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  • 51.
    Heimann, Mikael
    University of Bergen, Norway.
    Preface2003Ingår i: Regression periods in human infancy / [ed] M Heimann, Mahwah, NJ, USA: Lawrence Erlbaum Associates, 2003, s. i-vKapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 52.
    Heimann, Mikael
    Göteborgs universitet.
    Psychological development during the first years of life1996Ingår i: Pediatrics and Perinatology: The Scientific Basis / [ed] P Gluckmann & M A Heymann, London: Arnold , 1996, s. 420-424Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 53.
    Heimann, Mikael
    University of Bergen, Norway.
    Regression periods in human infancy: An introduction2003Ingår i: Regression periods in human infancy / [ed] M Heimann, Mahwah, NJ, USA: Lawrence Erlbaum Associates, 2003, s. 1-6Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 54.
    Heimann, Mikael
    University of Bergen, Norway .
    Regression Periods in Human Infancy [Elektronisk resurs]2003Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
    Abstract [en]

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

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

  • 55.
    Heimann, Mikael
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för kognition, utveckling och handikapp, CDD.
    Regressive periods in a sample of Swedish infants2005Konferensbidrag (Refereegranskat)
  • 56.
    Heimann, Mikael
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för kognition, utveckling och handikapp, CDD.
    Små barn glömmer inte! - ny forskning om barns tidiga minnesförmåga2007Ingår i: Psykologtidningen / utgiven av Sveriges psykologförbund, ISSN 0280-9702, nr nr 1, s. 13-15Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 57.
    Heimann, Mikael
    Universitetet i Bergen, Norge.
    Spädbarn minns2001Ingår i: Psykologtidningen, ISSN 0280-9702, nr 20, s. 22-23Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 58.
    Heimann, Mikael
    Bergen University, Norway.
    Spädbarnets svårfångade minnne2002Ingår i: Tidsskrift for Den norske lægeforening, ISSN 0029-2001, E-ISSN 0807-7096, Vol. 122, nr 2, s. 209-210Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

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

  • 59.
    Heimann, Mikael
    Göteborgs universitet.
    Tidig utveckling: Psykoanalytisk teori och modern forskning - några reflexioner1981Ingår i: Psykisk Hälsa, ISSN 0033-3212, nr 4, s. 219-230Artikel i tidskrift (Övrigt vetenskapligt)
  • 60.
    Heimann, Mikael
    Göteborgs universitet.
    When is imitation imitation and who has the right to imitate?: [commentary to Byrne & Russon]1998Ingår i: Behavioral and Brain Sciences, ISSN 0140-525X, E-ISSN 1469-1825, Vol. 21, nr 5, s. 693-Artikel i tidskrift (Refereegranskat)
  • 61.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Edorsson, Angelica
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Sundqvist, Anett (Annette)
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Koch, Felix-Sebastian
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Thirteen-to Sixteen-Months Old Infants Are Able to Imitate a Novel Act from Memory in Both Unfamiliar and Familiar Settings But Do Not Show Evidence of Rational Inferential Processes2017Ingår i: Frontiers in Psychology, ISSN 1664-1078, E-ISSN 1664-1078, Vol. 8, artikel-id 2186Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 62.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Utvecklingspsykologi. Linköpings universitet, Filosofiska fakulteten.
    Gustafson, Stefan
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Filosofiska fakulteten.
    Lärande, läsning och multimodalitet2009Ingår i: Barn läser och skriver – specialpedagogiska perspektiv / [ed] L. Bjaar & A. Frylmark, Lund: Studentlitteratur , 2009, 1, s. 193-208Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Den här boken handlar om de barn som av någon anledning inte lyckas med den första läs- och skrivinlärningen, de som tappar sugen och därmed tilltron till sin egen förmåga att lära. Boken är avsedd för blivande och verksamma lärare, speciallärare och specialpedagoger i grundskolans tidiga år inklusive förskoleklass. Den är också lämplig som kurslitteratur i fördjupningskurser för logopeder, psykologer och skolsköterskor samt andra som är verksamma inom elevhälsan.

  • 63.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Herbert, Jane S
    Depart,emt of Psychology, University of Sheffield.
    Tjus, Tomas
    Psykologiska institutionen, Göteborgs universitet.
    Rönnberg, Jerker
    Recent advances in early memory development: Research on typical and atypical children2013Ingår i: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 54, nr 1, s. 1-3Artikel i tidskrift (Övrigt vetenskapligt)
  • 64.
    Heimann, Mikael
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för kognition, utveckling och handikapp, CDD.
    Laberg, Kari E
    Eikelund kompetansesenter, Bergen, Norway.
    Nordøen, Bodil
    Eikelund kompetansesenter, Bergen, Norway.
    Imitative interaction increases social interest and elicited imitation in non-verbal children with autism2006Ingår i: Infant and Child Development, ISSN 1522-7227, E-ISSN 1522-7219, Vol. 15, nr 3, s. 297-309Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Recent studies indicate that being intensely imitated for a brief period of time increases social interest among children with autism. The aim of this study was to replicate and extend these findings. Twenty children with an autism spectrum disorder (ASD) were randomly assigned to one of two interaction strategies: imitation (n = 10) or contingent (n = 10). The children had little or no functional speech, and their developmental age averaged 25 months (mean chronological age =6:5 years). Both conditions were presented with repeated sessions of a modified version of Nadel's 'still-face' paradigm (still-face/intervention/ still-face/spontaneous play). The analysis revealed a significant increase of both proximal and distal social behaviours (touch and look at person) for the imitation condition, which confirms previous reports. In addition, an increase in elicited imitaticr., as measured with the PEP-R developmental assessment procedure, was also observed for children in the imitation condition, but not in the contingent condition. This finding extends earlier reports in that it suggests that the social expectancies unlocked by imitation also spread to tasks outside the experimental setting. Copyright © 2006 John Wiley & Sons, Ltd.

  • 65.
    Heimann, Mikael
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för kognition, utveckling och handikapp, CDD.
    Laberg, Kari
    Eikelund kompetansesenter, Bergen, Norge.
    Nordøen, Bodil
    Eikelund kompetansesenter, Bergen, Norge.
    Increasing poisitve social behaviours among non-verbal children with autism through intensive imitation2005Ingår i: International Congress of Cognitive Psychotherapy,2005, 2005Konferensbidrag (Övrigt vetenskapligt)
  • 66.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Meltzoff, Andrew N
    University of Washingtong, Seattle, WA.
    Deferred imitation in 9- and 14- months old Infants: A longitudinal study of a Swedish sample1996Ingår i: British Journal of Developmental Psychology, ISSN 0261-510X, E-ISSN 2044-835X, Vol. 14, s. 55-64Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 67.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Utvecklingspsykologi. Linköpings universitet, Filosofiska fakulteten.
    Moe, Vibeke
    National Network for Infant Mental Health, Norway.
    Tranaas-Vannebo, Unni
    National Network for Infant Mental Health, Norway.
    Slinning, Kari
    National Network for Infant Mental Health, Norway.
    Braarud, Hanne
    Centre for Child and Adolescent Mental Health, Bergen, Norway.
    Guedeney, Antoine
    Hôpital Bichat-Claude Bernard, AP/HP, Paris, France.
    Smith, Lars
    National Network for Infant Mental Health, Norway.
    Sustained withdrawal at 3-, 6-, and 9-months: A first analysis of a Norwegian validation study of the Alarm Distress Baby Scale2010Ingår i: Infant Mental Health Journal, Supplement to Volume 32, Issue 3, 2010, s. 107-Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The Alarm Distress Baby Scale (ADBB) is a clinical instrument developed for detecting non-optimal withdrawal reactions in infantsbelow 2 years of age. An infant's reluctance to partake in social encounters might be an early warning signal indicating an increasedrisk for non-optimal development. The scale has been used with promising results in several countries, although few longitudinalstudies have been presented to date. The current study reports the first findings from a longitudinal study with the aim to validate thescale in a Norwegian setting. Method: The study followed 238 typically developing children (126 boys) at four time points from 3 to12 months of age. Presented here are data from the three first observations. All children were assessed with the ADBB during regularvisits to well-baby clinics in Trondheim, Norway at 3, 6, and 9 months. In addition, the mothers filled out the Edinburg PostnatalDepression Scale (EPDS) at each visit. Results: The ten percent with the highest ADBB scores at 3 months received all a score of 3 orhigher (n= 25; range 3-9), only 4.6 percent (n=11) of the children received a score of 5 or more. The pattern was similar at both 6(10.6 percent scored 3, 2.1 percent 5 or more) and 9 months (9.8 percent scored 3, and 2.9 percent 5 or higher). The EPDS — using 10as a cut-off for depressive symptoms — identified 6 percent of the mothers at 3 months, 5.5 percent at 6 and 6.1 percent at 9 months.A correlational analysis revealed modest but significant correlations between ADBB and EPDS at 6 (r= .17) and 9 (r = .26) but not at3 months (r = .08). Furthermore, ADBB at 3 months correlated significantly with ADBB scores at 9 months (r = .30). Likewise, EPDSat 3 months correlated with EPDS at 9 months (r = .48). EPDS at both 6 and 9 months were modestly related to ADBB scores at 9months (r's = .14 and .20, respectively). Conclusion: Approximately 10 percent of the children were preliminary identified as highscorers on the ADBB using a lower cut-off score than what has been commonly reported in the literature (3 instead of 5). In addition,some interesting longitudinal correlations were observed for both the ADBB and the EPDS. More extensive assessments at 12 monthswill be made to validate the current results.

  • 68.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Nelson, Keith E
    Penn State University,USA.
    Nonverbal imitation and gestural communication in one year old infants1984Ingår i: Infant Behavior and Development, ISSN 0163-6383, E-ISSN 1879-0453, Vol. 7, nr Suppl. 1, s. 166-Artikel i tidskrift (Refereegranskat)
  • 69.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Nelson, Keith E
    Penn State University.
    Gillberg, Christopher
    Göteborgs universitet.
    Kärnevik, Margareta
    Göteborgs universitet.
    Facilitating language skills through interactive microcomputer instruction: Observations on seven children with autism1993Ingår i: Logopedics, Phoniatrics, Vocology, ISSN 1401-5439, E-ISSN 1651-2022, Vol. 18, nr 1, s. 3-8Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present study investigates whether children with autism would benefit from using an interactive and child initiated microcomputer program (ALPHA) when learning to read and write. Previous research has demonstrated strong effects when used with deaf or multihandicapped children. In this study, six children with autism used a Swedish version of ALPHA for a period of 3 to 4 months. In addition, one autistic child used the U.S. version when learning English as a second language. The results indicate strong gains in reading and phonological skills for four of the children. One child displayed a mixed pattern and two children failed to show any improvement. It is concluded that interactive micro-computer instruction may be of help for children with autism, but that mental age, motivation, and overall interest in communication must be considered when planning such interventions.

  • 70.
    Heimann, Mikael
    et al.
    Pennsylvania State University.
    Nelson, Keith E
    Pennsylvania State University.
    Schaller, Joseph
    Götebors Universitet.
    Neonatal imitation of tongue protrusion and mouth opening: Methodological aspects and evidence of early individual differences1989Ingår i: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 30, nr 2, s. 90-101Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 71.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Nelson, Keith E
    Penn State University.
    Tjus, Tomas
    Göteborgs universitet.
    Gillberg, Christopher
    Göteborgs universitet.
    Increasing Reading and Communication Skills in Children with Autism Through An Interactive Multimedia Computer Program1995Ingår i: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 25, nr 5, s. 459-480Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 72.
    Heimann, Mikael
    et al.
    University of Bergen, Norway.
    Nilheim, Katarina
    Göteborg University, Sweden.
    6-month-olds and delayed actions: An early sign of an early explicit memory?2004Ingår i: Cogniţie, Creier, Comportament/Cognition, Brain, Behavior, ISSN 1224-8398, Vol. VIII, nr 3-4, s. 249-254Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 73.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Utvecklingspsykologi. Linköpings universitet, Filosofiska fakulteten.
    Nordqvist, Emelie
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Johansson, Mikael
    Lunds universitet.
    Lindgren, Magnus
    Lunds universitet.
    Behavioral and electrophysiological indices of learning in 14-month-old infants: Deferred imitation correlates with the Nc component2010Ingår i: Developmental Psychobiology, Volume 52, Issue 7, 2010, s. 702-702Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

     Deferred imitation (DI) is an established memory paradigm that reflects early individual differences but the neural activity underlying DI is to a large extent uncharted. Thus, the present study investigated the relationship between event-related potentials (ERP) and behavioral (DI) indices of learning.

    Thirty 14-months-old children participated in the study, of which 15 (9 boys) had acceptable ERP data to be included in the analysis. DI was measured with the observation-only design using three actions and a 30 min delay. ERP was recorded with a High Density Net (128 electrodes) and the learning phase consisted of two pairs of pictures presented six times (PRES 1, 2, 3, 4, 5, and 6) while the test phase consisted of two violations: Associating two familiar pictures in a new combination (ASSO) or associating one familiar picture with a novel picture (NOV).

    The mean score of DI was 1.87 (SD = 1.06) and ERP data revealed an Nc within 300-600 ms post stimuli. The mean amplitude was higher for ASSO compared with PRES 5 and 6 (p < .05) but not between NOV and PRES 5 (p = .055) and PRES 6 (ns). Larger Nc change scores (ASSO - PRES5) correlated with better DI performance, rs (15) = .57; p < .05.

    These findings, if upheld in further analyses, suggest that behavioral memory performance is related to attention processes as reflected in the observed Nc.

     

    (FUNDING: Swedish Council for Working Life and Social Research # 2006-1040)

  • 74.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Nordqvist, Emelie
    Linköpings universitet, Institutet för handikappvetenskap (IHV). Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Utvecklingspsykologi. Linköpings universitet, Filosofiska fakulteten.
    Rudner, Mary
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Johansson, Mikael
    Institutionen för psykologi, Lunds universitet.
    Lindgren, Magnus
    Institutionen för psykologi, Lunds universitet.
    Associative learning measured with ERP predicts deferred imitation using a strict observation only design in 14 to 15 month old children2013Ingår i: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 54, nr 1, s. 33-40Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Deferred imitation is an established procedure for behavioural measurement of early declarative-like memories in infancy and previous work has indicated a link between this type of memory and brain potentials in infants. The present study compared infants’ memory performance in this paradigm with electrophysiological indices of associative learning. Thirty children (mean age: 14.5 months) participated, of which 15 (9 boys) had acceptable ERP recordings that could be included in the final analysis. Deferred imitation was measured with an observation-only procedure using three actions and a 30 min delay. ERP was recorded with a High Density Net (128 electrodes) during associative learning. Change scores based on Nc, a middle latency component associated with attentional processes, predicted deferred imitation performance. Thus, associative learning measured with ERP predicts deferred imitation using a strict observation only design in 14 to15 month old children.

  • 75.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Nordqvist, Emelie
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Strid, K.
    University of Gothenburg, Sweden.
    Connant Almrot, J.
    University of Gothenburg, Sweden; Regional Vastra Gotaland, Sweden.
    Tjus, T.
    University of Gothenburg, Sweden.
    Children with autism respond differently to spontaneous, elicited and deferred imitation2016Ingår i: Journal of Intellectual Disability Research, ISSN 0964-2633, E-ISSN 1365-2788, Vol. 60, nr 5, s. 491-501Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    BackgroundImitation, a key vehicle for both cognitive and social development, is often regarded as more difficult for children with autism spectrum disorders (ASD) than for children with Down syndrome (DS) or typically developing (TD) children. The current study investigates similarities and differences in observed elicited, spontaneous and deferred imitation using both actions with objects and gestures as imitation tasks in these groups. MethodsImitation among 19 children with autism was compared with 20 children with DS and 23 TD children matched for mental and language age. ResultsElicited imitation resulted in significantly lower scores for the ASD group compared with the other two groups, an effect mainly carried by a low level of gesture imitation among ASD children. We observed no differences among the groups for spontaneous imitation. However, children with ASD or DS displayed less deferred imitation than the TD group. Proneness to imitate also differed among groups: only 10 (53%) of the children with autism responded in the elicited imitation condition compared with all children with DS and almost all TD children (87%). ConclusionsThese findings add to our understanding of the kind of imitation difficulties children with ASD might have. They also point to the necessity of not equating various imitation measures because these may capture different processes and be differently motivating for children with autism.

  • 76.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Nordqvist, Emelie
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Tjus, Tomas
    Psykologiska institutionen, Göteborgs universitet.
    Further exploration into the infant’s mind: Early memory, individual differences and electrophysiological correlates2011Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

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

  • 77.
    Heimann, Mikael
    et al.
    Göteborg Universitet.
    Schaller, Joseph
    Göteborg Universitet.
    Imitative reactions among 14-21 days old infants1985Ingår i: Infant Mental Health Journal, ISSN 0163-9641, E-ISSN 1097-0355, Vol. 6, nr 1, s. 31-39Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 78.
    Heimann, Mikael
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för kognition, utveckling och handikapp, CDD.
    Strid, Karin
    Psykologiska institutionen Göteborgs universitet.
    Smith, Lars
    Psykologisk institutt Universitetet i Oslo.
    Tjus, Tomas
    Psykologiska institutionen Göteborgs universitet.
    Ulvund, Stein Erik
    Institutt for spesialpedagogikk Universitetet i Oslo.
    Meltzoff, Andrew N
    Dept. of Psychology University of Washington, USA.
    Exploring the relation between memory, gestural communication, and the emergence of language in infancy: A longitudinal study2006Ingår i: Infant and Child Development, ISSN 1522-7227, E-ISSN 1522-7219, Vol. 15, nr 3, s. 233-249Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The relationship between recall memory, visual recognition memory, social communication, and the emergence of language skills was measured in a longitudinal study. Thirty typically developing Swedish children were tested at 6, 9 and 14 months. The result showed that, in combination, visual recognition memory at 6 months, deferred imitation at 9 months and turn-taking skills at 14 months could explain 41% of the variance in the infants' production of communicative gestures as measured by a Swedish variant of the MacArthur Communicative Development Inventories (CDI). In this statistical model, deferred imitation stood out as the strongest predictor. Copyright © 2006 John Wiley & Sons, Ltd.

  • 79.
    Heimann, Mikael
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för kognition, utveckling och handikapp, CDD.
    Strid, Karin
    Göteborgs universitet.
    Tjus, Tomas
    Göteborgs universitet.
    Memory and social communication in infancy: Their relationship to language and cognition2007Ingår i: Tthe 13th European Conference on Developmental Psychology,2007, 2007Konferensbidrag (Övrigt vetenskapligt)
  • 80.
    Heimann, Mikael
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för kognition, utveckling och handikapp, CDD.
    Tjus, Tomas
    GU.
    Att upptäcka skriftspråkets mysterier med hjälp av datorn2006Ingår i: Ut med språket endagsseminarium,2006, 2006Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

      

  • 81.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Tjus, Tomas
    Psykologiska institutionen, Göteborgs universitet.
    Datorer och barn med autism1997Bok (Övrigt vetenskapligt)
  • 82.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Tjus, Tomas
    Psykologiska institutionen, Göteborgs universitet.
    Hunden jagar tigern!1995Ingår i: Social Forskning, ISSN 0283-202X, nr 2, s. 3-4Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 83.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Tjus, Tomas
    Psykologiska institutionen, Göteborgs universitet.
    Mestres, material multimèdia i infants amb dificultas d'aprenentage. Com fer una combinació que afavoreixi les habilitats lectores I communicatives: Teachers, multimedia and children with learning disabilities: how to make a mix that facilitates reading and communication skills2000Ingår i: Suports, ISSN 1138-4336, Vol. 4, nr 1, s. 19-25Artikel i tidskrift (Övrigt vetenskapligt)
  • 84.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Tjus, Tomas
    Univ Gothenburg, Sweden.
    Neonatal imitation: Temporal characteristics in imitative response patterns2019Ingår i: Infancy, ISSN 1525-0008, E-ISSN 1532-7078, Vol. 24, nr 5, s. 674-692Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

    Publikationen är tillgänglig i fulltext från 2021-06-19 11:09
  • 85.
    Heimann, Mikael
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för kognition, utveckling och handikapp, CDD.
    Tjus, Tomas
    GU.
    Lundälv, Mats
    Dart Drottning Silvias Barnsjukhus, Göteborg.
    Combining multimedia with interaction: an alternative route for developing literacy and communication skills among children with autism2005Ingår i: 4th Nordic Conf of Research on Autism Spectrum Disorders,2005, 2005Konferensbidrag (Övrigt vetenskapligt)
  • 86.
    Heimann, Mikael
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för kognition, utveckling och handikapp, CDD.
    Tjus, Tomas
    Göteborgs universitet.
    Lundälv, Mats
    Drotting Silvias Barnsjukhus, Göteborg.
    Kognitiv teori och multimedia: Inlärningsstöd för barn med autism2007Ingår i: Den sjätte Västsvenska kommunikationsfestivalen,2007, 2007Konferensbidrag (Övrigt vetenskapligt)
  • 87.
    Heimann, Mikael
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för kognition, utveckling och handikapp, CDD.
    Tjus, Tomas
    Göteborgs Universitet.
    Lundälv, Mats
    Dart Drottning Silvias barnsjukhus, Göteborg.
    Motivating children with autism to explore language2006Ingår i: Second World Autism Cogress,2006, 2006Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    MIR, a focused multimedia strategy, is a newly developed method that has been successful in boosting literacy and communicative development among children with autism (Basil & Reyes, 2003; Heimann et al, 1995: Tjus, Heimann & Nelson, 1998, 2001. 2004; Tjus, 1998). It is a method that establishes a motivating learning environment by combing attractive multimedia material with good teacher support and thus creates a better foundation for developing language and communication skills. MIR combines three building blocks: (1) Multimedia programs that offer immediate feed-back of text material through clear animations and digitized speech representing the same semantic content in different modes. (2) Interaction. The teacher acts as a supportive dialogue partner. (3) Recasting. When appropriate the teacher uses recasts based on the child-s verbal utterances or written sentences created within the multimedia environment. MIR is based on a cognitive theory that aims at specifying the fundamental components necessary for language learning for children with various disabilities. A basic assumption is that several important factors (linguistic, social, cognitive and motivational) need to converge in order for language delayed processes to continue. The MIR strategy has proven effective in creating a rapid progress in learning for children with autism spectrum disorders. Significant gains in literacy have been documented for both reading and phonology and the method has also been effective in motivating children with autism to enter into interesting conversations with their teacher. These results plus a specially developed multimedia tool will be presented and discussed in the presentation. 

  • 88.
    Heimann, Mikael
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för kognition, utveckling och handikapp, CDD.
    Tjus, Tomas
    GU.
    Lundälv, Mats
    Dart Drottning Silvias barnjsukhus, Göteborg.
    Multmedia och stödjande samtal - ett alternativt sätt att stödja läs- och kommunikatiosutvecklingen hos bar med olika funktionshinder2005Ingår i: Handikappforskning i Västs Forskningsdag,2005, 2005Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

       

  • 89.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Tjus, Tomas
    Psykologiska institutionen, Göteborgs universitet.
    Mühlenbock, Katarina
    Göteborgs Universitet.
    En ny vej i sprogets verden1996Ingår i: HIT : teknologi til undervisning og kommunikation, ISSN 1395-1912, nr 2, s. 12-13Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [da]

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

  • 90.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Tjus, Tomas
    Psykologiska institutionen, Göteborgs universitet.
    Nordqvist, Emelie
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Kognitiv utveckling2012Ingår i: Kognitionsvetenskap / [ed] Jens Allwood & Mikael Jensen, Lund: Studentlitteratur, 2012, 1, s. 349-367Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

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

  • 91.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Utvecklingspsykologi. Linköpings universitet, Filosofiska fakulteten.
    Tjus, Tomas
    Psykologiska institutionen, Göteborgs universitet.
    Strid, Karin
    Psykologiska institutionen, Göteborgs universitet.
    Attention in cognition and early learning2010Ingår i: International Encyclopedia of Education: 3rd Edition, Volume 5 / [ed] P. Peterson, E. Baker, & B. McGaw, Oxford: Elsevier , 2010, s. 165-171Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

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

    • A totally new work, revamped with a wholly new editorial board, structure and brand-new list of meta-sections and articles
    • Developed by an international panel of editors and authors drawn from senior academia
    • Web-enhanced with supplementary multimedia audio and video files, hotlinked to relevant references and sources for further study
    • Incorporates ca. 1,350 articles, with timely coverage of such topics as technology and learning, demography and social change, globalization, and adult learning, to name a few
    • Offers two content delivery options - print and online - the latter of which provides anytime, anywhere access for multiple users and superior search functionality via ScienceDirect, as well as multimedia content, including audio and video files
  • 92.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Utvecklingspsykologi. Linköpings universitet, Filosofiska fakulteten.
    Tjus, Tomas
    Psykologiska institutionen, Göteborgs universitet.
    Strid, Karin
    Psykologiska institutionen, Göteborgs universitet.
    Deferred Imitation among Speaking and Non-Speaking Children with Autism2010Ingår i: XVIIth Biennial International Conference on Infant Studies Minneapolis, Baltimorg, April 2010, 2010Konferensbidrag (Refereegranskat)
  • 93.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Ullsatdius, Eva
    Göteborgs universitet.
    Imitation et troubles dévelopmenteaux1996Ingår i: Enfance, ISSN 0013-7545, E-ISSN 1969-6981, nr 1, s. 35-37Artikel i tidskrift (Övrigt vetenskapligt)
  • 94.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Ullsatdius, Eva
    Göteborgs universitet.
    Neonatal imitation and imitation among children with autism and Down syndrome1999Ingår i: Imitation in infancy / [ed] J Nadel & G Butterworth, Cambridge, UK: Cambridge University Press, 1999, s. 235-253Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 95.
    Heimann, Mikael
    et al.
    Göteborgs universitet.
    Ullsatdius, Eva
    Göteborgs Universitet.
    Dahlgren, Sven-Olof
    Göteborgs universitet.
    Gillberg, Christopher
    Göteborgs Universitet.
    Imitation in Autism: A preliminary research note1992Ingår i: Behavioural Neurology, ISSN 0953-4180, E-ISSN 1875-8584, Vol. 5, nr 4, s. 219-227Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 96.
    Heimann, Mikael
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Ullsatdius, Eva
    Göteborgs universitet.
    Swerlander, Agneta
    Göteborgs universitet.
    Imitation in Eight Infants with Down Syndrome1998Ingår i: Pediatric Research, ISSN 0031-3998, E-ISSN 1530-0447, Vol. 44, nr 5, s. 780-784Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 97.
    Helland, Turid
    et al.
    University of Bergen.
    Tjus, Tomas
    University of Gothenburg.
    Hovden, Marit
    University of Bergen.
    Ofte, Sonja
    Statped Vest.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Utvecklingspsykologi. Linköpings universitet, Filosofiska fakulteten.
    Effects of Bottom-Up and Top-Down Intervention Principles in Emergent Literacy in Children at Risk of Developmental Dyslexia: A Longitudinal Study2011Ingår i: JOURNAL OF LEARNING DISABILITIES, ISSN 0022-2194, Vol. 44, nr 2, s. 105-122Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This longitudinal study focused on the effects of two different principles of intervention in children at risk of developing dyslexia from 5 to 8 years old. The children were selected on the basis of a background questionnaire given to parents and preschool teachers, with cognitive and functional magnetic resonance imaging results substantiating group differences in neuropsychological processes associated with phonology, orthography, and phoneme-grapheme correspondence (i.e., alphabetic principle). The two principles of intervention were bottom-up (BU), "from sound to meaning", and top-down (TD), "from meaning to sound." Thus, four subgroups were established: risk/BU, risk/TD, control/BU, and control/TD. Computer-based training took place for 2 months every spring, and cognitive assessments were performed each fall of the project period. Measures of preliteracy skills for reading and spelling were phonological awareness, working memory, verbal learning, and letter knowledge. Literacy skills were assessed by word reading and spelling. At project end the control group scored significantly above age norm, whereas the risk group scored within the norm. In the at-risk group, training based on the BU principle had the strongest effects on phonological awareness and working memory scores, whereas training based on the TD principle had the strongest effects on verbal learning, letter knowledge, and literacy scores. It was concluded that appropriate, specific, data-based intervention starting in preschool can mitigate literacy impairment and that interventions should contain BU training for preliteracy skills and TD training for literacy training.

  • 98.
    Helland, Wenche A
    et al.
    Universitetet i Bergen.
    Heimann, Mikael
    University of Bergen.
    Assessment of pragmatic language impairment in children referred to psychiatric services: A pilot study of the Children's Communication Checklist2007Ingår i: Logopedics, Phoniatrics, Vocology, ISSN 1401-5439, E-ISSN 1651-2022, Vol. 32, s. 23-30Artikel i tidskrift (Refereegranskat)
    Abstract [en]

      The aim of the present pilot study was to explore whether pragmatic language impairments are more prevalent among children referred to child psychiatric services (n=21) than among a comparison group of typically developing children (n=29) in the age range 8-10 years. A second and minor aim was also to assess the usability of a Norwegian translation of the Children's Communication Checklist (CCC). Communication disorders defined as a pragmatic score equal to or below 140 on the CCC were identified in a majority (0.57) of the children in the clinical group; the corresponding proportion for the typically developing comparison group was only 0.10. Thus, the Norwegian version of the CCC distinguishes between children with symptoms of pragmatic language impairments and those with no symptoms, as does the English version.

  • 99.
    Helland, Wenche Andersen
    et al.
    Helse Fonna HF, Div Psychiat, Sect Mental Hlth Res, Haugesund, Norway, Statped Vest, Norwegian Support Syst Special Educ, Bergen, Norway.
    Posserud, Maj-Britt
    Haukeland Hosp, Bergen, Norway, RKBU, Bergen, Norway.
    Helland, Turid
    Universitetet i Bergen, Norge.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutet för handikappvetenskap (IHV).
    Lundervold, Astri
    Language impairments in children with ADHD and in children with reading disorder2016Ingår i: Journal of Attention Disorders, ISSN 1087-0547, E-ISSN 1557-1246, Vol. 20, nr 7, s. 581-589Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

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

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

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

  • 100.
    Holmer, Emil
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Heimann, Mikael
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Psykologi. Linköpings universitet, Filosofiska fakulteten.
    Rudner, Mary
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Handikappvetenskap. Linköpings universitet, Filosofiska fakulteten.
    Computerized Sign Language-Based Literacy Trainingfor Deaf and Hard-of-Hearing Children2017Ingår i: Journal of Deaf Studies and Deaf Education, ISSN 1081-4159, E-ISSN 1465-7325, Vol. 22, nr 4, s. 404-421Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Strengthening the connections between sign language and written language may improve reading skills in deaf and hard-of-hearing (DHH) signing children. The main aim of the present study was to investigate whether computerized sign language-based literacy training improves reading skills in DHH signing children who are learning to read. Further, longitudinal associations between sign language skills and developing reading skills were investigated. Participants were recruited from Swedish state special schools for DHH children, where pupils are taught in both sign language and spoken language. Reading skills were assessed at five occasions and the intervention was implemented in a cross-over design. Results indicated that reading skills improved over time and that development of word reading was predicted by the ability to imitate unfamiliar lexical signs, but there was only weak evidence that it was supported by the intervention. These results demonstrate for the first time a longitudinal link between sign-based abilities and word reading in DHH signing children who are learning to read. We suggest that the active construction of novel lexical forms may be a supramodal mechanism underlying word reading development.

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