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  • 1.
    Ahlenius, Sven
    et al.
    Göteborgs universitet.
    Heimann, Mikael
    Göteborgs universitet.
    Larsson, Knut
    Göteborgs universitet.
    Prolongation of the ejaculation latency in the male rat by thioridazine and chlorimipramine.1979In: Psychopharmacology, ISSN 0033-3158, E-ISSN 1432-2072, Vol. 65, no 2, p. 137-140Article in journal (Refereed)
    Abstract [en]

    Thioridazine (3 mg/kg) and chlorimipramine (1.5–6.0 mg/kg) prolonged the ejaculation latency and increased the number of mounts but did not change the number of intromissions preceding ejaculation. Blockade of peripheral and central noradrenaline receptors by phentolamine and phenoxybenzamine respectively resulted in a suppression of all aspects of the sexual behavior with increasing doses. dl-5-HTP (25–100 mg/kg) in combination with an inhibitor of peripheral 5-HTP decarboxylase (benserazide, 25 mg/kg) produced, like chlorimipramine and thioridazine, a prolongation of ejaculation latency and an increase in the number of mounts preceding ejaculation. Selective inhibition of 5-HT reuptake however, by zimelidine (0–20 mg/kg) or alaproclate (0–20 mg/kg) did not affect the mating behavior. At higher doses of these drugs some animals failed to initiate sexual activities. There was an increase in the postejaculatory interval but no change in the ejaculatory latency.It is concluded that the prolonged ejaculation latencies observed following treatment with thioridazine or chlorimipramine is not due to a blockade of central or peripheral adrenergic -receptors.

  • 2.
    Andersen Helland, Wenche
    et al.
    Universitetet i Bergen, Norge.
    Biringer, Eva
    Helse Fonna HF, Norge.
    Helland, Turid
    Universitetet i Bergen, Norge.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Developmental Psychology. Linköping University, Faculty of Arts and Sciences.
    Exploring language profiles for children with AD/HD and children with Asperger syndrome2012In: Journal of Attention Disorders, ISSN 1087-0547, E-ISSN 1557-1246, Vol. 16, no 1, p. 34-43Article in journal (Refereed)
    Abstract [en]

    Objective: The aims of the present study was to investigate communication impairments in a Norwegian sample of children with ADHD and children with Asperger syndrome (AS) and to explore whether children with ADHD can be differentiated from children with AS in terms of their language profiles on the Norwegian adaptation of the Children’s Communication Checklist Second Edition (CCC-2). Method: The CCC-2 was completed by the parents, and altogether, 77 children aged between 6 and 15 years participated in the study. Results: Communication impairments were as common in a group of children with ADHD as in a group of children with AS. Although a similar pattern appeared on most CCC-2 scales, children with ADHD and children with AS could be distinguished from each other in terms of their language profiles on the subscales assessing stereotyped language and nonverbal communication. Conclusion: Language abilities should be taken into account when standard assessments of ADHD and AS are performed and before therapies are initiated

  • 3.
    Andersen Helland, Wenche
    et al.
    Stord Hospital.
    Biringer, Eva
    Haugesund Hospital.
    Helland, Turid
    University of Bergen.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Developmental Psychology. Linköping University, Faculty of Arts and Sciences.
    The usability of a Norwegian adaptation of the Childrens Communication Checklist Second Edition (CCC-2) in differentiating between language impaired and non-language impaired 6-to 12-year-olds2009In: SCANDINAVIAN JOURNAL OF PSYCHOLOGY, ISSN 0036-5564, Vol. 50, no 3, p. 287-292Article in journal (Refereed)
    Abstract [en]

    The usability of a Norwegian adaptation of the Childrens Communication Checklist Second Edition (CCC-2) in differentiating between language impaired and non-language impaired 6- to 12-year-olds. Scandinavian Journal of Psychology.

    The aim of the present study was to evaluate if the Norwegian adaptation of the Childrens Communication Checklist-2 (CCC-2) differentiates between a language impaired and a non-language impaired population and to make a first evaluation of the psychometric qualities of the questionnaire on a Norwegian sample. A total of 153 children aged 6-12 years participated in the study (45 language impaired and 108 non-language impaired). The Norwegian adaptation of the CCC-2 distinguished language impaired from non-language impaired children and thus seems to provide a useful screening tool for communication impairments in Norwegian children. The reliability of the CCC-2 appeared to be reasonable with internal consistency values ranging from 0.73 to 0.89.

  • 4.
    Andersen Helland, Wenche
    et al.
    Universitetet i Bergen, Norge.
    Heimann, Mikael
    Universitetet i Bergen, Norge.
    Pragmatiske språkvansker og barnepsykiatri2004In: Spesialpedagogikk, ISSN 0332-8457, no 7, p. 14-19Article in journal (Other academic)
    Abstract [no]

    Det har dei siste åra vore ei aukande merksemd omkring språkfunksjonen til barn som er tilviste det psykiatriske behandlingsapparatet. I artikkelen er det gjort greie for reultata frå ein pilotstudie som viser komobiditet mellom psykiatriske vanskar og kommunikasjonsvanskar.

  • 5.
    Andersen Helland, Wenche
    et al.
    Universitetet i Bergen, Norge.
    Helland, Turid
    Universitetet i Bergen, Norge.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Language profiles and mental health problems in children with specific language imapirment and children with AD/HD2014In: Journal of Attention Disorders, ISSN 1087-0547, E-ISSN 1557-1246, Vol. 18, no 3, p. 226-235Article in journal (Refereed)
    Abstract [en]

    Objective: This study aimed to explore whether children with specific language impairment (SLI) and children with ADHDcan be differentiated from each other in terms of their language profiles, and also to investigate whether these two clinicalgroups differ regarding mental health problems. Method: A total of 59 children in the age range 6 to 12 years participatedin the study. The parents completed the Children’s Communication Checklist–Second Edition and the Strengths andDifficulties Questionnaire. Results: Communication impairments were as prominent in the ADHD group as in the SLIgroup; however, the groups were separable from each other in terms of their language profiles. Furthermore, the ADHDgroup experienced significantly more mental health problems compared with the SLI group. Conclusion: Language shouldbe assessed in children with ADHD and instruments sensitive to ADHD should be included when assessing children withSLI. Mental health should be an area of concern to be addressed in both groups. (J. of Att. Dis. 2012; XX(X) 1-XX)

  • 6.
    Andersen Helland, Wenche
    et al.
    Stord Hospital, Norway; University of Bergen, Norway.
    Lundervold, Astri
    University of Bergen, Norway.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences. Linköping University, The Swedish Institute for Disability Research.
    Posserud, Maj-Britt
    Haukeland University Hospital, Bergen, Norway.
    Stable associations between behavioral problems and language impairments across childhood - the importance of pragmatic language problems2014In: Research in Developmental Disabilities, ISSN 0891-4222, E-ISSN 1873-3379, Vol. 35, no 5, p. 943-951Article in journal (Refereed)
    Abstract [en]

    This study investigated language function associated with behavior problems, focusing on pragmatics. Scores on the Children’s Communication Checklist Second Edition (CCC-2) in a group of 40 adolescents (12–15 years) identified with externalizing behavior problems (BP) in childhood was compared to the CCC-2 scores in a typically developing comparison group (n=37). Behavioral, emotional and language problems were assessed by the Strengths and Difficulties Questionnaire (SDQ) and 4 language items, when the children in the BP group were 7–9 years (T1). They were then assessed with the SDQ and the CCC-2 when they were 12–15 years (T2). The BP group obtained poorer scores on 9/10 subscales on the CCC-2, and 70% showed language impairments in the clinical range. Language, emotional and peer problems at T1 were strongly correlated with pragmatic language impairments in adolescence. The findings indicate that assessment of language, especially pragmatics, is vital for follow-up and treatment of behavioral problems in children and adolescents.

  • 7.
    Braarud, Hanne C
    et al.
    Rbup Univ i Bergen.
    Heimann, Mikael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Imitasjon og kommunikasjon - fra spedbarn til voksne med store kommunikasjonsvansker2005In: Tidsskrift for Norsk Psykologforening, ISSN 0332-6470, Vol. 42, no 5, p. 430-430Article in journal (Refereed)
    Abstract [no]

       

  • 8.
    Braarud, Hanne C.
    et al.
    Uni Research, Norway .
    Slinning, Kari
    National Network Infant Mental Heatlh, Norway .
    Moe, Vibeke
    National Network Infant Mental Heatlh, Norway .
    Smith, Lars
    National Network Infant Mental Heatlh, Norway .
    Tranaas Vannebo, Unni
    National Network Infant Mental Heatlh, Norway .
    Guedeney, Antoine
    Hospital Bichat Claude Bernhard, France .
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences. National Network Infant Mental Heatlh, Norway .
    RELATION BETWEEN SOCIAL WITHDRAWAL SYMPTOMS IN FULL-TERM AND PREMATURE INFANTS AND DEPRESSIVE SYMTOMS IN MOTHERS: A LONGITUDINAL STUDY2013In: Infant Mental Health Journal, ISSN 0163-9641, E-ISSN 1097-0355, Vol. 34, no 6, p. 532-541Article in journal (Refereed)
    Abstract [en]

    The objective of this longitudinal study was to investigate the prevalence of infants social withdrawal and mothers depressive symptoms in a cohort of full-term infants and their mothers and in a cohort of moderately premature infants and their mothers at 3, 6, and 9 months postpartum. The Alarm Distress Baby Scale (ADBB) was used to assess social withdrawal; the Edinburgh Postnatal Depression Scale (EPDS) was administered to ascertain postpartum depressive symptoms. The results revealed a higher proportion of premature infants with social withdrawal at 6 months postpartum and significantly higher ADBB composite scores at 3 and 6 months of age, as compared with the full-term infants. A higher proportion of mothers in the premature cohort had symptoms of postpartum depression at the 3-month assessment, and they reported a significantly higher EPDS composite score at 3 months postpartum. There was a significant relation between maternal depressive symptoms at 3 and 6 months and infants social withdrawal at 9 months, and a significant concurrent relation between the two variables at 6 and 9 months in the full-term cohort. The findings suggest a need to screen for both infant social withdrawal and maternal depressive symptoms in moderately prematurely born infants and their caregivers.

  • 9.
    Braarud, Hanne
    et al.
    Centre for Child and Adolescent Mental Health, Bergen, Norway.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Moe, Vibeke
    National Network for Infant Mental Health, Norway.
    Slinning, Kari
    National Network for Infant Mental Health, Norway.
    Tranaas-Vannebo, Unni
    National Network for Infant Mental Health, Norway.
    Guedeney, Antoine
    Hôpital Bichat-Claude Bernard, AP/HP, Paris, France.
    Smith, Lars
    National Network for Infant Mental Health, Norway.
    Early sustained withdrawal in infants, mothers’ mental health, other early risk factors, and socio- emotional outcome in infants2012In: Infant Mental Health Journal, 33: [Abstract supplement p 64] / [ed] K. Puura, M. Tomkinson, N.W. Boris & M. Sorsa, 2012, p. 64-Conference paper (Other academic)
    Abstract [en]

    The  paper examines the interplay between the biomedical and socioemotional risk factors, i.e. maternal depression and prematurity, as predictors of infant’s sustained withdrawal, and subsequent socioemotional outcomes. The study (n=284) follows the developmental course of infant’s sustained withdrawal during the first year, and illuminates the pathways in which the early adversity possibly compromises the infant’s natural intersubjective skills and motivation.

  • 10.
    Ekornas, Belinda
    et al.
    Uni Hlth, Bergen.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Developmental Psychology. Linköping University, Faculty of Arts and Sciences.
    Tjus, Tomas
    University of Gothenburg.
    Heyerdahl, Sonja
    Centre Child and Adolescent Mental Hlth, Oslo.
    J. Lundervold, Astri
    Uni Hlth, Bergen.
    PRIMARY SCHOOL CHILDRENS PEER RELATIONSHIPS: DISCREPANCIES IN SELF-PERCEIVED SOCIAL ACCEPTANCE IN CHILDREN WITH EMOTIONAL OR BEHAVIORAL DISORDERS2011In: Journal of Social and Clinical Psychology, ISSN 0736-7236, E-ISSN 1943-2771, Vol. 30, no 6, p. 570-582Article in journal (Refereed)
    Abstract [en]

    This population-based study investigated self-perception of social acceptance in children with emotional or behavioral disorders, and whether their perceptions were in line with parent/teacher reports of peer relationship problems. Children with behavioral disorders (n = 145) emotional disorders (n = 118), and a comparison group (n = 4,344) were selected from an 11-13-years-old population (n = 5073). Children with emotional disorders reported poorer social acceptance than children with behavioral disorders, also when adjusted for parent/teacher ratings of peer problems, confirming the negative self-perception reported in previous clinical studies. Self-perceptions of children with behavioral disorders were lower than in the comparison group and not inflated according to parent/teacher reports. The results emphasize the importance of peer-relations in both disorder groups.

  • 11.
    Ekornas, Belinda
    et al.
    Centre for Child and Adolescent Mental Health,Bergen.
    Lundervold, Astri J
    Centre for Child and Adolescent Mental Health,Bergen.
    Tjus, Tomas
    University of Gothenburg.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Developmental Psychology. Linköping University, Faculty of Arts and Sciences.
    Anxiety disorders in 8-11-year-old children: Motor skill performance and self-perception of competence2010In: SCANDINAVIAN JOURNAL OF PSYCHOLOGY, ISSN 0036-5564, Vol. 51, no 3, p. 271-277Article in journal (Refereed)
    Abstract [en]

    This study investigates motor skill performance and self-perceived competence in children with anxiety disorders compared with children without psychiatric disorders. Motor skills and self-perception were assessed in 329 children aged 8 to 11 years, from the Bergen Child Study. The Kiddie-SADS PL diagnostic interview was employed to define a group of children with an anxiety disorder without comorbid diagnosis, and a control group (no diagnosis) matched according to gender, age, and full-scale IQ. Children in the anxiety disorder group displayed impaired motor skills and poor self-perceived peer acceptance and physical competence compared with the control group. Two-thirds of the anxious boys scored on the Motor Assessment Battery for Children (MABC) as having motor problems. The present study demonstrated impaired motor skills in boys with "pure" anxiety disorders. Anxious children also perceived themselves as being less accepted by peers and less competent in physical activities compared with children in the control group.

  • 12.
    Ekornås, Belinda
    et al.
    Univ i Bergen.
    Heimann, Mikael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Lundervold, Astri
    Univ i Bergen.
    Self-perception of competence in children with anxiety disorders2005In: International Congress of Cognitive Psychotherapy,2005, 2005Conference paper (Other academic)
  • 13.
    Fälth, Linda
    et al.
    Linnaeus University, Växjö, Sweden.
    Gustafson, Stefan
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Educational Sciences.
    Tjus, Tomas
    University of Gothenburg, Sweden.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Svensson, Idor
    Linnaeus University, Växjö, Sweden.
    Computer-assisted Interventions Targeting Reading Skills of Children with Reading Disabilities - A Longitudinal Study2013In: Dyslexia, ISSN 1076-9242, E-ISSN 1099-0909, Vol. 19, no 1, p. 37-53Article in journal (Refereed)
    Abstract [en]

    The purpose of the present study was to examine the effects of three computerized interventionson the reading skills of children with reading disabilities in Grade 2. This longitudinalintervention study included five test sessions over 1 year. Two test points occur before theintervention, and three afterwards. The last follow-up was conducted 1 year after the firstmeasurement. One hundred thirty children in Grade 2 participated in the study. Threegroups of children with reading difficulties received computerized training programmes: oneaimed at improving word decoding skills and phonological abilities, the second focused on wordand sentence levels and the third was a combination of these two training programmes. A fourthgroup received ordinary special instruction. In addition, there was one comparison group withage-matched typical readers. All groups improved their reading skills. The group that receivedcombined training showed greater improvement than the one with ordinary special instructionand the group of typical readers at two follow-ups. The longitudinal results indicate additionalpositive results for the group that received the combined training, themajority of students fromthat group being no longer judged to be needing special education 1 year after the intervention.

  • 14.
    Goksøyr, Arnold
    et al.
    Universitetet i Bergen.
    Nilsen, Roy M
    Haukeland Universitetssykehus, Bergen.
    Eikum, Frode S
    Sogndal kommune, Norge.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Prevalence of post partum depression in parents. An analysis of possible risk and protective  factors. Preliminary results2012In: Infant Mental Health Journal [Abstract Supplement, p 216] / [ed] K. Puura, M. Tomlinson. N.W. Boris & M. Sorsa, 2012Conference paper (Refereed)
    Abstract [en]

    This project investigated the retrospective prevalence of depression in both fathers and mothers of children born in the period 1994–1998. Self-administrative questionnaires were sent to the parents of 1736 children in a rural part of Western Norway. We collected information on their symptoms of depression, when the particular child was born, the parents’ education level, their type of employment, marital status, and degree of social support from their own family and from their friends. To assess depression, Kendler’s scale of life time depression was used. This is a 6-item scale classifying clinical depression to mild depression according to the ICD-10. In addition we asked about onset of the symptoms and the duration of depression and if the symptoms had been recurrent

    The response rate of the questionnaires was 39.2%. A total of 1139 replies were received for 680 children (53% girls). Of the parents (55% mothers, 45% fathers), we found that 5.5% of the mothers and 0.4% of the fathers reported a score above cut-off indicating that they suffered from a postpartum depression after the child was born. In addition, a sub-clinical depression with at least 3 significant symptoms was reported by 3.5% of the mothers and 0.8% of the fathers. Age, education and employment of the parents, size of the family and social support as possible risk factors will be discussed.

    In this study, the prevalence of a clinical depression about 15 years ago was lower than that observed in more recent studies in Norway. This could be due to different methods in measuring depression, but may also indicate that postnatal depression is indeed an increasing health problem.   

  • 15.
    Gustafson, Stefan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Falth, Linda
    Vaxjo University.
    Svensson, Idor
    Vaxjo University.
    Tjus, Tomas
    University of Gothenburg.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Developmental Psychology. Linköping University, Faculty of Arts and Sciences.
    Effects of Three Interventions on the Reading Skills of Children With Reading Disabilities in Grade 22011In: JOURNAL OF LEARNING DISABILITIES, ISSN 0022-2194, Vol. 44, no 2, p. 123-135Article in journal (Refereed)
    Abstract [en]

    disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs (n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered.

  • 16.
    Heiervang, E.
    et al.
    Centre for Child and Adolescent Mental Health, University of Bergen, Norway, Division of Psychiatry, Haukeland University Hospital, Bergen, Norway, RBUP Vest, Unifob Helse, PO Box 7800, 5020 Bergen, Norway.
    Stormark, K.M.
    Centre for Child and Adolescent Mental Health, University of Bergen.
    Lundervold, A.J.
    Centre for Child and Adolescent Mental Health, Department of Biological and Medical Psychology, University of Bergen.
    Heimann, Mikael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Developmental Psychology.
    Goodman, R.
    King's College London, Institute of Psychiatry, London, United Kingdom.
    Posserud, M.-B.
    Centre for Child and Adolescent Mental Health, University of Bergen.
    Ullebo, A.K.
    Ullebø, A.K., Centre for Child and Adolescent Mental Health, University of Bergen.
    Plessen, K.J.
    Centre for Child and Adolescent Mental Health, University of Bergen, Norway, Division of Psychiatry, Haukeland University Hospital, Bergen, Norway.
    Bjelland, I.
    Centre for Child and Adolescent Mental Health, University of Bergen, Norway, Division of Psychiatry, Haukeland University Hospital, Bergen, Norway.
    Lie, S.A.
    Centre for Child and Adolescent Mental Health, University of Bergen.
    Gillberg, C.
    Queen Silvia's Children's Hospital, Sahlgrenska University Hospital, Gothenburg, Sweden.
    Psychiatric disorders in Norwegian 8- to 10-year-olds: An epidemiological survey of prevalence, risk factors, and service use2007In: Journal of the American Academy of Child and Adolescent Psychiatry, ISSN 0890-8567, E-ISSN 1527-5418, Vol. 46, no 4, p. 438-447Article in journal (Refereed)
    Abstract [en]

    OBJECTIVE: The Bergen Child Study is a longitudinal study of child mental health from the city of Bergen, Norway. We present methods and results from the first wave of the study, focusing on prevalence of disorders, associations with risk factors, and the use of services. METHOD: The target population included all 9,430 children attending grades 2 to 4 in Bergen schools during the academic year 2002/2003. The main screening instrument was the Strengths and Difficulties Questionnaire, whereas diagnoses were based on the Development and Well-Being Assessment. Information about child and family risk factors and service use was also obtained in this second stage. RESULTS: In the first phase, the teacher Strengths and Difficulties Questionnaire was obtained for 9,155 (97%) of the target children and the matching parent Strengths and Difficulties Questionnaire for 6,297 (67%), 1,011 children (11%) were assessed with the Development and Well-Being Assessment in the second phase. The weighted prevalence for any DSM-IV psychiatric disorder was 7.0% (95% confidence interval 5.6%-8.5%). Disorders were associated with age, gender, learning difficulties, family type, and poverty. Although 75% of children with attention-deficit/ hyperactivity disorder had been in contact with specialist mental health services, this was true for only 13% of those with pure emotional disorders. CONCLUSIONS: The overall prevalence of psychiatric disorders in children is relatively low in this Norwegian sample, when assessed with the Development and Well-Being Assessment. Children with emotional disorders have limited access to specialist services. Copyright 2007 © American Academy of Child and Adolescent Psychiatry.

  • 17.
    Heimann, Mikael
    Göterborgs universitet.
    Alpha - ett datorprogram som ökar både läsförmåga och motivation hos barn med autism1993In: Ögonblick, ISSN 0283-3077, no 4, p. 20-22Article in journal (Other (popular science, discussion, etc.))
  • 18.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Att härma eller bli härmad – det är frågan: Kan imitation lära oss något om autism?2012Conference paper (Other academic)
    Abstract [sv]

    Förmågan att imitera har under lång tid setts som en av de förmågor som personer med autism har svårt med. Bl a har det diskuterats om bristande förmåga till imitation borde ses som ett grundläggande problem (”a core deficit”) som kan utgör ett tidigt tecken på avvikande utveckling redan under det första levnadsåret. Fortfarande råder emellertid ingen enighet, troligen beroende på att vi inte har tillräcklig kunskap, men också på det faktum att imitation är ett komplicerat fenomen med varierad betydelse inom olika områden. Imitation kan vara en förmåga man utövar, kan vara en aspekt av vår minnesförmåga, en sätt att etablera social kontakt eller en icke-språklig kommunikationskanal. Mer grundläggande kan förmågan att imitera eller upplevelsen av att bli härmad skapa en social närvaro, kanske t om en känsla av att jag är som andra – andra är nog som jag som är så viktig i den typiska utvecklingen.

     

    I föredraget presenteras och diskuteras imitationens olika ansikten i ljuset av aktuella forskningsresultat liksom hur imitation kan vara till hjälp i kliniskt och praktiskt pedagogiskt arbete med personer med autism.

  • 19.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Att växa och förändras av H Rijt & F Plooij: Förord och fackgranskning1999Other (Other (popular science, discussion, etc.))
  • 20.
    Heimann, Mikael
    Göteborgs universitet.
    Bowlbys teori om den tidiga bindningen - kliniska implikationer1986In: Psykisk Hälsa, ISSN 0033-3212, no 2, p. 134-139Article in journal (Other academic)
  • 21.
    Heimann, Mikael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Debatt: Tjänstenivån "specialistpsykolog" saknas fortfarande i Sverige2005In: Psykologtidningen / utgiven av Sveriges psykologförbund, ISSN 0280-9702, no 10, p. 16-16Article in journal (Other (popular science, discussion, etc.))
  • 22.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Deferred imitation: Individual differences in early memory performance2012Conference paper (Other academic)
    Abstract [en]

    Infant memory researchers agree that deferred imitation is a robust, easily administered and reliable nonverbal method of capturing rudimentary declarative memory function prior to the onset of productive language. As of today there are two different ways of studying deferred imitation: An observation-only design in which no practice is allowed before a memory delay is imposed, and an elicited imitation procedure in which the child is allowed to spontaneously explore the objects before modeling in order to create a baseline.

    Although results from studies using these two methods are largely overlapping, crucial differences have also been noted. The elicited imitation procedure allows for both practice and verbal cues, which can affect the observed retention time. As a consequence, a stronger memory trace might be formed when the child can encode through several modalities: vision, auditory and motor. Thus we cannot ignore the distinction between these two methods when evaluating reported findings.

    Individual differences in behavioral memory performance have been reported by studies using both methods. As an example, a predictive correlation from deferred imitation at 9 months to gestural communication at 14 months has been reported. In addition, deferred imitation has also been found to predict cognition at 4 years of age. In order to achieve a better understanding of the individual differences reported in the literature researchers have become motivated to use different brain measures, foremost EEG (event-related-potentials). Findings from studies using the elicited imitation procedure report that electrophysiological indices of recognition correlate with memory observed behaviorally. In comparison, a recent study from our lab found that learning processes captured by an associative learning ERP-paradigm predicted the memory score for 14-month-old children. Change scores based on Nc, a middle latency component associated with attentional processes, predicted deferred imitation performance. Thus, better memory performance judged behaviorally was highly correlated with electrophysiological indices of successful learning of new associations.  The study used the observation-only design and is, to our knowledge, one of the first to directly compare how well children learn in two different but related situations, deferred imitation and in an ERP-design. The results suggest that associative learning is linked to memory performance observed in the deferred imitation procedure. This raises questions regarding our view on early memory development since deferred imitation is viewed as an early explicit memory. A speculative thought is that explicit and implicit systems are less separated early in development than later on. This will be further discussed in the presentation as will the pros and cons of the two methods currently used by deferred imitation researchers

  • 23.
    Heimann, Mikael
    Göteborgs universitet.
    Det går att mäta spädbarns begåvning1997In: Dagens Nyheter, ISSN 1101-2447Article in journal (Other (popular science, discussion, etc.))
  • 24.
    Heimann, Mikael
    Göteborgs universitet.
    Det sociala spädbarnet1993In: Spädbarnets psykologi / [ed] C-P Hwang, Stockholm: Natur och kultur, 1993, Första, p. 85-118Chapter in book (Other (popular science, discussion, etc.))
  • 25.
    Heimann, Mikael
    Göteborgs universitet.
    Det sociala spädbarnet1999In: Spädbarnets psykologi / [ed] C-P Hwang, Stockholm: Natur och kultur, 1999, Andra, p. 90-130Chapter in book (Other (popular science, discussion, etc.))
  • 26.
    Heimann, Mikael
    Universitetet i Bergen, Norge.
    Det sociala spædbarn2002In: Spædbarnets psykologi / [ed] C-P Hwang, Köpenhamn: Frydenlund Academic, 2002, p. 67-97Chapter in book (Other academic)
  • 27.
    Heimann, Mikael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Domslut i vårdnadstvister på helt falska kunskaper2007In: Dagens nyheter, ISSN 1101-2447, no 27 juliArticle in journal (Other (popular science, discussion, etc.))
  • 28.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Developmental Psychology. Linköping University, Faculty of Arts and Sciences.
    Eksplisitte minner hos spedbarn – nye funn gir et nytt bilde2010In: Håndbok i sped- og småbarns psykiske helse / [ed] V. Moe, K Slinning & M. Bergum-Hansen, Oslo: Gyldendal , 2010, p. 195-217Chapter in book (Other academic)
    Abstract [no]

    Denne boken handler om barns utvikling og psykiske helse i de første leveårene.Psykisk helse hos sped- og småbarn er et ungt fagområde, men forskning har gitt oss økt forståelse for at spedbarnet har en langt større kapasitet for læring, hukommelse og sosialt samspill helt fra fødselen av enn tidligere antatt.Forskning omkring betydningen av prenatale forhold og den tidlige sentralnervøse utviklingen, og ikke minst betydningen av det tidlige samspillet, er noen av de viktige aspektene i så henseende, og som presenteres og diskuteres i denne håndboken.Boken består av 39 kapitler tematisk fordelt på fire bolker:? Grunnleggende teori og modeller for tidlig utvikling? Barn i risiko? Kartlegging og diagnostisering? Tiltak og behandling

  • 29.
    Heimann, Mikael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Från socialt ointresse till socialt intresse - om att påverka uppmärksamheten hos barn med autism2005In: Biennalen för specialundervisning och särskola,2005, 2005Conference paper (Other academic)
  • 30.
    Heimann, Mikael
    Göteborgs universitet.
    Imitation1992In: Nationalencyklopedin, band 9, Höganäs: Bra Böcker , 1992Chapter in book (Other academic)
  • 31.
    Heimann, Mikael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Imitation and mind-reading: Two connected or disconnected abilities?2005In: XII European Conference on Developmental Psychology,2005, 2005Conference paper (Other academic)
    Abstract [en]

      

  • 32.
    Heimann, Mikael
    Göteborgs universitet.
    Imitation in neonates, older infants and in children with autism: Feedback to theory1998In: Intersubjective communication and emotion in ontogeny: A source Book / [ed] S Bråten, Cambridge, UK: Cambridge University Press, 1998, p. 89-104Chapter in book (Other academic)
  • 33.
    Heimann, Mikael
    Göteborgs universitet.
    Imitation under de första levnadsmånaderna: Vad vi vet och inte vet1989In: Nordisk Psykologi: teori, forskning, praksis, ISSN 0029-1463, Vol. 41, no 3, p. 193-203Article in journal (Refereed)
  • 34.
    Heimann, Mikael
    Göteborgs universitet.
    Inlärning - en sällsynt företeelse1992In: Nordisk Psykologi: teori, forskning, praksis, ISSN 0029-1463, Vol. 44, no 3, p. 203-211Article in journal (Refereed)
  • 35.
    Heimann, Mikael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Inlärning tidigare än man trott2006In: Psykologtidningen / utgiven av Sveriges psykologförbund, ISSN 0280-9702, no 7, p. 15-15Article in journal (Other (popular science, discussion, etc.))
  • 36.
    Heimann, Mikael
    Universitetet i Bergen, Norge.
    Interaktiv språklek med Omega-IS2002In: Logopednytt, ISSN 1102-500X, Vol. 5, p. 17-19Article in journal (Other academic)
    Abstract [sv]

    Genom att sätta ihop bokstäver till ord och därefter flera ord till meningar uttrycker vi våra tankar, berättar vi om det vi varit med om och skapar spännande fantasivärldar. För de flesta av oss är detta en så vanlig daglig aktivitet att vi tar den för given. Men barn som ännu inte kan läsa,som inte upptäckt det skrivna ordets magi, har en lång väg kvar att gå innan de behärskar språkets alla möjligheter, och barn med kognitiva eller språkliga utvecklingshinder har allt för ofta en oöverstiglig väg att gå.

  • 37.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Kan interaktiva dataprogram stimulera språk- och kommunikation hos barn med autism eller begåvningshandikapp1991In: Människa - Handikapp - Livsvillkor: Rapport nr 9 / [ed] E Petterson, 1991, p. 221-224Conference paper (Refereed)
  • 38.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Mentaliseringsförmåga hos barn med tidiga Cochleära implantat : Rapport till Hörselforskningsfonden (anslag B 2007/03)2010Report (Other academic)
    Abstract [sv]

    Rapporten sammanfattar resultaten från en studie kring mentaliseringsförmågan hos barn med cochleaimplantat (CI) som genomförts med stöd av Hörselforskningsfonden. Totalt deltog 16 barn (9 pojkar) där den yngsta deltagaren var 4:3 år och den äldsta 9:6 år. Hälften av barnen hade fått sitt första implantat innan 2:3 års ålder och hälften senare. Resultaten visar att de barn som fått implantatet i tidig ålder klarade 45 procent av de undersökta mentaliseringsuppgifterna medan barnen som fått implantat vid senare ålder klarade knappt 19 procent. Resultatet bör emellertid tolkas med försiktighet då gruppen är liten och dessutom heterogen. Fynden motiverar fortsatta studier på en större grupp barn.

  • 39.
    Heimann, Mikael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Mentaliseringsförmåga redan vid 9 månader2006In: Psykologtidningen / utgiven av Sveriges psykologförbund, ISSN 0280-9702, no 11, p. 26-27Article in journal (Other (popular science, discussion, etc.))
  • 40.
    Heimann, Mikael
    Göteborgs universitet.
    Minisymposium i Göteborg: Mötesplats för forskare och praktiker1993In: Psykologtidningen, ISSN 0280-9702, no 19, p. 14-Article in journal (Other (popular science, discussion, etc.))
  • 41.
    Heimann, Mikael
    University of Bergen, Norway.
    Neonatal imitation - a fuzzy phenomenon?2001In: Emerging cognitive abilities in early infancy / [ed] F Lacerda, C v Hofsten & M Heimann, Mahwah, NJ, USA: Lawrence Erlbaum Associates, 2001, p. 231-246Chapter in book (Other academic)
    Abstract [en]

    Takes a look at early variation in imitation and discusses how it might be interpreted. Observations made in 3 Swedish studies are presented, and argues that combined data make it difficult to dismiss the observed variation in imitation as only error variance. The 1st part of this chapter provides a brief description of some basic assumptions. Next, the author presents empirical observations of variation in the imitative responses of neonates and young infants. The final part of this chapter is a discussion of how the role of the nervous system in the occurrence of neonatal imitation might be envisioned.

  • 42.
    Heimann, Mikael
    Göteborgs universitet.
    Neonatal imitation - what do we really know?1992In: Infant Behavior and Development, ISSN 0163-6383, E-ISSN 1879-0453, Vol. 15, p. 25-26Article in journal (Refereed)
  • 43.
    Heimann, Mikael
    Göteborgs universitet.
    Neonatal Imitation: A Social and Biological Phenomenon1991In: Behavioral biology: neuroendocrine axis / [ed] T Archer & S Hansen, Hillsdale, NJ: Lawrence Erlbaum Associates, 1991, p. 173-186Chapter in book (Other academic)
  • 44.
    Heimann, Mikael
    Pennsylvania State University, USA.
    Neonatal imitation, gaze aversion, and mother-infant interaction1989In: Infant Behavior and Development, ISSN 0163-6383, E-ISSN 1879-0453, Vol. 12, no 4, p. 495-505Article in journal (Refereed)
    Abstract [en]

    A relationship between elicited imitation in neanates and social interaction hasbeen proposed by several investigators. The present work examines if such arelationship can be found when studying neonatal imitation, gaze aversion, andmother-inFant interaction. Thirty-two infants were observed at 2 to 3 days, 3weeks, and 3 months of age. imitation of tongue protrusion and mouth openingwas assessed in all three observations. in addition, a face-to-face interactionbetween mother and child was included when the child reached 3 months of age_The most striking result was a negative relationship between the infants' briefgaze aversion observed at 3 months of age while interacting with their mothersand the inFants' imitative reactions at 2 to 3 days, 3 weeks, and 3 months of age_Behaviorally, these patterns indicate that high-imitating infants tend to displayfewer episodes of brief gaze aversion when interacting with their mothers.

  • 45.
    Heimann, Mikael
    University of Bergen, Norway.
    Notes on individual differences and the assumed elusiveness of neonatal imitation2002In: The Imitative Mind: Development, Evolution and Brain Bases / [ed] A.N. Meltzoff & W. Prinz, Cambridge, UK: Cambridge University Press, 2002, p. 74-84Chapter in book (Other academic)
    Abstract [en]

    This chapter summarizes research on early imitation carried out in Sweden over the last 15 years. Research showing that imitation observed in the newborn period can be demonstrated, but also that the processes behind imitation in the neonate are both complex and fragile. One example of such processes is the large variability in imitative responses observed by many investigators studying imitation in the newborn period. This variability has been specifically studied in the Swedish cohorts, and it seems as if real individual differences are at play from the very beginning.

  • 46.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Developmental Psychology. Linköping University, Faculty of Arts and Sciences.
    Ny kunnskap om spedbarns hukommelse2010In: Nordisk forening for spedbarns utvikling, årlig konferens, Oslo, 5-6 februari 2010, 2010Conference paper (Other academic)
  • 47.
    Heimann, Mikael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Observations on "Regressive Periods" in a sample of Swedish infants followed from birth to one year of age2006In: the XVth Biennial International Conference on Infant Studies,2006, 2006Conference paper (Other academic)
    Abstract [en]

      

  • 48.
    Heimann, Mikael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Om barns psykiska hälsa: Vem vet bäst hur barnen mår?2005In: Fagtorget - spesialpedagogiskt forum,2005, 2005Conference paper (Other academic)
  • 49.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Patterns of instability and change during the first year in typically developing infants2012In: Infant Mental Health Journal, 33 [Abstract Supplement 143-144] / [ed] K. Puura, M. Tomlinson. N.W. Boris & M. Sorsa, 2012Conference paper (Refereed)
    Abstract [en]

    A range of researchers in both Europe and the US (e.g.Brazelton, Plooij, and Trevarthen) have proposed that infant development proceeds through periods of regression atspecific points in time. Studies in several European countries have, independently confirmed this hypothesis, makingit possible to identify up to eight periods of regression (or periods of rapid change as suggested by Trevarthen andAitken, 2003) during the first year of life. These findings are still relatively unknown and have not rendered muchattention by the neither researchers nor clinicians. This presentation will summarize the European findings and tiethem to the current theoretical debate as well as to Brazelton’s concept of touchpoints (Sparrow & Brazelton, 2006).It will also be argued that the observed periods of rapid change in infancy, if taken seriously, will have a strongimpact on professional training, clinical service and future research.

  • 50.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Developmental Psychology. Linköping University, Faculty of Arts and Sciences.
    Patterns of instability and change: Observations on regression periods in typically developing infants2010In: Nurturing Children and Families: Building on the Legacy of T.Berry Brazelton / [ed] B. Lester & J. Sparrow, New York: Blackwell Scientific-Wiley , 2010, p. 95-106Chapter in book (Other academic)
    Abstract [en]

    This volume celebrates the work and influence of T. Berry Brazelton, one of the world's foremost pediatricians, by bringing together contributions from researchers and clinicians whose own pioneering work has been inspired by Brazelton's foundations in the field of child development. Includes contributions from experts influenced by the work of Brazelton from a wide range of fields, including pediatrics, psychology, nursing, early childhood education, occupational therapy, and public policy Provides an overview of the field of child development, from the explosion of infant research in the 1960s to contemporary studies Outlines the achievements and influence of T. Berry Brazelton, one of the world's foremost pediatricians, and his lasting influence in continuing research, practice, and public policy

1234 1 - 50 of 172
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