17 results on '"Forrest, Claire L."'
Search Results
2. Social Cognition in Adolescents with Developmental Language Disorder (DLD): Evidence from the Social Attribution Task
- Author
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Forrest, Claire L., Lloyd-Esenkaya, Vanessa, Gibson, Jenny L., and St Clair, Michelle C.
- Published
- 2023
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- View/download PDF
3. What Is the Nature of Peer Interactions in Children with Language Disorders? A Qualitative Study of Parent and Practitioner Views
- Author
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Lloyd-Esenkaya, Vanessa, Forrest, Claire L., Jordan, Abbie, Russell, Ailsa J., and St. Clair, Michelle C.
- Abstract
Background and aims: Children with Language Disorders (LDs) can exhibit increased levels of social withdrawal, aggression and problems managing social conflicts. The reasons underlying this pattern of social interaction profiles remain unclear. This qualitative study aimed to document the nature of social interactions between children with LDs and their peers, and to evaluate explanations for their social behaviour, as understood by parents and practitioners. Methods: This study focused on children with LDs who spend school hours with other children with LDs. Three parent focus groups (n = 8) and three practitioner focus groups (n = 10) were conducted with parents of children aged 4-12 attending specialist language schools and practitioners working at these schools. This was a mixed clinical sample. All children of participating parents had LD as their primary area of need, which was the reason they required specialist schooling. Focus groups were conducted across two specialist schools in the UK between March and June 2018. Results: An inductive reflective thematic analysis of the data identified three themes; social knowledge, coping strategies, and emotional competence. Parents and school staff reported that children with LDs experience difficulties managing peer interactions due to a combination of challenges including difficulties with understanding and regulating emotions, and difficulties understanding social situations. Some of the children with LDs were described as having developed strategies to cope with their challenges, for example imposing structure on their social interactions to manage uncertainty, which has implications for their social interactions with peers. Conclusions: Children with LDs have difficulties understanding emotions, difficulties understanding their peer's intentions and difficulties resolving conflict situations independently according to their parents and practitioners working with these children. Participants proposed a novel explanation that social withdrawal may be used adaptively by children with LDs to process information. This study demonstrates the complexity of the relationship between Language Disorders and peer interaction profiles. Implications: Suggestions are offered regarding future research directions, such as investigating the specific contribution language skills make to children's emotion understanding, to better understand the reasons for peer interaction difficulties in children with Language Disorders.
- Published
- 2021
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- View/download PDF
4. A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children with and without Early Language Difficulties: Evidence from the Millennium Cohort Study
- Author
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Forrest, Claire L., Gibson, Jenny L., Halligan, Sarah L., and St Clair, Michelle C.
- Abstract
Purpose: Adolescents with a history of language difficulties are at risk for increased social and emotional difficulties; however, the pathways involved are unclear. We examine the contribution of poor emotion regulation by comparing longitudinal data from children at risk of developmental language disorder (rDLD) and the general population. Method: Data from the Millennium Cohort Study were analyzed at ages 3, 5, 7, 11, and 14 years. The rDLD group (children with parent-reported difficulties and/or a score of -1.5 SDs on the Naming Vocabulary subtest at age 5 years) was compared to a general population group on parent reports of emotion regulation, peer problems, and emotional problems. Results: In line with the established literature, increased socioemotional problems in individuals with language difficulties were reported. Poor emotion regulation consistently predicted subsequent peer and emotional problems throughout development in both groups. Stronger cross-lag effects were found in the rDLD group for poor emotion regulation at age 3 years predicting age 5 years emotional problems and age 5 years emotional problems predicting age 7 years emotion regulation difficulties. Stronger reciprocal cross-lag effects were also observed in the rDLD group between peer and emotional problems at ages 3 and 5 years. No significant group differences were found in adolescence. Conclusions: Poor emotion regulation makes a small but significant contribution to later peer and emotional difficulties, and this relationship is stronger in children at rDLD. Early reciprocal peer and emotional difficulties are also stronger in the rDLD group, but these effects dissipate in midchildhood. Nevertheless, the consistent relationship between early emotion regulation difficulties and socioemotional problems throughout development warrants further investigation in individuals with lower language skills.
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- 2020
- Full Text
- View/download PDF
5. Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study
- Author
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St. Clair, Michelle C., Forrest, Claire L., Yew, Shaun Goh Kok, and Gibson, Jenny L.
- Abstract
Purpose: This study evaluated the pathways between developmental language disorder (DLD), psychosocial risk factors, and the development of emotional difficulties from ages 3 to 11 years within the Millennium Cohort Study. Method: A total of 14,494 singletons (49.4% female) from the Millennium Cohort Study were evaluated within this study. Risk of DLD (rDLD) was defined as age 5 parent-reported language problems and/or -1.5 SDs on a Naming Vocabulary subtest at the age of 5 years. Children without rDLD formed the general population comparison group. Psychosocial risk factors included 9-month temperamental traits, parental psychological distress, and maternal attachment as well as age 3 emotional regulation abilities, parent-child relationship, and peer problems. The parent report Strengths and Difficulties Questionnaire Emotional Difficulty subscale at 3, 5, 7, and 11 years of age was the outcome variable. The trajectory of emotional difficulties was evaluated within a variable-centered approach and a person-centered approach, using growth mixture modeling. Results: Children with rDLD (n = 884) had increased levels of emotional problems when compared to the general population group (n = 13,344). Psychosocial risk factors were increased in children with rDLD, fully mediated the increased emotional difficulties at 3 years, and partially mediated the increased emotional difficulties at 11 years. Children with rDLD were more likely to be included in emotional trajectory subgroups with an increasing pattern of emotional problems. rDLD was an additional risk factor for lower levels of emotional self-regulation and increased peer problems when controlling for the emotional difficulties trajectory subgroup. Conclusion: This article indicates that the increased emotional difficulties found in children with rDLD are likely a function of early language difficulties influencing other domains of development, specifically social interactions (parent and peer) and emotional self-regulation abilities. Clinically, this reiterates the importance of early identification and treatment of children with language delays or clinical level language disorders.
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- 2019
- Full Text
- View/download PDF
6. A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children With and Without Early Language Difficulties: Evidence From the Millennium Cohort Study
- Author
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Forrest, Claire L., Gibson, Jenny L., Halligan, Sarah L., and St. Clair, Michelle C.
- Subjects
Language skills -- Analysis ,Childhood mental disorders -- Analysis ,Child development -- Analysis ,Child health -- Analysis ,Health ,University of London - Abstract
Purpose: Adolescents with a history of language difficulties are at risk for increased social and emotional difficulties; however, the pathways involved are unclear. We examine the contribution of poor emotion regulation by comparing longitudinal data from children at risk of developmental language disorder (rDLD) and the general population. Method: Data from the Millennium Cohort Study were analyzed at ages 3, 5, 7, 11, and 14 years. The rDLD group (children with parent-reported difficulties and/or a score of -1.5 SDs on the Naming Vocabulary subtest at age 5 years) was compared to a general population group on parent reports of emotion regulation, peer problems, and emotional problems. Results: In line with the established literature, increased socioemotional problems in individuals with language difficulties were reported. Poor emotion regulation consistently predicted subsequent peer and emotional problems throughout development in both groups. Stronger cross-lag effects were found in the rDLD group for poor emotion regulation at age 3 years predicting age 5 years emotional problems and age 5 years emotional problems predicting age 7 years emotion regulation difficulties. Stronger reciprocal cross-lag effects were also observed in the rDLD group between peer and emotional problems at ages 3 and 5 years. No significant group differences were found in adolescence. Conclusions: Poor emotion regulation makes a small but significant contribution to later peer and emotional difficulties, and this relationship is stronger in children at rDLD. Early reciprocal peer and emotional difficulties are also stronger in the rDLD group, but these effects dissipate in midchildhood. Nevertheless, the consistent relationship between early emotion regulation difficulties and socioemotional problems throughout development warrants further investigation in individuals with lower language skills. Supplemental Material: https://doi.org/10.23641/asha. 12142059, Developmental language disorder (DLD) (1) affects approximately 7% of the population and manifests as a difficulty with expressive and/or receptive language that cannot be accounted for by any hearing impairment, [...]
- Published
- 2020
- Full Text
- View/download PDF
7. Early Risk Factors and Emotional Difficulties in Children at Risk of Developmental Language Disorder: A Population Cohort Study
- Author
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St Clair, Michelle C., Forrest, Claire L., Yew, Shaun Goh Kok, and Gibson, Jenny L.
- Subjects
STATA Corp. ,Child health ,Medical research ,Software industry ,Stress (Psychology) -- Risk factors ,Parent-child relations ,Women ,Health - Abstract
Purpose: This study evaluated the pathways between developmental language disorder (DLD), psychosocial risk factors, and the development of emotional difficulties from ages 3 to 11 years within the Millennium Cohort Study. Method: A total of 14,494 singletons (49.4% female) from the Millennium Cohort Study were evaluated within this study. Risk of DLD (rDLD) was defined as age 5 parent-reported language problems and/or -1.5 SDs on a Naming Vocabulary subtest at the age of 5 years. Children without rDLD formed the general population comparison group. Psychosocial risk factors included 9-month temperamental traits, parental psychological distress, and maternal attachment as well as age 3 emotional regulation abilities, parent-child relationship, and peer problems. The parent report Strengths and Difficulties Questionnaire Emotional Difficulty subscale at 3, 5, 7, and 11 years of age was the outcome variable. The trajectory of emotional difficulties was evaluated within a variable-centered approach and a person-centered approach, using growth mixture modeling. Results: Children with rDLD (n = 884) had increased levels of emotional problems when compared to the general population group (n = 13,344). Psychosocial risk factors were increased in children with rDLD, fully mediated the increased emotional difficulties at 3 years, and partially mediated the increased emotional difficulties at 11 years. Children with rDLD were more likely to be included in emotional trajectory subgroups with an increasing pattern of emotional problems. rDLD was an additional risk factor for lower levels of emotional self-regulation and increased peer problems when controlling for the emotional difficulties trajectory subgroup. Conclusion: This article indicates that the increased emotional difficulties found in children with rDLD are likely a function of early language difficulties influencing other domains of development, specifically social interactions (parent and peer) and emotional self-regulation abilities. Clinically, this reiterates the importance of early identification and treatment of children with language delays or clinical level language disorders. Supplemental Material: https://doi.org/10.23641/asha. 8323598, There is accumulating evidence that the presence of an early language difficulty, such as developmental language disorder (DLD), is a risk factor for later emotional problems (Yew & O'Kearney, 2013). [...]
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- 2019
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8. Social Cognition in Adolescents with Developmental Language Disorder (DLD): Evidence from the Social Attribution Task
- Author
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Forrest, Claire L., primary, Lloyd-Esenkaya, Vanessa, additional, Gibson, Jenny L., additional, and St Clair, Michelle C., additional
- Published
- 2022
- Full Text
- View/download PDF
9. Screening for Language Difficulties in Disadvantaged Populations on Entry to Early Years Education: Challenges and Opportunities
- Author
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Dockrell, Julie E., primary, Forrest, Claire L., additional, Law, James, additional, Mathers, Sandra, additional, and Charlton, Jenna, additional
- Published
- 2022
- Full Text
- View/download PDF
10. Social Functioning as a Mediator between Developmental Language Disorder (DLD) and Emotional Problems in Adolescents
- Author
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Forrest, Claire L., primary, Gibson, Jenny L., additional, and St Clair, Michelle C., additional
- Published
- 2021
- Full Text
- View/download PDF
11. What is the nature of peer interactions in children with language disorders? A qualitative study of parent and practitioner views
- Author
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Lloyd-Esenkaya, Vanessa, primary, Forrest, Claire L, additional, Jordan, Abbie, additional, Russell, Ailsa J, additional, and Clair, Michelle C St, additional
- Published
- 2021
- Full Text
- View/download PDF
12. Emotion regulation and psychosocial difficulties (Forrest et al., 2020)
- Author
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Forrest, Claire L., Gibson, Jenny L., Halligan, Sarah L., and Clair, Michelle C. St
- Subjects
200405 Language in Culture and Society (Sociolinguistics) ,FOS: Languages and literature ,Language - Abstract
Purpose: Adolescents with a history of language difficulties are at risk for increased social and emotional difficulties; however, the pathways involved are unclear. We examine the contribution of poor emotion regulation by comparing longitudinal data from children at risk of developmental language disorder (rDLD) and the general population.Method: Data from the Millennium Cohort Study were analyzed at ages 3, 5, 7, 11, and 14 years. The rDLD group (children with parent-reported difficulties and/or a score of −1.5 SDs on the Naming Vocabulary subtest at age 5 years) was compared to a general population group on parent reports of emotion regulation, peer problems, and emotional problems.Results: In line with the established literature, increased socioemotional problems in individuals with language difficulties were reported. Poor emotion regulation consistently predicted subsequent peer and emotional problems throughout development in both groups. Stronger cross-lag effects were found in the rDLD group for poor emotion regulation at age 3 years predicting age 5 years emotional problems and age 5 years emotional problems predicting age 7 years emotion regulation difficulties. Stronger reciprocal cross-lag effects were also observed in the rDLD group between peer and emotional problems at ages 3 and 5 years. No significant group differences were found in adolescence.Conclusions: Poor emotion regulation makes a small but significant contribution to later peer and emotional difficulties, and this relationship is stronger in children at rDLD. Early reciprocal peer and emotional difficulties are also stronger in the rDLD group, but these effects dissipate in midchildhood. Nevertheless, the consistent relationship between early emotion regulation difficulties and socioemotional problems throughout development warrants further investigation in individuals with lower language skills.Supplemental Material S1. Comparison between risk of developmental language disorder group (rDLD) and subgroups of rDLD naming vocabulary (rDLD NV) and rDLD parent report (rDLD PR) and general population group (GP). Supplemental Material S2. Study sample details. Supplemental Material S3. Imputation predictors for each outcome variable. Forrest, C. L., Gibson, J. L., Halligan, S. L., & St Clair, M. C. (2020). A cross-lagged analysis of emotion regulation, peer problems, and emotional problems in children with and without early language difficulties: Evidence from the Millennium Cohort Study. Journal of Speech, Language, and Hearing Research. Advance online publication. https://doi.org/10.1044/2020_JSLHR-19-00188
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- 2020
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13. DLD, risk factors, and emotional difficulties (St Clair et al., 2019)
- Author
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Clair, Michelle C. St, Forrest, Claire L., Yew, Shaun Goh Kok, and Gibson, Jenny L.
- Subjects
FOS: Health sciences ,111704 Community Child Health ,Language - Abstract
Purpose: This study evaluated the pathways between developmental language disorder (DLD), psychosocial risk factors, and the development of emotional difficulties from ages 3 to 11 years within the Millennium Cohort Study.Method: A total of 14,494 singletons (49.4% female) from the Millennium Cohort Study were evaluated within this study. Risk of DLD (rDLD) was defined as age 5 parent-reported language problems and/or −1.5 SDs on a Naming Vocabulary subtest at the age of 5 years. Children without rDLD formed the general population comparison group. Psychosocial risk factors included 9-month temperamental traits, parental psychological distress, and maternal attachment as well as age 3 emotional regulation abilities, parent–child relationship, and peer problems. The parent report Strengths and Difficulties Questionnaire Emotional Difficulty subscale at 3, 5, 7, and 11 years of age was the outcome variable. The trajectory of emotional difficulties was evaluated within a variable-centered approach and a person-centered approach, using growth mixture modeling.Results: Children with rDLD (n = 884) had increased levels of emotional problems when compared to the general population group (n = 13,344). Psychosocial risk factors were increased in children with rDLD, fully mediated the increased emotional difficulties at 3 years, and partially mediated the increased emotional difficulties at 11 years. Children with rDLD were more likely to be included in emotional trajectory subgroups with an increasing pattern of emotional problems. rDLD was an additional risk factor for lower levels of emotional self-regulation and increased peer problems when controlling for the emotional difficulties trajectory subgroup.Conclusion: This article indicates that the increased emotional difficulties found in children with rDLD are likely a function of early language difficulties influencing other domains of development, specifically social interactions (parent and peer) and emotional self-regulation abilities. Clinically, this reiterates the importance of early identification and treatment of children with language delays or clinical level language disorders.Supplemental Material S1. Further analysis details:Table S1. Imputation for the mood variable. Table S2. Correlation between emotional difficulties at age 3, 5, 7, 11 and all predictor variables by rDLD/GP group (general population [GP] in italics with rDLD in normal text).Table S3. Correlation between emotional difficulties at age 3, 5, 7, 11 and all predictor variables by rDLD Naming Vocabulary and rDLD parent report group (Naming Vocabulary in italics with parent report in normal text).Table S4. Model fit and sample size information for each growth mixture model evaluated.Table S5. Full statistics for the rates of demographic, 9 month and 3 year risk factors and emotional symptoms and percentages above cutoff within each subgroup (in comparison to the combined remaining subgroups). Figure S1. Individual trajectories and subgroup average trajectories for each emotional difficulty trajectory subgroup. St Clair, M. C., Forrest, C. L., Yew, S. G. K., Gibson, J. L. (2019). Early risk factors and emotional difficulties in children at risk of developmental language disorder: A population cohort study. Journal of Speech, Language, and Hearing Research, 62, 2750–2771. https://doi.org/10.1044/2018_JSLHR-L-18-0061
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- 2019
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14. Supplemental material for A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study
- Author
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Forrest, Claire L, Gibson, Jenny L, Halligan, Sarah L, and Clair, Michelle C St
- Subjects
FOS: Psychology ,FOS: Clinical medicine ,FOS: Languages and literature ,170199 Psychology not elsewhere classified ,FOS: Educational sciences ,130312 Special Education and Disability ,110904 Neurology and Neuromuscular Diseases ,200399 Language Studies not elsewhere classified - Abstract
Supplemental material for A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study by Claire L Forrest, Jenny L Gibson, Sarah L Halligan and Michelle C St Claira in Autism & Developmental Language Impairments
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- 2018
- Full Text
- View/download PDF
15. A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study
- Author
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Forrest, Claire L, primary, Gibson, Jenny L, additional, Halligan, Sarah L, additional, and St Clair, Michelle C, additional
- Published
- 2018
- Full Text
- View/download PDF
16. Feeling of Another's Knowing: Does Speaker-Specific Information Have an Effect on Judgements of Confidence and Correctness?
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Forrest, Claire L and Corley, Martin
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Disfluencies ,Feeling of Another's Knowing - Abstract
Previous research has established that feeling of another’s knowing (FOAK) can be judged from the paralinguistic cues present in speakers’ utterances (Brennan & Williams, 1995). The current study investigates whether this is an automatic process or whether information about the speaker has an influence, developing the claim made from Arnold, Kam and Tanenhaus’ (2007) investigation. Participants heard two speakers with disfluent utterances in a 2 (neutral story vs. biased story) x 3 (no pause vs. silent pause vs. filled pause) within-subjects design and rated the speakers for feelings of confidence and correctness. It was found that the variable of speech had a significant main effect on both confidence and correctness ratings but no effect of story was demonstrated. Although the results from Arnold et al.’s (2007) study were not replicated, the researchers acknowledge the limits of the current design and conclude that a more comprehensive study is needed in order to determine how these FOAK judgements are made.
- Published
- 2009
17. Social Functioning as a Mediator between Developmental Language Disorder (DLD) and Emotional Problems in Adolescents
- Author
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Michelle C. St Clair, Jenny L. Gibson, Claire L. Forrest, Forrest, Claire L. [0000-0002-2686-5649], Gibson, Jenny L. [0000-0002-6172-6265], Apollo - University of Cambridge Repository, Forrest, Claire L [0000-0002-2686-5649], and Gibson, Jenny L [0000-0002-6172-6265]
- Subjects
Mediation (statistics) ,developmental pathways ,Adolescent ,Cross-sectional study ,Health, Toxicology and Mutagenesis ,media_common.quotation_subject ,Emotions ,Social Interaction ,lcsh:Medicine ,developmental language disorder ,Article ,Developmental psychology ,03 medical and health sciences ,0302 clinical medicine ,Perception ,medicine ,Humans ,0501 psychology and cognitive sciences ,mediation ,Language Development Disorders ,adolescents ,media_common ,Socioemotional selectivity theory ,lcsh:R ,05 social sciences ,peer problems ,Public Health, Environmental and Occupational Health ,Social relation ,Language development ,Cross-Sectional Studies ,Feeling ,emotional problems ,Anxiety ,medicine.symptom ,Psychology ,Social Adjustment ,030217 neurology & neurosurgery ,050104 developmental & child psychology - Abstract
Adolescents with Developmental Language Disorder (DLD) are at risk for increased feelings of anxiety and depression compared to their typically developing (TD) peers. However, the underlying pathways involved in this relationship are unclear. In this initial study of the ‘social mediation hypothesis’, we examine social functioning as a mediator of emotional problems in a cross-sectional sample of adolescents with DLD and age- and sex-matched controls. Preliminary data from twenty-six participants with DLD and 27 participants with typical language development (TLD, 11–17 years) were compared on self- and parent-reported measures of social functioning and emotional outcomes. There was little evidence of group differences in self-reported social functioning and emotional outcomes, but parent-report of SDQ Peer Problems and Emotional Problems in the DLD group was significantly higher than in the TLD group. Parent-reported peer problems mediated parent-reported emotional problems, accounting for 69% of the relationship between DLD status and emotional problems. Parents of adolescents with DLD, but not adolescents themselves, report significantly higher peer and emotional problems compared to TLD peers. The hypotheses generated from these novel data suggest further investigation into adolescents’ perceptions of socioemotional difficulties and friendships should be examined.
- Published
- 2021
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