PRZEDMIOTEM OFERTY JEST KOD DOSTĘPOWY DO KSIĄŻKI ELEKTRONICZNEJ (EBOOK)
KSIĄŻKA JEST DOSTĘPNA NA ZEWNĘTRZNEJ PLATFORMIE. KSIĄŻKA NIE JEST W POSTACI PLIKU.
Psychology Library Editions: Child Development (20 Volume set) brings together a diverse number of titles across many areas of developmental psychology, from children’s play to language development. The series of previously out-of-print titles, originally published between 1930 and 1993, with the majority from the 70s and 80s, includes contributions from many respected authors in the field and charts the progression of the field over this time.
- Autorzy: Various
- Wydawnictwo: Taylor & Francis
- Data wydania: 2021
- Wydanie: 1
- Liczba stron:
- Forma publikacji: PDF (online)
- Język publikacji: angielski
- ISBN: 9781351273831
BRAK MOŻLIWOŚCI POBRANIA PLIKU. Drukowanie: OGRANICZENIE DO 2 stron. Kopiowanie: OGRANICZENIE DO 2 stron.
- Volume 01
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Chapter 1: Introduction
- Part I: Infancy
- Chapter 2: Basic Patterns of Psychogenetic Change in Infancy
- Chapter 3: The Year-Old Infant: A Period of Major Cognitive Change
- Chapter 4: Trends in the Development of Imitation in Early Infancy
- Chapter 5: Regressions and Transformations during Neurological Development
- Part II: Early Childhood
- Chapter 6: Revolutionary Periods in Early Development
- Chapter 7: Unlearning: Dips and Drops-A Theory of Cognitive Development
- Chapter 8: Regression in the Service of Development
- Part III: Middle Childhood
- Chapter 9: Ancestral and Descendant Behaviors: The Case of U-Shaped Behavioral Growth
- Chapter 10: Cross-Cultural Data on Operational Development: Asymptotic Development Curves
- Chapter 11: Dialectics of Development
- Part IV: Neurological Models
- Chapter 12: Correlates of Developmental Behaviorin Brain Maturation
- Chapter 13: A Two-Step Model for Visuomotor Development
- Author Index
- Subject Index
- Volume 02
- Cover
- Half Tilte
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Series Prologue
- Contributors to This Volume
- Table of Contents
- Preface
- Dedication
- Chapter 1: Introduction
- Introduction
- References
- Part I: Perceptual and Motor Development
- Chapter 2: Perspectives on Infant Motor System Development
- Introduction
- Reflections
- An Expanded View
- The Period of Ontogenesis
- Functional Maturation
- Comments
- References
- Chapter 3: Perceptual Development: Stability and Change in Feature Perception
- Introduction
- Perceptual Features
- Mature Feature Perception
- Immature Feature Perception: Innate Knowledge?
- The Biology of Perceptual Features
- Experience and Perceptual Development
- Meaning, Function, and Significance of Perceptual Features
- References
- Chapter 4: The Origins of Facial Pattern Recognition
- Introduction
- Operational Definitions
- Differentiation at Five to Seven Months
- Limiting Conditions
- Detection of Invariant Features
- Facilitation of Recognition
- Summary and Discussion
- References
- Chapter 5: Spatial Reference Systems in Perceptual Development
- Introduction
- Tasks and Reference Systems
- How Frames of Reference are Used
- References
- Chapter 6: Commentary
- Part II: Cognitive Development
- Chapter 7: Structure and Process in the Human Infant: The Ontogeny of Mental Representation
- Introduction: What We Ask of the Infant
- The Historical Bases for Faith in Continuity
- Cognitive Development in Infancy
- Developmental Changes in Reaction to Discrepant Experience
- Structure and Process
- Summary and Implications
- References
- Chapter 8: Qualitative Transitions in Behavioral Development in the First Two Years of Life
- Introduction
- General Orientation
- Overview of the Conceptual Orientation
- Description of Stages
- Epilogue
- References
- Chapter 9: The Figurative and the Operative in Piagetian Psychology
- Introduction
- The Figurative and the Operative
- Conceptions of Development from Infancy
- The Figurative/Operative Distinction and Other Conceptions of Development
- Implications
- Conclusions
- References
- Chapter 10: From Adaptive Responses to Social Cognition: The Learning View of Development
- Introduction
- Infant Observation and Experimentation as a Beginning
- Why Begin Psychological Research in Infancy?
- Conditioning, Learning, and Cognition
- Social Interaction and Play
- Future Directions
- References
- Chapter 11: Commentary
- Part III: Language and Social Development
- Chapter 12: Acquiring the Concept of the Dialogue
- Introduction
- The Social or the Lonely Infant?
- Temporal Patterning in Early Interaction
- Social Preadaptation
- The Parent's Role
- The Infant's Interactive Achievements
- Cognitive Mechanisms and Social Development
- Conclusions
- References
- Chapter 13: The Role of Language in Infant Development
- Introduction
- Cognitive Prerequisites
- The Communication Component
- The Missing Link: Development From 12 to 18 Months
- The Coordination of the Social and Object Worlds In and Out of Language
- Language and the Coordination of Social and Object Worlds
- Summary and Conclusion
- References
- Chapter 14: Dialectical Approaches to Early Thought and Language
- Introduction
- Dialectics of Development
- Dialectics and Language Development
- Conclusions
- References
- Chapter 15: Commentary: A Trialogue on Dialogue
- Biographical Notes
- Author Index
- Subject Index
- Volume 03
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Preface
- Chapter 1: The Case for Innate Knowledge
- First steps to innate knowledge
- The knowledge behind sentence production
- The constraints on grammatical rules
- The introduction of innate knowledge
- Potential assistance from other speakers
- The significance of motherese
- The relevance of conversational replies
- The role of misunderstanding
- Further options for the acquisition process
- The power of the linguistic environment
- The possibility of an alternative process
- A strategy for further research
- Chapter 2: The Contextual Completion of Meaning
- Imperative sentences and the directing of behaviour
- The functions of imperative sentences
- The sensitivity to behaviour direction
- The awareness of entity roles
- Interrogative sentences and the asking of questions
- The subcategorisation of interrogative sentences
- The deployment of indirect speech acts
- The implication of literal meaning
- Declarative sentences and the providing of information
- The differentiation of information providing
- The exclusion of performative clauses
- Some conclusions on specific content
- The nature of contextually completed meaning
- Chapter 3: The Time-scale to Observational Adequacy
- Assimilation to extralinguistic structures
- The emergence of the assimilation approach
- An appraisal of the initial model
- The implications of sentence assimilation
- Accommodation to sentential properties
- The formulation of LAS
- The emergence of ALAS
- The relevance of accommodation
- Three stages in grammar learning
- The formation of input mappings
- The integration of meaning elements
- The fusion of lexical items
- The convergence on observational adequacy
- Chapter 4: The Approximation to Psychological Reality
- A theoretical account of the basic steps
- The nature of telegraphic mappings
- The creation of composite mappings
- The metamorphosis into adult grammar
- A communicative system of growing power
- The multiplication of meaning elements
- The lexicalisation of communicative expressions
- The sequencing of lexical items
- A rule-bound system in flux
- The switch to a rule-bound system
- The emergence of grammatical categories
- The introduction of context specificity
- Chapter 5: The Establishment of an Alternative Theory
- Prolegomena to a cross-linguistic analysis
- The universality of contextually completed meaning
- The variable sequencing of lexical items
- A possible explanation of grammatical structure
- Implications for developmental psychology
- The processing of input mappings
- The integration and production procedures
- Linguistic autonomy and general learning
- References
- Author Index
- Subject Index
- Volume 04
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Dedication
- Table of Contents
- Preface
- Acknowledgements
- Chapter 1: Introduction and Review of the Literature
- Chapter 2: Our Children
- Chapter 3: The Families and How They Coped
- Chapter 4: Observing How They Grew
- Chapter 5: "Catch Up" by Two Years of Age
- Chapter 6: Six Children and How They Grew
- Chapter 7: How Mother and Baby Love Influenced Development
- Chapter 8: Parenting and Interventions
- Chapter 9: The Path to Speech and Ability
- Chapter 10: School Days
- Chapter 11: Personality Development
- Chapter 12: Summary and Conclusions
- Index
- Volume 05
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Notes on the Contributors
- Editor's introduction
- Chapter 1: Human social development: an evolutionary-biological perspective
- Chapter 2: The role of the mother in early social development
- Chapter 3: Early social knowledge: the development of knowledge about others
- Chapter 4: The child's perception of other people
- Chapter 5: Children and their friends
- Chapter 6: Sex-role differentiation in social development
- Chapter 7: The nature of social development: a conceptual discussion of cognition
- Chapter 8: Young children's understanding of society
- Name index
- Subject index
- Volume 06
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Dedication
- Table of Contents
- List of figures
- Acknowledgements
- Introduction
- Part I: Playing, learning and place
- Chapter 1: Questions of quality
- An ecological approach
- Development and environment
- Environmental competence
- People
- Differentiation of space and time
- Remembrance
- Politics of childhood and place
- Environmental education
- Chapter 2: Investigation
- Methodology
- Outdoors versus indoors
- Territorial form
- A woven metaphor
- Favourite places
- Missing items
- Favourite activities
- Adventure play
- Policy directions
- Part II: Exploring childhood territories
- Chapter 3: The flowing terrain
- Wandering
- Pedestrian networks
- Bicycles
- Other ways of travelling
- Getting through
- Playing along the way
- Topography
- Hide-and-seekness
- Harvesting found objects
- A reminder
- Chapter 4: Habitats around the home
- Home as haven
- Transitional niches
- Sheds and garages
- Places for pets
- Yards and gardens
- 'Backs,' news and alleys
- Old town 'fronts'
- New Town 'fronts'
- Car spaces
- Streets as playgrounds
- Chapter 5: Parks and playgrounds
- Playgrounds in parks
- Parks as playgrounds
- Parks as scarce resource areas
- Child-adult relations in parks
- Hallowed ground?
- Adventure playgrounds
- Chapter 6: Greens
- School grounds
- Bedwell's fields
- The Dip
- The Banks
- School grounds again
- Greenway edges
- Sports fields
- The Little Park
- Essential ingredients
- Chapter 7: Rough ground and abandoned places
- The Grogs
- Guy Fawkes
- A 'meanwhile' sanctuary
- Marat Farm
- Woods
- Fields
- Tracy's marlhole
- Glenn's marlhole
- Heather's old garage
- Lawrence's camps
- The "studio"
- Haunted house
- Chris's camp
- The Brickers
- Building sites
- Part III: Conserving and creating childhood domains
- Chapter 8: Hidden dimensions
- Personality
- Milieu
- Television
- Neighbours nice and nasty
- Boundaries
- Parental fears
- Negotiating territorial limits
- Mothers and fathers
- Special trips
- Weekend visits
- Public transport
- Travelling companions
- Chapter 9: Environmental change
- Existing conditions
- What children wanted changed
- In whose interests?
- Toponymy
- Backlash
- Evoking a sense of history
- Purity and disorder
- The scope of education
- Chapter 10: Policy directions
- Access to diversity
- Adaptation to children's rights
- Making streets livable
- Conservation of special childhood places
- Roughing-up urban parks and greens
- Urban wildlife management
- Adventure playgrounds
- Community animation
- Participation
- Notes and References
- Appendices
- A: Notes on method
- B: Tables for children's drawings
- C: Tables for children's interviews
- D: Play objects and places
- E: Organizations working on behalf of children's play, environmental education and children's rights
- Index
- Volume 07
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Foreword
- Preface
- Acknowledgements
- Chapter 1: Introduction
- Introduction
- Notes to Chapter One
- Chapter 2: Charles Darwin and the Origins of Developmental Psychology
- The ''Natural History of Babies": Darwin on Child Development
- Evolution and Recapitulation
- Darwin's Immediate Impact
- The Influence of Evolutionism
- Notes to Chapter Two
- Chapter 3: Biology and the Developmentalists: Hall, Baldwin, and Freud
- Introduction
- Granville Stanley Hall: Zealot of Evolution
- James Mark Baldwin and the "Embryology of Society"
- Sigmund Freud and the Ancestral Imperative
- Notes to Chapter Three
- Chapter 4: Biology and the Developmentalists: Vygotsky, Piaget, and Werner
- Introduction
- Minor Developmentalists in Europe and America
- Lev Vygotsky and the Ontogeny of Culture
- Jean Piaget and the Biology of Knowledge
- Heinz Werner and the Morphology of Thought
- Notes to Chapter Four
- Chapter 5: "The Prisoner of the Senses": Sensationism in Developmental Thinking
- "Prisoner of the Senses"
- Notes to Chapter Five
- Chapter 6: Infancy
- Introduction
- The Newborn
- Knowledge of the World
- Knowledge of People and Knowledge of the Self
- The Psychoanalytic Tradition
- Notes to Chapter Six
- Chapter 7: Childhood
- Introduction
- From Autism to Egocentrism
- The Origins and Functions of Language
- Reasoning and Logic
- Drawing and Spatial Representation
- Children, Peers, and the Adult World
- Notes to Chapter Seven
- Chapter 8: Adolescence
- Introduction
- Adolescence and the Acme of Intellect
- Adolescence and Turmoil
- The Adolescent in Culture
- Notes to Chapter Eight
- Chapter 9: Models and Processes
- Introduction
- Progress and Directionality
- Processes of Change and Processes of Stability
- Differentiation and Integration
- Notes to Chapter Nine
- Chapter 10: Biology and Alternatives to Biology in Contemporary Developmental Psychology
- Introduction
- Biological Theories: Ethology and Psychobiology
- Alternatives: Lifespan Theories
- Alternatives: Formal Theories
- Alternatives: Theories of Social Context
- Alternatives: Theories of Social Construction
- Notes to Chapter Ten
- Chapter 11: Conclusions
- Introduction
- The Foundations of Developmental Psychology
- The Darwinian Myth in Developmental Psychology
- The Future
- Notes to Chapter Eleven
- References
- Reference Notes
- Author Index
- Subject Index
- Volume 08
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- List of figures and tables
- Notes on contributors
- Acknowledgements
- Introduction
- Part I: General processes
- Chapter 1: Two principles of communication: co-regulation and framing
- Chapter 2: Intersubjective vocal imitation in early mother–infant interaction
- Chapter 3: The function of emotions in early infant communication and development
- Chapter 4: The development of intentional communication: a re-analysis
- Chapter 5: Communication and the development of symbolic play: the need for a pragmatic perspective
- Chapter 6: Imitation and toddlers' achievement of co-ordinated action with others
- Chapter 7: What makes immediate imitation communicative in toddlers and autistic children?
- Part II: Communication in different social contexts
- Chapter 8: The social construction of meaning in early infant–parent and infant–peer relations
- Chapter 9: The structures of peer participation in shared activity: frameworks for acquiring communi
- Chapter 10: The effect of adult presence on communicative behaviour among toddlers
- Chapter 11: Contributions of actor and partner to dyadic interactions in toddlers: a longitudinal st
- Chapter 12: Constructing social communication with peers: domains and sequences
- Name index
- Subject index
- Volume 09
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Acknowledgements
- Table of Contents
- Tables
- Chapter 1: Orientation and Explanation
- Chapter 2: Spotlight on Seven-Year-Olds
- Chapter 3: Out and About
- Chapter 4: Playthings and Pastimes
- Chapter 5: The Constraints of Reality
- Chapter 6: Friendships and Quarrels
- Chapter 7: Saturday's Child
- Chapter 8: With Love and Kisses
- Chapter 9: Coming to Blows
- Chapter 10: Artillery of Words
- Chapter 11: Dimensions of Difference
- Chapter 12: Towards an Understanding of the Parental Role
- Appendix I–The Interview
- Appendix II–Sampling
- References
- Index
- Volume 10
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Acknowledgements
- Chapter 1: Why Toys?
- Chapter 2: People as Playthings: lap and cradle play
- Chapter 3: Toys For the First Two Years: a developmental progression
- Chapter 4: Some Timeless Toys and Play Equipment
- Chapter 5: Props for Fantasy
- Chapter 6: Miniature Worlds
- Chapter 7: Play and Playthings for the Handicapped Child
- Chapter 8: Using Toys for Developmental Assessment
- Chapter 9: Using Toys and Play Remedially
- Chapter 10: Toys and Play for the Sick Child
- Chapter 11: Toys Through Time and Space
- Notes
- List of Suppliers
- Further Reading
- Index
- Volume 11
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Contributors
- Preface
- Section 1: Cognitive Issues in Development
- Chapter 1: The Effects of Prenatal and Postnatal Twin Environments on Development
- Chapter 2: Cognitive Functioning of Children Born With Very Low Birth Weight
- Chapter 3: Search for Sounding Objects by One-Year-Old Infants
- Chapter 4: Failure on Piagetian Tasks: Misinterpretation of the Question?
- Chapter 5: The Effect of Context on the Memory Performance of Children
- Chapter 6: Children's Collaboration and Conflict in Dyadic Problem Solving
- Chapter 7: Scholastic Ability in Left?Handers
- Chapter 8: Adolescents' Organisational Strategies for Planning Errands
- Section 2: Language and Reading Development
- Chapter 9: On Children's Comprehension of Metaphor
- Chapter 10: Children's Understanding of lronic Utterances
- Chapter 11: Phonological Awareness and Learning to Read
- Chapter 12: Syntactic Processing in Children Varying in Reading Skill Profile
- Chapter 13: Do Twins and Singletons Have Similar Language and Reading Problems?
- Section 3: Perceptual Motor Development
- Chapter 14: Development of Perceptual Motor Abilities in Children from 5 Years to Adults
- Chapter 15: Perceptual Motor Development in Children's Drawing Skill
- Chapter 16: Vestibular-Postural and Oculomotor Control Problems in Learning Disabled Children
- Section 4: Social Aspects of Development
- Chapter 17: Daycare, Rules and the Heteronomy Construct
- Chapter 18: Reflection?Impulsivity and Delay of Gratification Choice
- Chapter 19: Parental Attitudes to Early Childhood Care
- Chapter 20: Parents' Satisfaction with Progress and Beliefs About Stability of Traits
- Chapter 21: 'Difficult' and 'Easy' Periods for Young Siblings of Disabled People
- 22 Social Distance and Life Goals as Bases for Intergenerational Perceptions
- Volume 12
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Chapter 1: Women and children
- Chapter 2: 'Suffer the little children to come unto me ...': the infant school movement during the f
- Chapter 3: The power of first impressions: the first attempts to design a child-centred pedagogy
- Chapter 4: Women's science: Froebel, the kindergarten movement and feminism
- Chapter 5: Laboratories of human relationships: the rise of a scientific pedagogy in the United Stat
- Chapter 6: Regulating emotions: maternal love, emotional bonds and discipline
- Chapter 7: Project Head Start: efforts to break the cycle of deprivation
- Chapter 8: Attachment theory and day-care: sensitive mothers and the feminist struggle for child-car
- Chapter 9: Conclusions
- References
- Name index
- Subject index
- Volume 13
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Dedication
- Table of Contents
- Photograph of Jean Piaget, c. 1925
- Prefaceor Hill-climbing with Jean Piaget
- Chapter 1: Towards an Epistemology of Necessary Knowledge
- 1: Introduction
- 2: Piaget's Problem: The Construction of Necessary Knowledge
- 3: Necessity in Philosophical Epistemology
- [3.1]: Necessity in Traditional Epistemology
- [3.2]: Necessity in Contemporary Epistemology
- 4: Logical Norms
- [4.1]: Different Norms
- [4.2]: Problematic Norms
- 5: Logical Intuition
- [5.1]: Different Intuitions
- [5.2]: Problematic Intuition
- 6: Conclusion
- Chapter 2: Piaget's Empirical Epistemology
- 7: Piaget's Tertium Quid
- 8: Knowing as a Relational Process
- [8.1]: Construction as a Normative Process
- [8.2]: Construction Through Action
- [8.3]: Unconscious and Conscious Processes
- [8.4]: Sets of Possibilities
- [8.5]: Search for Coherence
- [8.6]: Epistemic Subject
- 9: Empirical Testability
- Chapter 3: Methods
- 10: Problems of Method
- 11: Critical Method
- 12: False Negatives
- 13: Method and Necessary Knowledge
- [13.1]: Foundationalist Account
- [13.2]: Causal Account
- [13.3]: Commentary
- Chapter 4: Procedures
- 14: Procedural Changes
- 15: Experimental Studies
- 16: Empirical Studies and Necessary Conservation
- Chapter 5: Tasks
- 17: Assessment Tasks
- 18: Age and Ability
- [18.1]: Facts and Norms
- [18.2]: Social Class as an Alternative Antecedent Variable
- [18.3]: Age Range as a Hedge against the Criteriality of Age
- 19: Mental Models
- Chapter 6: Alternatives to Constructivism
- 20: Platonism Revisited
- 21: Social Construction
- 22: The Learning Paradox
- Chapter 7: Epistemic Construction
- 23: Structures and Construction
- 24: Construction and Classification
- [24.1]: Class Inclusion as a Logical Principle
- [24.2]: Class Inclusion and Operational Logic
- [24.3]: Class Inclusion Reasoning
- 25: Constructing Necessary Knowledge
- [25.1]: Intellectual Construction as Differentiation
- [25.2]: A Modal Model of Differentiation
- 26: Piagetian Constructivism and Consistency
- Chapter 8: ConclusionNecessary Knowledge and Piagetian Research
- 27: OverviewPiagetian Perspectives on Necessary Knowledge
- 28: Necessary Knowledge and Constructivist Research
- Photograph of Jean Piaget, c. 1978
- References
- Author Index
- Subject Index
- Volume 14
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Introduction to the Series
- Play Research and its Applications: A Current Perspective
- The Origins of Exploratory Play
- Play in Young Children: Problems of Definition, Categorisation and Measurement
- Training of Symbolic Play
- Language Play
- Play and Leaming with Computers
- Changing Beliefs about Play and Handicapped Children
- Play Therapy
- Outdoor Play and Play Equipment
- Notes on Contributors
- Author Index
- Subject Index
- Volume 15
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Dedication
- Table of Contents
- Acknowledgements
- Chapter 1: A new focus for the study of children's economic affairs
- Introduction
- The standard cognitive developmental approach
- The socio-developmental approach
- The types of economic problems to be solved
- The complementary nature of formal and functional aspects of children's economic affairs
- Chapter 2: Children's saving as an example of economic development
- Introduction
- What is saving?
- Current theories about why people save
- Saving from the socio-developmental viewpoint
- Children's saving: the existing literature
- Outline of the studies to follow
- Chapter 3: The development of functional saving in a play economy
- The development of saving as a response to income constraint
- Study 1: Choices under income constraint
- Results
- Discussion
- Study 2: Savinga response to different types of threats
- Results
- Discussion
- Study 3: Choosing between actions with social or economic value
- Results
- Discussion
- The development of saving revisited
- Chapter 4: Extending the boundaries of the play economy
- Introduction
- The status of the board game play economy
- Institutionalised saving
- The relationship between the development of saving and consumer strategies
- Study 4: Money management in a more naturalistic setting
- Results
- The changing understandings of saving form and function
- Discussion of Study 4
- Chapter 5: Social influences on children's saving
- Introduction
- The development of economic ideals within popular culture
- R
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