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  • 101.
    Danielsson, Henrik
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Levén, Anna
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Andersson, J.
    Lyxell, Björn
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Memory conjunction errors and working memory capacity in persons with learning disability2006Artikkel i tidsskrift (Fagfellevurdert)
  • 102.
    Danielsson, Henrik
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Levén, Anna
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Andersson, Jan
    The Swedish Defence Research Agency, Linköping, Sweden .
    Andersson, Karin
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Lyxell, Björn
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    The face you recognize may not be the one you saw: Memory conjunction errors in individuals with or without learning disability2006Inngår i: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 47, nr 3, s. 177-186Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Memory conjunction errors, that is, when a combination of two previously presented stimuli is erroneously recognized as previously having been seen, were investigated in a face recognition task with drawings and photographs in 23 individuals with learning disability, and 18 chronologically age-matched controls without learning disability. Compared to the controls, individuals with learning disability committed significantly more conjunction errors, feature errors (one old and one new component), but had lower correct recognition, when the results were adjusted for different guessing levels. A dual-processing approach gained more support than a binding approach. However, neither of the approaches could explain all of the results. The results of the learning disability group were only partly related to non-verbal intelligence.

    Fulltekst (pdf)
    FULLTEXT01
  • 103.
    Danielsson, Henrik
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Sundqvist, Anett (Annette)
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rudner, Mary
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Hofer, Nina
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Get better social skills: Computerized theory of mind training for children with intellectual disability2008Inngår i: XXIX International Congress Of Psychology, Berlin, 2008 / [ed] Claudia Dalbert, Taylor & Francis Group, 2008, Vol. 43, nr 3-4, s. 490-490Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The effect of a computerized theory of mind training program was investigated in children with intellectual disability with a mean age of 12 years. The training time was 15 minutes every school day for 5 weeks and took place in the participant’s school. Compared to an age matched control group with intellectual disability, who performed computerized training not related to theory of mind, there were training effects for some theory of mind measures, but not for all. The results are promising and form a basis for further research.

  • 104.
    Danielsson, Henrik
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Sundqvist, Anett (Annette)
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rudner, Mary
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Hofer, Nina
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Work your memory: Computerized working memory training for children with intellectual disability2008Inngår i: XXIX International Congress of Psychology, Berlin, 2008, Taylor & Francis Group, 2008, Vol. 43, nr 3-4, s. 592-592Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The purpose of thepresent study was to investigate the effect of a computerizedworking memory training program for children with intellectualdisability. The participants had a mean age of 12 years. Thetraining took place in the child¿s school environment for 15minutes every school day for 5 weeks. There were training effectsfor some working memory measures, but not for all, compared to anage matched control group, also with intellectual disability, whoalso performed computerized training, but not related to workingmemory.

  • 105.
    Danielsson, Henrik
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Sundqvist, Anett (Annette)
    Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rudner, Mary
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Improved MindReading: The Relationship between Theory of Mind, Working Memory and Literacy.2009Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The first aim of this study was to investigate the links between literacy, working memory and theory of mind in children with intellectual disability. Earlier studies have demonstrated these relationships in typically developing children.

    This was investigated in 48 children with intellectual disability (mental age = 6:7 years, chronological age = 12:4 years). Mental age was assessed with the block design test of the WISC-III, i.e. the Swedish version of the WISC-R. Working memory was tested with six tests (digit span forward and backward, listening span with and without dual task, clown span [visuospatial test where participants had to recall placement of dots put on a drawing of a clown. The test was an adaption of the “Mr Peanut”-test.] with and without dual task). Theory of mind was tested with 6 tests (Sally Anne test of 1st and 2nd order theory of mind, own developed tests to minimize working memory load on the theory of mind task for 1st and 2nd order theory of mind, irony, and social blunders). Literacy was tested with 3 tests (comprehension of written words, comprehension of written sentences, and comprehension of written stories).

    Factor analyses was made for the three concepts (working memory, theory of mind, and literacy) and the following factors were found: visuospatial working memory (loading on clown span with and without dual task), phonological working memory (loading on digit span and listening span both with and without dual task), Sally Anne theory of mind (loading on Sally Anne tests of 1st and 2nd order theory of mind), working memory free theory of mind (loading on own developed for 1st and 2nd order theory of mind), Advanced theory of mind (loading on own developed tests of irony, and social blunders), Literacy (loading on comprehension of written words and comprehension of written sentences. Comprehension of written stories did not load on the factor). There are intercorrelations between working memory, theory of mind, and Literacy, but not for all factors of all variables. All intercorrelations between the factors are shown in Table 1.

    Table 1. Intercorrelations between six variables of working memory (WM), theory of mind (ToM) and literacy: Visuospatial working memory, phonological working memory, Sally Anne theory of mind, working memory free theory of mind, advanced theory of mind and literacy. The six variables were created through factor analysis.

    * Correlation significant at the 0.05 level (onetailed). ** Correlation significant at the 0.01 level (onetailed).

    The second aim of this study was to examine if training of theory of mind also would improve literacy. A computerized theory of mind training program was developed. The program showed social situations (with pictures and speech) and the trainee had to chose from three given alternatives of what happened in the situation. Feedback (speech and instructions to choose another alternative) was given if the answer was wrong. The program adapted the level of difficulty according to performance.

    One group (n = 21, mental age = 6:6 years, chronological age = 12:5 years) got computerized theory of mind training 15 minutes a day for 5 weeks at school. They improved their theory of mind ability compared to a group (n = 27, mental age = 6:8 years, chronological age = 12:3 years) that got similar computerized mathematical training (Interaction effect in an analysis of variance, F(1, 44) = 4.97, p < .05, partial η2 = .10). Literacy improved equally in both groups, which means that there was no transfer effect to literacy. The same was true for working memory. It was investigated if the training effect was dependent on any initial skills, but no significant correlations could be found between training gain and initial working memory, theory of mind and literacy abilities in the theory of mind training group.

    The conclusion is that working memory, theory of mind and literacy correlates in children with intellectual disability, but improving theory of mind through training does not necessarily improve literacy or working memory.

  • 106.
    De Beni, Rossana
    et al.
    University of Padua, Italien.
    Cornoldi, Cesare
    University of Padua, Italien.
    Larsson, Maria
    Stockholms universitet.
    Magnussen, Svein
    University of Oslo.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap.
    Memory experts: visual learning, wine tasting, orienteering and speech-reading2007Inngår i: Everyday memory / [ed] Svein Magnussen, Tore Helstrup, Hove: Psychology Press , 2007, s. 201-227Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

            

    This book presents an authoritative overview of memory in everyday contexts. Written by an expert team of international authors, it gathers together research on some of the more neglected but revealing areas of memory, to provide a comprehensive overview of remembering in real life situations.

    Contributions from leading experts deal with a variety of important questions concerning everyday memory, from under-researched areas such as memory for odours, to more well known areas, like collective memory. Topics covered also include:

    • Beliefs about memory and the metaphors used to discuss memory
    • The relation between self-referent beliefs and actual memory performance
    • The development of autobiographical memory.

    Everyday Memory summarises current knowledge and presents new interpretations and hypotheses to be explored by future research. It discusses aspects of human memory which are frequently ignored or dealt with only very briefly by ordinary textbooks and as a result will have a broad appeal for researchers and students.

  • 107.
    Ellis, Rachel
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Molander, Peter
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Lyxell, Björn
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Andersson, Gerhard
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten. Karolinska Institutet, Department of Clinical Neuroscience.
    Lunner, Thomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Snekkersten, Oticon A/S, Eriksholm Research Centre.
    Predicting speech-in-noise perception using the trail making task: Results from a large-scale internet study2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The purpose of this study was to investigate the utility of an internet-based version of the trail making test (TMT) to predict performance on a speech-in-noise perception task. Computerised versions of the tests were completed, via the internet, by a large (1500+) sample of listeners aged between 18 and 91 years old, both with and without hearing loss. The results show that better performance on both the simple and complex versions of the TMT are associated with better speech-in-noise recognition scores. The findings suggest that the relation between performance in the TMT and speech recognition test may be due to the capacity of the TMT to index perceptual speed, as opposed to the more complex cognitive abilities also implicated in TMT performance.

  • 108.
    Ellis, Rachel
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Molander, Peter
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Lyxell, Björn
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Andersson, Gerhard
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Department of Clinical Neuroscience, Karolinska Institute, Stockholm, Sweden..
    Lunner, Thomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Eriksholm Research Centre, Oticon A/S, Snekkersten, Denmark..
    Predicting Speech-in-Noise Recognition from Performance on the Trail Making Test: Results from a Large-Scale Internet Study2016Inngår i: Ear and Hearing, ISSN 0196-0202, E-ISSN 1538-4667, Vol. 37, nr 1, s. 73-79Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Objective: The aim of the study was to investigate the utility of an internet-based version of the trail making test (TMT) to predict performance on a speech-in-noise perception task.

    Design: Data were taken from a sample of 1509 listeners aged between 18 and 91 years old. Participants completed computerized versions of the TMT and an adaptive speech-in-noise recognition test. All testing was conducted via the internet.

    Results: The results indicate that better performance on both the simple and complex subtests of the TMT are associated with better speech-in-noise recognition scores. Thirty-eight percent of the participants had scores on the speech-in-noise test that indicated the presence of a hearing loss.

    Conclusions: The findings suggest that the TMT may be a useful tool in the assessment, and possibly the treatment, of speech-recognition difficulties. The results indicate that the relation between speech-in-noise recognition and TMT performance relates both to the capacity of the TMT to index processing speed and to the more complex cognitive abilities also implicated in TMT performance.

    Fulltekst (pdf)
    fulltext
  • 109.
    Ellis, Rachel
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Molander, Peter
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Lyxell, Björn
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Andersson, Gerhard
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Department of Clinical Neuroscience, Karolinska Institute, Stockholm, Sweden.
    Lunner, Thomas
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för klinisk och experimentell medicin. Eriksholm Research Centre, Snekkersten, Denmark.
    Predicting Speech-in-Noise Recognition from Performance on the Trail Making Test: Results from a Large-Scale Internet Study2013Konferansepaper (Fagfellevurdert)
  • 110.
    Ellis, Rachel
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Cognition and Speech-In-Noise Recognition: The Role of Proactive Interference2014Inngår i: JOURNAL OF THE AMERICAN ACADEMY OF AUDIOLOGY, ISSN 1050-0545, Vol. 25, nr 10, s. 975-982Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: Complex working memory (WM) span tasks have been shown to predict speech-in-noise (SIN) recognition. Studies of complex WM span tasks suggest that, rather than indexing a single cognitive process, performance on such tasks may be governed by separate cognitive subprocesses embedded within WM. Previous research has suggested that one such subprocess indexed by WM tasks is proactive interference (PI), which refers to difficulties memorizing current information because of interference from previously stored long-term memory representations for similar information. Purpose: The aim of the present study was to investigate phonological PI and to examine the relationship between PI (semantic and phonological) and SIN perception. Research Design: A within-subjects experimental design was used. Study Sample: An opportunity sample of 24 young listeners with normal hearing was recruited. Data Collection and Analysis: Measures of resistance to, and release from, semantic and phonological PI were calculated alongside the signal-to-noise ratio required to identify 50% of keywords correctly in a SIN recognition task. The data were analyzed using t-tests and correlations. Results: Evidence of release from and resistance to semantic interference was observed. These measures correlated significantly with SIN recognition. Limited evidence of phonological PI was observed. Conclusions: The results show that capacity to resist semantic PI can be used to predict SIN recognition scores in young listeners with normal hearing. On the basis of these findings, future research will focus on investigating whether tests of PI can be used in the treatment and/or rehabilitation of hearing loss.

  • 111. Ellis, Rachel
    et al.
    Rönnberg, Jerker
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Does susceptibility to proactive interference predict hearing aid benefit?2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Proactive Interference refers to an effect whereby previously learned information interferes with the capacity to learn new information. It has been suggested that performance on complex tests of working memory may be heavily influenced by susceptibility to proactive inteference (Kane and Engle, 2000). There is a wealth of evidence linking performance in complex working memory tasks to speech-in-noise recognition by listeners with normal hearing and those with a hearing loss in both aided and unaided conditions (see Akeroyd, 2008 for a review). Previous research has shown that susceptibility to proactive interference can be used to predict speech-in-noise recognition in young listeners with normal hearing (Ellis and Rönnberg, in press). We will report results that show whether this finding can be replicated in older adults with hearing loss and whether susceptibility to proactive interference can be used to predict the degree to which hearing aid use improves speech-in-noise recognition in these listeners. Potential clinical implications relating to the use of tests of proactive interference in the hearing aid fitting and rehabilitation processes will be discussed.References:Akeroyd, M.A. (2008) Are individual differences in speech reception related to individual differences in cognitive ability? A survey of twenty experimental studies with normal and hearing-impaired adults. International Journal of Audiology, 47, s53-s71.Ellis, R. J. and Rönnberg, J. (in press) Cognition and speech-in-noise recognition: The role of proactive interference. Journal of the American Academy of AudiologyKane, M.J. & Engle, R.W. (2000) Working-memory capacity, proactive interference and divided attention: Limits on long-term memory retrieval. Journal of Experimental Psychology: Learning, Memory and Cognition, 26, 336-358.

  • 112.
    Ellis, Rachel
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    How does susceptibility to proactive interference relate to speech recognition in aided and unaided conditions?2015Inngår i: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 6, nr 1017Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Proactive interference (PI) is the capacity to resist interference to the acquisition of new memories from information stored in the long-term memory. Previous research has shown that PI correlates significantly with the speech-in-noise recognition scores of younger adults with normal hearing. In this study, we report the results of an experiment designed to investigate the extent to which tests of visual PI relate to the speech-in-noise recognition scores of older adults with hearing loss, in aided and unaided conditions. The results suggest that measures of PI correlate significantly with speech-in-noise recognition only in the unaided condition. Furthermore the relation between PI and speech-in-noise recognition differs to that observed in younger listeners without hearing loss. The findings suggest that the relation between PI tests and the speech-in-noise recognition scores of older adults with hearing loss relates to capability of the test to index cognitive flexibility.

    Fulltekst (pdf)
    fulltext
  • 113.
    Ellis, Rachel
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköping University, Linnaeus Centre HEAD.
    Rönnberg, Jerker
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköping University, Linnaeus Centre HEAD.
    Interaction in communication: Elderspeak and hearing aid visibility2015Konferansepaper (Annet vitenskapelig)
  • 114.
    Ellis, Rachel
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Proactive interference and speech-in-noise recognition by listeners with normal hearing2013Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Complex working memory capacity (WMC) span tasks have been shown to predict aided and unaided speech in noise recognition (see Akeroyd, 2008 for a review). Studies of complex WMC span tasks suggest that rather than indexing a single cognitive process, performance on such tasks may be governed by separate cognitive subprocesses embedded within WMC (see for example, Sörqvist, Ljungberg, & Ljung, 2010). Thus, the predictive relationship between scores on complex WMC span tasks and the perception of speech-in-noise may not due to WMC per se, but rather to one or more of the component processes that WMC tasks may index. Previous research has suggested that subprocesses may include executive functioning (Whitney et al., 2001) and resistance to proactive interference (Kane and Engle, 2000). Proactive interference (PI) refers to difficulties memorizing current information due to interference from previously stored long-term memory representations for similar information. Although PI is typically investigated in relation to semantic interference, the present research aims to examine PI caused by differences in phonological representations, similar to those caused by a hearing loss or different signal processing methods. The results of a study conducted to investigate the relationship between these cognitive processes and the speech in noise recognition scores of listeners with normal hearing will be presented.

  • 115.
    Ericson, Britta
    et al.
    Laspedagogiska Institutet EMIR, Eve Malmquist Institute for Reading, Norrköping, Sweden.
    Rönnberg, JerkerLinköpings universitet, Institutionen för beteendevetenskap. Linköpings universitet, Filosofiska fakulteten.
    Reading disability and its treatment1997Collection/Antologi (Annet vitenskapelig)
    Abstract [en]

    This book presents eight articles on reading disability and its treatment, dealing with research in the field of dyslexia, reading and writing difficulties, and their handicapping consequences. Phonological awareness intervention approaches, different kinds of dyslexia subtyping, early prevention issues, and longitudinal data are dealt with in the book from neurobiological as well as psychological and socio-educational perspectives.

    Fulltekst (pdf)
    fulltext
  • 116.
    Ferreira, Janna
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Gustavsson, Stefan
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Comphot: Computerized phonological training. Manual2003Annet (Annet (populærvitenskap, debatt, mm))
  • 117.
    Ferreira, Janna
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap.
    Gustavsson, Stefan
    Linköpings universitet, Institutionen för beteendevetenskap.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Comphot-Computerized Phonological training promoting literacy among children with CP.2002Inngår i: ISAAC,2002, 2002Konferansepaper (Annet vitenskapelig)
  • 118.
    Ferreira, Janna
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Reading without speaking.2004Inngår i: International Journal of Psychology, ISSN 0020-7594, E-ISSN 1464-066X, Vol. 39, nr 5-6, s. 556-556Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

      

  • 119.
    Ferreira, Janna
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Gustafson, Stefan
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Wengelin, Åsa
    Lund University, Sweden .
    Phonological awareness training to teach children with impairments in reading or speech2007Artikkel i tidsskrift (Fagfellevurdert)
  • 120.
    Ferreira, Janna
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Gustafson, Stefan
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Wengelin, Åsa
    Lund University, Sweden.
    Reading why not?: Literacy skills in children with motor and speech impairments2007Inngår i: Communication Disorders Quarterly, ISSN 1525-7401, E-ISSN 1538-4837, Vol. 28, nr 4, s. 236-251Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this study, 12 participants with various levels of motor and speech deficits were tested to explore their reading skills in relation to letter knowledge, speech level, auditory discrimination, phonological awareness, language skills, digit span, and nonverbal IQ. Two subgroups, based on a median split of reading performance, are described: the low- and high-level readers, where low-level readers perform significantly lower on reading than the other subgroup. The subgroups had a general tendency to perform low versus high on most variables tested, but not on digit span. The study stresses the importance of auditory discrimination skills and general language skills as a fundamental base for literacy. The study also generates new hypotheses that will need to be investigated further. For example, further intervention studies for phonological awareness are proposed, and a hypothesis about the effect of impaired articulation usage during reading is presented.

  • 121.
    Foo, Catharina
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Lunner, Thomas
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för klinisk och experimentell medicin, Teknisk audiologi.
    Rudner, Mary
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för kognition, utveckling och handikapp (CDD).
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap.
    Speech recognition in noise and perceived effort2008Inngår i: The HEAD Graduate School First Summer Workshop June 9–10, 2008, Vårdnäs Stiftsgård, Rimforsa, Sweden, Linköping: IBL, Linköpings universitet , 2008, s. 20-20Konferansepaper (Annet vitenskapelig)
  • 122.
    Foo, Catharina
    et al.
    CDD IBV.
    Rudner, Mary
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Lunner, Thomas
    Teknisk audiologi INR.
    Recognition of speech in noise with new hearing instrument compression release settings requeres explicit cognitive storage and processing capacity2007Inngår i: Journal of the American Academy of Audiology, ISSN 1050-0545, Vol. 18, nr 7, s. 618-631Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Evidence suggests that cognitive capacity predicts the ability to benefit from specific compression release settings in non-linear digital hearing instruments. Previous studies have investigated the predictive value of various cognitive tests in relation to aided speech recognition in noise using compression release settings that have been experienced for a certain period. However, the predictive value of cognitive tests with new settings, to which the user has not had the opportunity to become accustomed, has not been studied. In the present study, we compare the predictive values of two cognitive tests, reading span and letter monitoring, in relation to aided speech recognition in noise for 32 habitual hearing instrument users using new compression release settings. We found that reading span was a strong predictor of speech recognition in noise with new compression release settings. This result generalizes previous findings for experienced test settings to new test settings, for both speech recognition in noise tests used in the present study, Hagerman sentences and HINT. Letter monitoring, on the other hand, was not found to be a strong predictor of speech recognition in noise with new compression release settings.

  • 123.
    Foo, Catharina
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Rudner, Mary
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Rönnberg, Jerker
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Lunner, Thomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Centre Eriksholm, Snekkersten, Denmark.
    Recognition of speech in noise with new hearing instrument compression release settings requires explicit cognitive storage and processing capacity2007Inngår i: Journal of the American Academy of Audiology, ISSN 1050-0545, Vol. 18, nr 7, s. 618-631Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Evidence suggests that cognitive capacity predicts the ability to benefit from specific compression release settings in non-linear digital hearing instruments. Previous studies have investigated the predictive value of various cognitive tests in relation to aided speech recognition in noise using compression release settings that have been experienced for a certain period. However, the predictive value of cognitive tests with new settings, to which the user has not had the opportunity to become accustomed, has not been studied. In the present study, we compare the predictive values of two cognitive tests, reading span and letter monitoring, in relation to aided speech recognition in noise for 32 habitual hearing instrument users using new compression release settings. We found that reading span was a strong predictor of speech recognition in noise with new compression release settings. This result generalizes previous findings for experienced test settings to new test settings, for both speech recognition in noise tests used in the present study, Hagerman sentences and HINT. Letter monitoring, on the other hand, was not found to be a strong predictor of speech recognition in noise with new compression release settings. 

  • 124. Forsell, Å.
    et al.
    Larsson, Christer
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Fodstad, H.
    CT assessment of subarachnoid hemorrhage. A comparison between different CT methods of grading subarachnoid hemorrhage.1995Inngår i: British Journal of Neurosurgery, ISSN 0268-8697, E-ISSN 1360-046X, Vol. 9, s. 21-27Artikkel i tidsskrift (Fagfellevurdert)
  • 125. Gillström, Å
    et al.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    High and low verbal students view on reading and memory achievement.1995Rapport (Annet vitenskapelig)
  • 126. Gillström, Å.
    et al.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Prediction accuracy of text recall: Ease, effort, and familiarity.1994Inngår i: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 35, s. 367-386Artikkel i tidsskrift (Fagfellevurdert)
  • 127. Gillström, Å.
    et al.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Prediction and calibration accuracy of texts: Reading skill, reading strategies, and effort.1995Inngår i: Journal of Educational Psychology, ISSN 0022-0663, E-ISSN 1939-2176, Vol. 87, s. 545-558Artikkel i tidsskrift (Fagfellevurdert)
  • 128.
    Gustafson, Stefan
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Ferreira, Janna
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    DOT: Datoriserad ortografisk träning. Manual2003Annet (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

      

  • 129.
    Gustafson, Stefan
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Ferreira, Janna
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Phonological or orthographic training for children with phonological or orthographic decoding deficits2007Inngår i: Dyslexia, ISSN 1076-9242, Vol. 13, nr 3, s. 211-229Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In a longitudinal intervention study, Swedish reading disabled children in grades 2-3 received either a phonological (n = 41) or an orthographic (n = 39) training program. Both programs were computerized and interventions took place in ordinary school settings with trained special instruction teachers. Two comparison groups, ordinary special instruction and normal readers, were also included in the study. Results showed strong average training effects on text reading and general word decoding for both phonological and orthographic training, but not significantly higher improvements than for the comparison groups. The main research finding was a double dissociation: children with pronounced phonological problems improved their general word decoding skill more from phonological than from orthographic training, whereas the opposite was observed for children with pronounced orthographic problems. Thus, in this population of children, training should focus on children's relative weakness rather than their relative strength in word decoding.

  • 130.
    Gustafson, Stefan
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutionen för beteendevetenskap. Linköpings universitet, Filosofiska fakulteten.
    Samuelsson, Stefan
    Linköpings universitet, Institutionen för beteendevetenskap. Linköpings universitet, Filosofiska fakulteten.
    Visual and auditory priming interacts with word decoding strategy1997Konferansepaper (Annet vitenskapelig)
  • 131.
    Gustafson, Stefan
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap.
    Samuelsson, Stefan
    Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för pedagogik i utbildning och skola, PiUS. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV. Linköpings universitet, Filosofiska fakulteten.
    Phonological training and reading comprehension: why do some resist?1997Inngår i: Reading disability and its treatment / [ed] Britta Ericson, Jerker Rönnberg, Norrköping: Läspedagogiska institutet EMIR , 1997, s. 85-98Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 132.
    Gustafson, Stefan
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap. Linköpings universitet, Filosofiska fakulteten.
    Samuelsson, Stefan
    Linköpings universitet, Institutionen för beteendevetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rönnberg, Jerker
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Why Do Some Resist Phonological Intervention?: A Swedish longitudinal study of poor readers in Grade 42000Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 44, nr 2, s. 145 -162Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    n a longitudinal intervention study, 33 Swedish poor readers in Grade 4 received phonological awareness instruction over 1 year. Three control groups were included in the study: Grade 4 controls, Grade 2 controls (both comparable in reading skill) and normal readers. The results showed that the phonological training group made the most progress in phonological awareness but did not improve their reading skills any more than the controls. However, a re-analysis of the results revealed important individual differences within the phonological training group. Some children improved their reading ability considerably, while others seemed resistant to the intervention. One critical difference between improved and resistant readers was identified. For the improved readers, both orthographic and phonological word decoding predicted text reading performance. For the resistant readers, only orthographic decoding skills predicted text reading before, during and after the intervention, in spite of a steady increase in phonological awareness.

  • 133.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Herbert, Jane S
    Depart,emt of Psychology, University of Sheffield.
    Tjus, Tomas
    Psykologiska institutionen, Göteborgs universitet.
    Rönnberg, Jerker
    Recent advances in early memory development: Research on typical and atypical children2013Inngår i: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 54, nr 1, s. 1-3Artikkel i tidsskrift (Annet vitenskapelig)
  • 134. Hjelmquist, E
    et al.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Handikappforskning: Nätverket kognition och kommunikation (Handicap research1991Rapport (Annet vitenskapelig)
  • 135. Hjelmquist, E
    et al.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Söder, M
    Swedish research on disability: A review based on social and behavioural perspectives (in Swedish)1994Bok (Annet vitenskapelig)
  • 136. Holmberg, C
    et al.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Psykologisk forskning i Linköping1988Rapport (Annet vitenskapelig)
  • 137.
    Homman, Lina
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för funktionsnedsättning och samhälle. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Danielsson, Henrik
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för funktionsnedsättning och samhälle.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för funktionsnedsättning och samhälle.
    A structural equation mediation model captures the predictions amongst the parameters of the ease of language understanding model2023Inngår i: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 14, artikkel-id 1015227Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Objective: The aim of the present study was to assess the validity of the Ease of Language Understanding (ELU) model through a statistical assessment of the relationships among its main parameters: processing speed, phonology, working memory (WM), and dB Speech Noise Ratio (SNR) for a given Speech Recognition Threshold (SRT) in a sample of hearing aid users from the n200 database.

    Methods: Hearing aid users were assessed on several hearing and cognitive tests. Latent Structural Equation Models (SEMs) were applied to investigate the relationship between the main parameters of the ELU model while controlling for age and PTA. Several competing models were assessed.

    Results: Analyses indicated that a mediating SEM was the best fit for the data. The results showed that (i) phonology independently predicted speech recognition threshold in both easy and adverse listening conditions and (ii) WM was not predictive of dB SNR for a given SRT in the easier listening conditions (iii) processing speed was predictive of dB SNR for a given SRT mediated via WM in the more adverse conditions.

    Conclusion: The results were in line with the predictions of the ELU model: (i) phonology contributed to dB SNR for a given SRT in all listening conditions, (ii) WM is only invoked when listening conditions are adverse, (iii) better WM capacity aids the understanding of what has been said in adverse listening conditions, and finally (iv) the results highlight the importance and optimization of processing speed in conditions when listening conditions are adverse and WM is activated.

    Fulltekst (pdf)
    fulltext
  • 138.
    Hurtig, Anders
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Filosofiska fakulteten. Department of Building, Energy and Environmental Engineering, University of Gävle, Gävle, Sweden; Department of Education, Health and Social Science, University of Dalarna, Falun, Sweden.
    Sörqvist, Patrik
    Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för kognition, utveckling och handikapp, CDD. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Department of Building, Energy and Environmental Engineering, University of Gävle, Gävle, Sweden.
    Ljung, Robert
    Department of Building, Energy and Environmental Engineering, University of Gävle, Gävle, Sweden .
    Hygge, Staffan
    Department of Building, Energy and Environmental Engineering, University of Gävle, Gävle, Sweden .
    Rönnberg, Jerker
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Students Second-Language Grade May Depend on Classroom Listening Position2016Inngår i: PLOS ONE, E-ISSN 1932-6203, Vol. 11, nr 6Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of this experiment was to explore whether listening positions (close or distant location from the sound source) in the classroom, and classroom reverberation, influence students score on a test for second-language (L2) listening comprehension (i.e., comprehension of English in Swedish speaking participants). The listening comprehension test administered was part of a standardized national test of English used in the Swedish school system. A total of 125 high school pupils, 15 years old, participated. Listening position was manipulated within subjects, classroom reverberation between subjects. The results showed that L2 listening comprehension decreased as distance from the sound source increased. The effect of reverberation was qualified by the participants baseline L2 proficiency. A shorter reverberation was beneficial to participants with high L2 proficiency, while the opposite pattern was found among the participants with low L2 proficiency. The results indicate that listening comprehension scores-and hence students grade in English-may depend on students classroom listening position.

    Fulltekst (pdf)
    fulltext
  • 139.
    Hurtig, Anders
    et al.
    University of Gävle, Department of Building, Energy and Environmental Engineering.
    Sörqvist, Patrik
    University of Gävle, Department of Building, Energy and Environmental Engineering.
    Ljung, Robert
    University of Gävle, Department of Building, Energy and Environmental Engineering.
    Hygge, Staffan
    University of Gävle, Department of Building, Energy and Environmental Engineering.
    Rönnberg, Jerker
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköping University, Linnaeus Centre HEAD.
    Student’s second-language grade may depend on classroom listening position2015Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This experiment explored whether position, close to or at a distance from the sound source, in the classroom, and the reverberation time in the classroom, influenced Swedish speaking participants’ score on a test for second-language (English) listening comprehension. The listening comprehension test administered was part of a standardized national test of English used in the Swedish school system. A total of 133 upper school pupils, 15 years old, participated. Listening position was manipulated within subjects and classroom reverberation time was varied between subjects. The results showed that English listening comprehension decreased with the distance from the sound source. Participants with higher proficiency scores for English were less susceptible to this effect. Classroom reverberation time had no significant main effect and it did not interact with listening position. The results indicate that listening comprehension scores – and hence students’ grade in English – may depend on their classroom listening position.

  • 140.
    Huttunen, Kerttu
    et al.
    Uleåborgs universitet, Finland.
    Jauhiainen, Tapani
    Helsingfors, Finland.
    Levänen, Sari
    Harvard Medical School, USA.
    Lyxell, Björn
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    McAllister, Bob
    Stockholms universitet, Stockholm, Sverige.
    Määttä, Taisto
    Uleåborgs universitet, Finland.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Svendsen, Birgit
    Fredericiaskolen, Fredericia, Danmark.
    Språklig kommunikation2007Inngår i: Nordisk lärobok i audiologi / [ed] Stig Arlinger, Bromma: C. A. Tegnér AB , 2007, Vol. Sidorna 63-94, s. 63-94Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Förmågan att höra behövs för flera olika ändamål hos människan. Hörselförmågan betyder att människan kan uppleva ljud och deras olika egenskaper både medvetet och omedvetet. Ljudperception innebär inte enbart att det uppfattas utan också att man diskriminerar, identifierar, igenkänner och kan minnas samt uppfattar ljud av olika mönster. Dessa kan ha också meningsbärande (semiotiskt) och lingvististiskt innehåll.

  • 141. Hwang, Philip
    et al.
    Lundberg, IngvarRönnberg, JerkerLinköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.Smedler, Ann-Charlotte
    Vår tids psykologi2005Collection/Antologi (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

      

  • 142. Hygge, S
    et al.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Larsby, Birgitta
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för nervsystem och rörelseorgan, Oto-Rhino-Laryngologi. Östergötlands Läns Landsting, Rekonstruktionscentrum, Öronkliniken US.
    Arlinger, Stig
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för nervsystem och rörelseorgan, Teknisk audiologi.
    Normal and hearing-impaired subjects ability to follow conversation in competing speech, reversed speech, and noise backgrounds.1992Inngår i: 22nd Congress of Applied Psychology,1992, Hillsdale: Lawrence Erlbaum Ass , 1992Konferansepaper (Annet vitenskapelig)
  • 143. Hygge, S.
    et al.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Larsby, Birgitta
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för nervsystem och rörelseorgan, Oto-Rhino-Laryngologi. Östergötlands Läns Landsting, Rekonstruktionscentrum, Öronkliniken US.
    Arlinger, Stig
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för nervsystem och rörelseorgan, Teknisk audiologi.
    Normal and hearing-impaired subjects´ ability to just follow conversation in competing speech, reversed speech, and noise backgrounds.1992Inngår i: Journal of Speech and Hearing Research, ISSN 0022-4685, Vol. 35, s. 208-215Artikkel i tidsskrift (Fagfellevurdert)
  • 144.
    Hygge, Staffan
    et al.
    University of Gävle, Department of Building, Energy and Environmental Engineering.
    Rönnberg, Jerker
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköping University, Linnaeus Centre HEAD.
    Keidser, Gitte
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. National Acoustic Laboratories, Australia.
    Rudner, Mary
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköping University, Linnaeus Centre HEAD.
    The effect of functional hearing loss and age on long- and short-term visuospatial memory: evidence from the UK Biobank resource: a longitudinal follow up2015Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In a recent study (Rönnberg, Hygge, Keidser & Rudner, 2014) we reported cross-sectional epidemiological data from the UK Biobank, which in total contains >500,000 individuals in the UK. The focus in that study was on the effects of functional hearing loss and age on long- and short-term visuospatial memory. Our selection of variables resulted in a sub-sample of 138,098 participants after discarding extreme values.

    A digit triplets functional hearing test was used to divide the participants into three groups: poor, insufficient and normal hearers. We found negative relationships between functional hearing loss and both visuospatial working memory (i.e., a card pair matching task) and visuospatial, episodic long-term memory (i.e., a prospective memory task), with the strongest association for episodic long-term memory. The use of hearing aids showed a small positive effect for working memory performance for the poor hearers, but did not have any influence on episodic long-term memory. Age also showed strong main effects for both memory tasks and interacted with gender and education for the long-term memory task.

    Close to 20,000 of the original (>500,000) participants recently went through the very same test battery a second time, 2-7 years after the first time. In the present study, we will scrutinize in which respects the addition of extra years in the longitudinal analysis is commensurable with extra years from our previous cross-sectional analysis, for the same sets of original moderators and mediators.

  • 145.
    Jedeskog, Bertil
    et al.
    Linköpings universitet, Institutionen för vård och välfärd.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Handicap study in Norköping: Welfare components.1995Rapport (Annet vitenskapelig)
  • 146.
    Jedeskog, Bertil
    et al.
    Linköpings universitet, Institutionen för vård och välfärd.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Handicap study in Norrköping: An in-depth interview study of compensatory mechanisms in the disabled.1995Rapport (Annet vitenskapelig)
  • 147.
    Jedeskog, Bertil
    et al.
    Linköpings universitet, Institutionen för vård och välfärd.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Handikappstudie i Norrköping: En beskrivning av människor med omfattande funktionshinder (Handicap study in Norrköping1994Rapport (Annet vitenskapelig)
  • 148.
    Jedeskog, Bertil
    et al.
    Linköpings universitet, Institutionen för vård och välfärd.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Handikappstudie i Norrköping: Redovisning av enkätstudie kring olika funktionshinder ( Handicapp study in Norrköping1994Rapport (Annet vitenskapelig)
  • 149.
    Johansen Lundervold, Astri
    et al.
    University of Bergen, Norway .
    Beate Walhovd, Kristine
    University of Oslo, Norway .
    Rönnberg, Jerker
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Sundet, Kjetil
    University of Oslo, Norway .
    Editorial Material: New perspectives in neuropsychology2014Inngår i: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 55, nr 3, s. 187-188Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    n/a

  • 150. Johansson, K
    et al.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Institutet för handikappvetenskap, IHV.
    Cognitive and emotional aspects and speechreading (in Swedish)1991Inngår i: Människa-Handikapp-Livsvillkor (Man-handicap-Living conditions), Örebro: Socialförvaltningen , 1991, s. 398-401Kapittel i bok, del av antologi (Annet vitenskapelig)
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