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  • 301.
    Kästner, Lena
    et al.
    Ruhr-University, Bochum..
    Orfanidou, Eleni
    University of Crete.
    Rudner, Mary
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Woll, Benice
    University College London.
    Capek, Cheryl Monica
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    The What and Where of Sign Language2010Konferansepaper (Annet vitenskapelig)
  • 302.
    Kästner, Lena
    et al.
    Ruhr-University, Bochum.
    Orfanidou, Eleni
    University of Crete.
    Woll, Benice
    University College London.
    Rudner, Mary
    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.
    Capek, Cheryl M
    University of Manchester.
    The"what" and "where" of sign language2010Konferansepaper (Annet vitenskapelig)
  • 303.
    Lakens, D.
    et al.
    Human-Technology Interaction, Eindhoven University of Technology, Eindhoven, Netherlands.
    Adolfi, F.G.
    National Scientific and Technical Research Council (CONICET), Buenos Aires, Argentina; Max Planck Institute for Empirical Aesthetics, Frankfurt, Germany.
    Albers, C.J.
    Heymans Institute for Psychological Research, University of Groningen, Groningen, Netherlands.
    Anvari, F.
    College of Education, Psychology and Social Work, Flinders University, Adelaide, SA, Australia.
    Apps, M.A.J.
    Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom.
    Argamon, S.E.
    Department of Computer Science, Illinois Institute of Technology, Chicago, IL, United States.
    Baguley, T.
    Department of Psychology, Nottingham Trent University, Nottingham, United Kingdom.
    Becker, R.B.
    Faculty of Linguistics and Literature, Bielefeld University, Bielefeld, Germany.
    Benning, S.D.
    Psychology, University of Nevada, Las Vegas, Las Vegas, NV, United States.
    Bradford, D.E.
    Psychology, University of Wisconsin-Madison, Madison, WI, United States.
    Buchanan, E.M.
    Psychology, Missouri State University, Springfield, MO, United States.
    Caldwell, A.R.
    Health Human Performance and Recreation, University of Arkansas, Fayetteville, AR, United States.
    Van Calster, B.
    Department of Development and Regeneration, KU Leuven, Leuven, Belgium; Department of Medical Statistics and Bioinformatics, Leiden University Medical Center, Leiden, Netherlands.
    Carlsson, R.
    Department of Psychology, Linnaeus University, Kalmar, Sweden.
    Chen, S.-C.
    Department of Human Development and Psychology, Tzu-Chi University, Hualien City, Taiwan.
    Chung, B.
    Department of Surgery, University of British Columbia, British Columbia, VIC, Canada.
    Colling, L.J.
    Department of Psychology, University of Cambridge, Cambridge, United Kingdom.
    Collins, G.S.
    Centre for Statistics in Medicine, University of Oxford, Oxford, United Kingdom.
    Crook, Z.
    Department of Psychology, School of Philosophy, University of Edinburgh, Edinburgh, United Kingdom.
    Cross, E.S.
    School of Psychology, Bangor University, Bangor, United Kingdom; Institute of Neuroscience and Psychology, University of Glasgow, Glasgow, United Kingdom.
    Daniels, S.
    Ramsey Decision Theoretics, Washington, DC, United States.
    Danielsson, Henrik
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Debruine, L.
    Institute of Neuroscience and Psychology, University of Glasgow, Glasgow, United Kingdom.
    Dunleavy, D.J.
    College of Social Work, Florida State University, Tallahassee, FL, United States.
    Earp, B.D.
    Departments of Psychology and Philosophy, Yale University, New Haven, CT, United States.
    Feist, M.I.
    Department of English, University of Louisiana at Lafayette, Lafayette, LA, United States.
    Ferrell, J.D.
    Department of Psychology, St. Edwards University, Austin, TX, United States; Department of Psychology, University of Texas at Austin, Austin, TX, United States.
    Field, J.G.
    Department of Management, West Virginia University, Morgantown, WV, United States.
    Fox, N.W.
    Department of Psychology, Rutgers University, New Brunswick, NJ, United States.
    Friesen, A.
    Department of Political Science, Indiana University Purdue University, Indianapolis, IN, United States.
    Gomes, C.
    Booking.com, Amsterdam, Netherlands.
    Gonzalez-Marquez, M.
    Department of English, American and Romance Studies, RWTH Aachen University, Aachen, Germany.
    Grange, J.A.
    School of Psychology, Keele University, Keele, United Kingdom.
    Grieve, A.P.
    Centre of Excellence for Statistical Innovation, UCB Celltech, Slough, United Kingdom.
    Guggenberger, R.
    Translational Neurosurgery, Eberhard Karls University Tübingen, Tübingen, Germany; International Centre for Ethics in Sciences and Humanities, Eberhard Karls University Tübingen, Tübingen, Germany.
    Grist, J.
    Department of Radiology, University of Cambridge, Cambridge, United Kingdom.
    Van Harmelen, A.-L.
    Department of Psychiatry, University of Cambridge, Cambridge, United Kingdom.
    Hasselman, F.
    Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, Netherlands.
    Hochard, K.D.
    Department of Psychology, University of Chester, Chester, United Kingdom.
    Hoffarth, M.R.
    Department of Psychology, New York University, New York, NY, United States.
    Holmes, N.P.
    School of Psychology, University of Nottingham, Nottingham, United Kingdom.
    Ingre, M.
    Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, Rotterdam, Netherlands.
    Isager, Peder
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Centrum för social och affektiv neurovetenskap. Linköpings universitet, Medicinska fakulteten.
    Isotalus, H.K.
    School of Clinical Sciences, University of Bristol, Bristol, United Kingdom.
    Johansson, C.
    Occupational Orthopaedics and Research, Sahlgrenska University Hospital, Gothenburg, Sweden.
    Juszczyk, K.
    Faculty of Modern Languages and Literatures, Institute of Linguistics, Adam Mickiewicz University, Poznan, Poland.
    Kenny, D.A.
    Department of Psychological Sciences, University of Connecticut, Storrs, CT, United States.
    Khalil, A.A.
    Center for Stroke Research Berlin, Charité Universitätsmedizin Berlin, Berlin, Germany; Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Berlin, Germany.
    Konat, B.
    Social Sciences, Adam Mickiewicz University, Poznan, Poland.
    Lao, J.
    Department of Psychology, University of Fribourg, Fribourg, Switzerland.
    Larsen, E.G.
    School of Politics and International Relations, University of Kent, Canterbury, United Kingdom.
    Lodder, G.M.A.
    Department of Sociology/ICS, University of Groningen, Groningen, Netherlands.
    Lukavský, J.
    Institute of Psychology, Czech Academy of Sciences, Prague, Czech Republic.
    Madan, C.R.
    School of Psychology, University of Nottingham, Nottingham, United Kingdom.
    Manheim, D.
    Pardee RAND Graduate School, RAND Corporation, Arlington, VA, United States.
    Martin, S.R.
    Psychology and Neuroscience, Baylor University, Waco, TX, United States.
    Martin, A.E.
    Department of Psychology, School of Philosophy, University of Edinburgh, Edinburgh, United Kingdom; Max Planck Institute for Psycholinguistics, Nijmegen, Netherlands.
    Mayo, D.G.
    Department of Philosophy, Virginia Tech, Blacksburg, VA, United States.
    McCarthy, R.J.
    Center for the Study of Family Violence and Sexual Assault, Northern Illinois University, DeKalb, IL, United States.
    McConway, K.
    School of Mathematics and Statistics, Open University, Milton Keynes, United Kingdom.
    McFarland, C.
    Skyscanner, Edinburgh, United Kingdom.
    Nio, A.Q.X.
    School of Biomedical Engineering and Imaging Sciences, Kings College London, London, United Kingdom.
    Nilsonne, G.
    Stress Research Institute, Stockholm University, Stockholm, Sweden; Department of Clinical Neuroscience, Stockholm, Sweden; Department of Psychology, Stanford University, Stanford, United States.
    De Oliveira, C.L.
    Laboratory of Behavioral Neurobiology, Department of Physiological Sciences, Federal University of Santa Catarina, Florianópolis, Brazil.
    De Xivry, J.-J.O.
    Department of Kinesiology, KU Leuven, Leuven, Belgium.
    Parsons, S.
    Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom.
    Pfuhl, G.
    Department of Psychology, UiT the Arctic University of Norway, Tromsø, Norway.
    Quinn, K.A.
    Department of Psychology, DePaul University, Chicago, IL, United States.
    Sakon, J.J.
    Center for Neural Science, New York University, New York, NY, United States.
    Saribay, S.A.
    Department of Psychology, Bogaziçi University, Istanbul, Turkey.
    Schneider, I.K.
    Psychology, University of Cologne, Cologne, Germany.
    Selvaraju, M.
    Saudi Human Genome Program, King Abdulaziz City for Science and Technology (KACST), Riyadh, Saudi Arabia; Integrated Gulf Biosystems, Riyadh, Saudi Arabia.
    Sjoerds, Z.
    Cognitive Psychology Unit, Institute of Psychology, Leiden University, Leiden, Netherlands; Leiden Institute for Brain and Cognition, Leiden University, Leiden, Netherlands.
    Smith, S.G.
    Leeds Institute of Health Sciences, University of Leeds, Leeds, United Kingdom.
    Smits, T.
    Institute for Media Studies, KU Leuven, Leuven, Belgium.
    Spies, J.R.
    Center for Open Science, Charlottesville, VA, United States; Department of Engineering and Society, University of Virginia, Charlottesville, VA, United States.
    Sreekumar, V.
    Surgical Neurology Branch, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, M.D., United States.
    Steltenpohl, C.N.
    Department of Psychology, University of Southern Indiana, Evansville, IN, United States.
    Stenhouse, N.
    Life Sciences Communication, University of Wisconsin-Madison, Madison, WI, United States.
    Swiatkowski, W.
    Department of Social Psychology, Institute of Psychology, Iversity of Lausanne, Lausanne, Switzerland.
    Vadillo, M.A.
    Departamento de Psicología Básica, Universidad Autónoma de Madrid, Madrid, Spain.
    Van Assen, M.A.L.M.
    Department of Methodology and Statistics, Tilburg University, Tilburg, Netherlands; Department of Sociology, Utrecht University the, Utrecht, Netherlands.
    Williams, M.N.
    School of Psychology, Massey University, Auckland, New Zealand.
    Williams, S.E.
    Psychology, Saint Louis University, St. Louis, MO, United States.
    Williams, D.R.
    Psychology, University of California Davis, Davis, United States.
    Yarkoni, T.
    Department of Psychology, University of Texas at Austin, Austin, TX, United States.
    Ziano, I.
    Marketing Department, Ghent University, Ghent, Belgium.
    Zwaan, R.A.
    Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, Rotterdam, Netherlands.
    Justify your alpha2018Inngår i: Nature Human Behaviour, ISSN 2397-3374, Vol. 2, nr 3, s. 168-171Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    [No abstract available]

  • 304.
    Laplante-Levesque, Ariane
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Eriksholm Research Centre, Denmark.
    Brännström, Jonas
    Lund University, Sweden.
    Lunner, Thomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Eriksholm Research Centre, Denmark.
    Stages of change in adults who failed an online hearing screening2013Konferansepaper (Annet vitenskapelig)
  • 305.
    Laplante-Lévesque, Ariane
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Oticon AS, Denmark.
    Abrams, Harvey
    Starkey Hearing Technology Inc, MN USA.
    Bulow, Maja
    Widex AS, Denmark.
    Lunner, Thomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Oticon AS, Denmark.
    Nelson, John
    GN ReSound, IL USA.
    Kamaric Riis, Soren
    Oticon Medical AS, Denmark.
    Vanpoucke, Filiep
    Cochlear Technology Centre, Belgium.
    Hearing Device Manufacturers Call for Interoperability and Standardization of Internet and Audiology2016Inngår i: AMERICAN JOURNAL OF AUDIOLOGY, ISSN 1059-0889, Vol. 25, nr 3, s. 260-263Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose: This article describes the perspectives of hearing device manufacturers regarding the exciting developments that the Internet makes possible. Specifically, it proposes to join forces toward interoperability and standardization of Internet and audiology. Method: A summary of why such a collaborative effort is required is provided from historical and scientific perspectives. A roadmap toward interoperability and standardization is proposed. Results: Information and communication technologies improve the flow of health care data and pave the way to better health care. However, hearing-related products, features, and services are notoriously heterogeneous and incompatible with other health care systems (no interoperability). Standardization is the process of developing and implementing technical standards (e.g., Noah hearing database). All parties involved in interoperability and standardization realize mutual gains by making mutually consistent decisions. De jure (officially endorsed) standards can be developed in collaboration with large national health care systems as well as spokespeople for hearing care professionals and hearing device users. The roadmap covers mutual collaboration; data privacy, security, and ownership; compliance with current regulations; scalability and modularity; and the scope of interoperability and standards. Conclusions: We propose to join forces to pave the way to the interoperable Internet and audiology products, features, and services that the world needs.

  • 306.
    Laplante-Lévesque, Ariane
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Oticon AS, Denmark.
    Brannstrom, Jonas K.
    Lund University, Sweden.
    Ingo, Elisabeth
    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 Institute, Sweden.
    Lunner, Thomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Filosofiska fakulteten. Oticon AS, Denmark.
    Stages of Change in Adults Who Have Failed an Online Hearing Screening2015Inngår i: Ear and Hearing, ISSN 0196-0202, E-ISSN 1538-4667, Vol. 36, nr 1, s. 92-101Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Objectives: Hearing screening has been proposed to promote help-seeking and rehabilitation in adults with hearing impairment. However, some longitudinal studies point to low help-seeking and subsequent rehabilitation after a failed hearing screening (positive screening result). Some barriers to help-seeking and rehabilitation could be intrinsic to the profiles and needs of people who have failed a hearing screening. Theories of health behavior change could help to understand this population. One of these theories is the transtheoretical (stages-of-change) model of health behavior change, which describes profiles and needs of people facing behavior changes such as seeking help and taking up rehabilitation. According to this model, people go through distinct stages toward health behavior change: precontemplation, contemplation, action, and finally, maintenance. The present study describes the psychometric properties (construct validity) of the stages of change in adults who have failed an online hearing screening. Stages of change were measured with the University of Rhode Island Change Assessment (URICA). Principal component analysis is presented, along with cluster analysis. Internal consistency was investigated. Finally, relationships between URICA scores and speech-in-noise recognition threshold, self-reported hearing disability, and self-reported duration of hearing disability are presented. Design: In total, 224 adults who had failed a Swedish online hearing screening test (measure of speech-in-noise recognition) completed further questionnaires online, including the URICA. Results: A principal component analysis identified the stages of precontemplation, contemplation, and action, plus an additional stage, termed preparation (between contemplation and action). According to the URICA, half (50%) of the participants were in the preparation stage of change. The contemplation stage was represented by 38% of participants, while 9% were in the precontemplation stage. Finally, the action stage was represented by approximately 3% of the participants. Cluster analysis identified four stages-of-change clusters: they were named decision making (44% of sample), participation (28% of sample), indecision (16% of sample), and reluctance (12% of sample). The construct validity of the model was good. Participants who reported a more advanced stage of change had significantly greater self-reported hearing disability. However, participants who reported a more advanced stage of change did not have a significantly worse speech-in-noise recognition threshold or reported a significantly longer duration of hearing impairment. Conclusions: The additional stage this study uncovered, and which other studies have also uncovered, preparation, highlights the need for adequate guidance for adults who are yet to seek help for their hearing. The fact that very few people were in the action stage (approximately 3% of the sample) signals that screening alone is unlikely to be enough to improve help-seeking and rehabilitation rates. As expected, people in the later stages of change reported significantly greater hearing disability. The lack of significant relationships between stages-of-change measures and speech-in-noise recognition threshold and self-reported duration of hearing disability highlights the complex interplay between impairment, disability, and behaviors in adults who have failed an online hearing screening and who are yet to seek help.

  • 307.
    Laplante-Lévesque, Ariane
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Oticon AS, Denmark.
    Lunner, Thomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Oticon AS, Denmark.
    Andersson, Gerhard
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten. Karolinska Institute, Sweden.
    Preminger, Jill E.
    University of Louisville, KY 40292 USA.
    Internet and Audiology: A Review of the Second International Meeting2016Inngår i: AMERICAN JOURNAL OF AUDIOLOGY, ISSN 1059-0889, Vol. 25, nr 3, s. 257-259Artikkel, forskningsoversikt (Fagfellevurdert)
    Abstract [en]

    Purpose: This article describes the Second International Meeting on Internet and Audiology, which took place at the Eriksholm Research Centre, Oticon A/S, Denmark September 24 to 25, 2015, and introduces the research forum arising from the meeting. Method: The potential gains of the Internet within audiology are framed within the central role of quality connections among people, ideas, and objects. First, the meeting is summarized. Second, the 11 articles arising from the meeting and collected in this research forum are grouped into 2 themes: design and evaluation. Last, the benefits of interoperability and standardization are discussed. Conclusion: We look forward to the day when the Internet is an integral part of audiology, and we invite readers to attend future editions of the International Meeting on Internet and Audiology.

  • 308.
    Larsby, Birgitta
    et al.
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Teknisk audiologi. Linköpings universitet, Hälsouniversitetet.
    Hällgren, Mathias
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Teknisk audiologi. Linköpings universitet, Hälsouniversitetet.
    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.
    Working memory capacity and lexical access in speech recognition in noise2012Inngår i: Speech perception and auditory disorders, 2012 / [ed] T. Dau, M. L. Jepsen, J. C. Dalsgaard, T. Poulsen, Nyborg, Danmark: The Danavox Jubilee Foundation , 2012, s. 95-102Konferansepaper (Fagfellevurdert)
  • 309.
    Lech, Börje
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Andersson, Gerhard
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Holmqvist, Rolf
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Affect Consciousness and Adult AttachmentManuskript (preprint) (Annet vitenskapelig)
    Abstract [en]

    The concept of affect consciousness refers to the ability to perceive, reflect upon, express and respond to one’s own or other individuals’ affective experiences. The aim of this study was to investigate how affect consciousness and adult attachment are related. Three clinical groups (eating disorders, relational problems, and stress-related problems), and one non-clinical group (total N = 82) completed the Attachment Style Questionnaire and were interviewed using the Affect Consciousness Interview – Self/Other. Results showed associations between high affect consciousness and secure attachment, and between low affect  consciousness and insecure attachment. Moreover, attachment style was predicted by consciousness about others’ and own affects in general, and specifically by consciousness about others’ anger and guilt, and by own joy. Affect consciousness as a potential dimension or moderator of attachment merits further investigation.

  • 310.
    Lech, Börje
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Andersson, Gerhard
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Holmqvist, Rolf
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    The influence of the patient‟s affect consciousness on the early treatment processManuskript (preprint) (Annet vitenskapelig)
    Abstract [en]

    Several predictors of the quality of the therapeutic relationship have been studied, but the influence of patient‟s affect consciousness has not sufficiently analyzed. In this study, the relationship between the patient‟s affect consciousness and her experiences of the early therapeutic relationship was analysed. Affect consciousness was understood to imply awareness and tolerance of one‟s own and others‟ affective reactions and consciousness about the verbal and non-verbal expression of one‟s own and others‟ affects. Fifty-three female patients and 32 therapists took part in the study. Thirty-five patients had eating disorders, eight patients had relational problems and ten patients had stress related problems. It was hypothesized that feelings towards the therapist would be more influenced by the patient‟s affect consciousness than the alliance. The results showed that the patients‟ affect consciousness, especially consciousness about shame and fear, had significant associations with the patients‟ positive feelings towards the therapist at the three first sessions. A regression analysis indicated that warm and positive feelings towards the therapist were accounted for by the patient‟s consciousness about his or her own affects, even when previous alliance ratings were controlled for. Cold feelings at the third session, on the other hand, were associated with the patient‟s previous alliance ratings but not with the patient‟s affect consciousness. The results suggest that the patient‟s affect consciousness has importance for positive feelings towards the therapist, but negative feelings are primarily influenced by previous problems in the alliance. It would probably enhance the treatment process to work with the patients‟ affect consciousness.

  • 311.
    Levén, Anna
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap.
    Kognitiv assistans, individuella färdigheter och förståelse av tid2002Inngår i: Vardagsliv, Livskvalitet, Habilitering,2002, 2002, s. 45-44Konferansepaper (Annet vitenskapelig)
  • 312.
    Levén, Anna
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap.
    Kognitiva aspekter på tidsuppfattning hos personer med utvecklingsstörning2003Inngår i: Nationell vuxenhabiliteringskonferens,2003, 2003Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

     Syftet med föreliggande studie är att studera prospektivt minne (minne för handlingar som ska utföras) hos individer med utvecklingsstörning och vilka praktiska implikationer ett mindre väl fungerande prospektivt minne har vad avser vardagliga situationer.   

  • 313.
    Levén, Anna
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Mastermind: Förbättrat vardagsfungerande för personer med utvecklingsstörning genom träning av exekutiva funktioner2012Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Mastermind: Förbättrat vardagsfungerande för personer med utvecklingsstörning genom träning av exekutiva funktioner.

     

    Föredragande författare: Anna Levén, forskarassistent, institutet för handikappvetenskap och institutionen för beteendevetenskap och lärande, Linköpings universitet, 581 83 Linköping, e-post anna.leven@liu.se, tel 013-28 58  44

     

    Bakgrund

    Föreliggande projekt handlar om träning av exekutiva funktioner (EF) hos barn och ungdomar med utvecklingsstörning. Dessa individer har ofta svårt att hantera vardagens krav på praktiska och sociala färdigheter. Begränsade EF är en bidragande faktor till detta. Det traditionella sättet att övervinna dessa svårigheter är att träna på att hantera specifika situationer. Detta blir ett problem för personer som måste träna på många situationer. Dessa individer tvingas att spendera mycket tid på träning. Ett annat sätt att närma sig denna problematik är att förändra  närbesläktade minnesfunktioner som är av betydelse för EF. EF är en kognitiv funktion som kan delas upp i 3 separata delkomponenter: förmåga att växla fokus, hämning och uppdatering. Uppdatering motsvarar i princip det vi kallar arbetsminne. Träning av arbetsminnet har förbättrat aritmetiska kunskaper och förmåga att komma ihåg kortare berättelser för personer med utvecklingsstörning (van der Molen et al., 2010).

    Syfte

    Föreliggande projekt bygger vidare på tidigare forskning, framförallt inom 3 områden: 1) Vi tränar EF, som är en mer specifik funktion jämfört med arbetsminne. EF har starka band till vardagsfungerande hos icke funktionshindrade individer och vi vill ta reda på om träning av EF indirekt påverkar vardagsfungerande hos personer med utvecklingsstörning. 2) Vi undersöker träningseffekter på den typ av uppgifter som har tränats (EF) och om träningen generaliseras och påverkar prestationen på närbesläktade uppgifter (växling, uppdatering, hämning), eller på avlägset besläktade uppgifter (prospektivt minne, episodiskt minne, flytande intelligens det har är), eller till vardagliga uppgifter (skattningar av EF i vardagen, skolrelaterade färdigheter). 3) Vi undersöker också långsiktiga effekter av träning genom uppföljning 6 månader efter träningsperioden.

    Metod

    Data kommer att analyseras på tre nivåer; gruppnivå, sub-gruppnivå, enskilda fall. På gruppnivå kommer vi använda en mixad 3x3 design. Individerna med utvecklingsstörning delas in i en träningsgrupp och en grupp som väntar. En kontrollgrupp med motsvarande  EF finns också. Tidpunkt för testning (innan, direkt efter och 6 månader efter träning) är inomgruppsvariabel. Vi använder väl etablerade test och uppgifter som vi utvecklat själva för att passa den här populationen.

    Resultat

    Träning har förbättrat förmågan att uppdatera information i arbetsminnet. Träningen påverkade också aritmetisk förmåga och återberättande av texter hos ungdomar med utvecklingsstörning (van der Molen, 2010).

    Slutsats

    Projektet kan bidra med kunskap som utgör ett teoretiskt tillskott och kan tillämpas i praktiken av olika typer av professioner.

     

    Anna Levén, forskarassistent, Institutet för handikappvetenskap och institutionen för beteendevetenskap och lärande, Linköpings universitet, 581 83 Linköping, e-post anna.leven@liu.se, tel 013-28 58 44

     

    Henrik Danielsson, forskarassistent, Institutet för handikappvetenskap och institutionen för beteendevetenskap och lärande, Linköpings universitet, 581 83 Linköping, e-post Henrik. Danielsson@liu.se, tel 013-28 21 99

     

    M. J. (Mariët) van der Molen, PhD.

    VU University Amsterdam, Department of Developmental Psychology

    Van der Boechorststraat 1, kr 3B-61, 1081 BT Amsterdam

    Phone: +31 20 59 48946

    E-mail:MJ.van.der.Molen@psy.vu.nl

     

    Björn Lyxell, professor, Institutet för handikappvetenskap och institutionen för beteendevetenskap och lärande, Linköpings universitet, 581 83 Linköping, e-post bjorn.lyxell@liu.se, tel 013-28 21 06

     

     

     

  • 314.
    Levén, Anna
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Minne och kognitiv assistans2011Inngår i: Nya omsorgsboken: en bok om människor med begåvningsmässiga funktionshinder / [ed] Lena Söderman, Sivert Antonson, Liber , 2011, 5Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 315.
    Levén, Anna
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Postponed Plans: Prospective Memory and Intellectual Disability2007Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [sv]

    Avhandlingen handlar om prospektivt minne (PM) hos personer med utvecklingsstörning. PM syftar på att formulera intentioner och genomföra dessa någon gång i framtiden, antingen inom en definierad tidsram eller i samband med en specifik händelse.

    Frågeställningar:

    1. Finns det en kvalitativ och kvantitativ skillnad mellan prospektivt minne hos personer med utvecklingsstörning och en kontrollgrupp? (Artikel I – II)

    2. Hur ser sambandet mellan prospektivt minne, arbetsminne och episodiskt minne ut hos personer med utvecklingsstörning och, skiljer sig detta åt jämfört med kontrollgruppen? (Artikel II)

    3. Vilka förutsättningar vid inkodning och hågkomst är kompatibla? (Artikel III)

    4. På vilket sätt kan svag association mellan olika delar av information bidra till prospektiva minnesfel? (Artikel IV)

    5. Går det att särskilja en hög- respektive lågpresterande grupp personer med utvecklingsstörning med avseende på prospektiv minnesprestation? (Artikel II)

    Personer med utvecklingsstörning begår fler prospektiva minnesfel än personer i kontrollgruppen. Motsvarande gruppskillnad finns inte för självskattat minne. Prospektiv minnesprestation är bättre med bilder jämfört med ord som prospektiva ledtrådar, mest tydligt för personer med utvecklingsstörning. Arbetsminneskapacitet visade ett samband med både prospektivt minne och antalet falska minnen i kognitivt krävande situationer, till exempel, situationer med flera parallella prospektiva minnesuppgifter. Falska minnen och prospektivt minne hade ett samband hos personer med utvecklingsstörning. Att felaktigt känna igen bilder med bara delvis bekanta delar och att känna igen prospektiva ledtrådar utan att komma ihåg själva intentionen hade ett samband hos personer med utvecklingsstörning. Personer med utvecklingsstörning var också sämre än kontrollgruppen på att upprepa tidsintervall. Detta kan till exempel bero på bristande episodiskt minne och begränsade strategier för att lösa den här typen av uppgifter. Resultaten diskuteras i relation till träning av prospektivt minne och val av hjälpmedel.

    Delarbeid
    1. Prospective memory, working memory, retrospective memory and self-rated memory performance in persons with intellectual disability
    Åpne denne publikasjonen i ny fane eller vindu >>Prospective memory, working memory, retrospective memory and self-rated memory performance in persons with intellectual disability
    Vise andre…
    2008 (engelsk)Inngår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 10, nr 3, s. 147-165Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    The purpose of the present study was to examine the relationship between prospective memory, working memory, retrospective memory and self-rated memory capacity in adults with and without intellectual disability. Prospective memory was investigated by means of a picture-based task. Working memory was measured as performance on span tasks. Retrospective memory was scored as recall of subject performed tasks. Self-ratings of memory performance were based on the prospective and retrospective memory questionnaire. Individuals with intellectual disability performed at a lower level on most tasks and the task performances were to a higher degree correlated compared to persons without intellectual disability. The groups did not differ in self-rated memory scores. Distinct prospective memory cues (pictures, compared to words) were essential for prospective memory performance in persons with intellectual disability. The results are discussed with respect to how working memory capacity relates to prospective memory and retrospective memory performance.

    Emneord
    Prospective memory, working memory, intellectual disability, self-rated memory, retrospective memory
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-12827 (URN)10.1080/15017410802144444 (DOI)
    Tilgjengelig fra: 2007-12-05 Laget: 2007-12-05 Sist oppdatert: 2017-08-27
    2. Prospective memory, working memory, retrospective memory and self-rated memory performance in individuals with and without intellectual disability
    Åpne denne publikasjonen i ny fane eller vindu >>Prospective memory, working memory, retrospective memory and self-rated memory performance in individuals with and without intellectual disability
    Vise andre…
    Manuskript (Annet vitenskapelig)
    Identifikatorer
    urn:nbn:se:liu:diva-12828 (URN)
    Tilgjengelig fra: 2007-12-05 Laget: 2007-12-05 Sist oppdatert: 2010-01-13
    3. Compatibility between encoding and execution of prospective memory in individuals with intellectual disability
    Åpne denne publikasjonen i ny fane eller vindu >>Compatibility between encoding and execution of prospective memory in individuals with intellectual disability
    Manuskript (Annet vitenskapelig)
    Identifikatorer
    urn:nbn:se:liu:diva-12829 (URN)
    Tilgjengelig fra: 2007-12-05 Laget: 2007-12-05 Sist oppdatert: 2010-01-13
    4. Prospective Memory and Binding in Individuals with Intellectual Disability
    Åpne denne publikasjonen i ny fane eller vindu >>Prospective Memory and Binding in Individuals with Intellectual Disability
    Manuskript (Annet vitenskapelig)
    Identifikatorer
    urn:nbn:se:liu:diva-12830 (URN)
    Tilgjengelig fra: 2007-12-05 Laget: 2007-12-05 Sist oppdatert: 2010-01-13
  • 316.
    Levén, Anna
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap.
    Prospektivt minne, arbetsminne och tidsuppfattning hos personer med utvecklingsstörning2003Inngår i: Biennalen för specialundervisning och särskola,2003, 2003Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Syftet med föreliggande studie är att studera prospektivt minne (minne för handlingar som ska utföras) hos individer med utvecklingsstörning och vilka praktiska konsekvenser ett mindre väl fungerande prospektivt minne har vad avser pedagogiska sammanhang och vardagliga situationer.    

  • 317.
    Levén, Anna
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap.
    Prospektivt minne och andra minnesfunktioner hos personer med utvecklingsstörning2005Inngår i: Biennalen för specialundervisning och särskola,2005, 2005Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

     Resultat från fallstudier och gruppstudier av prospektivt minne, arbetsminne, episodiskt långtidsminne och subjektiva skattningar hos personer med utvecklingsstörning och personer utan utvecklingsstörning kommer att diskuteras.

  • 318.
    Levén, Anna
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap.
    Relationen mellan prospektivt minne, arbetsminne och förståelse av tid hos individer med utvecklingsstörning2004Inngår i: Funktionshinder, Vardagsliv, Habilitering,2004, 2004, s. 35-35Konferansepaper (Annet vitenskapelig)
  • 319.
    Levén, Anna
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    The relation between prospective memory, episodic memory and working memory in persons with intellectual disability and matched controls:2011Konferansepaper (Annet vitenskapelig)
  • 320.
    Levén, Anna
    et al.
    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, Jan
    Human–vehicle–transport system interaction , Swedish National Road and Transport Research Institute , Linköping , Sweden.
    Danielsson, Henrik
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Pictures as cues or as support to verbal cues at encoding and execution of prospective memories in individuals with intellectual disability2014Inngår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 16, nr 2, s. 141-158Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study focused on prospective memory in persons with intellectual disability and age-matched controls. Persons with intellectual disability have limited prospective memory function. We investigated prospective memory with words and pictures as cues at encoding and retrieval. Prospective and episodic memory was estimated from Prospective Memory Game performance. Pictures at retrieval were important for prospective memory in particular in the intellectual disability group. Prospective memory performance imposed a cost to Episodic Memory (ongoing task) performance in the intellectual disability group. This group was outperformed by the control group on working memory, time reproduction, time concepts, and Raven's coloured progressive matrices. To conclude, pictures at retrieval improve prospective memory performance compared to words as cues. This can be essential for the intellectual disability group likely due to limited episodic and working memory capacity and the ability to switch attention.

  • 321.
    Levén, Anna
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Lyxell, Björn
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Andersson, Jan
    Division of Control and Command, Department of Man-system-interaction, The Swedish Defence Research Agency, Sweden.
    Danielsson, Henrik
    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.
    Prospective memory, working memory, retrospective memory and self-rated memory performance in persons with intellectual disability2008Inngår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 10, nr 3, s. 147-165Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of the present study was to examine the relationship between prospective memory, working memory, retrospective memory and self-rated memory capacity in adults with and without intellectual disability. Prospective memory was investigated by means of a picture-based task. Working memory was measured as performance on span tasks. Retrospective memory was scored as recall of subject performed tasks. Self-ratings of memory performance were based on the prospective and retrospective memory questionnaire. Individuals with intellectual disability performed at a lower level on most tasks and the task performances were to a higher degree correlated compared to persons without intellectual disability. The groups did not differ in self-rated memory scores. Distinct prospective memory cues (pictures, compared to words) were essential for prospective memory performance in persons with intellectual disability. The results are discussed with respect to how working memory capacity relates to prospective memory and retrospective memory performance.

  • 322.
    Levén, Anna
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Lyxell, Björn
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten. Östergötlands Läns Landsting, Sinnescentrum, Öron- näsa- och halskliniken US.
    Andersson, Jan
    The Swedish Defence Research Agency.
    Danielsson, Henrik
    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.
    The relationship between prospective memory, working memory and self-rated memory performance in individuals with intellectual disability2011Inngår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 13, nr 3, s. 207-223Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In the present study, prospective memory, working memory and self-rated memory performance were assessed in five individuals with intellectual disability and 10 individuals without intellectual disability. Prospective memory was taxed by means of a video-based procedure and a more naturalistic task, working memory was taxed by means of digit and picture span tasks, and a questionnaire was used to measure self-rated prospective and retrospective memory. The spread of performance was wide on prospective memory and working memory tasks, foremost for individuals with intellectual disability. Self-rated memory did not differ between the two groups, although there were large differences in memory performance on the other memory tasks. The results are interpreted in terms of how limitations in working memory contribute to prospective memory failures among individuals with intellectual disability. To remember ‘when to’ perform a prospective memory task seems to be more difficult to master than remembering ‘what to do’ for individuals with intellectual disability.

  • 323.
    Levén, Anna
    et al.
    Linköpings universitet, Institutet för handikappvetenskap (IHV). 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, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Region Östergötland, Sinnescentrum, Öron- näsa- och halskliniken US.
    Granlund, Mats
    Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Arvidsson, Patrik
    Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Prospective memory in persons with intellectual disability: reduced load on episodic memory due to the link between what to do and when to act.2016Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Background:

    Persons with intellectual disability express poor prospective memory. Prospective memory loads on limited capacity resources for instance episodic memory, working memory, and attention. Load occurs both from prospective, retrospective and ongoing tasks. Retrieval is accomplished either by top down attentional control processes or automatic bottom up processes.

    Methods:

    23 persons with intellectual disability and a control group of 25 persons performed a prospective memory game (Levén et al., 2013) with an ongoing episodic memory task and a working memory task. The game included prospective memory tasks with a low and high demand on top down attentional control processes. The groups differed in raven scores.

    Results:

    The intellectual disability group committed frequent omissions and were out performed by the control group on both prospective memory, episodic memory and working memory tasks.

    Both groups performed significantly better on tasks with low demand on top down attentional processes. A link between the intended task and target improved cued recall performance only in the intellectual disability group, likely because of near ceiling performance in the control group. Contrary to previous results (Levén et al., 2008; Levén et al., 2011), working memory correlated with prospective memory with high load on episodic memory only in the control group. On the other hand, as in previous studies, different memory processes were correlated to a higher extent and varied more in the intellectual disability group.

    Conclusions:

    As assumed, persons with intellectual disability can manage prospective memory tasks with a high load on bottom-up processing, however, performance is reduced if more top-down processing is required. High episodic memory performance for persons with intellectual disabilities with a link between targets and prospective memory action to perform, did not correspond with higher prospective memory performance as would be expected due to reduced load on episodic memory.

     

  • 324.
    Lidestam, Björn
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Lundqvist, Anna
    Östergötlands Läns Landsting, Rekonstruktionscentrum, Rehabiliteringsmedicinska kliniken US.
    Rönnberg, Jerker
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Concepts from research literature and practical assessment of risk awareness: The Swedish driving test from the perspective of cognitive psychology2010Inngår i: TRANSPORTATION RESEARCH PART F-TRAFFIC PSYCHOLOGY AND BEHAVIOUR, ISSN 1369-8478, Vol. 13, nr 6, s. 409-425Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The Swedish driving test (SDT) was compared to theoretical concepts found in research literature (CRLs) with respect to the rated importance of the CRLs for the overall assessment of risk awareness and the five specific assessment areas used in the SDT. 116 traffic inspectors responded to questionnaires. Results show that visual search was the CRL given the highest rating, and that the assessment of risk awareness can be conceptualised as assessment of lower-order and higher-order cognitive functions. The assessment areas taxing higher-order cognitive functions were rated as most important for risk awareness, and visual search behaviour can be regarded as the best indicator of higher-order cognitive skills.

  • 325.
    Linell, Per
    et al.
    Linköpings universitet, Institutionen för kultur och kommunikation. Linköpings universitet, Filosofiska fakulteten.
    Keselman, Olga
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Trustworthiness at stake: Trust and distrust ininvestigative interviews with Russian adolescent asylum-seekers in Sweden2010Inngår i: Trust and Conflict: Representation, culture and dialogue. Submitted to series Cultural dynamics of social representation / [ed] I. Marková, I. and A. Gillespie, Routledge , 2010, s. 240-Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Trust, distrust and conflict between social groups have existed throughout the history of humankind, although their forms have changed. Using three main concepts: culture, representation and dialogue, this book explores and re-thinks some of these changes in relation to concrete historical and contemporary events. Part I offers a symbolic and historical analysis of trust and distrust while Parts II and III examine trust, distrust and conflict in specific events including the Cyprus conflict, Estonian collective memories, coping with HIV/AIDS in China, Swedish asylum seekers, the Cuban missile crisis and Stalinist confessions. With an impressive array of international contributors the chapters draw on a number of key concepts such as self and other, ingroup and outgroup, contact between groups, categorization, brinkmanship, knowledge, beliefs and myth.  Trust and Conflict offers a fresh perspective on the problems that arise from treating trust, distrust and conflict as simplified indicators. Instead, it proposes that human and social sciences can view these phenomena within the complex matrix of interacting perspectives and meta-perspectives that characterise the social world. As such it will be of interest to undergraduates, postgraduates and lecturers of human and social sciences especially social psychology, sociology, political science and communication studies.

  • 326.
    Linton, Ann-Charlotte
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    To include or not to include: Teachers’ social representations of inclusion of students with Asperger syndrome2015Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    Evidence on inclusive classrooms shows that successful implementation of inclusion can lead to increased social involvement, personal well-being and higher levels of academic performance compared with segregated provision. Despite these potential benefits inclusion of students with Asperger syndrome (AS) in the mainstream classroom is problematic. Support from teachers is a key strategy for accommodating students with AS diagnosis in the mainstream classroom. Less well is understood how teachers create an inclusive environment for these learners. Teachers’ social representations (SR), have a bearing on how they interact and accommodate, therefore the first aim of this dissertation was to explore teachers’ SR of students with AS. The second aim was to highlight the role of contextual factors and prior experience in forming SR. The third aim was to study the link between teachers’ individual practice and broader institutional forces by comparing the SRs among principals, school health professionals and teachers. The forth aim was to study what teacher factors predict teachers’ positive attitudes towards inclusion of students with AS.

    The findings show that a medical approach seems to dominate especially earlier trained teachers’ SRs; however, there is a tendency to view the environment increasingly important. Our results suggest that experience with students with AS is related to teachers' SR of these students. In addition, our data indicate that there is a need to bridge the gap between the organizational level, the classroom level and the individual student level in order to reduce barriers for students with AS to fit into an inclusive environment. Finally, positive attitudes towards inclusion of students with AS were found to relate to teachers’ knowledge of teaching students with AS and their attitudes towards students with AS. To conclude teachers’ SRs are deeply seated and the first step is to bring them to the forefront so that teachers are aware of them. In addition, there is a need for team building in the school arena to achieve a common vision for an inclusive school.

    Delarbeid
    1. Teachers’ social representation of students with Asperger diagnosis
    Åpne denne publikasjonen i ny fane eller vindu >>Teachers’ social representation of students with Asperger diagnosis
    2013 (engelsk)Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 28, nr 4, s. 392-412Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    While progress has been made for including students with disability into mainstream schools, trends point to problems for students with Asperger syndrome (AS) diagnosis who have a propensity to dropping out of school. Teachers’ perceptions and understanding of AS will affect expectations and the attainment of educational targets. Thus, to avoid barriers to students’ learning and participation, there is a need to shed light on teachers’ perceptions and beliefs that bear on teachers educational provision for students with AS. The aim of the study was therefore to elucidate mainstream teachers’ representations of students with AS by using the theoretical framework of Social Representation Theory and particularly looking at the effects of the sex of the teacher, grade level being taught and when the teachers received training themselves. Teachers in mainstream schools in Sweden were invited to complete a web-based ques- tionnaire (N=170). Data were collected through an association task where the participants were asked to produce up to five words or phrases for the stimulus phrase ‘student with Asperger diagnosis’. The data were analysed through cate- gorisation. We found that two-thirds of the macro-categories of mentions relate to ‘disabling aspects’, ‘individual needs’ and ‘individual characteristics’, while a third of the elements were tied to the environment and educational provision. Our results suggest that a medical approach dominates especially earlier trained teachers; however, there is a tendency to view the school environment as increas- ingly important. Representations about the disabling aspects decreased with the increase in the grades being taught, whereas the educational aspects increase with the increase in grades. Male teachers are more prone to relate to environmental aspects and educational provision while female teachers more often relate to needs and disability. We conclude that teachers tend to view AS from a medical approach but that the school environment is seen as increasingly important.

    sted, utgiver, år, opplag, sider
    Routledge, 2013
    Emneord
    Asperger diagnosis, mainstream teachers, drop-out, social representations, inclusion
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-110563 (URN)10.1080/08856257.2013.812404 (DOI)000343599600002 ()
    Tilgjengelig fra: 2014-09-13 Laget: 2014-09-13 Sist oppdatert: 2017-12-05bibliografisk kontrollert
    2. The role of experience in teachers’ social representation of students with autism spectrum diagnosis (Asperger)
    Åpne denne publikasjonen i ny fane eller vindu >>The role of experience in teachers’ social representation of students with autism spectrum diagnosis (Asperger)
    2015 (engelsk)Inngår i: Cogent Education, ISSN 2331-186X, Vol. 2, nr 2, s. 1-18Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    Support from teachers is a key strategy for accommodating students with Asperger syndrome (AS) diagnosis in the mainstream classroom. Teachers’ understanding and expectations of students, i.e. their social representations (SR), have a bearing on how they interact and accommodate, but little is known about why. Therefore, the current study examined the idea that teachers’ SR of these students are influenced by their previous experience with AS. To this end, Swedish mainstream teachers were invited to anonymously answer a web-based questionnaire (N = 153). An association task was used to obtain data on teachers’ SR and the content and structure of the SR were explored. Our results suggest that work-related experience of AS and/or private experience shape teachers’ SR of these students relative to teachers with no experience. Moreover, teachers with previous experience had more SR elements related to environment and learning factors while teachers without previous experience had more elements related to the individual’s behavior. Teachers with private experience produced fewer positive elements compared to those with work-related experience only. These results highlight the role of contextual factors and prior experience in forming SR. We conclude that contact with students with AS, e.g. during teacher training, could facilitate accommodation in mainstream schools.

    Emneord
    Autism spectrum disorder; Asperger diagnosis; teacher experience; social representations; inclusion; social representation theory
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-121058 (URN)10.1080/2331186X.2014.994584 (DOI)
    Tilgjengelig fra: 2015-09-04 Laget: 2015-09-04 Sist oppdatert: 2015-09-22bibliografisk kontrollert
    3. School Staff’s Social Representation of Inclusion of Students with Autism Spectrum Disorder (Asperger)
    Åpne denne publikasjonen i ny fane eller vindu >>School Staff’s Social Representation of Inclusion of Students with Autism Spectrum Disorder (Asperger)
    2015 (engelsk)Manuskript (preprint) (Annet vitenskapelig)
    Abstract [en]

    Inclusion of students with autism spectrum disorder in the mainstream classroom is problematic. The link between teachers’ individual practice and broader institutional forces has shown to be crucial to an inclusive environment. For example, school staff’s social representations (SR), have a bearing on how they accommodate for them in mainstream classes. Therefore the current study examined and compared the SRs concerning the inclusion of students with Asperger diagnosis (AS) among principals, school health professionals and teachers. Swedish school staff were invited to anonymously answer a web-based questionnaire (N=229). An association task was conducted to obtain data on principals, school health professionals and teachers’ SR of inclusion of students with AS. The content and structure of the SRs were explored by using the theoretical framework of social representation theory. Our results suggest that principals are mainly concerned with the organization and structural level of inclusion. Moreover, school health professionals emphasized students’ needs and their individual (different) potentials. Teachers more often than principals or school health staff referred to students as assets. School health professionals in general produced more negative phrases as compared to teachers who produced more positive phrases. These results highlight the need to bridge the gap between the organizational level, the classroom level and the individual student level in order to reduce barriers for students with AS to fit into an inclusive environment.

    Emneord
    Inclusion, school staff, autism spectrum disorder, Asperger diagnosis, social representations, social representation theory
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-121059 (URN)
    Tilgjengelig fra: 2015-09-04 Laget: 2015-09-04 Sist oppdatert: 2015-09-04bibliografisk kontrollert
    4. Teachers’ attitudes towards inclusion of students with Asperger diagnosis
    Åpne denne publikasjonen i ny fane eller vindu >>Teachers’ attitudes towards inclusion of students with Asperger diagnosis
    2015 (engelsk)Manuskript (preprint) (Annet vitenskapelig)
    Abstract [en]

    Teachers have various attitudes towards including students with AS in the classroom, but we do not know why. However, knowledge about factors related to these attitudes is necessary in order to improve for the provision of an inclusive school. The aim of the study was to explore factors underlying/associated with teachers’ confidence towards including students with AS. To this end we surveyed teachers’ associations for inclusion of students with AS (N=631). We then analyzed the valence of these associations in relation to teachers’ self-rated, competence, prior experience with, special training, and overall knowledge of teaching students with AS. Data from an association method task was employed in obtaining valence for teachers’ associations of inclusion of students with AS. Our results suggest that teachers’ attitudes towards inclusion of students with AS are mostly positive and correlate with their attitudes towards students with AS, however, teachers of lower levels are less positive to inclusion of students with AS than teachers of higher levels. Positive attitudes towards inclusion of students with AS are related to teachers’ knowledge of teaching students with AS and their attitudes toward students with AS. We conclude that teachers’ beliefs are firmly rooted in their social representations (SR) and therefore there is a need to engage in a broader discussion on inclusive education. The present study contributes to the literature on teachers’ beliefs about inclusion of students with autism spectrum diagnosis (AS) and points to the apparent need for educating teachers better to provide for students with AS.

    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-121060 (URN)
    Tilgjengelig fra: 2015-09-04 Laget: 2015-09-04 Sist oppdatert: 2015-09-04bibliografisk kontrollert
  • 327.
    Linton, Ann-Charlotte
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Germundsson, Per
    Malmö University, Sweden.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Danemark, Berth
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Örebro University, Sweden.
    School Staff’s Social Representation of Inclusion of Students with Autism Spectrum Disorder (Asperger)2016Inngår i: Journal of Education & Social Policy, ISSN 2375-0782, Vol. 3, nr 5, s. 82-96Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The current study examined and compared the social representations (SR) concerning the inclusion of students with Asperser diagnosis (AS) among principals, school health professionals, and teachers. Swedish school staff were invited to anonymously answer a web-based questionnaire (N=229). An association task was conducted to obtain data on principals, school health professionals and teachers’ of inclusion of students with AS. The content and structure of the SRs were explored by using the theoretical framework of social representation theory. Our results suggest that principals were mainly concerned with the organization and structural level of inclusion. School health professionals emphasized educational strategies, structure and routines and, students’ needs and their individual potentials whereas teachers refer to their own interaction as the most important aspect and more often than other staff referred to a burden. Social representation methodology offers unique opportunities for research as well as for applications aiming to promote inclusion. 

  • 328.
    Linton, Ann-Charlotte
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Germundsson, Per
    Department of Health and Welfare Studies, Malmö University, Malmö, Sweden.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Danemark, Berth
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Örebro University, Sweden.
    School Staff’s Social Representation of Inclusion of Students with Autism Spectrum Disorder (Asperger)2015Manuskript (preprint) (Annet vitenskapelig)
    Abstract [en]

    Inclusion of students with autism spectrum disorder in the mainstream classroom is problematic. The link between teachers’ individual practice and broader institutional forces has shown to be crucial to an inclusive environment. For example, school staff’s social representations (SR), have a bearing on how they accommodate for them in mainstream classes. Therefore the current study examined and compared the SRs concerning the inclusion of students with Asperger diagnosis (AS) among principals, school health professionals and teachers. Swedish school staff were invited to anonymously answer a web-based questionnaire (N=229). An association task was conducted to obtain data on principals, school health professionals and teachers’ SR of inclusion of students with AS. The content and structure of the SRs were explored by using the theoretical framework of social representation theory. Our results suggest that principals are mainly concerned with the organization and structural level of inclusion. Moreover, school health professionals emphasized students’ needs and their individual (different) potentials. Teachers more often than principals or school health staff referred to students as assets. School health professionals in general produced more negative phrases as compared to teachers who produced more positive phrases. These results highlight the need to bridge the gap between the organizational level, the classroom level and the individual student level in order to reduce barriers for students with AS to fit into an inclusive environment.

  • 329.
    Linton, Ann-Charlotte
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Germundsson, Per
    Department of Health and Welfare Studies, Malmö University, Malmö, Sweden.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Danemark, Berth
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Örebro University, Sweden.
    Teachers’ attitudes towards inclusion of students with Asperger diagnosis2015Manuskript (preprint) (Annet vitenskapelig)
    Abstract [en]

    Teachers have various attitudes towards including students with AS in the classroom, but we do not know why. However, knowledge about factors related to these attitudes is necessary in order to improve for the provision of an inclusive school. The aim of the study was to explore factors underlying/associated with teachers’ confidence towards including students with AS. To this end we surveyed teachers’ associations for inclusion of students with AS (N=631). We then analyzed the valence of these associations in relation to teachers’ self-rated, competence, prior experience with, special training, and overall knowledge of teaching students with AS. Data from an association method task was employed in obtaining valence for teachers’ associations of inclusion of students with AS. Our results suggest that teachers’ attitudes towards inclusion of students with AS are mostly positive and correlate with their attitudes towards students with AS, however, teachers of lower levels are less positive to inclusion of students with AS than teachers of higher levels. Positive attitudes towards inclusion of students with AS are related to teachers’ knowledge of teaching students with AS and their attitudes toward students with AS. We conclude that teachers’ beliefs are firmly rooted in their social representations (SR) and therefore there is a need to engage in a broader discussion on inclusive education. The present study contributes to the literature on teachers’ beliefs about inclusion of students with autism spectrum diagnosis (AS) and points to the apparent need for educating teachers better to provide for students with AS.

  • 330.
    Linton, Ann-Charlotte
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Germundsson, Per
    Malmö University, Sweden.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Danemark, Berth
    Örebro University, Sweden.
    Teachers’ social representation of students with Asperger diagnosis2013Inngår i: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 28, nr 4, s. 392-412Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    While progress has been made for including students with disability into mainstream schools, trends point to problems for students with Asperger syndrome (AS) diagnosis who have a propensity to dropping out of school. Teachers’ perceptions and understanding of AS will affect expectations and the attainment of educational targets. Thus, to avoid barriers to students’ learning and participation, there is a need to shed light on teachers’ perceptions and beliefs that bear on teachers educational provision for students with AS. The aim of the study was therefore to elucidate mainstream teachers’ representations of students with AS by using the theoretical framework of Social Representation Theory and particularly looking at the effects of the sex of the teacher, grade level being taught and when the teachers received training themselves. Teachers in mainstream schools in Sweden were invited to complete a web-based ques- tionnaire (N=170). Data were collected through an association task where the participants were asked to produce up to five words or phrases for the stimulus phrase ‘student with Asperger diagnosis’. The data were analysed through cate- gorisation. We found that two-thirds of the macro-categories of mentions relate to ‘disabling aspects’, ‘individual needs’ and ‘individual characteristics’, while a third of the elements were tied to the environment and educational provision. Our results suggest that a medical approach dominates especially earlier trained teachers; however, there is a tendency to view the school environment as increas- ingly important. Representations about the disabling aspects decreased with the increase in the grades being taught, whereas the educational aspects increase with the increase in grades. Male teachers are more prone to relate to environmental aspects and educational provision while female teachers more often relate to needs and disability. We conclude that teachers tend to view AS from a medical approach but that the school environment is seen as increasingly important.

  • 331.
    Linton, Ann-Charlotte
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Germundsson, Per
    Malmö University, Sweden.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Danemark, Berth
    Örebro University, Sweden.
    The role of experience in teachers’ social representation of students with autism spectrum diagnosis (Asperger)2015Inngår i: Cogent Education, ISSN 2331-186X, Vol. 2, nr 2, s. 1-18Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Support from teachers is a key strategy for accommodating students with Asperger syndrome (AS) diagnosis in the mainstream classroom. Teachers’ understanding and expectations of students, i.e. their social representations (SR), have a bearing on how they interact and accommodate, but little is known about why. Therefore, the current study examined the idea that teachers’ SR of these students are influenced by their previous experience with AS. To this end, Swedish mainstream teachers were invited to anonymously answer a web-based questionnaire (N = 153). An association task was used to obtain data on teachers’ SR and the content and structure of the SR were explored. Our results suggest that work-related experience of AS and/or private experience shape teachers’ SR of these students relative to teachers with no experience. Moreover, teachers with previous experience had more SR elements related to environment and learning factors while teachers without previous experience had more elements related to the individual’s behavior. Teachers with private experience produced fewer positive elements compared to those with work-related experience only. These results highlight the role of contextual factors and prior experience in forming SR. We conclude that contact with students with AS, e.g. during teacher training, could facilitate accommodation in mainstream schools.

  • 332.
    Ljotsson, Brjann
    et al.
    Karolinska University Sjukhuset.
    Hedman, Erik
    Karolinska University Sjukhuset.
    Andersson, Erik
    Karolinska University Sjukhuset.
    Hesser, Hugo
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Lindfors, Perjohan
    Sabbatsberg Hospital.
    Hursti, Timo
    Uppsala University.
    Rydh, Sara
    Karolinska University Sjukhuset.
    Ruck, Christian
    Karolinska University Sjukhuset.
    Lindefors, Nils
    Karolinska University Sjukhuset.
    Andersson, Gerhard
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för klinisk och socialpsykologi (CS). Linköpings universitet, Filosofiska fakulteten.
    Internet-Delivered Exposure-Based Treatment vs. Stress Management for Irritable Bowel Syndrome: A Randomized Trial2011Inngår i: American Journal of Gastroenterology, ISSN 0002-9270, E-ISSN 1572-0241, Vol. 106, nr 8, s. 1481-1491Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    OBJECTIVES: Our research group has developed an internet-delivered cognitive behavioral treatment (ICBT) for irritable bowel syndrome (IBS). We compared ICBT with internet-delivered stress management (ISM) for IBS to assess whether the effects of ICBT are specific. less thanbrgreater than less thanbrgreater thanMETHODS: This was a randomized controlled trial, including 195 self-referred participants diagnosed with IBS. The treatment interventions lasted for 10 weeks and included an online therapist contact. The ICBT emphasized acceptance of symptoms through exposure to IBS symptoms and related negative feelings. The ICBT also included mindfulness training. The ISM emphasized symptom control through relaxation techniques, dietary adjustments, and problem-solving skills. Severity of IBS symptoms was measured with the gastrointestinal symptom rating scale-IBS version (GSRS-IBS). Credibility of the treatments and expectancy of improvement were assessed with the treatment credibility scale. The participants perceived therapeutic alliance with their online therapist was measured with the working alliance inventory. less thanbrgreater than less thanbrgreater thanRESULTS: At post-treatment and 6-month follow-up, 192 (99%) and 169 (87%) participants returned data, respectively. At post-treatment and 6-month follow-up, we found significant differences on the GSRS-IBS, favoring ICBT. The difference on GSRS-IBS scores was 4.8 (95% confidence interval (CI): 1.2-8.4) at post-treatment and 5.9 (95% CI: 1.9-9.9) at 6-month follow-up. There were no significant differences on the treatment credibility scale or the working alliance inventory between the groups. less thanbrgreater than less thanbrgreater thanCONCLUSIONS: Internet-delivered CBT has specific effects that cannot be attributed only to treatment credibility, expectancy of improvement, therapeutic alliance, or attention. Furthermore, a treatment based on exposure exercises specifically tailored for IBS may be a better treatment option than general stress and symptom management for IBS patients. ICBT is a promising treatment modality for IBS as it can be offered to IBS patients in much larger scale than conventional psychological treatments.

  • 333.
    Lundberg, Milijana
    et al.
    Hearing Clinic, Hearing and Deafness Organization, Borås Hospital, Sweden.
    Andersson, Gerhard
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Lunner, Thomas
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    A randomized controlled trial of the short-term effects of a book- and telephone-based educational program for hearing aid users2011Inngår i: Journal of the American Academy of Audiology, ISSN 1050-0545, Vol. 22, nr 10, s. 654-662Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    BACKGROUND:

    Audiologic rehabilitation aims to improve communication for people with hearing impairment. Education is widely regarded as an integral part of rehabilitation, but the effect of the delivery method of an educational program on the experience of hearing problems has rarely been investigated in controlled trials.

    PURPOSE:

    The purpose of this study was to examine the short-term effects of complementing an educational program for hearing aid users with telephone consultations, delivered through weekly discussions with the subjects about information obtained from a book on hearing and hearing aids.

    RESEARCH DESIGN:

    This study used a randomized, controlled design.

    STUDY SAMPLE:

    In total, 69 hearing aid users were randomly assigned to an intervention group (n = 33) or a control group (n = 36).

    INTERVENTION:

    The intervention group had access to a book and received weekly topic-based reading instructions related to the different chapters of the book. Five telephone calls were made to the members of the intervention group. During the calls, an audiologist discussed new information with the participant as needed. The control participants also read the book, but they did not discuss the contents of the book with a professional.

    DATA COLLECTION AND ANALYSIS:

    The Hearing Handicap Inventory for the Elderly (HHIE), the Hospital Anxiety and Depression Scale (HADS), and the International Outcome Inventory for Hearing Aids (IOI-HA) were used to measure the outcomes of this study.

    RESULTS:

    Participants in the intervention group had a reduction in self-reported hearing handicap, while there were no significant changes in the control group. In the intervention group, 45% of the participants showed an improvement of ≥36% on the HHIE, while only 17% of the control group showed an improvement of ≥36%. There were also improvements on the HADS total and the depression subscale for the intervention group. No changes occurred on the IOI-HA.

    CONCLUSIONS:

    Reading about hearing and hearing aids can reduce the hearing handicap and reported anxiety in hearing aid users. In this study, discussing the content of the book that was provided with a professional during weekly telephone consultations and having weekly home assignments further improved emotional well-being, as demonstrated by the HHIE (emotional scale) and HADS (depression scale), but these activities had no effect on hearing aid outcomes as measured by the IOI-HA.

  • 334.
    Lundgren, Johan Gustav
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för omvårdnad. Linköpings universitet, Medicinska fakulteten.
    Dahlström, Örjan
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Andersson, Gerhard
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Jaarsma, Tiny
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för omvårdnad. Linköpings universitet, Medicinska fakulteten.
    Kärner Köhler, Anita
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för omvårdnad. Linköpings universitet, Medicinska fakulteten.
    Johansson, Peter
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för omvårdnad. Linköpings universitet, Medicinska fakulteten. Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för kardiovaskulär medicin. Region Östergötland, Hjärt- och Medicincentrum, Kardiologiska kliniken US.
    The Effect of Guided Web-Based Cognitive Behavioral Therapy on Patients With Depressive Symptoms and Heart Failure: A Pilot Randomized Controlled Trial.2016Inngår i: Journal of Medical Internet Research, ISSN 1438-8871, E-ISSN 1438-8871, Vol. 18, nr 8, s. 1-13, artikkel-id e194Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    BACKGROUND: Depressive symptoms, and the associated coexistence of symptoms of anxiety and decreased quality of life (QoL), are common in patients with heart failure (HF). However, treatment strategies for depressive symptoms in patients with HF still remain to be established. Internet-based cognitive behavioral therapy (ICBT), as guided self-help CBT programs, has shown good effects in the treatment of depression. Until now, ICBT has not been evaluated in patients with HF with depressive symptoms.

    OBJECTIVE: The aims of this study were to (1) evaluate the effect of a 9-week guided ICBT program on depressive symptoms in patients with HF; (2) investigate the effect of the ICBT program on cardiac anxiety and QoL; and (3) assess factors associated with the change in depressive symptoms.

    METHODS: Fifty participants were randomized into 2 treatment arms: ICBT or a Web-based moderated discussion forum (DF). The Patient Health Questionnaire-9 was used to measure depressive symptoms, the Cardiac Anxiety Questionnaire (CAQ) was used to measure cardiac-related anxiety, and the Minnesota Living with Heart Failure questionnaire was used to measure QoL. Data were collected at baseline and at follow-up at the end of the 9-week intervention. Intention-to-treat analysis was used, and missing data were imputed by the Expectation-Maximization method. Between-group differences were determined by analysis of covariance with control for baseline score and regression to the mean.

    RESULTS: No significant difference in depressive symptoms between the ICBT and the DF group at the follow-up was found, [F(1,47)=1.63, P=.21] and Cohen´s d=0.26. Secondary within-group analysis of depressive symptoms showed that such symptoms decreased significantly in the ICBT group from baseline to the follow-up (baseline M=10.8, standard deviation [SD]=5.7 vs follow-up M=8.6, SD=4.6, t(24)=2.6, P=.02, Cohen´s d=0.43), whereas in the DF group, there was no significant change (baseline M=10.6, SD=5.0, vs follow-up M=9.8, SD=4.3, t(24)=0.93, P=.36. Cohen´s d=0.18). With regard to CAQ and QoL no significant differences were found between the groups (CAQ [d(1,47)=0.5, P=.48] and QoL [F(1,47)=2.87, P=.09]). In the ICBT group in the CAQ subscale of fear, a significant within-group decrease was shown (baseline M=1.55 vs follow-up M=1.35, P=.04). In the ICBT group, the number of logins to the Web portal correlated significantly with improvement in depressive symptoms (P=.02), whereas higher age (P=.01) and male sex (P=.048) were associated with less change in depressive symptoms. This study is underpowered because of difficulties in the recruitment of patients.

    CONCLUSIONS: Guided ICBT adapted for persons with HF and depressive symptoms was not statistically superior to participation in a Web-based DF. However, within the ICBT group, a statically significant improvement of depressive symptoms was detected.

    CLINICALTRIAL: Clinicaltrials.gov NCT01681771; https://clinicaltrials.gov/ct2/show/NCT01681771 (Archived by WebCite at http://www.webcitation.org/6ikzbcuLN).

  • 335.
    Lundgren, Oskar
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Hälsouniversitetet.
    Garvin, Peter
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Hälsouniversitetet. Östergötlands Läns Landsting, Närsjukvården i västra Östergötland, Forsknings- och utvecklingsenheten för Närsjukvården i Östergötland.
    Jonasson, Lena
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för kardiovaskulär medicin. Linköpings universitet, Hälsouniversitetet. Östergötlands Läns Landsting, Hjärt- och Medicincentrum, Kardiologiska kliniken US.
    Andersson, Gerhard
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten. Karolinska Institute, Stockholm, Sweden.
    Kristenson, Margareta
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Hälsouniversitetet.
    Psychological Resources are Associated with Reduced Incidence of Coronary Heart Disease: An 8-Year Follow-up of a Community-Based Swedish Sample2014Inngår i: International Journal of Behavioral Medicine, ISSN 1070-5503, E-ISSN 1532-7558, Vol. 22, nr 1, s. 77-84Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background

    A large number of studies have provided clear evidence for a link between the risk of coronary heart disease and psychological risk factors. Much less attention has been given to the potential protective effect of psychological resources.

    Purpose

    The major aim of this study was to investigate the independent association between psychological resources and incidence of coronary heart disease (CHD) in an 8-year follow-up study of a Swedish community-based cohort.

    Methods

    The cohort consisted of 484 men and 497 women, aged 45–69 years at baseline. The incidence of first-time major event of CHD was analysed in relation to baseline levels of psychological resources, including mastery, self-esteem, and sense of coherence as well as psychological risk factors including cynicism and hostile affect, vital exhaustion, hopelessness, and depressive symptoms. In Cox proportional hazard models, adjustments were made for age, sex, eight traditional cardiovascular risk factors, and depressive symptoms.

    Results

    A total of 56 CHD events had occurred after the 8-year follow-up. After adjustment for age, sex, and eight traditional risk factors, a significantly decreased risk of CHD was found for mastery (HR 0.62 per SD, p = 0.003), self-esteem (HR 0.64, p = 0.004), and sense of coherence (HR 0.70, p = 0.031). An increased risk of CHD was found for vital exhaustion (HR 1.46, p = 0.014), hopelessness (HR 1.59, p = 0.003), and depressive symptoms (HR 1.45, p = 0.009). After further adjustment for depressive symptoms, significant associations remained for mastery (HR 0.67, p = 0.034), self-esteem (HR 0.69, p = 0.048), and hopelessness (HR 1.48, p = 0.023).

    Conclusions

    The psychological resources, mastery and self-esteem, showed robust protective effects on CHD, also after adjustment for established risk factors as well as depressive symptoms. In parallel, hopelessness was an independent risk factor for CHD. The results may have implications for novel approaches in preventive efforts

  • 336.
    Lundqvist, Anna
    et al.
    Department of Rehabilitation Medicine Linköping University.
    Alinder, Johan
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för klinisk och experimentell medicin, Rehabiliteringsmedicin. Östergötlands Läns Landsting, Rekonstruktionscentrum, Rehabiliteringsmedicinska kliniken US.
    Rönnberg, Jerker
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap.
    Factors influencing driving 10 years after brain injury2008Inngår i: Brain Injury, ISSN 0269-9052, E-ISSN 1362-301X, Vol. 22, nr 4, s. 295-304Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Objective: To study long-term consequences of brain injury on health status, driving characteristics and car accidents. To study whether driving 10 years after brain injury was retrospectively related to cognitive functioning and on-road driving performance 10 years before. Research design: A semi-structured telephone interview with 38 patients with sequelae of brain injury and 49 healthy controls was used. Results: Hypertension, heart disease and vascular disorder were the most frequently reported diseases. The patients reported fatigue, irritability, memory and initiative problems. Concentration and vision problems influenced their driving. Patients had more car accidents reported to an insurance company during the observation period than control subjects. Present driving was retrospectively significantly related to neuropsychological test results but not to on-road test outcome 10 years before. Car accidents were not related to neuropsychological test results or to on-road test outcome 10 years back. Half of the dropouts were stroke patients and they performed significantly worse on the neuropsychological tests but not on the on-road test 10 years before. Conclusion: Neuropsychological tests focusing on information processing speed and attention is a useful screening tool for predicting driving competence. Stroke patients are vulnerable if they continue to drive and need to be evaluated for their driving capacity to drive.

  • 337.
    Lundqvist, Anna
    et al.
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Rehabiliteringsmedicin. Linköpings universitet, Hälsouniversitetet.
    Gerdle, Björn
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Rehabiliteringsmedicin. Linköpings universitet, Hälsouniversitetet. Östergötlands Läns Landsting, Medicincentrum, Smärt- och rehabiliteringscentrum.
    Rönnberg, Jerker
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Neuropsychological aspects of driving after a stroke: in the simulator and on the road2000Inngår i: Applied Cognitive Psychology, ISSN 0888-4080, Vol. 14, nr 2, s. 135-150Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Thirty patients with stroke and 30 matched controls participated in the study (mean age 68 years, mean interval since stroke onset 8.6 months). The patients performed significantly worse on cognitive and attentional processing measured by a neuropsychological test battery. The patients had significantly greater difficulty in allocating processing resources to a secondary information processing task during driving in an advanced simulator. The patients performed worse driving in real traffic, and had less driving skill; fifty per cent did not pass the driving test. The neuropsychological test battery showed a pattern with three factors: (1) attentional processing (2) executive capacity, and (3) cognitive processing. Regression models based on simulator driving variables and neuropsychological test variables respectively, overall classified correctly in 85% and 83% of the cases with respect to driving skill. Decreased cognitive and attentional processing were suggested to be associated with an overall speed impairment.

  • 338.
    Lundqvist, Anna
    et al.
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Rehabiliteringsmedicin. Linköpings universitet, Hälsouniversitetet.
    Rönnberg, Jerker
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Driving problems and adaptive driving behavior after brain injury: A Qualitative Assessment2001Inngår i: Neuropsychological Rehabilitation, ISSN 0960-2011, Vol. 11, nr 2, s. 171-185Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    One professional driving expert was interviewed after each of 22 on-road driving occasions with brain-injured patients. Driving problems were found in five prescribed qualitative dimensions: speed, manoeuvring, position, attention, and traffic behaviour. In addition, three non-prescribed qualitative dimensions were found: orientation, decision-making, and confidence. Also, adaptive aspects important for safe driving despite brain injury were identified: anticipatory attention, slowing down speed, interest and motivation for safe driving, and driving experience. The results are discussed in terms of a hierarchical model of driving performance. In addition, driving problems and adaptive aspects are discussed in relation to attention and information processing. Anticipatory attention is considered a working memory-based attention system, which is essential for driving quality. Practical implications are outlined, for example, educational practice for driving evaluators and adaptive driving behaviour for patients facilitating driving practice as a part of the rehabilitation programme.

  • 339.
    Lunner, Thomas
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten. Eriksholm Research Centre, Oticon A/S, Snekkersten, Denmark.
    A hearing aid system comprising EEG electrodes.2013Patent (Annet (populærvitenskap, debatt, mm))
    Abstract [en]

    The invention relates to a hearing aid system for obtaining an ambulatory electroencephalogram, EEG, comprising two or more electric terminals in the surface of a hearing instrument shell where it contacts the skin inside or outside the ear canal. The electrical terminals may all serve the same purpose (e.g. measuring EEG) or different purposes (e.g. three for measuring EEG and one for measuring body temperature).

  • 340.
    Lunner, Thomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Snekkersten, Oticon A/S, Eriksholm Research Centre.
    A Swedish tele-audiology research program from detection to intervention: experiences and future perspectives2014Konferansepaper (Annet vitenskapelig)
  • 341.
    Lunner, Thomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Oticon AS, Denmark.
    About Cognitive Outcome Measures at Ecological Signal-to-Noise Ratios and Cognitive-Driven Hearing Aid Signal Processing2015Inngår i: American Journal of Audiology, ISSN 1059-0889, E-ISSN 1558-9137, Vol. 24, nr 2, s. 121-123Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose: The purpose of this article is to discuss 2 questions concerning how hearing aids interact with hearing and cognition: Can signal processing in hearing aids improve memory? Can attention be used for top-down control of hearing aids? Method: Memory recall of sentences, presented at 95% correct speech recognition, was assessed with and without binary mask noise reduction. A short literature review was performed on recent findings on new brain-imaging techniques showing potential for hearing aid control. Conclusions: Two experiments indicate that it is possible to show improved memory with an experimental noise reduction algorithm at ecological signal-to-noise ratios and that it is possible to replicate these findings in a new language. The literature indicates that attention-controlled hearing aids may be developed in the future.

  • 342.
    Lunner, Thomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Snekkersten, Oticon A/S, Eriksholm Research Centre.
    Cognition and hearing aids2015Konferansepaper (Annet vitenskapelig)
  • 343.
    Lunner, Thomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Snekkersten, Oticon A/S, Eriksholm Research Centre.
    Cognition and hearing aids - Working memory, EarEEG, Pupillometry2015Konferansepaper (Annet vitenskapelig)
  • 344.
    Lunner, Thomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Snekkersten, Oticon A/S, Eriksholm Research Centre.
    Cognitive Hearing Aids2015Konferansepaper (Annet vitenskapelig)
  • 345.
    Lunner, Thomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Eriksholm Research Centre, Oticon A/S, Snekkersten, Denmark.
    Cognitive hearing aids and top-down/bottom-up issues2014Inngår i: Abstract book, 2014, s. 39-40Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Working memory is important for online language processing in a dialogue. We use it to store, to inhibit or ignore what is not relevant, and to attend to things selectively. lt is our way of keeping track while taking tums or following the gist of the dialogue. The Ease-of Language Understanding (ELU) model describes the role of working memory capacity (WMC) in sound and speech processing and attempts to explain findings on e.g. the relationship between WMC and speech signal processing and short-term retention and the effects of hearing impairment on memory.

    In a given listening situation, the mental/cognitive state may be different in the same acoustic environment if the cognitive tasks differ including e.g. single task versus dual task, time of the day, fatigue, or attention to different sources. Hearing aids include automatics to control signal processing schemas like noise reduction and beamforming/directional microphones. The different mental states during listening indicates that for a hearing aid it might not be enough with just measuring acoustics, it might be necessary to monitor cognitive parameters and make decisions on hearing aid settings, i.e. cognition-driven hearing aids. New technological developments relevant for auditory processing include physiological monitoring via e.g. the electroencephalogram (EEG), and via pupillometry. In the presentation some ideas will be reviewed and some preliminary work will be presentad on (a) cognitive load monitoring for hearing aid control, and (b) attention modulation, i.e. which source is attended to?

  • 346.
    Lunner, Thomas
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten. Eriksholm Research Centre, Oticon A/S, Snekkersten.
    Cognitive-driven hearing aids2013Konferansepaper (Annet vitenskapelig)
  • 347.
    Lunner, Thomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Eriksholm Research Centre, Oticon A/S, Snekkersten, Denmark.
    Cognitive-driven hearing aids2013Konferansepaper (Annet vitenskapelig)
  • 348.
    Lunner, Thomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Eriksholm Research Centre, Oticon A/S, Snekkersten, Denmark.
    Delivering on the expectations of today's user: Cognition and Hearing loss2012Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 349.
    Lunner, Thomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Eriksholm Research Centre, Oticon A/S, Snekkersten, Denmark.
    Designing HA signal processing to reduce demand on working memory2010Inngår i: The Hearing Journal®, ISSN 0745-7472, Vol. 63, nr 8, s. 28-31Artikkel i tidsskrift (Annet vitenskapelig)
  • 350.
    Lunner, Thomas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV). Eriksholm Research Centre, Snekkersten, Denmark.
    Don’t Forget the Brain: Hearing Loss and Hearing Aids2014Inngår i: Audiology Today, ISSN 1535-2609, Vol. 26, nr 4, s. 36-Artikkel i tidsskrift (Fagfellevurdert)
45678910 301 - 350 of 916
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