liu.seSearch for publications in DiVA
Endre søk
Begrens søket
1 - 6 of 6
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Andersson, Sven
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap och lärande.
    Projection systems and X-ray strategies in children's drawings: A comparative study in three cultures1999Inngår i: British Journal of Educational Psychology, ISSN 0007-0998, E-ISSN 2044-8279, Vol. 65, s. 455-464Artikkel i tidsskrift (Fagfellevurdert)
  • 2.
    Andersson, Ulf
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap och lärande.
    Working memory as a predictor of written arithmetical skills in children: The importance of central executive functions2008Inngår i: British Journal of Educational Psychology, ISSN 0007-0998, E-ISSN 2044-8279, Vol. 78, nr 2, s. 181-203Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background. The study was conducted in an attempt to further our understanding of how working memory contributes to written arithmetical skills in children. Aim. The aim was to pinpoint the contribution of different central executive functions and to examine the contribution of the two subcomponents of children's written arithmetical skills. Sample and method. A total of 141 third- and fourth-graders were administered arithmetical tasks and measures of working memory, fluid IQ and reading. Regression analysis was used to examine the relationship between working memory and written arithmetical skills. Results. Three central executive measures (counting span, trail making and verbal fluency) and one phonological loop measure (Digit Span) were significant and predictors of arithmetical performance when the influence of reading, age and IQ was controlled for in the analysis. Conclusions. The present findings demonstrate that working memory, in general, and the central executive, in particular, contribute to children's arithmetical skills. It was hypothesized that monitoring and coordinating multiple processes, and accessing arithmetical knowledge from long-term memory, are important central executive functions during arithmetical performance. The contribution of the phonological loop and the central executive (concurrent processing and storage of numerical information) indicates that children aged 9-10 years primarily utilize verbal coding strategies during written arithmetical performance. © 2008 The British Psychological Society.

  • 3.
    Andersson, Ulf
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Skagerlund, Kenny
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Olsson, Linda
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Östergren, Rickard
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Pathways to arithmetic fact retrieval and percentage calculation in adolescents2017Inngår i: British Journal of Educational Psychology, ISSN 0007-0998, E-ISSN 2044-8279, Vol. 87, nr 4, s. 647-663Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background

    Developing sufficient mathematical skills is a prerequisite to function adequately in society today. Given this, an important task is to increase our understanding regarding the cognitive mechanisms underlying young people's acquisition of early number skills and formal mathematical knowledge.

    Aims

    The purpose was to examine whether the pathways to mathematics model provides a valid account of the cognitive mechanisms underlying symbolic-number processing and mathematics in adolescents. The pathways model states that the three pathways should provide independent support to symbolic-number skill. Each pathway's unique contribution to formal mathematics varies depending on the complexity and demand of the tasks.

    Sample

    The study used a sample of 114 adolescents (71 girls). Their mean age was 14.60 years (SD = 1.00).

    Methods

    The adolescents were assessed on tests tapping the three pathways and general cognitive abilities (e.g., working memory). A structural equation path analysis was computed.

    Results

    Symbolic-number comparison was predicted by the linguistic pathway, the quantitative pathway, and processing speed. The linguistic pathway, quantitative pathways, and symbolic-number comparison predicted arithmetic fact retrieval. The linguistic pathway, working memory, visual analogies, and symbolic-number comparison predicted percentage calculation.

    Conclusions

    There are both similarities and differences in the cognitive mechanisms underlying arithmetic fact retrieval and percentage calculation in adolescents. Adolescents’ symbolic-number processing, arithmetic fact retrieval, and percentage calculation continue to rely on the linguistic pathways, whereas the reliance upon the spatial pathway has ceased. The reliance upon the quantitative pathway varies depending on the task.

  • 4.
    Longobardi, Claudio
    et al.
    Department of Psychology, University of Turin, Turin Italy.
    Borello, Laura
    Department of Psychology, University of Turin, Turin Italy.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Settanni, Michele
    Department of Psychology, University of Turin, Turin Italy.
    Empathy and defending behaviours in school bullying: The mediating role of motivation to defend victims2019Inngår i: British Journal of Educational Psychology, ISSN 0007-0998, E-ISSN 2044-8279Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: The literature indicates that separate significant links exist in adolescence between empathy, cognitive and affective motivation to defend victims, and behavioural problems in bullying episode in schools. Aims: The aim of the study was to investigate the relationship between empathy, motivation to defend, and defending behaviour in bullying situations. The hypothesis focuses on the possible role of autonomous motivation in the association between empathy and defending attitudes. Samples and methods: Data were collected from 430 Italian adolescents (48.4% male, 51.6% female) who completed a questionnaire in their schools. The mean age of the participants was 13.1 years (SD = 2.1). Results: Results showed that empathy significantly predicts defending behaviour and also has a significant effect on extrinsic, introjected, and intrinsic motivation to defend. Autonomous motivation, in turn, has a mediating role in the relationship between empathy and defending behaviour. Conclusions: Our study suggests the importance of focusing on empathy and on developing autonomous motivation to defend in children, to raise spontaneous defending attitudes against bullying. © 2019 The British Psychological Society

  • 5.
    Lyxell, Björn
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap.
    Holmberg, I.
    Cognitive aspects of speechreading skill in hearing-impaired and normal hearing children2001Inngår i: British Journal of Educational Psychology, ISSN 0007-0998, E-ISSN 2044-8279Artikkel i tidsskrift (Fagfellevurdert)
  • 6.
    Lyxell, Björn
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap och lärande. Östergötlands Läns Landsting, Rekonstruktionscentrum, Öronkliniken US.
    Holmberg, I
    Linkoping Univ, Dept Educ & Psychol, S-58183 Linkoping, Sweden.
    Visual speechreading and cognitive performance in hearing-impaired and normal hearing children (11-14 years)2000Inngår i: British Journal of Educational Psychology, ISSN 0007-0998, E-ISSN 2044-8279, Vol. 70, s. 505-518Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background. Previous research has demonstrated that parts of the variation in adults speechreading performance can be explained by the characteristics of some cognitive components. However. these results apply to populations of adults and less is known as to how results for populations of adults can be generalised to populations of children. Aim. This study aimed to examine cognitive and visual skills in a group of bilaterally, moderately hearing-impaired children and a group of normal hearing children and how these two skills relate to variability in speechreading of context-embedded sentences. Sample. Twenty-three hearing-impaired children (mean age: 12.7) and 23 normal hearing children (mean age: 12.5) matched for age, sex, verbal ability and school grades. The mean 'better ear auditory threshold for the hearing-impaired was 44.8 dB. Results. The hearing-impaired children outperformed the normal hearing children on a sentence-based speechreading task and on a visual-visual word-decoding task, but not on a word-discrimination task. Differing from the case of adults, most cognitive tasks proved to be significantly related to sentence-based speechreading performance, where working memory capacity and visual word-decoding: skill proved to be the strongest predictors. Conclusions. Speechreading is more cognitively demanding for children than for adults as they have not developed their cognitive abilities to the same extent as adults. Thus, they have to devote more processing capacity, relative to their total cognitive processing capacity, to the speechreading task. Skilled visual word-decoding and cognitive skills, together with everyday exposure to situations where speechreading is required. are some of the candidates for explanation of the hearing-impaired children's superior speechreading skill.

1 - 6 of 6
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf