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  • 101.
    Heimann, Mikael
    Göteborgs universitet.
    Inlärning - en sällsynt företeelse1992Inngår i: Nordisk Psykologi: teori, forskning, praksis, ISSN 0029-1463, Vol. 44, nr 3, s. 203-211Artikkel i tidsskrift (Fagfellevurdert)
  • 102.
    Heimann, Mikael
    Universitetet i Bergen, Norge.
    Interaktiv språklek med Omega-IS2002Inngår i: Logopednytt, ISSN 1102-500X, Vol. 5, s. 17-19Artikkel i tidsskrift (Annet vitenskapelig)
    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.

  • 103.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Kan interaktiva dataprogram stimulera språk- och kommunikation hos barn med autism eller begåvningshandikapp1991Inngår i: Människa - Handikapp - Livsvillkor: Rapport nr 9 / [ed] E Petterson, 1991, s. 221-224Konferansepaper (Fagfellevurdert)
  • 104.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Mentaliseringsförmåga hos barn med tidiga Cochleära implantat : Rapport till Hörselforskningsfonden (anslag B 2007/03)2010Rapport (Annet vitenskapelig)
    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.

  • 105.
    Heimann, Mikael
    Göteborgs universitet.
    Minisymposium i Göteborg: Mötesplats för forskare och praktiker1993Inngår i: Psykologtidningen, ISSN 0280-9702, nr 19, s. 14-Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 106.
    Heimann, Mikael
    University of Bergen, Norway.
    Neonatal imitation - a fuzzy phenomenon?2001Inngår i: Emerging cognitive abilities in early infancy / [ed] F Lacerda, C v Hofsten & M Heimann, Mahwah, NJ, USA: Lawrence Erlbaum Associates, 2001, s. 231-246Kapittel i bok, del av antologi (Annet vitenskapelig)
    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.

  • 107.
    Heimann, Mikael
    Göteborgs universitet.
    Neonatal imitation - what do we really know?1992Inngår i: Infant Behavior and Development, ISSN 0163-6383, E-ISSN 1879-0453, Vol. 15, s. 25-26Artikkel i tidsskrift (Fagfellevurdert)
  • 108.
    Heimann, Mikael
    Göteborgs universitet.
    Neonatal Imitation: A Social and Biological Phenomenon1991Inngår i: Behavioral biology: neuroendocrine axis / [ed] T Archer & S Hansen, Hillsdale, NJ: Lawrence Erlbaum Associates, 1991, s. 173-186Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 109.
    Heimann, Mikael
    Pennsylvania State University, USA.
    Neonatal imitation, gaze aversion, and mother-infant interaction1989Inngår i: Infant Behavior and Development, ISSN 0163-6383, E-ISSN 1879-0453, Vol. 12, nr 4, s. 495-505Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 110.
    Heimann, Mikael
    University of Bergen, Norway.
    Notes on individual differences and the assumed elusiveness of neonatal imitation2002Inngår i: The Imitative Mind: Development, Evolution and Brain Bases / [ed] A.N. Meltzoff & W. Prinz, Cambridge, UK: Cambridge University Press, 2002, s. 74-84Kapittel i bok, del av antologi (Annet vitenskapelig)
    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.

  • 111.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Patterns of instability and change during the first year in typically developing infants2012Inngår i: Infant Mental Health Journal, 33 [Abstract Supplement 143-144] / [ed] K. Puura, M. Tomlinson. N.W. Boris & M. Sorsa, 2012Konferansepaper (Fagfellevurdert)
    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.

  • 112.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Utvecklingspsykologi. Linköpings universitet, Filosofiska fakulteten.
    Patterns of instability and change: Observations on regression periods in typically developing infants2010Inngår i: Nurturing Children and Families: Building on the Legacy of T.Berry Brazelton / [ed] B. Lester & J. Sparrow, New York: Blackwell Scientific-Wiley , 2010, s. 95-106Kapittel i bok, del av antologi (Annet vitenskapelig)
    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

  • 113.
    Heimann, Mikael
    University of Bergen, Norway.
    Preface2003Inngår i: Regression periods in human infancy / [ed] M Heimann, Mahwah, NJ, USA: Lawrence Erlbaum Associates, 2003, s. i-vKapittel i bok, del av antologi (Annet vitenskapelig)
  • 114.
    Heimann, Mikael
    Göteborgs universitet.
    Psychological development during the first years of life1996Inngår i: Pediatrics and Perinatology: The Scientific Basis / [ed] P Gluckmann & M A Heymann, London: Arnold , 1996, s. 420-424Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 115.
    Heimann, Mikael
    University of Bergen, Norway.
    Regression periods in human infancy: An introduction2003Inngår i: Regression periods in human infancy / [ed] M Heimann, Mahwah, NJ, USA: Lawrence Erlbaum Associates, 2003, s. 1-6Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 116.
    Heimann, Mikael
    University of Bergen, Norway .
    Regression Periods in Human Infancy [Elektronisk resurs]2003Collection/Antologi (Annet vitenskapelig)
    Abstract [en]

    This book has grown out of a loosely formed European project, the intercultural study of infantile regression periods (ISIRP), with the aim to test if indicators of regression can be found at similar ages in a number of different countries and cultures. The idea that motivated this book was initially put forward by Frans X Plooij and Hetty van de Rijt-Plooij who claimed that 10 periods of regression could be identified during the first 15 months of age, periods that they suspected to be biologically anchored and thus valid across cultures. A finding that came to be viewed as both challenging and provoking by the scientific community. For the group behind this volume, the researchers in the ISIRP-group, this idea created a renewed interest in processes of change in early infancy and it became a necessity to both replicate and to develop a coherent psychobiological theoretical understanding of the phenomenon. These common interests eventually lead to the suggestion of a book that addressed these issues and the first detailed plans were formed at one of the initial group meetings. This was at a symposium held at the University of Göteborg, Sweden on October 10 – 11, 1997 (The First Research Conference on Regression Periods in Early Infancy; chair: M. Heimann), a meeting used to discuss both replication studies and current theoretical issues.

    It is my hope that the picture created by this volume will help to broaden our knowledge regarding phases of change or instability during early infancy. There seems to be more such phases than previously believed. However, the evidence put forward here are far from final. As becomes obvious when reading the chapters, there are still many unanswered questions. But this fact does not preclude a conclusion saying, based on our current evidence, that regression periods ought to be considered as a real phenomenon and dealt with accordingly whenever developmental processes in infancy are discussed. The reader should read each chapter and judge the data presented as well as the arguments put forward. Hopefully, the reader will reach a conclusion similar to that put forth herein.

  • 117.
    Heimann, Mikael
    Universitetet i Bergen, Norge.
    Spädbarn minns2001Inngår i: Psykologtidningen, ISSN 0280-9702, nr 20, s. 22-23Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 118.
    Heimann, Mikael
    Bergen University, Norway.
    Spädbarnets svårfångade minnne2002Inngår i: Tidsskrift for Den norske lægeforening, ISSN 0029-2001, E-ISSN 0807-7096, Vol. 122, nr 2, s. 209-210Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Aktuell och uppdaterad kunskap om hur minnet utvecklas är viktig för många kliniker. Det är därför av intresse att följa nyare spädbarnsforskningoch ta del av den kunskap om småbarns utveckling som håller på att revidera vår syn på hur minnen formas och utvecklas under det första levnadsåret.Det handlar om observationer som antyder att de första spåren av ett medvetet episodiskt minne kanske kan observeras redan vid sex månaders ålder. Och om så är fallet, då måste vårteoretiska karta ritas om.Vad minns egentligen små barn?

  • 119.
    Heimann, Mikael
    Göteborgs universitet.
    Tidig utveckling: Psykoanalytisk teori och modern forskning - några reflexioner1981Inngår i: Psykisk Hälsa, ISSN 0033-3212, nr 4, s. 219-230Artikkel i tidsskrift (Annet vitenskapelig)
  • 120.
    Heimann, Mikael
    Göteborgs universitet.
    When is imitation imitation and who has the right to imitate?: [commentary to Byrne & Russon]1998Inngår i: Behavioral and Brain Sciences, ISSN 0140-525X, E-ISSN 1469-1825, Vol. 21, nr 5, s. 693-Artikkel i tidsskrift (Fagfellevurdert)
  • 121.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Edorsson, Angelica
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Sundqvist, Anett (Annette)
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Koch, Felix-Sebastian
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Thirteen-to Sixteen-Months Old Infants Are Able to Imitate a Novel Act from Memory in Both Unfamiliar and Familiar Settings But Do Not Show Evidence of Rational Inferential Processes2017Inngår i: Frontiers in Psychology, ISSN 1664-1078, E-ISSN 1664-1078, Vol. 8, artikkel-id 2186Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Gergely et al. (2002) reported that children imitated a novel action - illuminating a light-box by using the forehead - after a delay significantly more often if the hands of the experimenter had been visible in comparison with if they had been covered. In an attempt to explore these findings we conducted two studies with a total N of 63 children. Both studies investigated deferred imitation of the action in two conditions, with the hands of the experimenter visible or covered, but the settings differed. Study 1 (n = 30; mean age = 16.6 months) was carried out in an unfamiliar environment (a laboratory setting) while Study 2 (n = 33; mean age = 13.3 months) was conducted in familiar surroundings (at home or at day care). The results showed that 50% of the children in Study 1 and 42.4% in Study 2 evidenced deferred imitation as compared to only 4.9% (n = 2) in the baseline condition. However, in none of the studies did the children use inferential processes when imitating, we detected no significant differences between the two conditions, hands visible or hands covered. The findings add to the validity of the head touch procedure as a measure of declarative-like memory processes in the pre-verbal child. At the same time the findings question the robustness of the concept rational imitation, it seems not as easy as expected to elicit a response based on rational inferential processes in this age group.

  • 122.
    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)
  • 123.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Meltzoff, Andrew N
    University of Washingtong, Seattle, WA.
    Deferred imitation in 9- and 14- months old Infants: A longitudinal study of a Swedish sample1996Inngår i: British Journal of Developmental Psychology, ISSN 0261-510X, E-ISSN 2044-835X, Vol. 14, s. 55-64Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigated deferred imitation using a longitudinal design. A total of 62Swedish children (32 girls) were tested at both 9 and 14 months of age. The memorydelay interval was 10 minutes at 9 months and five minutes at 14 months of age. Atboth ages children in the imitation group displayed significantly more target actionsafter modelling than the children in the control group, thus replicating earlierreports of imitation from memory. It was found that individual children with atendency to perform low deferred imitation at 9 months of age tended to remain lowon the test at 14 months, thus raising the possibility of stable individual differencesin imitation. This study provides a first investigation of deferred imitationlongitudinally among young children, and supports recent theoretical claims thatdeferred imitation arises earlier in ontogeny than was hypothesized by classicaltheory. It was observed that there are cultural differences in the way that Swedishversus American adult-infant pairs act in the test situation and ideas are offeredregarding the roots of such differences.

  • 124.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Nelson, Keith E
    Penn State University,USA.
    Nonverbal imitation and gestural communication in one year old infants1984Inngår i: Infant Behavior and Development, ISSN 0163-6383, E-ISSN 1879-0453, Vol. 7, nr Suppl. 1, s. 166-Artikkel i tidsskrift (Fagfellevurdert)
  • 125.
    Heimann, Mikael
    et al.
    Pennsylvania State University.
    Nelson, Keith E
    Pennsylvania State University.
    Schaller, Joseph
    Götebors Universitet.
    Neonatal imitation of tongue protrusion and mouth opening: Methodological aspects and evidence of early individual differences1989Inngår i: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 30, nr 2, s. 90-101Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The present work examines imitation of mouth opening and tongue protrusion in 32 full-terminfants at three different occasions: When the infants are two to three days, three weeks. and three months old. The analysis focuses (1) on individual differences in imitative behaviour and (2) on how to operationalize the infants' responses. The overall group analysis revealed that imitation of tongue protrusion was statistically significant for both two- to three-day-old and three-week-old infants but not when the children had become three months old. Nostatistically significant effect was observed for imitation of mouth opening. Two differentimitation indexes were constructed in order to assess individual differences in early imitativebehaviour. Results show that short-term stability in imitative tendencies cxists between thefirst and second observation. The results further reveal that methodological factors must beseriously considered when studying neonatal imitation: the overall imitation found for tongueprotrusion is demonstrated to be dependent on how the infants' responses are coded.

  • 126.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Nelson, Keith E
    Penn State University.
    Tjus, Tomas
    Göteborgs universitet.
    Gillberg, Christopher
    Göteborgs universitet.
    Increasing Reading and Communication Skills in Children with Autism Through An Interactive Multimedia Computer Program1995Inngår i: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 25, nr 5, s. 459-480Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper reports on the effect of using an interactive and child-initiatedmicrocomputer program (Alpha) when teaching three groups of childrenfN = 30) reading and communications skills: (a) 11 children with autism fMchronological age, CA = 9:4 years), (b) 9 children with mixed handicaps(M CA = 13:1), and (c) 10 normal preschool children (M CA = 6:4 years).Their mental age varied from 5:8 years to 6:9 years and all children receivedcomputer instruction supplementary to their regular reading and writing activities. Tests of reading and phonological development were carried out atthe onset of the training (Start), at the end (Post I), and at a follow-upevaluation (Post 2). In addition, video observations of the childrens' verbaland nonverbal communication were added at Start and Post I. The childrenwith autism increased both their word reading and their phonologicalawareness through the use of the Alpha program. Clearly significant gains wereobserved during the intervention, but none during the follow-up period. Asimilar but weaker pattern is observed for the children with mixed handicaps.In contrast, the normal preschool children increased their scores regardless ofthe program. Analyses of the children's classroom behavior indicate that theintervention succeeded in stimulating verbal expressions among the childrenwith autism and mixed handicap. A significant increase in enjoyment was alsonoted for the children with autism. It is concluded that the intervention witha motivating multimedia program might stimulate reading and communicationin children with various developmental disabilities, but that such interventionsmust be individually based and include both detailed planning and monitoringfrom teachers, and parents, as well as from clinicians in charge.

  • 127.
    Heimann, Mikael
    et al.
    University of Bergen, Norway.
    Nilheim, Katarina
    Göteborg University, Sweden.
    6-month-olds and delayed actions: An early sign of an early explicit memory?2004Inngår i: Cogniţie, Creier, Comportament/Cognition, Brain, Behavior, ISSN 1224-8398, Vol. VIII, nr 3-4, s. 249-254Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In 1996 Barr, Dowden and Hayne reported that 6 month old infants imitate new actions with objects after a substantial delay. This is a finding in need of independent replications and the study reported here presents one such attempt. Forty-five 6 months old Swedish infants (22 girls) participated in the study. They were randomly assigned to either an experimental (n=30) or acontrol condition (n=15). The procedure replicates the method used by Barret al. with one exception: The imposed delay was 10 minutes instead of 24 hours. Overall it was found that the children in the imitation group displayed significantly more target acts than the children in the control group and it is concluded that infants are capable of using deferred imitation as means for learning new actions already at 6 months.

  • 128.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Nordqvist, Emelie
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Tjus, Tomas
    Psykologiska institutionen, Göteborgs universitet.
    Further exploration into the infant’s mind: Early memory, individual differences and electrophysiological correlates2011Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Deferred imitation is an established method used to study how several cognitive processes evolve during early infancy: Imitation, event-like memory and intentional understanding. In addition, deferred imitation has also been linked to early individual differences, which is the main aim of the current presentation: To further explore early individual differences as reflected by deferred imitation performance. Three strands of information that has come out of our Swedish research program will be presented. Firstly, published studies from our lab have demonstrated that deferred imitation observed between 9 and 14 months acts as an early marker of cognitive performance observed years later. Second, new observations show that electrophysiological (ERP) indices of associative learning is strongly related to memory as measured by deferred imitation at 14 months. The ERP procedure consisted of a learning phase  (several pairs of pictures were presented) and a test phase introducing two violations (a new association or a completely new picture). Larger Nc change scores (learning phase compared with the test phase) correlated strongly (rs = .57) with deferred imitation. Thirdly, some preliminary findings from an ongoing longitudinal study observing memory, imitation and intentional understanding in 9 to 16 months old children will be presented. It is our hypotheses that the cognitive processes captured by deferred imitation observed early will be linked to individual differences intentional understanding observed when the child is 16 months old. 

  • 129.
    Heimann, Mikael
    et al.
    Göteborg Universitet.
    Schaller, Joseph
    Göteborg Universitet.
    Imitative reactions among 14-21 days old infants1985Inngår i: Infant Mental Health Journal, ISSN 0163-9641, E-ISSN 1097-0355, Vol. 6, nr 1, s. 31-39Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Imitative reactions in 11 infants, 14-21 days were observed. Stimuli were presented by the infant's mother, who protruded her ongue, opened her mouth, or interacted spontaneously. No conclusive overall group effect of the modeled action were found. However, when the responses of the infants were matched with the mothers' judgments concerning whether imitation had occurred, 6 infants showed imitative responses. It is concluded that observations on early imitation is influenced by individual differences between infants and that there may exist two different subgroups: High and low imitatin.

  • 130.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Tjus, Tomas
    Psykologiska institutionen, Göteborgs universitet.
    Datorer och barn med autism1997Bok (Annet vitenskapelig)
  • 131.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Tjus, Tomas
    Psykologiska institutionen, Göteborgs universitet.
    Hunden jagar tigern!1995Inngår i: Social Forskning, ISSN 0283-202X, nr 2, s. 3-4Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 132.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Tjus, Tomas
    Psykologiska institutionen, Göteborgs universitet.
    Mestres, material multimèdia i infants amb dificultas d'aprenentage. Com fer una combinació que afavoreixi les habilitats lectores I communicatives: Teachers, multimedia and children with learning disabilities: how to make a mix that facilitates reading and communication skills2000Inngår i: Suports, ISSN 1138-4336, Vol. 4, nr 1, s. 19-25Artikkel i tidsskrift (Annet vitenskapelig)
  • 133.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Tjus, Tomas
    Univ Gothenburg, Sweden.
    Neonatal imitation: Temporal characteristics in imitative response patterns2019Inngår i: Infancy, ISSN 1525-0008, E-ISSN 1532-7078, Vol. 24, nr 5, s. 674-692Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Neonatal imitation has been an area that has attracted intense attention within developmental psychology. Reported here are data from 33 newborn infants (16 girls; mean age: 47 hr) assessed for imitation of tongue protrusion (TP) and mouth opening (MO). The stimuli were presented dynamically, in three 20-second-long gesture modeling intervals, interwoven with three 20-second-long intervals in which the presenter kept a passive face. Imitation of TP emerged among a majority of the infants during the first 60 s of the experiment. In contrast, MO showed a protracted response and a majority exhibited imitation after 60 s. The individual response pattern of the participating infants varied substantially over the course of the experiment. The study provides renewed support for neonatal imitation of MO and TP, and, in addition, suggests that the temporal organization of the responses observed is an important factor to consider, which in turn has methodological and theoretical implications.

    Fulltekst tilgjengelig fra 2021-06-19 11:09
  • 134.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Tjus, Tomas
    Psykologiska institutionen, Göteborgs universitet.
    Mühlenbock, Katarina
    Göteborgs Universitet.
    En ny vej i sprogets verden1996Inngår i: HIT : teknologi til undervisning og kommunikation, ISSN 1395-1912, nr 2, s. 12-13Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [da]

    Multimedieprogrammet DeltaMessages værdi i læseundervisningen af børn med autisme, multihandicap, hørenedsættelse og DAMP/dysleksi

  • 135.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Tjus, Tomas
    Psykologiska institutionen, Göteborgs universitet.
    Nordqvist, Emelie
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Kognitiv utveckling2012Inngår i: Kognitionsvetenskap / [ed] Jens Allwood & Mikael Jensen, Lund: Studentlitteratur, 2012, 1, s. 349-367Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Kognitionsvetenskapär den första boken på svenska som beskriver kärnan i kognitionsvetenskap - att förstå hur människor tänker. Den spänner därmed över ett brett tvärvetenskapligt fält som inrymmer filosofi, lingvistik, psykologi, antropologi, datavetenskap och neurovetenskap. Författarna beskriver hur ämnet har vuxit fram och hur man kan studera kognition utifrån filosofiska, psykologiska och neurovetenskapliga aspekter. Även språkvetenskapliga och sociala aspekter på tänkande presenteras. Författarna tar dessutom upp relationen mellan mänskligt tänkande och djurs tänkande, samt utvecklingen av kognition från barndom till vuxen ålder. Avslutningsvis berörs flera aspekter av tänkande i förhållande till teknologi, både som stöd för tänkande och som simulering av tänkande. Boken vänder sig till studenter som läser introduktionskurs eller grundkurs i kognitionsvetenskap, men är även lämplig för beteendevetenskapliga eller språkinriktade utbildningar. Den kan även vara av intresse för alla som vill förstå mer om mänskligt tänkande

  • 136.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Utvecklingspsykologi. Linköpings universitet, Filosofiska fakulteten.
    Tjus, Tomas
    Psykologiska institutionen, Göteborgs universitet.
    Strid, Karin
    Psykologiska institutionen, Göteborgs universitet.
    Attention in cognition and early learning2010Inngår i: International Encyclopedia of Education: 3rd Edition, Volume 5 / [ed] P. Peterson, E. Baker, & B. McGaw, Oxford: Elsevier , 2010, s. 165-171Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    The field of education has experienced extraordinary technological, societal, and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education, Third Edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,000 articles across 24 individual areas of coverage, and is expected to become the dominant resource in the field. Education is a multidisciplinary and international field drawing on a wide range of social sciences and humanities disciplines, and this new edition comprehensively matches this diversity. The diverse background and multidisciplinary subject coverage of the Editorial Board ensure a balanced and objective academic framework, with 1,500 contributors representing over 100 countries, capturing a complete portrait of this evolving field.

    • A totally new work, revamped with a wholly new editorial board, structure and brand-new list of meta-sections and articles
    • Developed by an international panel of editors and authors drawn from senior academia
    • Web-enhanced with supplementary multimedia audio and video files, hotlinked to relevant references and sources for further study
    • Incorporates ca. 1,350 articles, with timely coverage of such topics as technology and learning, demography and social change, globalization, and adult learning, to name a few
    • Offers two content delivery options - print and online - the latter of which provides anytime, anywhere access for multiple users and superior search functionality via ScienceDirect, as well as multimedia content, including audio and video files
  • 137.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Ullsatdius, Eva
    Göteborgs universitet.
    Imitation et troubles dévelopmenteaux1996Inngår i: Enfance, ISSN 0013-7545, E-ISSN 1969-6981, nr 1, s. 35-37Artikkel i tidsskrift (Annet vitenskapelig)
  • 138.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Ullsatdius, Eva
    Göteborgs universitet.
    Neonatal imitation and imitation among children with autism and Down syndrome1999Inngår i: Imitation in infancy / [ed] J Nadel & G Butterworth, Cambridge, UK: Cambridge University Press, 1999, s. 235-253Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 139.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Ullsatdius, Eva
    Göteborgs Universitet.
    Dahlgren, Sven-Olof
    Göteborgs universitet.
    Gillberg, Christopher
    Göteborgs Universitet.
    Imitation in Autism: A preliminary research note1992Inngår i: Behavioural Neurology, ISSN 0953-4180, E-ISSN 1875-8584, Vol. 5, nr 4, s. 219-227Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Previous studies have claimed that children with autism are poor imitators and a lack of imitative capacity has been included by some investigators as one early sign of autism. Presented here are results from a pilot study focusing on observed imitation after presenting 15 tasks to five children with autism (mental age 25-51 months). Imitation tasks involving simple object manipulation, vocal responses, facial and manual gestures, and object substitution were presented to each child. The performance of the children with autism is compared with (1) three normaI4-year-old children (for all 15 tasks), and (2) observations from 28 healthy l-year-olds (for 10 of the tasks used). The findings indicate that the autistic group displayed the highest level of imitation on object manipulation and vocal tasks while object substitution, facial, and motor imitation acts seemed to be difficult for children with autism. However, the small number of children included as well as the individual variation observed among the autistic subjects precludes any definite conclusions from these pilot observations. It is hypothesized that imitation in children with autism has to be studied separately for different domains and probably also for different subgroups within autistic population.

  • 140.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Ullsatdius, Eva
    Göteborgs universitet.
    Swerlander, Agneta
    Göteborgs universitet.
    Imitation in Eight Infants with Down Syndrome1998Inngår i: Pediatric Research, ISSN 0031-3998, E-ISSN 1530-0447, Vol. 44, nr 5, s. 780-784Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Imitation of tongue protrusion and mouth opening was studied in eight infants with Down's syndrome. Five of the children were observed at approximately 1 mo, seven around 3 mo, and seven at 4 mo. The only significant group result revealed imitation of tongue protrusion at 1 mo. In addition, a descriptive analysis of each child's response pattern during the presentation period showed that all five children observed at 1 mo imitated tongue protrusion and that four of them also seemed to imitate mouth opening. The result for the 3-mo observation was somewhat inconsistent. All but one of the infants increased their response rates of both tongue protrusion and mouth opening when mouth opening was modeled. At 4 mo imitation seems to disappear. Overall, the findings are in agreement with what is known from typically developing children.

  • 141.
    Heinecke, Kristin
    et al.
    Philipps-University Marburg, Germany.
    Weise, Cornelia
    Philipps-University Marburg, Germany.
    Rief, Winfried
    Philipps-University Marburg, Germany.
    Psychophysiological effects of biofeedback treatment in tinnitus sufferers2009Inngår i: British Journal of Clinical Psychology, ISSN 0144-6657, E-ISSN 2044-8260, Vol. 48, nr 3, s. 223-239Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Objectives. Psychophysiological factors in maintaining tinnitus-related distress have been emphasized in current tinnitus models. Hyperreactivity in the autonomous nervous system is supposed to hinder habituation processes and might contribute to maladjustment to tinnitus symptoms in the long run. Accordingly, biofeedback treatment targeting physiological activity ought to reduce tinnitus annoyance and facilitate habituation.

    Subjects. One hundred and thirty patients completed a manual-based psychological treatment especially developed for chronic tinnitus sufferers. A subsample consisting of 67 participants were randomly assigned to a waiting list (3 months) and served as a control group. The programme consisted of 15 sessions of cognitive-behavioural therapy combined with a psychophysiological treatment using a biofeedback approach.

    Method. Different muscle regions of the head and neck and skin conductance level were assessed with biofeedback equipment. Physiological treatment effects were analysed using the pre-post effect sizes in comparison to the waitlist group. Correlations for physiological changes and psychological treatment effects were computed.

    Results. Moderate to large effect sizes for physiological changes were demonstrated. Physiological and psychological treatment effects were found to be unrelated.

    Discussion. Our treatment approach, which combined biofeedback therapy with CBT elements, was found to be highly effective in reducing psychophysiological activation. Psychological and physiological variables seem to represent independent response systems.

  • 142.
    Heinrich, A.
    et al.
    MRC Cognition and Brain Sciences Unit.
    Carlyon, R.P.
    MRC Cognition and Brain Sciences Unit.
    Davis, M.H.
    MRC Cognition and Brain Sciences Unit.
    Johnsrude, Ingrid
    Queen's University.
    The continuity illusion does not depend on attentonal state: fMRI evidence from illusory vowels.2011Inngår i: Journal of cognitive neuroscience, ISSN 0898-929X, E-ISSN 1530-8898, Vol. 23, nr 10, s. 2675-2689Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    We investigate whether the neural correlates of the continuity illusion, as measured using fMRI, are modulated by attention. As we have shown previously, when two formants of a synthetic vowel are presented in an alternating pattern, the vowel can be identified if the gaps in each formant are filled with bursts of plausible masking noise, causing the illusory percept of a continuous vowel (“Illusion” condition). When the formant-to-noise ratio is increased so that noise no longer plausibly masks the formants, the formants are heard as interrupted (“Illusion Break” condition) and vowels are not identifiable. A region of the left middle temporal gyrus (MTG) is sensitive both to intact synthetic vowels (two formants present simultaneously) and to Illusion stimuli, compared to Illusion Break stimuli. Here, we compared these conditions in the presence and absence of attention. We examined fMRI signal for different sound types under three attentional conditions: full attention to the vowels; attention to a visual distracter; or attention to an auditory distracter. Crucially, although a robust main effect of attentional state was observed in many regions, the effect of attention did not differ systematically for the illusory vowels compared to either intact vowels or to the Illusion Break stimuli in the left STG/MTG vowel-sensitive region. This result suggests that illusory continuity of vowels is an obligatory perceptual process, and operates independently of attentional state. An additional finding was that the sensitivity of primary auditory cortex to the number of sound onsets in the stimulus was modulated by attention.

  • 143.
    Helland, Wenche Andersen
    et al.
    Helse Fonna HF, Div Psychiat, Sect Mental Hlth Res, Haugesund, Norway, Statped Vest, Norwegian Support Syst Special Educ, Bergen, Norway.
    Posserud, Maj-Britt
    Haukeland Hosp, Bergen, Norway, RKBU, Bergen, Norway.
    Helland, Turid
    Universitetet i Bergen, Norge.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Lundervold, Astri
    Language impairments in children with ADHD and in children with reading disorder2016Inngår i: Journal of Attention Disorders, ISSN 1087-0547, E-ISSN 1557-1246, Vol. 20, nr 7, s. 581-589Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Objective: To investigate language impairments (LI) in a non –clinical sample of children with symptoms of AD/HD,  RD,   AD/HD + RD and controls, and to explore whether these groups could be differentiated from each other regarding different aspects of language.

    Method: Out of a population-based sample  of 5672 children aged 7-9, four groups were derived.

    Results: LI was identified in the vast majority of the AD/HD+RD group and in more than 40 % of both the AD/HD group and the RD group.

    Conclusions: More phonological and expressive language problems were seen in RD compared to AD/HD, while receptive language problems were more prominent in AD/HD. As to pragmatics, more problems were identified in AD/HD, but the difference did not reach significance. These results support findings from clinical samples pointing to a considerable rate of LI both in children with symptoms of AD/HD and in children with symptoms of RD.

  • 144.
    Hellstrom, Amanda
    et al.
    Linnaeus Univ, Sweden.
    Hagell, Peter
    Kristianstad Univ, Sweden.
    Broström, Anders
    Region Östergötland, Sinnescentrum, Neurofysiologiska kliniken US. Jonkoping Univ, Sweden.
    Ulander, Martin
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Avdelningen för neuro- och inflammationsvetenskap. Linköpings universitet, Medicinska fakulteten. Region Östergötland, Sinnescentrum, Neurofysiologiska kliniken US.
    Luik, Annemarie I.
    Univ Oxford, England; Erasmus MC Univ Med Ctr, Netherlands.
    Espie, Colin A.
    Univ Oxford, England.
    Arestedt, Kristofer
    Linnaeus Univ, Sweden; Reg Kalmar Cty, Sweden.
    A classical test theory evaluation of the Sleep Condition Indicator accounting for the ordinal nature of item response data2019Inngår i: PLoS ONE, ISSN 1932-6203, E-ISSN 1932-6203, Vol. 14, nr 3, artikkel-id e0213533Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background Insomnia symptoms are common among young adults and affect about 5% to 26% of 19 to 34-year-olds. In addition, insomnia is associated with poor mental health and may affect daily performance. In research, as well as in clinical practice, sleep questionnaires are used to screen for and diagnose insomnia. However, most questionnaires are not developed according to current DSM-5 diagnostic criteria. An exception is the recently developed Sleep Condition Indicator (SCI), an eight-item scale screening for insomnia. Aim The aim of this study was to perform a Classical Test Theory (CTT) based psychometric evaluation of the SCI in a sample of Swedish university students, by taking the ordinal nature of item level data into account. Methods The SCI was translated into Swedish and distributed online to undergraduate students at three Swedish universities, within programs of health, psychology, science or economy. Of 3673 invited students, 634 (mean age 26.9 years; SD = 7.4) completed the questionnaire that, in addition to the SCI, comprised other scales on sleep, stress, lifestyle and students study environment. Data were analyzed according to CTT investigating data completeness, item homogeneity and unidimensionality. Results Polychoric based explorative factor analysis suggested unidimensionality of the SCI, and internal consistency was good (Cronbachs alpha, 0.91; ordinal alpha, 0.94). SCI scores correlated with the Insomnia Severity Index (-0.88) as well as with sleep quality (-0.85) and perceived stress (-0.50), supporting external construct validity. Conclusions These observations support the integrity of the of the SCI. The SCI demonstrates sound CTT-based psychometric properties, supporting its use as an insomnia screening tool.

  • 145.
    Henricson, Cecilia
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Lidestam, Björn
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Lyxell, Björn
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Region Östergötland, Sinnescentrum, Öron- näsa- och halskliniken US. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Moller, Claes
    Örebro University Hospital, Sweden.
    Cognitive skills and reading in adults with Usher syndrome type 22015Inngår i: Frontiers in Psychology, ISSN 1664-1078, E-ISSN 1664-1078, Vol. 6, nr 326Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Objective: To investigate working memory (WM), phonological skills, lexical skills, and reading comprehension in adults with Usher syndrome type 2 (USH2). Design: The participants performed tests of phonological processing, lexical access, WM, and reading comprehension. The design of the test situation and tests was specifically considered for use with persons with low vision in combination with hearing impairment. The performance of the group with USH2 on the different cognitive measures was compared to that of a matched control group with normal hearing and vision (NVH). Study Sample: Thirteen participants with USH2 aged 21-60 years and a control group of 10 individuals with NVH, matched on age and level of education. Results: The group with USH2 displayed significantly lower performance on tests of phonological processing, and on measures requiring both fast visual judgment and phonological processing. There was a larger variation in performance among the individuals with USH2 than in the matched control group. Conclusion: The performance of the group with USH2 indicated similar problems with phonological processing skills and phonological WM as in individuals with long-term hearing loss. The group with USH2 also had significantly longer reaction times, indicating that processing of visual stimuli is difficult due to the visual impairment. These findings point toward the difficulties in accessing information that persons with USH2 experience, and could be part of the explanation of why individuals with USH2 report high levels of fatigue and feelings of stress (Wahlqvist et al., 2013).

  • 146.
    Holmer, Emil
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Rudner, Mary
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Evidence of an association between sign language phonological awareness and word reading in deaf and hard-of-hearing children2016Inngår i: Research in Developmental Disabilities, ISSN 0891-4222, E-ISSN 1873-3379, Vol. 48, s. 145-159Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    BACKGROUND AND AIMS:

    Children with good phonological awareness (PA) are often good word readers. Here, we asked whether Swedish deaf and hard-of-hearing (DHH) children who are more aware of the phonology of Swedish Sign Language, a language with no orthography, are better at reading words in Swedish.

    METHODS AND PROCEDURES:

    We developed the Cross-modal Phonological Awareness Test (C-PhAT) that can be used to assess PA in both Swedish Sign Language (C-PhAT-SSL) and Swedish (C-PhAT-Swed), and investigated how C-PhAT performance was related to word reading as well as linguistic and cognitive skills. We validated C-PhAT-Swed and administered C-PhAT-Swed and C-PhAT-SSL to DHH children who attended Swedish deaf schools with a bilingual curriculum and were at an early stage of reading.

    OUTCOMES AND RESULTS:

    C-PhAT-SSL correlated significantly with word reading for DHH children. They performed poorly on C-PhAT-Swed and their scores did not correlate significantly either with C-PhAT-SSL or word reading, although they did correlate significantly with cognitive measures.

    CONCLUSIONS AND IMPLICATIONS:

    These results provide preliminary evidence that DHH children with good sign language PA are better at reading words and show that measures of spoken language PA in DHH children may be confounded by individual differences in cognitive skills.

  • 147.
    Holmer, Emil
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Rudner, Mary
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Imitation and language development in deaf and hearing schoolchildren2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Introduction: Deaf signing children and hearing children reveal different developmental trajectories in several aspects of neurocognitive functioning; however, comparative studies of imitation across these groups are lacking. Imitation has been suggested to play a part in language and cognitive development, and the ability to imitate indicates multi-modal integration and analysis (e.g., Meltzoff & Williamson, 2013). Thus, understanding the function of imitation in typical and atypical groups is of theoretical interest, but may also have practical implications. Because sign language is gesture based, it is likely that deaf signing children can tap into existing linguistic representations during gesture imitation whereas only motor representations are available for nonsigning individuals. Thus, gesture imitation is likely to be supported by different cognitive skills in the signing and non-signing individuals. Importantly, imitation may expose qualities of generic mechanisms in the representational system. Method: Thirteen school-aged deaf users of Swedish Sign Language and 36 hearing nonsigning children, at similar levels of non-verbal cognitive ability and word reading skills, performed an experimental imitation task. The task involved spontaneous imitation of a set of manual gestures. Participants performed the task at two occasions, separated by 35 weeks. Tests of nonverbal intelligence, visual working memory, phonological awareness, word reading and reading comprehension were also administered. We investigated the precision of the imitative acts across groups and time, as well as relationships between imitative precision and cognitive and language skills in both groups. Results: A split-plot repeated measures ANOVA demonstrated that deaf signers imitate manual gestures with greater precision than hearing non-signing children. Further, improvement in imitative precision over time was greater for deaf than for hearing participants. Correlational patterns indicated that imitative precision was positively associated with language skills in both groups. Specifically, for deaf children, word reading skills at both assessment points and performance on a sign similarity judgment task at the second assessment were correlated positively with imitative precision. For the hearing participants, positive connections to word reading skills and performance on a rhyme task were observed at the second assessment point. In both groups, a significant connection between imitative precision and reading comprehension was observed at the second assessment point. Conclusion: Our results demonstrate that sign language experience enhances the ability to imitate manual gestures longitudinally. They also show that imitation ability is linked to language skills in the non-manual, speech-related domain. We propose that the precision of imitative acts reflects the quality of linguistic and motor representations and the ability to employ them in language processing.

  • 148.
    Holmer, Emil
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Rudner, Mary
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Sign language phonological awareness supports word reading in deaf beginning readers2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Spoken language phonological awareness (PA) supports word reading development in hearing children; however, deaf children, who have non-functional levels of hearing and a signed language as their first language, seem to utilize their first language skills to learn to read. We developed a new phonological decision task that can be used to assess PA in both spoken and signed languages, and investigated how these skills were related to word reading in deaf beginning readers (Study 1). We also investigated the validity of our new task in hearing beginning readers (Study 2). Thirteen deaf beginning readers with a mean age of 10 years (SD=2.3) participated in Study 1; in Study 2, 36 normal hearing children with a mean age of 7.5 years (SD=0.3) took part. Groups were well matched on word reading, non-verbal intelligence, and gender distribution. The deaf children performed the new phonological decision task both as a sign similarity task and as a rhyme task; hearing children only performed a rhyme task. Participants also performed motor speed, cognitive speed, working memory, word decoding and lexical decision tasks; in addition, hearing children completed an established test of PA. Correlational analyses across studies indicated that the new task is a valid measure of PA, and that first language PA supports word reading, even when surface forms of first and reading language are completely different. Sign language PA may support word-to-sign mapping or some aspect of orthographic analysis; however, future studies should investigate what the exact function of this skill is.

  • 149.
    Holmström, Julia
    Linköpings universitet, Institutionen för datavetenskap. Linköpings universitet, Filosofiska fakulteten.
    Intuitioner och Intuitivt Beslutsfattande i Prehospital Akutsjukvård: Ambulanspersonalens Syn på Intuition i Kritiska Lägen2012Independent thesis Basic level (degree of Bachelor), 12 poäng / 18 hpOppgave
    Abstract [sv]

    I ambulansyrket hamnar sjukvårdspersonalen i situationer där de möter kritiska patienter. Då är det är viktigt att de fattar snabba beslut. Den här studien har undersökt i hur stor utsträckning ambulanspersonal får intuitiva känslor och fattar intuitiva beslut i kritiska lägen. Studien har också undersökt i vilken utsträckning ambulanspersonal förlitar sig på magkänslan samt hur stor vikt intuition har för yrkeskompetensen.

    Nio semistrukturerade intervjuer genomfördes utifrån Critical Decision Method (Klein et al., 1999), en metod grundad i teori kring naturalistiskt beslutsfattande. Resultatet visade att ambulanspersonal fattar intuitiva beslut vid varje patientmöte där patienten är i ett kritiskt tillstånd. Den vanligast förekommande intuitionen var av perceptuellt slag, en så kallad ”klinisk blick”. Slutsatsen visade att intuition är av stor vikt för ambulanspersonalens yrkeskompetens och att ambulanspersonalen ofta förlitar sig på magkänslan, framför allt vid beslut som rör huruvida de bör undersöka och behandla patient på plats eller köra patienten direkt till sjukhus.

  • 150.
    Hong, Jun Sung
    et al.
    Wayne State Univ, MI 48202 USA; Sungkyunkwan Univ, South Korea.
    Kim, Dong Ha
    Chungwoon Univ, South Korea.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Kang, Jun Hyeok
    Sogang Univ, South Korea.
    Morgan, Julie Toth
    Wayne State Univ, MI 48202 USA.
    Correlates of direct and indirect forms of cyberbullying victimization involving South Korean adolescents: An ecological perspective2018Inngår i: Computers in human behavior, ISSN 0747-5632, E-ISSN 1873-7692, Vol. 87, s. 327-336Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of the study is to explore the correlates of indirect and direct forms of cyberbullying victimization across individual, microsystem, mesosystem, and macrosystem contexts in a nationally representative sample of South Korean youth. Data were derived from the Korean Children and Youth Rights Study, and the total sample was 10,453 adolescents. The hierarchical linear regression analyses were conducted separately for both direct and indirect cyberbullying victimization. At the individual level, no variables were found to be associated with indirect cyberbullying victimization, but male sex and depression were positively related to direct cyberbullying victimization. At the microsystem level, parental neglect was related to indirect cyberbullying victimization, while parental abuse, parental neglect, and family dysfunction were associated with direct cyberbullying victimization. Poor peer relations was significant for both indirect and direct cyberbullying victimization, and teacher abuse and school victimization were associated with victims of both types of cyberbullying. Perceived neighborhood safety had negative association with indirect and direct cyberbullying victimization. At the mesosystem level, higher levels of parental abuse and poor peer relations was related to higher risk of indirect cyberbullying victimization. Also, higher levels of family dysfunction and poor peer relations were associated with higher risk of indirect cyberbullying victimization. An assessment of the risk factors for cyberbullying victimization across multiple domains is the first necessary steps towards the development of effective intervention strategies.

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