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  • 151.
    Strid, Karin
    et al.
    GU.
    Tjus, Tomas
    GU.
    Heimann, Mikael
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för kognition, utveckling och handikapp, CDD.
    Recall memory, recognition memory and social communication in infancy: Their relation to language and cognition2006Ingår i: The XVth Biennial International Conference on Infant Studies,2006, 2006Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

      

  • 152.
    Strid, Karin
    et al.
    GU.
    Tjus, Tomas
    GU.
    Heimann, Mikael
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för kognition, utveckling och handikapp, CDD.
    Social communication and deferred imitation in autism: Their relation to language development2006Ingår i: the Annual British Psychological Society Developmental Section Conference,2006, 2006Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

          

  • 153.
    Strid, Karin
    et al.
    GU.
    Tjus, Tomas
    GU.
    Meltzoff, Andrew N
    Univ of Washington, USA.
    Smith, Lars
    Univ i Oslo.
    Heimann, Mikael
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för kognition, utveckling och handikapp, CDD.
    Recall memory, joint attention and later cognitive functioning2005Ingår i: Fourth Biennial Conf Cognitive Development Society,2005, 2005Konferensbidrag (Övrigt vetenskapligt)
  • 154.
    Strid, Karin
    et al.
    Göteborgs universitet.
    Tjus, Tomas
    Göteborgs universitet.
    Smith, Lars
    Universitetet i Oslo, Norge.
    Meltzoff, Andrew N
    University of Washington, USA.
    Heimann, Mikael
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för kognition, utveckling och handikapp, CDD.
    Infant recall memory and communication predicts later cognitive development2006Ingår i: Infant Behavior and Development, ISSN 0163-6383, E-ISSN 1879-0453, Vol. 29, nr 4, s. 545-553Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This longitudinal study investigates the relation between recall memory and communication in infancy and later cognitive development. Twenty-six typically developing Swedish children were tested during infancy for deferred imitation (memory), joint attention (JA), and requesting (nonverbal communication), they also were tested during childhood for language and cognitive competence. Results showed that infants with low performance on both deferred imitation at 9 months and joint attention at 14 months obtained a significantly lower score on a test of cognitive abilities at 4 years of age. This long-term prediction from preverbal infancy to childhood cognition is of interest both to developmental theory and to practice. © 2006 Elsevier Inc. All rights reserved.

  • 155.
    Sundqvist, Anett
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    The development of Theory of Mind – Considerations for deaf children with Cochlear Implants2014Ingår i: OTORINOLARINGOLOGIA, ISSN 0026-4938, Vol. 64, nr 4, s. 179-189Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    How do young children begin to understand the thoughts of others, and why may this prove to be more difficult for deaf children? Insight into the thoughts and feelings of others has been referred to as theory of mind (ToM) and is an ability we use when interacting with others. ToM has been proposed to be contingent on the child’s early experiences of social interaction together with an early exposure to language. This framing is noteworthy because infants and children not exposed to early fluent language, such as children who are deaf and have speaking parents, will thus receive limited interactional experiences of this kind. A deaf child who receives a cochlear implant (CI) at an early age, however, will consequently have the opportunity to experience early fluent language and interaction. This paper will discuss the importance of the early social environment to achieve intersubjectivity; of the caregiver’s interaction in the form of mind-mindedness; and of ample opportunities to use the senses to understand the social world, language, and interactional practices. ToM abilities are, for example, demonstrated in the ability to understand the intentions and knowledge of others and when a child begins to understand the desires, beliefs, and emotions of others. Through social learning and experiencing situations with all of the senses, a child will form theories about the social world and about the minds of people in that world.

  • 156.
    Sundqvist, Anett
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Utvecklingspsykologi. Linköpings universitet, Filosofiska fakulteten.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Utvecklingspsykologi. Linköpings universitet, Filosofiska fakulteten.
    Koch, Felix-Sebastian
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Utvecklingspsykologi. Linköpings universitet, Filosofiska fakulteten.
    Nordqvist, Emelie
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Utvecklingspsykologi. Linköpings universitet, Filosofiska fakulteten.
    Maternal Mind-mindedness and the relation to preverbal language development2013Ingår i: 16th European Conference on Developmental Psychology, 2013Konferensbidrag (Övrigt vetenskapligt)
  • 157.
    Sundqvist, Anett
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Lyxell, Björn
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Early Cochear Implantation (CI) improves Children's Mentalization Abilities2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    Early access to spoken language or sign language is a necessary prerequisite for the normal development of our mentalizing abilities. The present study investigates how the auditory stimulation from cochlear implants (CI) affect Theory of Mind development for deaf children. Sixteen children (nine boys) with CI, age range 4:3 to 9:6 years were tested on theory of mind, language, and cognitive measures. Half of the children (five boys) received their first implant before 27 months and half after 27 months of age (four boys). The two groups did not differ on age, average length lived with CI, language or cognition and no gender differences were observed. The early group gave significantly more correct mentalization answers than the late group (M = 44.27 % versus M = 18.61 % , p < .05). Furthermore, age at implantation correlated positively with the children’s performance on our ToM measures for the late group (rs (8) = .78, p < .05) but not for the early group (rs(8) = .31, ns).The results supported our main hypothesis such that the age when the children receive their first cochlear implant are affecting the development of theory of mind. In our study, children with early implants solved ToM problems to a significant higher degree than children with late implants although the groups did not differ on language or cognitive measures.

  • 158.
    Sundqvist, Anett
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Lyxell, Björn
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Theory of Mind development in children having received cochlear implants before or after 27 months of age - Early CI improves Theory of Mind2011Konferensbidrag (Refereegranskat)
  • 159.
    Sundqvist, Anett
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Holmer, Emil
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Koch, Felix-Sebastian
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Developing theory of mind abilities in Swedish pre-schoolers2018Ingår i: Infant and Child Development, ISSN 1522-7227, E-ISSN 1522-7219, Vol. 27, nr 4, artikel-id e2090Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study explored the development of theory of mind (ToM) in 80 Swedish-speaking 3- to 5-year-olds, a previously unstudied language and culture. The ToM scale was translated and tested in a Swedish context. The results show that the ToM abilities improve significantly with age. In addition, a gender difference was observed for the whole sample, girls outperformed boys, but follow-up analyses revealed that the difference only remained significant for the 4-year-olds. No gender differences were observed at 3 and 5years of age. When conducting a scalability analysis, the overall Wellman and Liu scale showed less than acceptable scalability. However, when removing the last task of the scale (Real-Apparent Emotion), the fit and scalability was good. The reason for this divergent result is discussed in terms of cultural differences, such as parental and pedagogical practices in Sweden, which might especially focus on developing childrens socio-emotional understanding. Highlights Is the theory of mind (ToM) scale a feasible method to assess preschool-aged children in a Swedish context? The scale shows significant development from 3 to 5 years of age. To achieve a good scalability, the final task of the scale was removed. The scale measures ToM abilities developing in preschoolers. Cultural differences, such as parental and pedagogical practices, may alter the developmental trajectory of ToM abilities.

  • 160. Sundqvist, Annette
    et al.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    The development of theory of mind. Considerations for deaf children with cochlear implants2014Ingår i: OTORINOLARINGOLOGIA, Vol. 64, nr 4, s. 179-89Artikel i tidskrift (Refereegranskat)
  • 161.
    Sundqvist, Annette
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Utvecklingspsykologi. Linköpings universitet, Filosofiska fakulteten.
    Lyxell, Björn
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Östergötlands Läns Landsting, Sinnescentrum, Öron- näsa- och halskliniken US.
    Jönsson, Radoslava
    Sahlgrenska University Hospital/University of Gothenburg, Sweden.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Understanding minds: Early cochlear implantation and the development of theory of mind in children with profound hearing impairment2014Ingår i: International Journal of Pediatric Otorhinolaryngology, ISSN 0165-5876, E-ISSN 1872-8464, Vol. 78, nr 3, s. 538-544Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objective

    The present study investigates how auditory stimulation from cochlear implants (CI) is associated with the development of Theory of Mind (ToM) in severely and profoundly hearing impaired children with hearing parents. Previous research has shown that deaf children of hearing parents have a delayed ToM development. This is, however, not always the case with deaf children of deaf parents, who presumably are immersed in a more vivid signing environment.

    Methods

    Sixteen children with CI (4.25 to 9.5 years of age) were tested on measures of cognitive and emotional ToM, language and cognition. Eight of the children received their first implant relatively early (before 27 months) and half of them late (after 27 months). The two groups did not differ in age, gender, language or cognition at entry of the study. ToM tests included the unexpected location task and a newly developed Swedish social–emotional ToM test. The tests aimed to test both cognitive and emotional ToM. A comparison group of typically developing hearing age matched children was also added (n = 18).

    Results

    Compared to the comparison group, the early CI-group did not differ in emotional ToM. The late CI-group differed significantly from the comparison group on both the cognitive and emotional ToM tests.

    Conclusion

    The results revealed that children with early cochlear implants solved ToM problems to a significantly higher degree than children with late implants, although the groups did not differ on language or cognitive measures at baseline. The outcome suggests that early cochlear implantation for deaf children in hearing families, in conjunction with early social and communicative stimulation in a language that is native to the parents, can provide a foundation for a more normalized ToM development.

  • 162.
    Sundqvist, Annette
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Nordqvist, Emelie
    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.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Early declarative memory predicts productive language: A longitudinal study of deferred imitation and communication at 9 and 16 months2016Ingår i: Journal of experimental child psychology (Print), ISSN 0022-0965, E-ISSN 1096-0457, Vol. 151, s. 109-119Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Deferred imitation (DI) may be regarded as an early declarative-like memory ability shaping the infant's ability to learn about novelties and regularities of the surrounding world. In the current longitudinal study, infants were assessed at 9 and 16months. DI was assessed using five novel objects. Each infant's communicative development was measured by parental questionnaires. The results indicate stability in DI performance and early communicative development between 9 and 16months. The early achievers at 9months were still advanced at 16months. Results also identified a predictive relationship between the infant's gestural development at 9months and the infant's productive and receptive language at 16months. Moreover, the results show that declarative memory, measured with DI, and gestural communication at 9months independently predict productive language at 16months. These findings suggest a connection between the ability to form non-linguistic and linguistic mental representations. These results indicate that the child's DI ability when predominantly preverbal might be regarded as an early domain-general declarative memory ability underlying early productive language development.

  • 163.
    Tjus, Tomas
    et al.
    Psykologiska institutionen, Göteborgs universitet.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Kognitiva funktioner hos barn med Autism2012Ingår i: Kognitionsvetenskap / [ed] Jens Allwood & Mikael Jensen, Lund: Studentlitteratur, 2012, 1, s. 369-381Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    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

  • 164.
    Tjus, Tomas
    et al.
    Psykologiska institutionen, Göteborgs universitet.
    Heimann, Mikael
    Göteborgs universitet.
    Language, multimedia and communication for children with autism: Searching for the right combination?2000Ingår i: Helping children with autism to learn / [ed] S Powell, London: David Fulton Publishers , 2000, s. 78-93Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 165.
    Tjus, Tomas
    et al.
    Psykologiska institutionen, Göteborgs universitet.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Nelson, Keith E
    Penn State University.
    Gains in literacy through the use of a specially developed multimedia computer strategy: Positive findings from thirteen children with autism1998Ingår i: Autism, ISSN 1362-3613, E-ISSN 1461-7005, Vol. 2, nr 2, s. 139-156Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present study investigates the use of a specially developed multimedia program for enhancing language and reading development in children with autism. Thirteen children with autism(mean chronological age 9:8 years, mental age 7:3 years and language age 5:2 years) participated in the study. All the children used the program as a supplement to their ordinary reading and language training. A quasi-experimental design that included measures of reading and phonological awareness during baseline, treatment, and follow-up phases was used throughout. Highly significant gains were observed for both reading and phonological awareness during the treatment phase. A significant effect was also observed for phonology at follow-up, but not for reading. A response time index also revealed that reading became more rapid following intervention. It is concluded that the intervention improved reading and language development and that children with autism with various cognitive abilities might benefit from a strategy that combines a motivating multimedia program with focused and positive interactions with the teacher.

  • 166.
    Tjus, Tomas
    et al.
    Psykologiska institutionen, Göteborgs universitet.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Nelson, Keith E
    Penn State University.
    Interaction patterns between children and their teachers when using a specific multimedia and communication strategy: Observations from children with autism and mixed intellectual disabilities.2001Ingår i: Autism, ISSN 1362-3613, E-ISSN 1461-7005, Vol. 5, nr 2, s. 175-187Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study reports on observed interaction patterns between 20 children with autism and mixed intellectual disabilities (mean chronological age = 11:4 years; language age = 4:7 years) and their nine teachers working with a specially developed multimedia program aiming to increase literacy skills. An increase in verbal expression was found over time for the total group. Children with autism also showed increased enjoyment and willingness to seek help from their teachers. Teachers for both diagnostic groups reduced their instructions on how to handle the computer during the program but the decrease was greater in the teachers for children with autism. When the total group of children was subdivided according to language age (high versus low), it appears that those with a low language age showed an increase in verbal expressiveness from start to end of training. Those with a high language age showed increased enjoyment. It is concluded that more detailed studies of the interaction patterns between teachers and children are needed, and these should be related to children’s language level as well as to diagnostic group.

  • 167.
    Tjus, Tomas
    et al.
    Göteborg University, Sweden.
    Heimann, Mikael
    University of Bergen, Norway.
    Nelson, Keith E
    Penn State University, USA.
    Reading acquisition by implementing a multimedia intervention strategy for fifty children autism or other learning and communication disabilities2004Ingår i: Journal of Cognitive and Behavioral Psychotherapies, ISSN 1584-7101, E-ISSN 2068-7621, Vol. 4, nr 2, s. 203-221Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study reports on the effect of teaching fifty children using a specially developed multimedia program for computers combined with verbal and social interactions with the children's teachers. Five groups of children (mean chronological age = 9:6 years, mental age = 7:10; and language age = 5:7) participated, children who had or were at risk for learning and language difficulties; autism, dyslexia, hearing impairment, children with deficits in attention, motor control and perception, and cerebral palsy with mental retardation. The aim was to maximise the opportunities for exploring literacy and language structures through different modes. All children used the program in addition to their ordinary reading and language training. A quasi-experimental design that included measures of reading during baseline, treatment, and follow-up periods was used throughout the study. Most children significantly increased their reading gain from baseline to treatment but the clearest gain was noted for the group of children with autism. It is concluded that a strategy that combines a motivating multimedia program with focused interactions with the teacher might improve the reading development in children with various learning disabilities.

  • 168.
    Wigren, Margareta
    et al.
    Göteborgs universitet.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Excessive picking in Prader-Willi Syndrome: A pilot study of phenomenological aspects and comorbid symptoms2001Ingår i: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 48, nr 2, s. 129-142Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Skin picking constitutes a minor diagnostic criterion for Prader-Willi syndromeand is considered to be a syndrome speciŽ c behaviour and part of a behaviouralphenotype. This study surveyed different aspects and patterns of skin picking as well asrelated picking and pulling behaviours and compulsive and impulsive–aggressive symptoms.Parents of 37 individuals with PWS, aged 12 to 30 years, participated by completingquestionnaires specially designed for the purpose of capturing speciŽ c features relevant to theclinical PWS picture. Two-thirds of the sample displayed skin picking with a frequencyranging from chronic to transient, episodic symptoms. Many individuals with skin pickingalso exhibited comorbid picking behaviours and individuals with excessive skin picking alsohad additional problems with frequent tantrums and violent outbursts.

  • 169.
    Zeedyk, M Suzanne
    et al.
    Dept of psychology Univ of Dundee, Scotland.
    Heimann, Mikael
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för kognition, utveckling och handikapp, CDD.
    Imitation and socio-emotional processes2006Ingår i: Infant and Child Development, ISSN 1522-7227, E-ISSN 1522-7219, Vol. 15, nr 3, s. 219-221Artikel i tidskrift (Övrigt vetenskapligt)
  • 170.
    Zeedyk, M Suzanne
    et al.
    Dept. of psychology University of Dundee, Scotland.
    Heimann, MikaelLinköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för kognition, utveckling och handikapp, CDD.
    Imitation and socio-emotional processes: Implications for commmunicative development and interventions2006Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
    Abstract [en]

    Imitation is a phenomenon that seems to have engaged developmental psychologists throughout their century-long history. In 1906, Baldwin argued, in his seminal text, that the development of self and other was so interconnected that humans are essentially ‘imitative creations’ (Baldwin, 1906). By the 1960s, Piaget’s theory about the development of memory and representation, and imitation’s role within that, had begun to fundamentally re-shape the field’s conception of infant development (e.g. Piaget, 1962). In the 1970s, the discovery that neonates could imitate adults’ facial expressions when only minutes old sparked heated debate about humans’ innate social endowment (e.g. Maratos, 1973; Meltzoff & Moore, 1977). The beginning of the 21st century finds the field turning to questions about robotic and computer-generated imitation (e.g. Bailenson & Yee, 2005; Nadel, Revel, Andry, & Gaussier, 2004). What can a special issue on imitation add to this extensive history?

    The aim of this volume is to extend current conceptions of imitation by bringing together two domains that are generally confined to separate literatures: those relating to infancy and to communicative interventions. All the contributors are interested in the role that imitation plays in socio-emotional processes, and they seek to better understand how knowledge about infants and interventions can be mutually informative. Such connections are expected to yield insights that will be helpful to the field at both theoretical and applied levels.

    The origins of this special issue lie in a series of three specialist seminars, held during 2003 (Dundee, Scotland) and 2004 (Bergen, Norway and Leeds, England), which brought together researchers and practitioners whose work focuses on socio-emotional aspects of imitation. Participants were 13 in number, drawn from the UK, Norway, and Sweden, all of whom feature as authors in this issue (Astell, Braarud, Caldwell, Ellis, Hart, Heimann, Laberg, Nagy, Nord en, O’Neill, Stormark, Strid, Zeedyk). We hoped that this group would be able to find common ground, even within the diversity in their approaches (experimental designs, naturalistic observations, case studies, practice) and their domains of expertise (infancy, autism, global delay, deafblindness, dementia). We were more than successful, for we found that the outcomes of our discussions were compelling enough to cause us to reflect anew on the very bases of human intersubjectivity.

  • 171.
    Zeedyk, Suzanne M
    et al.
    University of Dundee, UK.
    Heimann, Mikael
    University of Bergen, Norway.
    Imitation and socio-emotional processes: Implications for communicative development and interventions2006Ingår i: Infant and Child Development, ISSN 1522-7227, E-ISSN 1522-7219, Vol. 15, nr 3, s. 219-222Artikel i tidskrift (Refereegranskat)
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