
ca
p
ab
le
(
1
-
8
)
,
f
air
ly
ca
p
ab
le
(
9
-
1
6
)
,
a
n
d
g
o
o
d
(
1
7
-
2
4
)
.
C
o
n
f
o
u
n
d
in
g
v
ar
iab
les
id
en
tifie
d
in
clu
d
e
g
e
n
d
er
,
a
g
e,
th
e
o
r
d
e
r
o
f
ch
ild
r
e
n
in
th
e
f
am
ily
,
p
ar
e
n
tal
ed
u
ca
tio
n
,
an
d
p
ar
en
tal
o
c
cu
p
atio
n
.
B
ased
o
n
th
e
em
o
tio
n
al
in
telli
g
en
ce
s
ca
le
q
u
esti
o
n
n
air
e
in
s
tr
u
m
en
t
u
s
ed
in
th
is
s
tu
d
y
,
wit
h
a
t
o
tal
o
f
2
4
item
s
an
d
a
s
co
r
in
g
s
y
s
t
em
o
f
1
-
3
,
t
h
e
to
tal
s
co
r
e
r
an
g
e
is
2
4
-
7
2
.
T
h
e
ca
teg
o
r
iz
atio
n
o
f
e
m
o
tio
n
al
in
tellig
en
ce
in
th
is
s
tu
d
y
was
co
m
p
iled
u
s
in
g
a
class
in
ter
v
a
l
ap
p
r
o
ac
h
th
at
d
i
v
id
es
th
e
to
t
al
s
co
r
e
r
an
g
e
i
n
to
f
iv
e
eq
u
al
ca
teg
o
r
ies.
T
h
e
ca
lcu
latio
n
o
f
th
e
class
in
ter
v
a
l
is
d
o
n
e
with
t
h
e
f
o
r
m
u
la:
(
m
ax
im
u
m
s
co
r
e
-
m
in
im
u
m
s
co
r
e)
/
n
u
m
b
er
o
f
ca
teg
o
r
ies
=
(
7
2
2
4
)
/5
=9
.
6
wh
ic
h
is
r
o
u
n
d
ed
to
1
0
p
o
in
ts
p
er
ca
teg
o
r
y
.
B
ased
o
n
th
is
ca
lcu
latio
n
,
f
iv
e
ca
teg
o
r
i
es
o
f
em
o
tio
n
al
in
tellig
en
ce
a
r
e
o
b
tain
ed
as
f
o
llo
ws:
v
er
y
lo
w
ca
teg
o
r
y
with
a
s
co
r
e
r
an
g
e
o
f
2
4
-
3
3
(
3
3
.
3
-
4
5
.
8
%),
lo
w
ca
teg
o
r
y
with
a
s
co
r
e
r
an
g
e
o
f
3
4
-
4
3
(
4
7
.
2
-
5
9
.
7
%)
,
m
ed
iu
m
ca
teg
o
r
y
with
a
s
co
r
e
r
an
g
e
o
f
4
4
-
5
3
(
6
1
.
1
-
7
3
.
6
%),
h
ig
h
ca
teg
o
r
y
wit
h
a
s
co
r
e
r
an
g
e
o
f
5
4
-
6
3
(
7
5
.
0
-
8
7
.
5
%),
a
n
d
v
e
r
y
h
ig
h
ca
teg
o
r
y
with
a
s
co
r
e
r
an
g
e
o
f
6
4
-
7
2
(
8
8
.
9
-
1
0
0
%).
2
.
5
.
I
ns
t
rum
ent
T
h
is
s
tu
d
y
u
s
ed
a
ca
f
eter
ia
q
u
esti
o
n
as
its
in
s
tr
u
m
e
n
t
f
o
r
m
at,
a
q
u
esti
o
n
with
p
r
e
-
d
e
f
in
ed
a
n
s
wer
ch
o
ices
to
r
e
p
r
esen
t
r
esp
o
n
d
e
n
ts
'
o
p
in
io
n
s
.
T
h
is
ap
p
r
o
ac
h
a
llo
ws
f
o
r
s
tr
u
ctu
r
e
d
d
ata
co
lle
ctio
n
an
d
f
ac
ilit
ates
q
u
an
titativ
e
an
al
y
s
is
.
T
h
e
f
ir
s
t
in
s
tr
u
m
en
t
was
a
d
em
o
g
r
a
p
h
ic
d
ata
q
u
esti
o
n
n
air
e
th
at
c
o
llected
r
esp
o
n
d
en
t
ch
ar
ac
ter
is
tics
,
in
clu
d
in
g
g
en
d
er
,
ag
e
(
6
-
7
y
ea
r
s
)
,
f
am
ily
o
r
d
er
,
p
ar
e
n
tal
ed
u
ca
tio
n
lev
el
(
p
r
im
ar
y
,
s
ec
o
n
d
ar
y
,
ter
tiar
y
)
,
an
d
f
ath
er
'
s
an
d
m
o
th
er
'
s
o
cc
u
p
atio
n
s
tatu
s
.
T
h
is
d
em
o
g
r
a
p
h
ic
d
ata
was
ess
en
tial
f
o
r
id
en
tify
in
g
co
n
tr
o
l
v
ar
iab
les
an
d
th
e
ch
ar
ac
ter
is
tics
o
f
th
e
r
esear
ch
s
am
p
le.
T
h
e
s
ec
o
n
d
in
s
tr
u
m
en
t
is
an
em
o
tio
n
al
in
tellig
en
ce
s
ca
le
q
u
esti
o
n
n
air
e.
T
h
is
q
u
esti
o
n
n
air
e
co
n
s
i
s
ts
o
f
2
4
item
s
th
at
m
ea
s
u
r
e
f
iv
e
asp
ec
ts
o
f
em
o
tio
n
al
in
tellig
en
ce
: r
ec
o
g
n
izin
g
em
o
tio
n
s
(
5
item
s
)
,
m
an
ag
in
g
em
o
ti
o
n
s
(
7
item
s
)
,
m
o
t
iv
atin
g
em
o
tio
n
s
(
6
item
s
)
,
em
p
ath
y
(
4
item
s
)
,
a
n
d
b
u
ild
in
g
r
elatio
n
s
h
ip
s
(
2
item
s
)
.
T
h
e
s
co
r
in
g
s
y
s
tem
u
s
es
a
s
co
r
e
o
f
1
-
3
with
a
to
tal
r
an
g
e
o
f
2
4
-
7
2
,
th
en
ca
teg
o
r
ized
in
to
v
e
r
y
lo
w
to
v
er
y
h
ig
h
b
ased
o
n
s
tan
d
ar
d
d
ev
iatio
n
.
T
h
e
th
ir
d
in
s
tr
u
m
en
t
was
an
em
o
tio
n
ca
r
d
s
g
am
e
o
b
s
er
v
atio
n
s
h
ee
t
th
at
ass
e
s
s
ed
th
r
ee
co
m
p
o
n
en
ts
:
u
n
d
er
s
tan
d
in
g
an
d
ad
h
er
en
ce
t
o
g
am
e
r
u
les,
g
r
o
u
p
d
y
n
am
ics
(
in
ter
ac
tio
n
an
d
ac
tiv
en
ess
)
,
an
d
ac
h
iev
e
m
en
t
o
f
g
am
e
g
o
als
(
th
e
ab
ilit
y
to
s
o
r
t
ca
r
d
s
,
d
ev
elo
p
s
to
r
ies,
an
d
id
en
tify
em
o
tio
n
s
)
.
T
h
e
ass
ess
m
en
t
u
s
ed
a
s
co
r
e
o
f
1
-
3
,
with
ca
teg
o
r
ies
o
f
p
o
o
r
(
1
-
8
)
,
ad
e
q
u
ate
(
9
-
1
6
)
,
an
d
g
o
o
d
(
1
7
-
2
4
)
.
T
h
e
f
o
u
r
th
a
n
d
f
if
th
in
s
tr
u
m
en
ts
ar
e
em
o
tio
n
ca
r
d
s
g
am
e
m
o
d
u
les
co
n
tai
n
in
g
im
p
lem
en
tatio
n
g
u
id
eli
n
es
(
o
b
jectiv
es,
to
o
ls
,
r
u
les
,
d
u
r
atio
n
o
f
3
0
m
in
u
tes/
m
ee
tin
g
f
o
r
3
m
ee
t
in
g
s
,
m
ax
im
u
m
5
ch
ild
r
en
/
g
r
o
u
p
)
,
as
well
as
an
in
f
o
r
m
ed
co
n
s
en
t
s
h
ee
t
co
n
tain
in
g
an
ex
p
lan
atio
n
o
f
t
h
e
o
b
jectiv
es,
p
r
o
ce
d
u
r
es,
b
e
n
ef
its
,
r
is
k
s
,
r
esp
o
n
d
en
t
r
ig
h
ts
,
an
d
a
s
tatem
en
t
o
f
willin
g
n
ess
s
ig
n
ed
b
y
p
ar
e
n
ts
/g
u
ar
d
ian
s
.
2
.
6
.
Da
t
a
pro
ce
s
s
ing
t
ec
hn
iq
ues
Af
ter
th
e
d
ata
was
co
llected
,
d
ata
p
r
o
ce
s
s
in
g
was
ca
r
r
ied
o
u
t
th
r
o
u
g
h
s
ev
er
al
s
y
s
tem
atic
s
tag
es.
T
h
e
f
ir
s
t
s
tag
e
was
ed
itin
g
(
d
ata
e
d
itin
g
)
.
T
h
e
s
ec
o
n
d
s
tag
e
was
c
o
d
in
g
.
T
h
e
co
d
in
g
u
s
ed
in
clu
d
ed
g
en
d
er
(
m
ale
=
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Pu
b
lic
Hea
lth
Sci
I
SS
N:
2252
-
8
8
0
6
Th
e
effec
t o
f e
mo
tio
n
ca
r
d
g
a
mes o
n
emo
tio
n
a
l in
tellig
en
ce
a
mo
n
g
elem
en
ta
r
y
…
(
Mo
h
.
A
r
ip
)
401
1
,
f
em
ale
=
2
)
,
a
g
e
(
6
y
ea
r
s
=
1
,
7
y
ea
r
s
=
2
)
,
ch
ild
o
r
d
e
r
(
1
s
t
ch
ild
=
1
,
2
n
d
ch
ild
=
2
,
3
r
d
ch
ild
o
r
m
o
r
e
=
3
)
,
f
ath
er
'
s
an
d
m
o
th
er
'
s
ed
u
ca
tio
n
(
E
lem
en
tar
y
Sch
o
o
l =
1
,
Sen
io
r
Hig
h
Sch
o
o
l =
2
,
Un
iv
e
r
s
ity
=
3
)
; f
ath
er
'
s
an
d
m
o
th
er
'
s
o
cc
u
p
atio
n
(
wo
r
k
in
g
=
1
,
n
o
t
wo
r
k
in
g
=
2
)
,
g
r
o
u
p
(
ex
p
er
im
en
tal
=
1
,
c
o
n
tr
o
l
=
2
)
,
q
u
esti
o
n
n
air
e
an
s
wer
s
(
A
=
1
,
B
=
2
,
C
=
3
)
;
an
d
o
b
s
er
v
atio
n
s
co
r
e
(
less
=
1
,
s
u
f
f
icien
t =
2
,
g
o
o
d
=
3
)
.
2
.
7
.
Da
t
a
a
na
ly
s
is
Data
an
aly
s
is
was
p
er
f
o
r
m
ed
u
s
in
g
SP
SS
v
er
s
io
n
2
5
.
0
with
a
s
ig
n
if
ican
ce
lev
el
o
f
α
=
0
.
0
5
.
T
h
e
an
aly
s
is
p
r
o
ce
s
s
in
clu
d
ed
s
ev
er
al
s
y
s
tem
atic
s
tag
es.
First,
a
h
o
m
o
g
e
n
eity
test
was
co
n
d
u
cted
u
s
in
g
th
e
C
h
i
-
s
q
u
ar
e
test
to
en
s
u
r
e
eq
u
alit
y
o
f
b
aselin
e
ch
ar
ac
ter
is
tics
b
etwe
en
th
e
in
ter
v
e
n
tio
n
an
d
co
n
tr
o
l
g
r
o
u
p
s
o
n
d
em
o
g
r
a
p
h
ic
v
a
r
iab
les
in
clu
d
i
n
g
g
e
n
d
er
,
a
g
e,
ch
il
d
o
r
d
er
,
p
ar
en
tal
ed
u
ca
tio
n
,
an
d
p
ar
e
n
ta
l
o
cc
u
p
atio
n
s
tatu
s
.
Nex
t,
an
in
tr
a
-
g
r
o
u
p
a
n
aly
s
is
u
s
ed
th
e
W
ilco
x
o
n
s
ig
n
ed
-
r
a
n
k
test
to
c
o
m
p
a
r
e
em
o
tio
n
al
i
n
tellig
en
ce
s
co
r
es
b
ef
o
r
e
an
d
af
ter
t
h
e
in
ter
v
en
t
io
n
in
ea
ch
g
r
o
u
p
,
as
t
h
e
d
at
a
wer
e
n
o
t
n
o
r
m
ally
d
is
tr
ib
u
t
ed
.
An
i
n
ter
-
g
r
o
u
p
an
aly
s
is
was
co
n
d
u
cted
u
s
in
g
th
e
Ma
n
n
-
W
h
itn
ey
U
T
est
to
co
m
p
ar
e
em
o
tio
n
al
in
tellig
en
ce
s
co
r
es
b
etwe
en
th
e
two
g
r
o
u
p
s
o
n
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
m
ea
s
u
r
em
en
ts
.
T
o
e
v
alu
ate
th
e
in
ter
v
en
tio
n
ef
f
ec
t
m
o
r
e
co
m
p
r
eh
e
n
s
iv
ely
,
m
u
ltip
le
lin
ea
r
r
eg
r
ess
io
n
an
aly
s
is
with
an
ad
ju
s
ted
m
o
d
el
was
u
s
ed
to
co
n
tr
o
l
f
o
r
p
o
te
n
tial
co
n
f
o
u
n
d
in
g
v
ar
iab
les,
with
a
co
m
p
ar
is
o
n
o
f
cr
u
d
e
an
d
ad
j
u
s
ted
esti
m
ates
u
s
in
g
a
1
0
%
th
r
esh
o
ld
to
id
en
tif
y
th
e
m
ag
n
itu
d
e
o
f
c
o
n
f
o
u
n
d
i
n
g
.
Fin
ally
,
an
an
aly
s
is
o
f
co
v
ar
ian
ce
(
ANCOVA)
wa
s
co
n
d
u
cted
b
y
in
clu
d
in
g
p
r
e
-
test
s
co
r
es
as
a
co
v
ar
iate
to
co
n
tr
o
l
f
o
r
b
aselin
e
d
i
f
f
e
r
en
ce
s
b
etwe
en
g
r
o
u
p
s
,
th
u
s
p
r
o
v
id
i
n
g
a
m
o
r
e
ac
cu
r
ate
esti
m
ate
o
f
th
e
in
ter
v
en
tio
n
ef
f
ec
t.
3.
RE
SU
L
T
S
T
ab
le
1
p
r
esen
ts
th
e
d
em
o
g
r
a
p
h
ic
ch
a
r
ac
ter
is
tics
o
f
r
esp
o
n
d
en
ts
in
th
e
in
ter
v
en
tio
n
g
r
o
u
p
(
n
=
3
9
)
an
d
co
n
tr
o
l
g
r
o
u
p
(
n
=
3
8
)
.
T
h
e
C
h
i
-
Sq
u
ar
e
h
o
m
o
g
e
n
eity
test
r
ev
ea
led
all
ch
ar
ac
ter
is
tics
h
ad
p
>
0
.
0
5
,
in
d
icatin
g
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
b
etwe
en
th
e
two
g
r
o
u
p
s
.
T
h
e
m
ajo
r
ity
o
f
r
esp
o
n
d
e
n
ts
in
b
o
th
g
r
o
u
p
s
wer
e
f
em
ale,
ag
e
d
7
y
ea
r
s
,
a
n
d
wer
e
th
e
f
ir
s
t
o
r
s
ec
o
n
d
c
h
ild
in
th
e
f
am
ily
.
Par
en
ts
'
ed
u
ca
tio
n
lev
el
was
p
r
ed
o
m
i
n
an
tly
h
ig
h
s
ch
o
o
l
g
r
ad
u
ates,
wh
ile
th
e
m
ajo
r
ity
o
f
f
ath
er
s
an
d
m
o
th
er
s
in
th
e
in
ter
v
en
tio
n
g
r
o
u
p
wer
e
em
p
lo
y
e
d
.
T
ab
l
e
1
.
R
e
s
p
o
n
d
en
t
ch
a
r
ac
te
r
i
s
t
ic
s
b
a
s
ed
o
n
r
e
s
ea
r
ch
g
r
o
u
p
C
h
a
r
a
c
t
e
r
i
st
i
c
s
C
a
t
e
g
o
r
y
I
n
t
e
r
v
e
n
t
i
o
n
g
r
o
u
p
(
n
=
39)
C
o
n
t
r
o
l
g
r
o
u
p
(
n
=
38)
H
o
mo
g
e
n
e
i
t
y
t
e
st
f
%
f
%
p
-
v
a
l
u
e
G
e
n
d
e
r
M
a
l
e
12
3
0
.
8
15
3
9
.
5
0
.
4
2
8
F
e
mal
e
27
6
9
.
2
23
6
0
.
5
A
g
e
6
y
e
a
r
s
16
4
1
.
0
18
4
7
.
4
0
.
5
7
0
7
y
e
a
r
s
23
5
9
.
0
20
5
2
.
6
C
h
i
l
d
o
r
d
e
r
1
st
c
h
i
l
d
15
3
8
.
5
12
3
1
.
6
0
.
7
2
1
2
n
d
c
h
i
l
d
13
3
3
.
3
16
4
2
.
1
3
r
d
o
r
mo
r
e
c
h
i
l
d
r
e
n
11
2
8
.
2
10
2
6
.
3
F
a
t
h
e
r
'
s
e
d
u
c
a
t
i
o
n
El
e
men
t
a
r
y
sch
o
o
l
12
3
0
.
8
9
2
3
.
7
0
.
7
6
6
S
e
n
i
o
r
h
i
g
h
s
c
h
o
o
l
15
3
8
.
5
16
4
2
.
1
U
n
i
v
e
r
si
t
y
12
3
0
.
8
13
3
4
.
2
M
o
t
h
e
r
's
e
d
u
c
a
t
i
o
n
0
.
6
6
3
El
e
men
t
a
r
y
sch
o
o
l
11
2
8
.
2
12
3
1
.
6
S
e
n
i
o
r
h
i
g
h
s
c
h
o
o
l
13
3
3
.
3
15
3
9
.
5
U
n
i
v
e
r
si
t
y
15
3
8
.
5
11
2
8
.
9
F
a
t
h
e
r
'
s
o
c
c
u
p
a
t
i
o
n
Y
e
s
24
6
1
.
5
20
5
2
.
6
0
.
4
3
1
No
15
3
8
.
5
18
4
7
.
4
M
o
t
h
e
r
's
o
c
c
u
p
a
t
i
o
n
Y
e
s
25
6
4
.
1
20
5
2
.
6
0
.
3
0
4
No
14
3
5
.
9
18
4
7
.
4
C
h
i
-
s
q
u
a
r
e
h
o
mo
g
e
n
e
i
t
y
t
e
st
T
ab
le
2
d
em
o
n
s
tr
ates
th
e
em
o
tio
n
al
ca
r
d
g
a
m
e
in
ter
v
en
tio
n
'
s
ef
f
ec
tiv
en
ess
in
im
p
r
o
v
in
g
ch
ild
r
en
'
s
em
o
tio
n
al
in
tellig
e
n
ce
.
T
h
e
W
ilco
x
o
n
s
ig
n
ed
-
r
a
n
k
test
r
ev
ea
led
a
s
ig
n
if
ican
t
s
co
r
e
in
cr
ea
s
e
i
n
th
e
in
ter
v
en
tio
n
g
r
o
u
p
f
r
o
m
6
2
.
0
(
8
6
.
1
%)
to
6
7
.
0
(
9
3
.
1
%)
(
p
=
0
.
0
0
7
)
,
wh
ile
th
e
co
n
tr
o
l
g
r
o
u
p
s
h
o
wed
n
o
s
ig
n
if
ican
t
ch
an
g
e
(
p
=
0
.
1
8
5
)
.
Ma
n
n
-
W
h
itn
ey
U
T
est
co
n
f
i
r
m
ed
eq
u
iv
alen
t
b
aselin
e
s
co
r
es
b
etwe
en
g
r
o
u
p
s
(
p
=
0
.
1
9
3
)
,
with
s
ig
n
if
ican
t
p
o
s
t
-
test
d
if
f
er
en
ce
s
(
p
=
0
.
0
0
6
)
.
T
h
e
in
ter
v
e
n
tio
n
g
r
o
u
p
ac
h
iev
ed
a
7
.
0
%
in
cr
ea
s
e
co
m
p
a
r
ed
t
o
1
.
4
%
in
th
e
c
o
n
tr
o
l
g
r
o
u
p
,
co
n
f
ir
m
in
g
th
e
em
o
tio
n
al
ca
r
d
g
am
e
ef
f
ec
tiv
ely
en
h
an
ce
s
em
o
tio
n
al
in
tellig
en
ce
.
T
ab
le
3
d
em
o
n
s
tr
ated
th
at
th
e
in
ter
v
en
tio
n
s
ig
n
if
ican
tly
im
p
r
o
v
e
d
ch
ild
r
en
'
s
em
o
tio
n
al
in
tellig
en
ce
,
with
th
e
in
ter
v
en
tio
n
g
r
o
u
p
s
co
r
in
g
4
.
8
p
o
i
n
ts
h
ig
h
e
r
th
a
n
c
o
n
tr
o
ls
af
ter
ad
ju
s
tin
g
f
o
r
co
n
f
o
u
n
d
e
r
s
(
p
<
0
.
0
0
1
,
9
5
%
C
I
:
3
.
6
–
6
.
0
)
.
T
h
e
m
in
im
al
4
%
co
ef
f
icien
t
c
h
an
g
e
in
d
ic
ated
lo
w
co
n
f
o
u
n
d
in
g
.
Fem
ale
s
s
co
r
ed
1
.
2
p
o
i
n
ts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
0
6
I
n
t J Pu
b
lic
Hea
lth
Sci
,
Vo
l.
15
,
No
.
2
,
J
u
n
e
20
26
:
3
9
8
-
4
0
7
402
h
ig
h
er
th
an
m
ales
(
p
=
0
.
0
4
2
)
,
an
d
7
-
y
ea
r
-
o
ld
s
s
co
r
ed
2
.
1
p
o
in
ts
h
ig
h
er
th
an
6
-
y
ea
r
-
o
ld
s
(
p
<
0
.
0
0
1
)
.
Ma
ter
n
al
ed
u
ca
tio
n
e
x
er
ted
a
s
tr
o
n
g
er
p
o
s
itiv
e
ef
f
ec
t
(
β
=
3
.
1
,
p
<
0
.
0
0
1
)
th
a
n
p
ater
n
al
ed
u
ca
tio
n
(
β
=
2
.
3
,
p
=
0
.
0
0
4
)
,
co
n
f
ir
m
in
g
m
o
th
e
r
s
'
ce
n
tr
al
r
o
le
in
em
o
tio
n
al
d
ev
elo
p
m
en
t.
B
ir
th
o
r
d
er
an
d
p
ar
en
tal
o
cc
u
p
atio
n
wer
e
n
o
n
-
s
ig
n
if
ican
t (
p
>
0
.
0
5
)
.
T
ab
le
4
s
h
o
ws
th
at
th
e
c
h
an
g
e
in
th
e
esti
m
ated
in
ter
v
en
ti
o
n
ef
f
ec
t
f
r
o
m
th
e
cr
u
d
e
m
o
d
el
to
th
e
ad
ju
s
ted
m
o
d
el
was
o
n
ly
4
%.
T
h
is
v
alu
e
is
well
b
elo
w
th
e
1
0
%
th
r
esh
o
ld
co
m
m
o
n
ly
u
s
ed
to
id
e
n
tif
y
s
u
b
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al
s
ettin
g
s
.
E
m
o
tio
n
al
in
tellig
en
ce
d
ev
e
lo
p
m
en
t
p
r
o
g
r
am
s
ca
n
s
ig
n
if
ican
tly
en
h
an
ce
em
o
tio
n
al
co
m
p
eten
cies
in
ed
u
ca
tio
n
al
co
n
tex
ts
,
with
teac
h
er
s
an
d
s
tu
d
en
ts
s
h
o
wi
n
g
m
ar
k
e
d
im
p
r
o
v
em
e
n
ts
af
ter
p
ar
ticip
atin
g
in
s
tr
u
ctu
r
ed
em
o
tio
n
al
in
tellig
en
ce
p
r
o
g
r
am
s
[
1
2
]
,
[
1
3
]
.
T
h
e
in
ter
-
g
r
o
u
p
an
aly
s
is
u
s
in
g
th
e
Ma
n
n
-
W
h
itn
ey
U
T
est
co
n
f
ir
m
ed
th
at
wh
ile
b
o
th
g
r
o
u
p
s
h
ad
eq
u
iv
alen
t
b
aselin
e
s
co
r
es
(
p
=
0
.
1
9
3
)
,
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
em
er
g
ed
p
o
s
t
-
in
ter
v
en
tio
n
(
p
=
0
.
0
0
6
)
.
T
h
is
f
in
d
in
g
is
p
ar
ticu
lar
ly
im
p
o
r
t
an
t
as
it
estab
li
s
h
es
th
at
th
e
o
b
s
er
v
ed
im
p
r
o
v
e
m
en
ts
ca
n
b
e
attr
ib
u
ted
to
th
e
in
ter
v
en
tio
n
r
ath
er
th
an
p
r
e
-
e
x
is
tin
g
d
if
f
er
e
n
ce
s
b
etwe
en
g
r
o
u
p
s
.
Similar
p
atter
n
s
h
av
e
b
ee
n
o
b
s
er
v
e
d
in
s
tu
d
ies
ex
am
in
in
g
s
o
cio
-
e
m
o
tio
n
al
s
k
ills
d
ev
elo
p
m
en
t,
w
h
er
e
in
ter
v
e
n
tio
n
p
r
o
g
r
am
s
d
esig
n
ed
to
d
e
v
elo
p
ed
u
ca
tio
n
f
o
r
em
o
tio
n
s
an
d
s
o
cial
s
k
ills
in
elem
en
tar
y
s
ch
o
o
l
ch
ild
r
en
h
av
e
d
em
o
n
s
tr
ated
im
p
r
o
v
em
e
n
ts
in
s
ch
o
o
l p
er
f
o
r
m
a
n
ce
an
d
p
ee
r
r
elatio
n
s
h
ip
s
[
1
4
]
.
T
h
e
ANCOVA
r
esu
lts
p
r
esen
ted
in
T
a
b
le
5
d
em
o
n
s
tr
ate
th
at
af
ter
co
n
tr
o
llin
g
f
o
r
p
r
e
-
test
s
co
r
es
an
d
co
n
f
o
u
n
d
in
g
v
ar
iab
les,
th
e
in
t
er
v
en
tio
n
ef
f
ec
t
r
em
ain
s
s
ig
n
i
f
ican
t
with
a
co
ef
f
icien
t
o
f
3
.
2
p
o
in
ts
(
p
<
0
.
0
0
1
)
.
T
h
e
m
o
d
el
ex
p
lain
ed
7
8
.
2
%
o
f
th
e
v
ar
iatio
n
in
p
o
s
t
-
test
s
co
r
es,
in
d
icatin
g
s
tr
o
n
g
p
r
e
d
i
ctiv
e
v
alid
ity
.
T
h
is
lev
el
o
f
ex
p
lain
ed
ed
u
ca
tio
n
al
v
ar
ian
ce
is
co
n
s
is
ten
t
with
f
in
d
in
g
s
f
r
o
m
o
th
e
r
in
ter
v
e
n
tio
n
s
tu
d
ies.
R
esear
ch
u
s
in
g
m
u
ltip
le
lin
ea
r
r
e
g
r
e
s
s
io
n
m
o
d
els
to
ex
a
m
in
e
f
ac
to
r
s
af
f
ec
tin
g
p
s
y
ch
o
lo
g
i
ca
l
o
u
tco
m
es
h
as
d
em
o
n
s
tr
ated
th
at
well
-
d
esig
n
ed
in
ter
v
en
tio
n
s
ca
n
ac
co
u
n
t f
o
r
s
u
b
s
tan
tial p
o
r
tio
n
s
o
f
o
u
tc
o
m
e
v
ar
ian
ce
[
1
5
]
.
T
h
e
m
u
l
t
i
v
a
r
i
at
e
r
e
g
r
e
s
s
i
o
n
an
a
l
y
s
is
r
e
v
e
a
l
e
d
t
h
a
t
g
e
n
d
e
r
h
a
d
a
s
i
g
n
i
f
i
ca
n
t
i
n
f
l
u
e
n
c
e
o
n
e
m
o
t
i
o
n
a
l
i
n
t
e
l
li
g
e
n
c
e
,
w
i
t
h
f
e
m
al
e
s
s
h
o
w
i
n
g
s
c
o
r
e
s
1
.
2
p
o
i
n
t
s
h
i
g
h
e
r
t
h
a
n
m
a
l
e
s
(
p
=
0
.
0
4
2
)
.
T
h
i
s
f
i
n
d
i
n
g
i
s
c
o
n
s
is
t
e
n
t
w
i
t
h
a
s
u
b
s
t
a
n
t
ia
l
b
o
d
y
o
f
l
it
er
a
t
u
r
e
d
o
c
u
m
e
n
t
i
n
g
g
e
n
d
e
r
d
i
f
f
e
r
e
n
c
e
s
i
n
e
m
o
t
i
o
n
a
l
i
n
t
el
l
i
g
en
c
e
.
R
es
e
a
r
c
h
h
as
c
o
n
s
i
s
t
e
n
t
l
y
s
h
o
w
n
t
h
at
f
e
m
a
le
s
t
e
n
d
t
o
d
e
m
o
n
s
t
r
at
e
h
i
g
h
e
r
l
e
v
e
ls
o
f
e
m
o
t
i
o
n
al
i
n
t
el
l
i
g
en
c
e
a
n
d
e
m
o
t
i
o
n
al
e
m
p
a
t
h
y
c
o
m
p
a
r
e
d
t
o
m
a
l
e
s
[
1
6
]
,
[
1
7
]
.
T
h
e
g
e
n
d
e
r
d
i
f
f
e
r
e
n
c
e
s
o
b
s
e
r
v
e
d
i
n
t
h
is
s
t
u
d
y
m
a
y
r
e
f
l
e
c
t
b
r
o
a
d
e
r
d
e
v
e
l
o
p
m
e
n
t
a
l
p
a
tt
e
r
n
s
i
n
e
m
o
t
i
o
n
a
l
s
o
c
i
a
li
z
a
ti
o
n
.
R
es
e
a
r
c
h
o
n
s
o
c
i
a
l
-
e
m
o
t
i
o
n
a
l
c
o
m
p
e
te
n
c
i
e
s
h
as
d
o
c
u
m
e
n
t
e
d
t
h
a
t
b
o
y
s
a
n
d
g
i
r
ls
o
f
t
e
n
s
h
o
w
d
i
f
f
e
r
e
n
t
t
r
a
je
c
t
o
r
i
es
i
n
e
m
o
t
i
o
n
a
l
d
e
v
e
l
o
p
m
e
n
t
,
w
i
t
h
s
t
u
d
ie
s
r
e
v
e
a
l
i
n
g
s
i
g
n
i
f
i
c
a
n
t
d
e
c
l
i
n
e
s
i
n
c
e
r
t
ai
n
e
m
o
t
i
o
n
a
l
co
m
p
e
t
e
n
c
i
e
s
a
m
o
n
g
b
o
y
s
d
u
r
i
n
g
s
c
h
o
o
l
t
r
a
n
s
i
t
i
o
n
s
[
1
8
]
,
[
1
9
]
.
T
h
e
f
in
d
in
g
th
at
7
-
y
ea
r
-
o
ld
c
h
ild
r
en
d
em
o
n
s
tr
ated
em
o
ti
o
n
al
in
tellig
en
ce
s
co
r
es
2
.
1
p
o
i
n
ts
h
ig
h
er
th
an
6
-
y
ea
r
-
o
ld
s
(
p
<
0
.
0
0
1
)
r
ef
lects
th
e
d
ev
elo
p
m
en
tal
n
a
tu
r
e
o
f
em
o
tio
n
al
in
tellig
en
ce
.
T
h
is
ag
e
-
r
elate
d
im
p
r
o
v
em
e
n
t
is
co
n
s
is
ten
t
with
d
ev
elo
p
m
en
tal
p
s
y
c
h
o
lo
g
y
l
iter
atu
r
e
s
u
g
g
esti
n
g
th
at
em
o
ti
o
n
al
u
n
d
er
s
tan
d
in
g
an
d
r
e
g
u
latio
n
ca
p
ab
ilit
ies
in
cr
ea
s
e
with
ag
e
d
u
r
in
g
ea
r
ly
ch
ild
h
o
o
d
.
R
esear
ch
o
n
em
o
ti
o
n
al
in
tellig
en
ce
in
ed
u
ca
tio
n
al
co
n
tex
ts
h
as
d
o
c
u
m
en
ted
th
at
ag
e
r
ep
r
esen
ts
a
s
ig
n
if
ican
t
f
ac
to
r
in
em
o
tio
n
al
co
m
p
eten
cy
d
ev
elo
p
m
e
n
t
[
2
0
]
,
[
2
1
]
.
On
e
o
f
th
e
m
o
s
t
s
ig
n
if
ican
t
f
in
d
in
g
s
f
r
o
m
th
e
m
u
ltiv
ar
iat
e
an
aly
s
is
was
th
e
s
tr
o
n
g
i
n
f
lu
en
ce
o
f
m
ater
n
al
ed
u
ca
tio
n
o
n
ch
ild
r
e
n
'
s
em
o
tio
n
al
in
tellig
en
ce
.
T
h
e
ef
f
ec
t
o
f
m
ater
n
al
ed
u
ca
tio
n
(
β
=
3
.
1
,
p
<
0
.
0
0
1
)
was
n
o
tab
ly
s
tr
o
n
g
er
th
an
th
at
o
f
p
ater
n
al
ed
u
ca
tio
n
(
β
=
2
.
3
,
p
=
0
.
0
0
4
)
,
co
n
f
i
r
m
in
g
th
e
ce
n
tr
al
r
o
le
o
f
m
o
th
er
s
in
ch
ild
r
en
'
s
em
o
tio
n
al
d
ev
elo
p
m
e
n
t.
T
h
is
f
in
d
in
g
alig
n
s
with
ex
ten
s
iv
e
r
esear
c
h
d
o
cu
m
en
tin
g
t
h
e
p
r
im
ac
y
o
f
m
ater
n
al
i
n
f
lu
en
ce
o
n
ch
ild
r
en
'
s
em
o
tio
n
al
s
o
cializa
tio
n
.
T
h
e
g
r
a
d
ien
t
ef
f
ec
t
o
b
s
er
v
e
d
f
o
r
p
a
r
en
tal
ed
u
ca
tio
n
with
u
n
iv
er
s
ity
-
ed
u
ca
ted
p
ar
e
n
ts
s
h
o
win
g
th
e
s
tr
o
n
g
est
p
o
s
itiv
e
i
n
f
lu
en
ce
s
u
g
g
ests
th
at
h
ig
h
er
ed
u
ca
tio
n
m
ay
eq
u
i
p
p
ar
en
ts
with
g
r
ea
ter
k
n
o
wled
g
e
an
d
s
k
ills
to
s
u
p
p
o
r
t
ch
ild
r
en
'
s
em
o
tio
n
al
d
ev
el
o
p
m
en
t
.
T
h
is
p
atter
n
is
co
n
s
is
ten
t
with
r
esear
ch
d
em
o
n
s
tr
atin
g
th
at
p
ar
en
tal
e
d
u
ca
tio
n
le
v
el
s
co
r
r
elate
with
v
ar
io
u
s
asp
ec
ts
o
f
ch
ild
r
en
'
s
p
s
y
ch
o
lo
g
i
ca
l
an
d
ac
ad
e
m
ic
d
ev
elo
p
m
e
n
t
[
2
2
]
,
[
2
3
]
.
T
h
e
s
ig
n
if
ican
t
r
o
le
o
f
p
ar
e
n
tal
ed
u
ca
tio
n
i
n
c
h
ild
r
en
'
s
em
o
tio
n
al
in
tellig
en
ce
d
ev
elo
p
m
e
n
t
h
as
im
p
o
r
tan
t
i
m
p
licatio
n
s
f
o
r
in
ter
v
en
tio
n
d
esig
n
.
W
h
ile
th
e
em
o
tio
n
ca
r
d
g
am
e
in
ter
v
en
tio
n
was
ef
f
ec
tiv
e
r
eg
ar
d
less
o
f
p
ar
en
tal
ed
u
ca
tio
n
lev
el,
t
h
e
f
in
d
i
n
g
s
s
u
g
g
est
th
at
f
am
ily
-
b
ased
co
m
p
o
n
en
ts
co
u
l
d
p
o
ten
tially
e
n
h
an
ce
in
ter
v
e
n
tio
n
e
f
f
ec
tiv
en
ess
.
R
esear
ch
o
n
em
o
tio
n
al
in
tellig
en
ce
tr
ain
in
g
h
as
d
em
o
n
s
tr
ated
th
at
co
m
p
r
e
h
en
s
iv
e
ap
p
r
o
ac
h
e
s
ad
d
r
ess
in
g
m
u
ltip
le
ec
o
lo
g
ic
al
lev
els ca
n
p
r
o
d
u
ce
s
tr
o
n
g
er
o
u
tco
m
es
[
2
4
]
.
T
h
e
co
n
s
is
ten
cy
o
f
f
i
n
d
in
g
s
a
cr
o
s
s
d
if
f
er
en
t
an
aly
tical
ap
p
r
o
ac
h
es
in
clu
d
in
g
W
ilco
x
o
n
s
ig
n
ed
-
r
an
k
test
s
,
Ma
n
n
-
W
h
itn
ey
U
T
ests
,
m
u
ltip
le
lin
ea
r
r
eg
r
ess
io
n
,
an
d
ANCOVA
p
r
o
v
id
es
s
tr
o
n
g
ev
id
en
ce
f
o
r
th
e
r
o
b
u
s
tn
ess
o
f
th
e
in
ter
v
e
n
tio
n
ef
f
ec
t.
T
h
e
ANCOVA
m
o
d
el,
wh
ich
co
n
tr
o
lled
f
o
r
p
r
e
-
test
s
co
r
es
as
a
co
v
ar
iate,
s
h
o
wed
a
s
o
m
ewh
at
s
m
aller
b
u
t
s
till
h
ig
h
ly
s
ig
n
if
ican
t
in
ter
v
e
n
tio
n
ef
f
ec
t
(
B
=
3
.
2
,
p
<
0
.
0
0
1
)
.
T
h
is
p
atter
n
is
ex
p
ec
ted
wh
en
b
aselin
e
d
if
f
er
en
ce
s
ar
e
co
n
tr
o
lled
an
d
p
r
o
v
id
es
ad
d
itio
n
a
l
co
n
f
id
en
ce
in
th
e
in
ter
v
en
tio
n
'
s
ef
f
ec
tiv
en
ess
.
R
esear
ch
o
n
s
tatis
tical
ap
p
r
o
ac
h
es
to
ed
u
ca
tio
n
al
in
ter
v
e
n
tio
n
ev
alu
atio
n
h
as
em
p
h
asized
th
e
v
alu
e
o
f
u
s
in
g
m
u
ltip
le
an
aly
tical
m
e
th
o
d
s
to
estab
lis
h
r
o
b
u
s
t
f
i
n
d
in
g
s
[
2
5
]
.
T
h
e
ef
f
ec
tiv
en
ess
o
f
em
o
tio
n
ca
r
d
g
am
es
lik
ely
o
p
er
ates
th
r
o
u
g
h
m
u
ltip
le
m
ec
h
an
is
m
s
,
in
clu
d
in
g
s
o
cial
lear
n
i
n
g
an
d
p
ee
r
i
n
ter
ac
tio
n
.
C
ar
d
g
a
m
es
in
h
er
en
tly
in
v
o
lv
e
s
o
cial
in
ter
ac
tio
n
,
t
u
r
n
-
ta
k
in
g
,
an
d
c
o
m
m
u
n
icatio
n
all
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
2
2
5
2
-
8
8
0
6
I
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t J Pu
b
lic
Hea
lth
Sci
,
Vo
l.
15
,
No
.
2
,
J
u
n
e
20
26
:
3
9
8
-
4
0
7
404
wh
ich
p
r
o
v
id
e
o
p
p
o
r
tu
n
ities
f
o
r
e
m
o
tio
n
al
lea
r
n
in
g
.
Pe
er
in
ter
ac
tio
n
s
p
la
y
cr
u
cial
r
o
les
in
em
o
tio
n
al
d
ev
elo
p
m
e
n
t [
2
6
]
.
E
m
o
tio
n
ca
r
d
g
a
m
es
ty
p
ically
in
v
o
lv
e
ex
p
licit
ac
tiv
ities
r
ela
ted
to
em
o
ti
o
n
r
ec
o
g
n
itio
n
an
d
lab
elin
g
,
wh
ich
ar
e
f
o
u
n
d
atio
n
al
s
k
ills
f
o
r
e
m
o
tio
n
al
in
tellig
en
ce
.
B
y
p
r
o
v
id
in
g
s
tr
u
ctu
r
e
d
o
p
p
o
r
tu
n
ities
to
id
en
tify
,
n
am
e,
an
d
d
is
cu
s
s
em
o
tio
n
s
,
th
ese
g
am
es
m
ay
h
elp
ch
ild
r
en
d
ev
el
o
p
m
o
r
e
s
o
p
h
i
s
ticated
em
o
tio
n
al
v
o
ca
b
u
lar
ies
an
d
u
n
d
er
s
tan
d
in
g
.
R
esear
ch
o
n
em
o
tio
n
al
in
tel
lig
en
ce
an
d
lear
n
in
g
o
u
tco
m
es
h
as
d
em
o
n
s
tr
ated
th
at
ex
p
licit in
s
tr
u
ctio
n
in
e
m
o
tio
n
al
co
n
ce
p
ts
ca
n
e
n
h
an
ce
e
m
o
tio
n
al
co
m
p
eten
cies
[
2
7
]
.
C
ar
d
g
am
es
p
r
o
v
id
e
a
s
af
e,
l
o
w
-
s
tak
es
en
v
ir
o
n
m
e
n
t
f
o
r
ch
il
d
r
en
to
p
r
ac
tice
em
o
tio
n
al
s
k
ills
.
Un
lik
e
r
ea
l
-
life
em
o
tio
n
al
s
itu
atio
n
s
,
wh
ich
ca
n
b
e
o
v
er
wh
elm
in
g
o
r
co
n
f
u
s
in
g
,
g
am
e
co
n
tex
ts
allo
w
ch
ild
r
en
to
ex
p
lo
r
e
em
o
tio
n
s
with
o
u
t
t
h
e
p
r
ess
u
r
e
o
f
ac
tu
al
c
o
n
s
eq
u
e
n
c
es.
T
h
is
s
af
e
p
r
ac
tice
en
v
ir
o
n
m
en
t
m
ay
f
ac
ilit
ate
lear
n
in
g
a
n
d
s
k
ill
d
ev
elo
p
m
e
n
t.
R
esear
ch
o
n
em
o
tio
n
al
i
n
tellig
en
ce
d
ev
el
o
p
m
en
t
in
ed
u
ca
tio
n
al
s
ettin
g
s
h
as
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
s
u
p
p
o
r
tiv
e
lear
n
in
g
e
n
v
ir
o
n
m
e
n
ts
f
o
r
em
o
tio
n
al
s
k
ill ac
q
u
is
itio
n
[
2
8
]
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
h
a
v
e
s
ig
n
if
ican
t
im
p
licatio
n
s
f
o
r
ed
u
ca
tio
n
al
p
r
ac
tice.
T
h
e
d
e
m
o
n
s
tr
ated
ef
f
ec
tiv
en
ess
o
f
em
o
tio
n
ca
r
d
g
am
es
s
u
g
g
ests
th
at
s
u
ch
i
n
ter
v
en
tio
n
s
c
o
u
ld
b
e
v
alu
a
b
le
ad
d
itio
n
s
to
th
e
elem
en
tar
y
s
ch
o
o
l
cu
r
r
icu
lu
m
.
R
esear
ch
o
n
s
o
cio
-
em
o
tio
n
al
s
k
ills
in
ac
ad
em
ic
p
er
f
o
r
m
an
ce
h
as
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
i
n
teg
r
atin
g
em
o
tio
n
al
ed
u
ca
tio
n
in
to
s
ch
o
o
l p
r
o
g
r
am
s
[
2
9
]
.
W
ith
in
th
e
I
n
d
o
n
esian
ed
u
ca
t
io
n
al
co
n
te
x
t,
m
ad
r
asah
in
s
titu
tio
n
s
,
in
clu
d
in
g
Ma
d
r
asah
I
b
tid
aiy
ah
(
MI
)
at
th
e
elem
e
n
tar
y
lev
el
,
s
er
v
e
a
s
ig
n
if
ican
t
p
o
p
u
latio
n
o
f
s
tu
d
en
ts
,
o
f
ten
f
r
o
m
l
o
wer
s
o
cio
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
s
[
3
0
]
.
T
h
ese
I
s
lam
ic
S
ch
o
o
ls
in
teg
r
ate
b
o
th
r
el
ig
io
u
s
an
d
g
en
er
al
ed
u
ca
tio
n
,
d
ev
elo
p
in
g
n
o
t
o
n
l
y
in
tellectu
al
b
u
t
also
em
o
tio
n
al
an
d
s
p
ir
itu
al
in
tellig
en
ce
[
3
1
]
.
T
h
e
f
in
d
in
g
th
at
m
ater
n
al
ed
u
ca
tio
n
s
tr
o
n
g
l
y
in
f
lu
en
ce
s
ch
ild
r
en
'
s
em
o
tio
n
al
in
tellig
en
ce
alig
n
s
with
th
e
b
r
o
ad
er
I
n
d
o
n
esian
c
o
n
t
ex
t
wh
er
e
p
ar
en
tal
in
v
o
lv
em
e
n
t,
p
ar
ticu
lar
ly
m
o
t
h
er
s
'
,
is
ce
n
tr
al
to
ch
ild
r
en
's
c
h
ar
ac
ter
f
o
r
m
atio
n
[
3
2
]
.
T
h
e
ef
f
ec
tiv
en
ess
o
f
th
e
em
o
tio
n
al
ca
r
d
g
am
e
in
ter
v
e
n
tio
n
h
as
p
r
ac
tical
im
p
licatio
n
s
:
teac
h
er
s
in
m
ad
r
asah
s
ett
in
g
s
,
wh
o
alr
ea
d
y
u
tili
ze
ed
u
ca
tiv
e
t
o
o
ls
s
u
ch
as
ca
r
d
-
b
ased
m
ed
ia
[
3
3
]
,
c
an
in
teg
r
ate
em
o
tio
n
ca
r
d
g
am
es
in
to
ex
is
tin
g
cu
r
r
icu
la
to
e
n
h
an
ce
s
o
cio
-
e
m
o
tio
n
al
lear
n
in
g
.
Fo
r
p
o
licy
m
ak
er
s
,
th
e
ch
ild
-
f
r
ien
d
ly
s
c
h
o
o
l
(
s
ek
o
la
h
r
a
ma
h
anak
)
f
r
am
ewo
r
k
ca
n
p
r
o
v
i
d
e
a
n
atu
r
al
p
latf
o
r
m
f
o
r
e
m
b
ed
d
in
g
em
o
tio
n
al
in
tellig
en
ce
p
r
o
g
r
am
s
in
I
n
d
o
n
esian
m
ad
r
asah
s
.
T
h
is
s
tu
d
y
h
as
s
ev
er
al
lim
itatio
n
s
th
at
s
h
o
u
ld
b
e
co
n
s
id
er
e
d
.
First,
th
e
s
am
p
le
s
ize
was
lim
ited
to
o
n
e
m
ad
r
asah
(
n
=
7
7
)
in
Ma
tar
am
,
s
o
g
en
er
aliza
tio
n
o
f
th
e
f
in
d
in
g
s
s
h
o
u
ld
b
e
d
o
n
e
with
ca
u
tio
n
;
h
o
wev
er
,
th
e
co
n
s
is
ten
cy
o
f
t
h
e
r
esu
lt
s
ac
r
o
s
s
m
u
ltip
le
an
aly
tical
ap
p
r
o
ac
h
es
(
W
ilco
x
o
n
,
Ma
n
n
-
W
h
itn
ey
,
m
u
ltip
le
lin
ea
r
r
eg
r
ess
io
n
,
an
d
ANCOVA)
s
tr
en
g
th
en
s
th
e
i
n
ter
n
al
v
alid
ity
o
f
th
e
f
in
d
i
n
g
s
.
Seco
n
d
,
m
ea
s
u
r
in
g
em
o
tio
n
al
in
tellig
en
ce
u
s
in
g
a
ca
f
eter
ia
q
u
esti
o
n
n
air
e
f
o
r
m
at
in
ch
ild
r
e
n
ag
e
d
6
-
7
y
ea
r
s
m
a
y
b
e
in
f
lu
en
ce
d
b
y
lim
ited
liter
ac
y
s
k
ills
,
alth
o
u
g
h
th
e
ANCOVA
m
o
d
el
ex
p
lain
in
g
7
8
.
2
%
o
f
th
e
v
a
r
ian
ce
in
p
o
s
t
-
test
s
co
r
es
in
d
icate
s
ad
eq
u
ate
m
ea
s
u
r
e
m
e
n
t r
eliab
ilit
y
.
5.
CO
NCLU
SI
O
N
T
h
i
s
s
tu
d
y
d
em
o
n
s
t
r
a
te
s
t
h
at
t
h
e
em
o
t
io
n
a
l
ca
r
d
g
a
m
e
s
ig
n
if
i
ca
n
tl
y
im
p
r
o
v
e
s
em
o
t
io
n
a
l
in
t
el
lig
en
c
e
am
o
n
g
e
lem
en
t
ar
y
s
c
h
o
o
l
-
ag
ed
ch
ild
r
en
,
wi
th
th
e
in
t
er
v
e
n
t
io
n
g
r
o
u
p
s
h
o
w
i
n
g
a
m
e
an
i
n
g
f
u
l
ly
g
r
ea
ter
in
cr
e
as
e
(
7
.
0
%)
co
m
p
ar
ed
to
th
e
co
n
tr
o
l
g
r
o
u
p
(
1
.
4
%,
p
<
0
.
0
0
1
)
,
ev
en
af
t
er
ad
ju
s
tin
g
f
o
r
co
n
f
o
u
n
d
in
g
v
ar
iab
le
s
.
T
h
e
s
e
f
i
n
d
in
g
s
co
n
tr
ib
u
te
to
ch
i
ld
h
ea
l
th
p
r
o
m
o
t
io
n
b
y
e
s
t
ab
l
i
s
h
in
g
an
ev
id
en
ce
-
b
as
ed
,
lo
w
-
c
o
s
t
s
o
ci
al
-
em
o
ti
o
n
al
l
ea
r
n
in
g
to
o
l
th
at
s
u
p
p
o
r
t
s
h
o
li
s
ti
c
ch
i
ld
d
ev
elo
p
m
en
t
b
ey
o
n
d
ac
ad
em
ic
ac
h
i
ev
e
m
en
t.
T
h
e
id
e
n
t
if
i
ca
ti
o
n
o
f
m
at
er
n
a
l
ed
u
c
at
io
n
a
s
t
h
e
m
o
s
t
i
n
f
lu
en
t
ia
l
d
em
o
g
r
ap
h
ic
f
ac
to
r
(
β
=
3
.
1
)
u
n
d
er
s
co
r
e
s
th
e
in
ter
co
n
n
e
ct
io
n
b
e
tw
ee
n
f
am
ily
en
v
ir
o
n
m
en
t
an
d
ch
ild
r
en
's
em
o
tio
n
al
g
r
o
wt
h
.
S
ev
e
r
a
l
ac
t
io
n
ab
l
e
r
ec
o
m
m
en
d
at
io
n
s
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DATA AV
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MA
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,
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s
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ab
le
r
eq
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est.
RE
F
E
R
E
NC
E
S
[
1
]
A
.
H
.
H
e
r
u
t
,
H
.
D
.
M
u
l
e
t
a
,
a
n
d
M
.
F
.
L
e
b
e
t
a
,
“
Em
o
t
i
o
n
a
l
i
n
t
e
l
l
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g
e
n
c
e
a
s
a
p
r
e
d
i
c
t
o
r
f
o
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c
a
d
e
mi
c
a
c
h
i
e
v
e
men
t
o
f
c
h
i
l
d
r
e
n
:
Ev
i
d
e
n
c
e
f
r
o
m
p
r
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y
s
c
h
o
o
l
s
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f
so
u
t
h
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n
E
t
h
i
o
p
i
a
,
”
S
o
c
i
a
l
S
c
i
e
n
c
e
s
&
H
u
m
a
n
i
t
i
e
s
O
p
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n
,
v
o
l
.
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,
p
.
1
0
0
7
7
9
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
ssa
h
o
.
2
0
2
3
.
1
0
0
7
7
9
.
[
2
]
R
.
S
.
D
o
g
h
a
m,
N
.
M
.
El
c
o
k
a
n
y
,
A
.
S
.
G
h
a
l
y
,
A
.
M
.
El
-
A
s
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y
,
a
n
d
H
.
F
.
M
.
A
l
i
,
“
Em
o
t
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o
n
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e
l
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e
a
n
d
r
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f
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t
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v
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t
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k
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n
g
:
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sy
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g
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st
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c
a
p
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n
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d
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,
”
BM
C
N
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g
,
v
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.
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,
p
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s
1
2
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1
2
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5
-
w.
[
3
]
N
.
P
u
my
o
c
h
a
n
d
S
.
S
r
i
k
o
o
n
,
“
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x
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t
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f
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n
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t
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o
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t
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c
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n
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a
n
c
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t
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o
n
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t
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g
e
n
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e
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n
e
a
r
l
y
c
h
i
l
d
h
o
o
d
:
Th
e
o
r
y
a
d
a
p
t
a
t
i
o
n
i
n
e
d
u
c
a
t
i
o
n
a
l
d
e
si
g
n
r
e
se
a
r
c
h
,
”
T
h
i
n
k
i
n
g
S
k
i
l
l
s
a
n
d
C
re
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t
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y
,
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l
.
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,
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.
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7
3
,
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.
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4
,
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o
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:
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1
0
1
6
/
j
.
t
s
c
.
2
0
2
4
.
1
0
1
6
7
3
.
[
4
]
L.
W
i
l
l
e
n
b
e
r
g
e
t
a
l
.
,
“
U
n
d
e
r
st
a
n
d
i
n
g
men
t
a
l
h
e
a
l
t
h
a
n
d
i
t
s
d
e
t
e
r
mi
n
a
n
t
s
f
r
o
m
t
h
e
p
e
r
sp
e
c
t
i
v
e
o
f
a
d
o
l
e
s
c
e
n
t
s
:
a
q
u
a
l
i
t
a
t
i
v
e
st
u
d
y
a
c
r
o
ss
d
i
v
e
r
se
so
c
i
a
l
s
e
t
t
i
n
g
s
i
n
I
n
d
o
n
e
s
i
a
,
”
A
si
a
n
J
o
u
r
n
a
l
o
f
Psy
c
h
i
a
t
r
y
,
v
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l
.
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2
,
p
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0
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g
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,
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/
j
.
a
j
p
.
2
0
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0
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0
2
1
4
8
.
[
5
]
M
.
S
.
A
l
o
t
a
i
b
i
,
“
G
a
m
e
-
b
a
se
d
l
e
a
r
n
i
n
g
i
n
e
a
r
l
y
c
h
i
l
d
h
o
o
d
e
d
u
c
a
t
i
o
n
:
a
sy
s
t
e
m
a
t
i
c
r
e
v
i
e
w
a
n
d
me
t
a
-
a
n
a
l
y
s
i
s,”
Fr
o
n
t
i
e
rs
i
n
Psy
c
h
o
l
o
g
y
,
v
o
l
.
1
5
,
A
p
r
.
2
0
2
4
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
sy
g
.
2
0
2
4
.
1
3
0
7
8
8
1
.
[
6
]
C
.
P
a
p
o
u
t
s
i
,
A
.
D
r
i
g
a
s
,
C
.
S
k
i
a
n
i
s,
C
.
S
k
o
r
d
o
u
l
i
s,
a
n
d
M
.
P
a
p
p
a
s
,
“
‘
T
h
e
p
a
r
k
o
f
e
m
o
t
i
o
n
s’
:
a
s
e
r
i
o
u
s
g
a
m
e
f
o
r
t
h
e
d
e
v
e
l
o
p
me
n
t
o
f
e
mo
t
i
o
n
a
l
i
n
t
e
l
l
i
g
e
n
c
e
i
n
c
h
i
l
d
r
e
n
,
”
A
p
p
l
i
e
d
S
c
i
e
n
c
e
s
,
v
o
l
.
1
4
,
n
o
.
1
4
,
p
.
6
0
6
7
,
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u
l
.
2
0
2
4
,
d
o
i
:
1
0
.
3
3
9
0
/
a
p
p
1
4
1
4
6
0
6
7
.
[
7
]
E.
Li
v
e
r
m
a
n
e
t
a
l
.
,
“
G
a
me
-
b
a
s
e
d
s
o
c
i
a
l
-
e
mo
t
i
o
n
a
l
l
e
a
r
n
i
n
g
f
o
r
y
o
u
t
h
:
S
c
h
o
o
l
-
b
a
se
d
q
u
a
l
i
t
a
t
i
v
e
a
n
a
l
y
si
s
o
f
b
r
a
i
n
a
g
e
n
t
s,
”
J
MIR
Fo
rm
a
t
i
v
e
Re
s
e
a
r
c
h
,
v
o
l
.
9
,
p
p
.
e
6
7
5
5
0
–
e
6
7
5
5
0
,
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u
l
.
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0
2
5
,
d
o
i
:
1
0
.
2
1
9
6
/
6
7
5
5
0
.
[
8
]
M
.
N
u
n
e
s
,
A
.
O
l
i
v
e
i
r
a
,
a
n
d
F
.
F
i
d
a
l
g
o
,
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G
a
m
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RS
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h
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ip
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e
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rip
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o
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c
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t
h
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h
d
latu
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a
n
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rg
a
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iza
ti
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fo
u
n
d
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d
b
y
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a
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lan
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k
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TG
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u
h
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m
m
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d
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u
d
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in
Ab
d
u
l
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a
d
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d
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
sri.
su
sa
n
ti
n
i@y
a
h
o
o
.
c
o
m
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Pu
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lic
Hea
lth
Sci
I
SS
N:
2252
-
8
8
0
6
Th
e
effec
t o
f e
mo
tio
n
ca
r
d
g
a
mes o
n
emo
tio
n
a
l in
tellig
en
ce
a
mo
n
g
elem
en
ta
r
y
…
(
Mo
h
.
A
r
ip
)
407
Ma
r
th
a
Meti
K
o
d
i
is
a
n
a
c
a
d
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m
ic
a
n
d
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c
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to
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wo
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k
i
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N
u
rsin
g
De
p
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rtme
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f
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Ku
p
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M
i
n
i
stry
o
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a
lt
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ly
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ic
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m
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Ku
p
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t
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g
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ra
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T),
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lec
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r
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th
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Nu
rsin
g
De
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a
rtme
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sh
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s.
S
h
e
c
a
n
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c
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n
tac
ted
a
t
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m
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il
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k
o
d
y
m
a
rth
a
@g
m
a
il
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c
o
m
.
Mela
ti
In
a
y
a
ti
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b
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y
a
n
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is
a
n
u
rsin
g
a
c
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d
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m
ic
a
ffil
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d
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p
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f
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rsin
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a
t
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a
tara
m
He
a
lt
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I
n
stit
u
te,
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t
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sa
Ten
g
g
a
ra
(NTB),
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n
d
o
n
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sia
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r
in
stit
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ti
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l
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tes
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ti
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ll
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with
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In
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ig
h
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stit
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g
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)
is
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p
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rn
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e
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a
n
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:
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s
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t.
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e
c
a
n
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c
o
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tac
ted
a
t
e
m
a
il
:
ik
h
sa
n
o
v
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g
m
a
il
.
c
o
m
.
Evaluation Warning : The document was created with Spire.PDF for Python.