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Berglind, Ulrika
Publications (3 of 3) Show all publications
Simon, R., Pihlsgård, J., Berglind, U., Söderfeldt, B. & Engström, M. (2017). Mantra meditation suppression of default mode beyond an active task: a pilot study. Journal of Cognitive Enhancement, 1(2), 219-227
Open this publication in new window or tab >>Mantra meditation suppression of default mode beyond an active task: a pilot study
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2017 (English)In: Journal of Cognitive Enhancement, ISSN 2509-3290, Vol. 1, no 2, p. 219-227Article in journal (Refereed) Published
Abstract [en]

Within the field of neuroimaging, the discovery of a constellation of brain regions silently active when we are “resting” has provided a new view into the elusive effects of meditative practice. This network, called the default mode network (DMN), has been shown by functional neuroimaging to be active when an individual is at rest. Meta-analyses of the fMRI neurocorrelates of meditation have shown that across diverse practices, the most common general effect appears to be modulation of regions within the DMN. The specific ...

Place, publisher, year, edition, pages
Springer, 2017
Keywords
Meditation, Mantra, Attention, Default mode network, Anterior cingulate cortex, Posterior cingulate cortex, Precuneus, Functional magnetic resonance imaging (fMRI), Deactivation, Kundalini yoga
National Category
Neurosciences
Identifiers
urn:nbn:se:liu:diva-139581 (URN)10.1007/s41465-017-0028-1 (DOI)
Available from: 2017-08-09 Created: 2017-08-09 Last updated: 2018-01-13Bibliographically approved
McAllister, A., Aanstoot, J., Lundeborg Hammarström, I., Samuelsson, C., Johannesson, E., Sandström, K. & Berglind, U. (2014). Learning in the tutorial group: A balance between individual freedom and institutional control. Clinical Linguistics & Phonetics, 28(1-2), 47-59
Open this publication in new window or tab >>Learning in the tutorial group: A balance between individual freedom and institutional control
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2014 (English)In: Clinical Linguistics & Phonetics, ISSN 0269-9206, E-ISSN 1464-5076, Vol. 28, no 1-2, p. 47-59Article in journal (Refereed) Published
Abstract [en]

The study investigates factors in problem-based learning tutorial groups which promote or inhibit learning. The informants were tutors and students from speech-language pathology and physiotherapy programmes. Semi-structured focus-group interviews and individual interviews were used. Results revealed three themes: Responsibility, Time and Support. Under responsibility, the delicate balance between individual and institutional responsibility and control was shown. Time included short and long-term perspectives on learning. Under support, supporting documents, activities and personnel resources were mentioned. In summary, an increased control by the program and tutors decreases students motivation to assume responsibility for learning. Support in tutorial groups needs to adapt to student progression and to be well aligned to tutorial work to have the intended effect. A lifelong learning perspective may help students develop a meta-awareness regarding learning that could make tutorial work more meaningful.

Place, publisher, year, edition, pages
Informa Healthcare, 2014
Keywords
Institutional control; problem-based learning (PBL); student motivation; tutorial groups
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-105423 (URN)10.3109/02699206.2013.809148 (DOI)000331431100006 ()
Available from: 2014-03-21 Created: 2014-03-21 Last updated: 2019-02-11
McAllister, A., Ferreira, J., LundeborgHammarström, I., Samuelsson, C., Johannesson, E., Sandström, K. & Berglind, U. (2011). Learning in the tutorial group – a challenge between freedom and control. In: Tara Whitehill & Susan Bridges (Ed.), The Third International Conference on Problem Based Learning in Speech Language Pathology and Audiology. Paper presented at The Third International Conference on Problem Based Learning in Speech Language Pathology and Audiology. Hong Kong: University of Hong Kong
Open this publication in new window or tab >>Learning in the tutorial group – a challenge between freedom and control
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2011 (English)In: The Third International Conference on Problem Based Learning in Speech Language Pathology and Audiology / [ed] Tara Whitehill & Susan Bridges, Hong Kong: University of Hong Kong , 2011Conference paper, Published paper (Refereed)
Abstract [en]

Introduction: In order to improve and clarify the demands within tutorial groups in the speech and language pathology (SLP) and physiotherapy (PT) programs a joint study was conducted exploring problem areas in the tutorial groups.

The aim was to investigate and further develop the requirements for a passing grade in the tutorial group. A long term goal was that the results could form a base for future changes regarding instructions and requirements in tutorial groups.

Methodology:  Focus-group interviews were used to collect data. Three different groups were interviewed, two consisting of tutors from the SLP and PT programs and one consisting of last year student tutors from the SLP-program.  This data was also augmented by individual interviews of four SLP-students and five PT-students on different levels in the education.  A semi structured interview guide was used.  The interviews were analyzed using content analyses.

Results: The analyses revealed three important themes for work in tutorial groups: Responsibility, Time and Support. Within these themes, several categories were also identified. Responsibility: Within this theme the main category was the importance of balance between individual and institutional responsibility. The students, the tutorial group, the tutor and the program all need to assume their part of the responsibility in order to clarify requirements. Time: Here different aspects of time management and work in the tutorial group were identified. These categories also related to aspects of support and continuous or lifelong learning. Support: Within this theme different support functions were identified such as documents, activities and personnel resources in the tutorial groups.  No suggestions were made in the interviews regarding the requirements for a passing grade in the tutorial groups. 

Discussion/Conclusion: The main finding was the delicate balance between institutional control and the students own responsibility for the work within the tutorial groups.  An increased control decreases the students’ motivation to assume responsibility for their own learning. Also, study programs should adapt requirements in tutorial groups depending on years in the education.  Different support functions need to be closely coupled to tutorial work in order to have the intended effect.   

Place, publisher, year, edition, pages
Hong Kong: University of Hong Kong, 2011
Keywords
tutorial group, responsibility, control, support functions, requirements
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-73255 (URN)
Conference
The Third International Conference on Problem Based Learning in Speech Language Pathology and Audiology
Projects
CUL - centrum för undervisning och lärande, ett pedagogisk utvecklingsprojekt
Available from: 2011-12-27 Created: 2011-12-27 Last updated: 2015-09-22
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