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  • 1.
    Lindström, Stefan B
    et al.
    Linköping University, Department of Management and Engineering, Solid Mechanics. Linköping University, Faculty of Science & Engineering.
    Thore, Carl-Johan
    Linköping University, Department of Management and Engineering, Solid Mechanics. Linköping University, Faculty of Science & Engineering.
    10000 mechanics problems at the press of a button2015In: Proceedings of Svenska Mekanikdagar, Linköping University, 2015, 84- p.Conference paper (Other academic)
    Abstract [en]

    Problem solving is at the heart of the mechanics curriculum, and developing problem solving skills is an important learning objective in basic and advanced mechanics courses at the undergraduate level. In alignment with this tradition, written examinations are mainly designed to test problem solving capabilities. Despite the fact that students spend most of their mechanics studies solving mechanics problems, an alarming fraction of them fail the written examination. One possible explanation is that a problem solving infrastructure, e.g. answers to problems and opportunities for collaboration with fellow students, is provided during the study period of courses, but missing during the examination.

  • 2.
    Lennartsson, Maria
    Linköping University, Department of Educational Science (IUV).
    2+2=5! Orsaker till barns svårigheter i matematikinlärning och lämpliga åtgärder.2001Independent thesis Basic level (professional degree)Student thesis
    Abstract [sv]

    Detta arbete handlar om matematiksvårigheter.

    Jag ville att mina studier skulle leda till att jag blir bättre på att bemöta elever som har svårt med matematik och därför valde jag att utgå från följande frågeställningar: Vad kan det finnas för orsaker till att elever har matematiksvårigheter? Vilka svårigheter har eleverna och hur kan man arbeta för att hjälpa dem.

    Genom att läsa litteratur och intervjua sju lärare har jag sökt svar på mina frågor. Under arbetets gånghar jag fått reda på en mängd olika faktorer som kan orsaka matematiksvårigheter. Många av dessa kan härledas till elevens omgivning och det verkar handla om att det inte enbart är en aspekt som gör att en elev får matematiksvårigheter.

    Svårigheter som framkommit handlar bl.a. om att eleverna har svårt med sin taluppfattning, svårt att lära sig tabeller, svårigheter att kunna bedöma rimlighet, svårt med positionssystemet och språkliga svårigheter. Det gäller att inte fokusera för mycket på vilka svårigheter eleven har utan istället försöka förstå hur eleven tänker och utifrån det försöka hjälpa eleven.

    Vad det gäller åtgärder har jag fått massor med exempel på hur man kan arbeta. Det finns inte en viss metod man kan använda utan det är bra att ha en bank av tips på hur man kan arbeta. Det centrala är att man utgår från den enskilda eleven och försöker finna lämpliga åtgärder. Det är också viktigt att man försöker få eleven delaktig i sitt eget lärande.

    Under skrivandets gång känns det som om jag har fått mycket ny kunskap vilket förhoppningsvis gjort mig bättre rustad för att möta elever som har svårare för matematik än andra.

  • 3.
    Haraldsson, Elin
    Linköping University, Department of Behavioural Sciences and Learning.
    3D-visualisering av molekylmodeller2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Naturvetenskapen är abstrakt, speciellt inom kemin. Atomer och molekyler är osynliga och måste åskådliggöras med strukturer och modeller. Modeller kan man bygga för hand med hjälp av kulor och pinnar eller så kan man visualisera modeller på datorn. För det första är det intressant att veta hur modeller visualiseras i läroböcker. För det andra hur eleverna tolkar visualiseringarna. För det tredje vilken attityd eleverna har till 3D-visualisering. En förstudie för identifikation av innehållsligt fokus utfördes. Vidare analyserade jag läroböcker genom att till att börja med identifiera de bilder som används i respektive bok i de avsnitt där dipol och geometrisk form behandlas och därefter följer en analys av de utvalda bilderna. Mot bakgrund av ovanstående resonemang har jag undersökt hur elever tolkar dipol och geometrisk form genom bildanalys av läroboksbilder och interaktiva 3D-modeller. Elever fick svara på enkäter med öppna frågor som sedan bearbetades för att se skillnader och likheter vad eleverna visualiserat. Vidare utformades en enkät utefter likertsystemet för att undersökta elevernas attityd till 3D-visualisering. Undersökningen visar dessutom hur eleverna läser en lärobok eftersom en fråga var utformad för att ge svar på det. Resultatet av min undersökning blir alltså att förstudien visar att elever anser dipol abstrakt. Läroböcker visar relativt många modeller och olika varianter av modeller. Vidare använder man sig av de konventionella symbolerna δ- och δ+. De flesta visar en bild från vardagen. Enligt min undersökning finns det vissa skillnader och likheter på hur eleverna tolkar läroboksbilder och 3D-visualisering. Eleverna är positiva till 3D-visualisering och de anser att det abstrakta blivit mer konkret med 3D-visualisering.

  • 4.
    Clark, Charlotte
    et al.
    Queen Mary University of London, UK.
    Sörqvist, Patrik
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    3 year update on research on effects of noise on health and behaviour2010Conference paper (Refereed)
  • 5.
    Hau, Stephan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning.
    40 Jahre experimentelle Traumforschung - Abkehr von der Psychoanalyse?1999In: Luzifer-Amor, ISSN 0933-3347, no 24, 112-153 p.Article in journal (Refereed)
  • 6.
    Andersson, Gerhard
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences. Karolinska Institute, Sweden.
    Topooco, Naira
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Havik, Odd
    University of Bergen, Norway; Haukeland Hospital, Norway.
    Nordgreen, Tine
    University of Bergen, Norway; Haukeland Hospital, Norway.
    6 Internet-supported versus face-to-face cognitive behavior therapy for depression2016In: Expert Review of Neurotherapeutics, ISSN 1473-7175, E-ISSN 1744-8360, Vol. 16, no 1, 55-60 p.Article, review/survey (Refereed)
    Abstract [en]

    Major depression and depressive symptoms are highly prevalent and there is a need for different forms of psychological treatments that can be delivered from a distance at a low cost. In the present review the authors contrast face-to-face and Internet-delivered cognitive behavior therapy (ICBT) for depression. A total of five studies are reviewed in which guided ICBT was directly compared against face-to-face CBT. Meta-analytic summary statistics were calculated for the five studies involving a total of 429 participants. The average effect size difference was Hedges g=0.12 (95% CI: -0.06-0.30) in the direction of favoring guided ICBT. The small difference in effect has no implication for clinical practice. The overall empirical status of clinician-guided ICBT for depression is commented on and future challenges are highlighted. Among these are developing treatments for patients with more severe and long-standing depression and for children, adolescents and the elderly. Also, there is a need to investigate mechanisms of change.

  • 7.
    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?2004In: Cogniţie, Creier, Comportament/Cognition, Brain, Behavior, ISSN 1224-8398, Vol. VIII, no 3-4, 249-254 p.Article in journal (Refereed)
    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.

  • 8.
    Clark, Charlotte
    et al.
    Queen Mary University of London, England .
    Sörqvist, Patrik
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning.
    A 3 year update on the influence of noise on performance and behavior2012In: Noise & Health, ISSN 1463-1741, Vol. 14, no 61, 292-296 p.Article in journal (Refereed)
    Abstract [en]

    The effect of noise exposure on human performance and behavior continues to be a focus for research activities. This paper reviews developments in the field over the past 3 years, highlighting current areas of research, recent findings, and ongoing research in two main research areas: Field studies of noise effects on childrens cognition and experimental studies of auditory distraction. Overall, the evidence for the effects of external environmental noise on childrens cognition has strengthened in recent years, with the use of larger community samples and better noise characterization. Studies have begun to establish exposure-effect thresholds for noise effects on cognition. However, the evidence remains predominantly cross-sectional and future research needs to examine whether sound insulation might lessen the effects of external noise on childrens learning. Research has also begun to explore the link between internal classroom acoustics and childrens learning, aiming to further inform the design of the internal acoustic environment. Experimental studies of the effects of noise on cognitive performance are also reviewed, including functional differences in varieties of auditory distraction, semantic auditory distraction, individual differences in susceptibility to auditory distraction, and the role of cognitive control on the effects of noise on understanding and memory of target speech materials. In general, the results indicate that there are at least two functionally different types of auditory distraction: One due to the interruption of processes (as a result of attention being captured by the sound), another due to interference between processes. The magnitude of the former type is related to individual differences in cognitive control capacities (e.g., working memory capacity); the magnitude of the latter is not. Few studies address noise effects on behavioral outcomes, emphasizing the need for researchers to explore noise effects on behavior in more detail.

  • 9.
    Andersson, Gerhard
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Hesser, Hugo
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Hummerdal, Daniel
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Bergman Nordgren, Lise
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Carlbring, Per
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Faculty of Arts and Sciences. Department of Psychology , Umeå University, Umeå, Sweden.
    A 3.5-year follow-up of Internet-delivered cognitive behavior therapy for major depression2013In: Journal of Mental Health, ISSN 0963-8237, E-ISSN 1360-0567, Vol. 22, no 2, 155-164 p.Article in journal (Refereed)
    Abstract [en]

    BackgroundInternet-delivered cognitive behavior therapy (ICBT) for major depression has been tested in several trials, but only with follow-ups up to 1.5 years.

    AimThe aim of this study was to evaluate the outcome of ICBT 3.5 years after treatment completion.Methods

    A total of 88 people with major depression were randomized to either guided self-help or e-mail therapy in the original trial. One-third was initially on a waiting-list. Treatment was provided for eight weeks and in this report long-term follow-up data were collected. Also included were data from post-treatment and six-month follow-up. A total of 58% (51/88) completed the 3.5-year follow-up. Analyses were performed using a random effects repeated measures piecewise growth model to estimate trajectory shape over time and account for missing data.

    ResultsResults showed continued lowered scores on the Beck Depression Inventory (BDI). No differences were found between the treatment conditions. A large proportion of participants (55%) had sought and received additional treatments in the follow-up period. A majority (56.9%) of participants had a BDI score lower than 10 at the 3.5-year follow-up.

    ConclusionsPeople with mild to moderate major depression may benefit from ICBT 3.5-years after treatment completion.

  • 10.
    Hedman, Erik
    et al.
    Karolinska University Hospital.
    Furmark, Tomas
    Uppsala University.
    Carlbring, Per
    Umea University.
    Ljotsson, Brjann
    Karolinska University Hospital.
    Ruck, Christian
    Karolinska University Hospital.
    Lindefors, Nils
    Karolinska University Hospital.
    Andersson, Gerhard
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Psychology.
    A 5-Year Follow-up of Internet-Based Cognitive Behavior Therapy for Social Anxiety Disorder2011In: Journal of Medical Internet Research, ISSN 1438-8871, Vol. 13, no 2Article in journal (Refereed)
    Abstract [en]

    Background: Internet-based cognitive behavior therapy (CBT) has been shown to be a promising method to disseminate cognitive behavior therapy for social anxiety disorder (SAD). Several trials have demonstrated that Internet-based CBT can be effective for SAD in the shorter term. However, the long-term effects of Internet-based CBT for SAD are less well known. less thanbrgreater than less thanbrgreater thanObjective: Our objective was to investigate the effect of Internet-based CBT for SAD 5 years after completed treatment. less thanbrgreater than less thanbrgreater thanMethod: We conducted a 5-year follow-up study of 80 persons with SAD who had undergone Internet-based CBT. The assessment comprised a diagnostic interview and self-report questionnaires. The main outcome measure was the Liebowitz Social Anxiety Scale-Self-Report (LSAS-SR). Additional measures of social anxiety were the Social Interaction Anxiety Scale (SIAS) and the Social Phobia Scale (SPS). Attrition rates were low: 89% (71/80) of the participants completed the diagnostic interview and 80% (64/80) responded to the questionnaires. less thanbrgreater than less thanbrgreater thanResults: Mixed-effect models analysis showed a significant effect of time on the three social anxiety measures, LSAS-SR, SIAS, and SPS (F(3,98-102) = 16.05 -29.20, P andlt; .001) indicating improvement. From baseline to 5-year follow-up, participants mean scores on the LSAS-SR were reduced from 71.3 (95% confidence interval [CI] 66.1-76.5) to 40.3 (95% CI 35.2 - 45.3). The effect sizes of the LSAS-SR were large (Cohens d range 1.30 - 1.40, 95% CI 0.77 - 1.90). Improvements gained at the 1-year follow-up were sustained 5 years after completed treatment. less thanbrgreater than less thanbrgreater thanConclusions: Internet-based CBT for SAD is a treatment that can result in large and enduring effects. Trial registration: Clinicaltrials.gov NCT01145690; http://clinicaltrials.gov/ct2/show/NCT01145690 (Archived by WebCite at http://www.webcitation.org/5ygRxDLfK)

  • 11.
    Danner, Torrin
    Linköping University, Department of Computer and Information Science, Statistics.
    A Bayesian Multilevel Model for Time Series Applied to Learning in Experimental Auctions2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Establishing what variables affect learning rates in experimental auctions can be valuable in determining how competitive bidders in auctions learn. This study aims to be a foray into this field. The differences, both absolute and actual, between participant bids and optimal bids are evaluated in terms of the effects from a variety of variables such as age, sex, etc. An optimal bid in the context of an auction is the best bid a participant can place to win the auction without paying more than the value of the item, thus maximizing their revenues. This study focuses on how two opponent types, humans and computers, affect the rate at which participants learn to optimize their winnings.

    A Bayesian multilevel model for time series is used to model the learning rate of actual bids from participants in an experimental auction study. The variables examined at the first level were auction type, signal, round, interaction effects between auction type and signal and interaction effects between auction type and round. At a 90% credibility interval, the true value of the mean for the intercept and all slopes falls within an interval that also includes 0. Therefore, none of the variables are deemed to be likely to influence the model.

    The variables on the second level were age, IQ, sex and answers from a short quiz about how participants felt when the y won or lost auctions. The posterior distributions of the second level variables also found to be unlikely to influence the model at a 90% credibility interval.

    This study shows that more research is required to be able to determine what variables affect the learning rate in competitive bidding auction studies

  • 12.
    Byrne, Brian
    et al.
    University of New England.
    Coventry, William
    University of New England.
    Olson, Richard
    University of Colorado.
    Hulslander, Jacqueline
    University of Colorado.
    DeFries, John
    University of Colorado.
    Corley, Robin
    University of Colorado.
    Willcutt, Erik
    University of Colorado.
    Samuelsson, Stefan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    A behaviour-genetic analysis of orthographic learning, spelling and decoding2008In: Journal of research in reading (Print), ISSN 0141-0423, Vol. 31, no 1Article in journal (Refereed)
    Abstract [en]

    As part of a longitudinal twin study of literacy and language, we conducted a behaviour-genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate analyses revealed very high genetic correlations among the variables, indicating that the same genes are involved in their aetiology. These genes are partly independent of those contributing to intelligence. A further analysis indicated that the covariation between decoding and orthographic learning is mediated by shared genes rather than by a direct causal path. The authors argue that a learning parameter, most directly assessed by orthographic learning in this study, underlies all three literacy variables. The results are also discussed in relation to Share's self-teaching hypothesis, which may require modification. © United Kingdom Literacy Association 2008.

  • 13.
    Borga, Magnus
    et al.
    Linköping University, Department of Electrical Engineering, Computer Vision. Linköping University, The Institute of Technology.
    Knutsson, Hans
    Linköping University, Department of Electrical Engineering, Computer Vision. Linköping University, The Institute of Technology.
    A Binary Competition Tree for Reinforcement Learning1994Report (Other academic)
    Abstract [en]

    A robust, general and computationally simple reinforcement learning system is presented. It uses a channel representation which is robust and continuous. The accumulated knowledge is represented as a reward prediction function in the outer product space of the input- and output channel vectors. Each computational unit generates an output simply by a vector-matrix multiplication and the response can therefore be calculated fast. The response and a prediction of the reward are calculated simultaneously by the same system, which makes TD-methods easy to implement if needed. Several units can cooperate to solve more complicated problems. A dynamic tree structure of linear units is grown in order to divide the knowledge space into a sufficiently number of regions in which the reward function can be properly described. The tree continuously tests split- and prune criteria in order to adapt its size to the complexity of the problem.

  • 14.
    Roy, Chandan
    Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, Faculty of Science & Engineering.
    A biologically based machine learning approach to tropical cyclone intensity forecastingManuscript (preprint) (Other academic)
    Abstract [en]

    A biologically based ANN using four hierarchical levels, is trained and tested using temporal sequences of 2D inputs to forecast Tropical Cyclone (TC) intensity12, and 24 hours ahead in the Atlantic basin. We use five parallel input layers to feed infrared, ocean heat content, sea-level pressure, wind direction and wind speed images into the network. Forecasts are produced in the Saffir-Simpson hurricane intensity scale and are compared to the observed wind speeds in the TC best track data on two separate test datasets for validation. Forecasting accuracy is more than 95% for the test dataset containing temporal continuations of the TC lifecycle time-step images that are excluded from training, whereas, forecasting accuracy is between 30% and 55%, when images of a novel TC are used for testing. This result reveals that biologically inspired ANNs have a potential to be further developed into an effective TC intensity forecasting technique.

  • 15.
    Granström, Kjell
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Stiwne, Dan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Clinical and Social Psychology.
    A bipolar model of groupthink - An expansion of Janis' concept1998In: Small group research : an international journal of theory, investigation, and application, Vol. 29, 32-56 p.Article in journal (Refereed)
  • 16.
    Granström, Kjell
    et al.
    Linköping University, Department of Behavioural Sciences and Learning.
    Stiwne, Dan
    Linköping University, Department of Behavioural Sciences and Learning.
    A bipolar model on groupthink : An expansion of Janis' concept groupthink.1994Report (Other academic)
  • 17.
    Quang-Thuy, Ha
    et al.
    Vietnam National University, Xuan Thuy, Hanoi.
    Thi-Lan-Giao, Hoang
    Hue University, Nguyen Hue, Hue city, Vietnam .
    Nguyen, Linh Anh
    University of Warsaw, Banacha, Poland .
    Hung-Son, Nguyen
    University of Warsaw, Banacha, Poland .
    Szalas, Andrzej
    Linköping University, Department of Computer and Information Science, Artificial Intelligence and Intergrated Computer systems. Linköping University, The Institute of Technology.
    Thanh-Luong, Tran
    Hue University, Nguyen Hue, Hue city, Vietnam .
    A Bisimulation-based Method of Concept Learning for Knowledge Bases in Description Logics2012In: SoICT 2012 - 3rd International Symposium on Information and Communication Technology, ACM Press, 2012, 241-249 p.Conference paper (Refereed)
    Abstract [en]

    We develop the first bisimulation-based method of concept learning, called BBCL, for knowledge bases in description logics (DLs). Our method is formulated for a large class of useful DLs, with well-known DLs like ALC, SHIQ, SHOIQ, SROIQ. As bisimulation is the notion for characterizing indis-cernibility of objects in DLs, our method is natural and very promising.

  • 18.
    Hasewinkel, Håkan
    Linköping University, Department of Computer and Information Science, MDALAB - Human Computer Interfaces. Linköping University, The Institute of Technology.
    A blueprint for using commercial games off the shelf in defence training, education and research simulations2006Licentiate thesis, monograph (Other academic)
    Abstract [en]

    There are two types of simulations, those made for business and those made for pleasure. The underlying technology is usually the same, the difference being how and for what purpose the simulation is used. Often the two purposes can be combined. Nowhere is this more obvious than in the mutual benefit that exists between the military community and the entertainment business. These mutual benefits have only in recent years begun to be seriously explored.

    The objective of this work is to explore how to modify and use commercial video games off the shelf, in defence training, education and research. The work focuses on the process of how and what to consider when modifying commercial off the shelf games for military needs.

    The outlined blueprint is based on studies performed with combatants from the Swedish Army. To facilitate the develop­ment of the blueprint, a great number of commercial games used by military communities around the world are evaluated. These evaluations, in harmony with literature in the area, are used to develop a basic theoretical framework. The basic theoretical framework characterizes the approach and style throughout the work.

    From a general point of view, there are two overall findings; first there is an urgent need for more intuitive, pedagogical and powerful tools for preparation, management and evaluation of game-based simulation, especially since the real learning often takes place during the modification process rather the during the playing session. Second, there is a defective understanding of the differences between and purposes of a defence simulation and a game. Defence simulations focus on actions and events, while video games focus on human reactions to actions and events. 

  • 19.
    Edström, Kristina
    et al.
    School of Education and Communication in Engineering Science, KTH Royal Institute of Technology, Stockholm, Sweden.
    Kolmos, Anette
    Department of Development and Planning, Aalborg University, Aalborg, Denmark.
    Malmi, Lauri
    Department of Computer Science, Aalto University, Helsinki, Finland.
    Bernhard, Jonte
    Linköping University, Department of Science and Technology, Physics and Electronics. Linköping University, Faculty of Science & Engineering.
    Andersson, Pernille
    LearningLab DTU, Technical University of Denmark, Kgs. Lyngby, Denmark.
    A bottom-up strategy for establishment of EER in three Nordic countries: The role of networks2016In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898Article in journal (Refereed)
    Abstract [en]

    This paper investigates the emergence of an engineering education research (EER) community in three Nordic countries: Denmark, Finland and Sweden. First, an overview of the current state of Nordic EER authorship is produced through statistics on international publication. Then, the history of EER and its precursor activities is described in three national narratives. These national storylines are tied together in a description of recent networking activities, aiming to strengthen the EER communities on the Nordic level. Taking these three perspectives together, and drawing on concepts from community of practice theory, network theory and learning network theory, we discuss factors behind the differences in the countries, and draw some conclusions about implications for networking activities in a heterogeneous community. Further, we discuss the role of networks for affording a joint identity.

  • 20.
    van der Zijpp, Teatske Johanna
    et al.
    Fontys University of Applied Sciences, Faculty of Nursing, Eindhoven, The Netherlands.
    Niessen, Theo
    Fontys University of Applied Sciences, Faculty of Nursing, Eindhoven, The Netherlands.
    Eldh, Ann Catrine
    Health and Social Studies, Dalarna University, Falun, Sweden; Division of Nursing, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden.
    Hawkes, Claire
    Warwick Clinical Trials Unit, Division of Health Sciences, Warwick Medical School, The University of Warwick, Coventry, UK.
    McMullan, Christel
    Institute of Applied Health Research, Murray Learning Centre, University of Birmingham, Birmingham, UK.
    Mockford, Carole
    Royal College of Nursing Research Institute, Department of Health Sciences, Warwick Medical School, University of Warwick, Coventry, UK.
    Wallin, Lars
    Health and Social Studies, Dalarna University, Falun, Sweden; Division of Nursing, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden.
    McCormack, Brendan
    School of Health Sciences, Queen Margaret University, East Lothian,UK.
    Rycroft-Malone, Jo
    Bangor University, UK, and School of Healthcare Sciences, Bangor, UK.
    Seers, Kate
    Division of Health Sciences, Warwick Medical School, University of Warwick, Coventry, UK.
    A Bridge Over Turbulent Waters: Illustrating the Interaction Between Managerial Leaders and Facilitators When Implementing Research Evidence.2016In: Worldviews on Evidence-Based Nursing, ISSN 1545-102X, E-ISSN 1741-6787, Vol. 13, no 1, 25-31 p.Article in journal (Refereed)
    Abstract [en]

    BACKGROUND: Emerging evidence focuses on the importance of the role of leadership in successfully transferring research evidence into practice. However, little is known about the interaction between managerial leaders and clinical leaders acting as facilitators (internal facilitators [IFs]) in this implementation process.

    AIMS: To describe the interaction between managerial leaders and IFs and how this enabled or hindered the facilitation process of implementing urinary incontinence guideline recommendations in a local context in settings that provide long-term care to older people.

    METHODS: Semistructured interviews with 105 managers and 22 IFs, collected for a realist process evaluation across four European countries informed this study. An interpretive data analysis unpacks interactions between managerial leaders and IFs.

    RESULTS: This study identified three themes that were important in the interactions between managerial leaders and IFs that could hinder or support the implementation process: "realising commitment"; "negotiating conditions"; and "encouragement to keep momentum going." The findings revealed that the continuous reciprocal relationships between IFs and managerial leaders influenced the progress of implementation, and could slow the process down or disrupt it. A metaphor of crossing a turbulent river by the "building of a bridge" emerged as one way of understanding the findings.

    LINKING EVIDENCE TO ACTION: Our findings illuminate a neglected area, the effects of relationships between key staff on implementing evidence into practice. Relational aspects of managerial and clinical leadership roles need greater consideration when planning guideline implementation and practice change. In order to support implementation, staff assigned as IFs as well as stakeholders like managers at all levels of an organisation should be engaged in realising commitment, negotiating conditions, and keeping momentum going. Thus, communication is crucial between all involved.

  • 21.
    Luksaite, Arune
    Linköping University, Department of Management and Economics.
    A Case for International Socialisation: the Development of the National Role Conceptions of Latvia, Estonia and Lithuania in the Baltic Sea Region.2003Independent thesis Advanced level (degree of Magister)Student thesis
    Abstract [en]

    When the Baltic States declared their independence in 1991, they did not become equal members of the international community in one day. Although the fall of the Berlin wall and the collapse of the Soviet Union declared the end to the Cold War, ideas, beliefs, prejudices and discourses were much harder to trigger. The study addresses the issues of newly independent states, establishing themselves in the international community, analysing the processes of learning in the interaction with the other international actors. By combining Role theory and Constructivism the author develops a framework to understand the development and change of Baltic States role conceptions. How have Baltic states perceived their role in the Baltic Sea region during the period 1993-2002? How has the western discourse treated them? What role did the application for the EU membership play in the process? What have been the individual and group features of the Baltic States? The study attempts to answer these and other questions through thediscourse analysis of public speeches.

  • 22.
    Landtblom, Anne-Marie
    et al.
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Neuroscience and Locomotion. Östergötlands Läns Landsting, Local Health Care Services in Central Östergötland, Department of Neurology.
    Dige, N
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Neuroscience and Locomotion. Östergötlands Läns Landsting, Local Health Care Services in Central Östergötland, Department of Neurology.
    Schwerdt, K
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Neuroscience and Locomotion. Östergötlands Läns Landsting, Local Health Care Services in Central Östergötland, Department of Neurology.
    Säfström, Kåge
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Medicine and Care, Radiology. Östergötlands Läns Landsting, Centre for Medical Imaging, Department of Radiology UHL.
    Granerus, Göran
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Medicine and Care, Clinical Physiology. Östergötlands Läns Landsting, Heart Centre, Department of Clinical Physiology.
    A case of Kleine-Levin syndrome examined with SPECT and neuropsychological testing2002In: Acta Neurologica Scandinavica, ISSN 0001-6314, Vol. 105, no 4, 318-321 p.Article in journal (Refereed)
    Abstract [en]

    A case of Kleine-Levin syndrome with typical periodic hypersomnia and bulemia was diagnosed. On examination with single photo emission tomography (SPECT) (CERETEC«) during a relapse period and 2 weeks later there was marked cortical hypoperfusion of the frontal and temporal lobes, especially on the left side as well as in the right parietal lobe. Neuropsychological testing performed 1 week after a relapse showed a reduction in encoding to memory function of verbal learning indicating neocortical damage of the left fronto-temporal region. A follow-up 2 months later after the patient had spontaneously recovered showed only a slight left fronto-temporal disturbance. CT and MRI of the brain were normal although the MRI showed a large and asymmetric mamillary body. Neuropsychological testing 6 years after recovery showed pronounced reduction in short-time verbal and visual memory. Seven years after recovery SPECT demonstrated a normalized frontal perfusion but still a slight hypoperfusion in the left temporal lobe. Our results correlate to autopsy findings in two cases described previously.

  • 23.
    Eriksson-Gustavsson, Anna-Lena
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Persson, Ulla-Britt
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Jonsson, Marie
    Linköping University, Department of Educational Science (IUV). Linköping University, Faculty of Arts and Sciences.
    A Case Study Examination in Teacher Training.2005In: Congress of Nordic Educational Research Association, NFPF/NERA,2005, 2005, 15-20 p.Conference paper (Refereed)
  • 24.
    Eliasson, Karolina
    Linköping University, Department of Computer and Information Science, CASL - Cognitive Autonomous Systems Laboratory. Linköping University, The Institute of Technology.
    A case-based approach to dialogue systems2010In: Journal of experimental and theoretical artificial intelligence (Print), ISSN 0952-813X, E-ISSN 1362-3079, Vol. 22, no 1, 23-51 p.Article in journal (Refereed)
    Abstract [en]

    We describe an approach to integrate dialogue management, machine-learning and action planning in a system for dialogue between a human and a robot. Case-based techniques are used because they permit life-long learning from experience and demand little prior knowledge and few static hand-written structures. This approach has been developed through the work on an experimental dialogue system, called CEDERIC, that is connected to an unmanned aerial vehicle (UAV). A single case base and case-based reasoning engine is used both for understanding and for planning actions by the UAV. Dialogue experiments both with experienced and novice users, where the users have solved tasks by dialogue with this system, showed very adequate success rates.

  • 25.
    Höst, Gunnar E.
    et al.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Schönborn, Konrad J.
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    Lundin Palmerius, Karljohan
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    A Case-Based Study of Students' Visuohaptic Experiences of Electric Fields around Molecules: Shaping the Development of Virtual Nanoscience Learning Environments2013In: Education Research International, ISSN 2090-4002, E-ISSN 2090-4010, Vol. 2013, 194363Article in journal (Refereed)
    Abstract [en]

    Recent educational research has suggested that immersive multisensory virtual environments offer learners unique and exciting knowledge-building opportunities for the construction of scientific knowledge. This paper delivers a case-based study of students’ immersive interaction with electric fields around molecules in a multisensory visuohaptic virtual environment. The virtual architecture presented here also has conceptual connections to the flourishing quest in contemporary literature for the pressing need to communicate nanoscientific ideas to learners. Five upper secondary school students’ prior conceptual understanding of electric fields and their application of this knowledge to molecular contexts, were probed prior to exposure to the virtual model. Subsequently, four students interacted with the visuohaptic model while performing think-aloud tasks. An inductive and heuristic treatment of videotaped verbal and behavioural data revealed distinct interrelationships between students’ interactive strategies implemented when executing tasks in the virtual system and the nature of their conceptual knowledge deployed. The obtained qualitative case study evidence could serve as an empirical basis for informing the rendering and communication of overarching nanoscale ideas. At the time of composing this paper for publication in the current journal, the research findings of this study have been put into motion in informing a broader project goal of developing educational virtual environments for depicting nanophenomena.

  • 26.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    A Categorisation of School Rules2008In: Educational Studies, ISSN 0013-1946, E-ISSN 1532-6993, Vol. 34, no 1, 25-33 p.Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to investigate and describe the content in school rules by developing a category system of school rules, and thus making the logic behind different types of rules in school explicit. Data were derived from an ethnographic study conducted in two primary schools in Sweden. In order to analyse the data, grounded theory methodology was adapted. The analysis resulted in a category system of school rules, containing the following main categories: (a) relational rules, (b) structuring rules, (c), protecting rules, (d), personal rules and (e) etiquette rules. In the light of this categorisation, more consciously pedagogical and professional work with rules can be conducted. The category system can counteract vagueness and unreasonableness, as well as highlighting the content, logic and functions of different school rules.

  • 27.
    Eriksson, Elisabeth
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Björklund, Lisa
    Stockholm University, Sweden.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    A categorization of teacher feedback in the classroom: A field study on feedback based on routine classroom assessment in primary school2017In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 32, no 3, 316-332 p.Article in journal (Refereed)
    Abstract [en]

    The aim of the present study was to examine and categorise teachers’ strategies for feedback in day-to-day communication in primary school. The different feedback categories constructed and grounded in data are applicable to feedback on learning and knowledge as well as on behavioural skills. Qualitative classroom observations were conducted in four primary school classrooms, including a total of four teachers and 75 students. A constructivist grounded theory approach was used throughout the analytical process. The analysis of the field data generated five main categories of feedback focuses: expecting, emotionally responding, normalising, steering, and deliberating. The categories are all broad, yet with sub-categories specific and nuanced, presenting concepts by which we can verbalize and communicate teachers’ feedback strategies.  The categories place teachers’ feedback actions in a landscape, not on a linear axis. The complexity of feedback, as it is shown in the present study challenges a dichotomisation of feedback and captures more of a complexity of classroom assessment.

  • 28.
    Pham, Tuan D
    et al.
    Bioinformatics Applications Research Center; School of Information Technology, James Cook University, Townsville, QLD, Australia.
    Shim, Byung-Sub
    Bioinformatics Applications Research Center.
    A cepstral distortion measure for protein comparison and identification2005In: Machine Learning and Cybernetics, 2005. Proceedings of 2005 International Conference on, 2005, Vol. 9, 5609-5614 p.Conference paper (Refereed)
    Abstract [en]

    Protein sequence comparison is the most powerful tool for the identification of novel protein structure and function. This type of inference is commonly based on the similar sequence-similar structure-similar function paradigm, and derived by sequence similarity searching on databases of protein sequences. As entire genomes have been being determined at a rapid rate, computational methods for comparing protein sequences will be more essential for probing the complexity of molecular machines. In this paper we introduce a pattern-comparison algorithm, which is based on the mathematical concept of linear-predictive-coding based cepstral distortion measure, for comparison and identification of protein sequences. Experimental results on a real data set of functionally related and functionally non-related protein sequences have shown the effectiveness of the proposed approach on both accuracy and computational efficiency.

  • 29.
    Sundin, Elisabeth
    et al.
    Linköping University, HELIX Vinn Excellence Centre. Linköping University, Department of Management and Engineering, Business Administration. Linköping University, Faculty of Arts and Sciences.
    Hedlund, Gun
    A characteristic strategy of the period2012In: Gender Mainstreaming as a Sustainable Process / [ed] Lindholm, Kristina.Lindholm, Kristina.Sjöberg, Karin.Svensson, Lennart, Studentlitteratur, 2012, 249-270 p.Chapter in book (Other academic)
  • 30.
    Cekaite Thunqvist, Asta
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    A child's development of interactional competence in a Swedish L2 classroom2007In: The Modern language journal, ISSN 0026-7902, E-ISSN 1540-4781, Vol. 91, no 1, 45-62 p.Article in journal (Refereed)
    Abstract [en]

    This study explores a child's emergent second language (L2) interactional competence during her first year in a Swedish immersion classroom. Within the theoretical framework of situated learning, it focuses on how she acquires expertise in a specific classroom practice: multiparty classroom talk. The data cover three periods (the early, middle, and late phases) of her first school year. The methods adopted combine a microanalytic approach with ethnographic fieldwork analyses of L2 socialization within a classroom community. The analyses revealed systematic changes in the novice's interactional engagements. An interplay of language skills and turn-taking skills influenced her participation in multiparty talk during the three periods, casting her as (a) a silent child, (b) a noisy and loud child, and (c) a skillful student. These changes indicate that learning cannot be seen as the unilinear development of a single learner identity. It is argued that a detailed longitudinal analysis may provide important insights into the relationship between participation and L2 learning. Instead of unilinear development of a single learner identity, we may find different participation patterns linked to distinct language learning affordances over time. © 2007 The Modern Language Journal.

  • 31.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    A classmate in distress: School children as bystanders and their reasons for how they act2006In: The Fifth National Open Conference on Group and Social Psychology GRASP,2006, 2006Conference paper (Refereed)
  • 32.
    Thornberg, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    A classmate in distress: schoolchildren as bystanders and their reasons for how they act2007In: Social Psychology of Education, ISSN 1381-2890, E-ISSN 1573-1928, ISSN 1573-1928 (Online), Vol. 10, no 1, 5-28 p.Article in journal (Refereed)
    Abstract [en]

    Research has shown that bystanders more often fail to or are slower to help a victim in emergency when there are other bystanders than when there are not. The study presented in this paper is a qualitative case study with a focus on students’ own reasons why they do not help a classmate in emergency when there are other children witnessing the emergency situation in the real-life classroom case studied. Grounded theory methods were used to analyse the data. The individual conversations with the students indicated a variety of definitions of the specific distress situation when they recalled and talked about the classroom incident. During the process of the analysis seven concepts of definitions associated with passive or non-intervention bystander behaviour were constructed and grounded in the empirical material: trivialisation, dissociation, embarrassment association, busy working priority, compliance with a competitive norm, audience modelling, and responsibility transfer. Relations between these concepts of definitions were also analysed. However, this study is a first step and a first report from an ongoing study about school children as helper and bystander.

  • 33.
    Ribeiro, Luis
    et al.
    Uninova - CTS, Departamento de Engenharia Electrotécnica, Universidade Nova de Lisboa, 2829-516 Caparica, Portugal.
    Barata, Jose
    Uninova - CTS, Departamento de Engenharia Electrotécnica, Universidade Nova de Lisboa, 2829-516 Caparica, Portugal.
    Ferreira, Joao
    Uninova - CTS, Departamento de Engenharia Electrotécnica, Universidade Nova de Lisboa, 2829-516 Caparica, Portugal.
    A co-evolving diagnostic algorithm for evolvable production systems: A case of learning2010In: 10th IFAC Workshop on Intelligent Manufacturing Systems (2010) / [ed] Paulo Leitao, Carlos Eduardo Pereira, José Barata, International Federation of Automatic Control , 2010, Vol. 10, 126-131 p.Conference paper (Refereed)
    Abstract [en]

    With the systematic implantation and acceptance of IT in the shop-floor a wide range of Production Paradigms have emerged that exploring these technological novelties promise to revolutionize the way current plant floor operate and react to emerging opportunities and disturbances. With the increase of distributed and autonomous components that interact in the execution of processes current diagnostic approaches will soon be insufficient. While current system dynamics are complex and to a certain extent unpredictable the adoption of the next generation of approaches and technologies comes at the cost of an yet increased complexity. The peer to peer nature of the interactions and the evolving nature of the future systems' structure require a co-evolving regulatory mechanism that to a great deal has to be implemented under the scope of monitoring and diagnosis. In this article a diagnostic algorithm that has the ability to co-evolve with the remaining system, through learning and adaptation to the operational conditions, is presented and discussed.

  • 34.
    Hedblom, Maria
    Linköping University, Department of Computer and Information Science. Linköping University, The Institute of Technology.
    A Cognition-Based Definition of Creativity and A Proposition for Approaching Creativity Artificially2013Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Can a computer truly be creative? This is the philosophical question that defines this thesis. It is suggested that the only way for this question to be answered in the affirmative, is to thoroughly investigate the cognitive nature of creativity.

    First the thesis proposes a definition of creativity based on cognitive research, human intuition and artificial creativity debates. This definition accounts for not only that thecreative product has to be both novel and useful, but that the creative agent has to exceed a certain level of cognitive maturity (in thesis referred to as - intelligence) and be aware of the creative process and context. The framework for the creative process isfounded on the psychologically supported notion of a circle of divergent and convergent thinking, and a cognitive machinery of conceptual blending.

    It is in the framework of the creative process that the criterion for the creative productis generated. In the circle of divergent and convergent thinking and through conceptual blending, novel ideas are first generated, then evaluated. For this to be possible thecreative agent has to exceed a certain level of cognitive abilities, and in order to properly evaluate the product, it also needs to have awareness of the process and context to beable to evaluate the product.

    A second part of the thesis looks at problems with AI and what that means for the approaches to artificial creativity. By using the reasoning behind the definition, the possibility to create truly creative computers are proposed and discussed. In the line of the definition a conceptual suggested approach is presented, that if satisfied it is the author’s suggestion that the artificial system should be deemed "creative".

    The artificial agent has far to go before it is equal in cognitive maturity to human intellect, and the capacity for awareness of the process and context is debatable. Genetic algorithms, randomness and perception is presented as possibilities for artificial agents to create novelty, and a multi layered processing system build on learning through perception, and evaluation build on key concepts from context and statistics of previous knowledge, is introduced as possible means of creating artificial creativity.

  • 35.
    Lyxell, Björn
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning. Östergötlands Läns Landsting, Reconstruction Centre, Department of ENT - Head and Neck Surgery UHL.
    Rönnberg, Jerker
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Östergötlands Läns Landsting, Reconstruction Centre, Department of ENT - Head and Neck Surgery UHL.
    A cognitive analysis of individual differences in speechreading, speechreading with tactile aids and cochlear implants2008In: Tactile aids, hearing aids, and cochlear implants, Miami, Fl., USA: Mailman Centre , 2008, 2, 269- p.Chapter in book (Other academic)
  • 36.
    Granlund, Gösta
    Linköping University, The Institute of Technology. Linköping University, Department of Electrical Engineering, Computer Vision.
    A Cognitive Vision Architecture Integrating Neural Networks with Symbolic Processing2006In: Künstliche Intelligenz, ISSN 0933-1875, no 2, 18-24 p.Article in journal (Other academic)
    Abstract [en]

    A fundamental property of cognitive vision systems is that they shall be extendable, which requires that they can both acquire and store information autonomously. The paper discusses organization of systems to allow this, and proposes an architecture for cognitive vision systems. The architecture consists of two parts. The first part, step by step learns a mapping from percepts directly onto actions or states. In the learning phase, action precedes perception, as action space is much less complex. This requires a semantic information representation, allowing computation and storage with respect to similarity. The second part uses invariant or symbolic representations, which are derived mainly from system and action states. Through active exploration, a system builds up concept spaces or models. This allows the system to subsequently acquire information using passive observation or language. The structure has been used to learn object properties, and constitutes the basic concepts for a European project COSPAL, within the IST programme.

  • 37.
    Doherty, Patrick
    et al.
    Linköping University, Faculty of Science & Engineering. Linköping University, Department of Computer and Information Science, Artificial Intelligence and Integrated Computer Systems.
    Kvarnström, Jonas
    Linköping University, Faculty of Science & Engineering. Linköping University, Department of Computer and Information Science, Artificial Intelligence and Integrated Computer Systems.
    Rudol, Piotr
    Linköping University, Department of Computer and Information Science, Artificial Intelligence and Integrated Computer Systems. Linköping University, Faculty of Science & Engineering.
    Wzorek, Mariusz
    Linköping University, Department of Computer and Information Science, Artificial Intelligence and Integrated Computer Systems. Linköping University, Faculty of Science & Engineering.
    Conte, Gianpaolo
    Linköping University, Department of Computer and Information Science, Artificial Intelligence and Integrated Computer Systems. Linköping University, Faculty of Science & Engineering.
    Berger, Cyrille
    Linköping University, Department of Computer and Information Science, Artificial Intelligence and Integrated Computer Systems. Linköping University, Faculty of Science & Engineering.
    Hinzmann, Timo
    Stastny, Thomas
    A Collaborative Framework for 3D Mapping using Unmanned Aerial Vehicles2016In: PRIMA 2016: Principles and Practice of Multi-Agent Systems, Springer Publishing Company, 2016, 110-130 p.Conference paper (Refereed)
    Abstract [en]

    This paper describes an overview of a generic framework for collaboration among humans and multiple heterogeneous robotic systems based on the use of a formal characterization of delegation as a speech act. The system used contains a complex set of integrated software modules that include delegation managers for each platform, a task specification language for characterizing distributed tasks, a task planner, a multi-agent scan trajectory generation and region partitioning module, and a system infrastructure used to distributively instantiate any number of robotic systems and user interfaces in a collaborative team. The application focusses on 3D reconstruction in alpine environments intended to be used by alpine rescue teams. Two complex UAV systems used in the experiments are described. A fully autonomous collaborative mission executed in the Italian Alps using the framework is also described.

  • 38.
    Strömdahl, Helge
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Natural Science - Medicine - Esthetics - Communication .
    A Commentary on "Learning to participate in the discourse of science, a video by Janice M. Wilson, Griffith University, Australia"1998In: The 2:nd International IPN Symposium on Scientific Literacy, Kiel, Strande, Germany, October 7-11, 1998,1998, 1998Conference paper (Refereed)
  • 39.
    Strömdahl, Helge
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Natural Science - Medicine - Esthetics - Communication .
    A commentary on the attainment of the scientific concept energy1996In: 5:e Nordiska forskarsymposiet om undervisning i naturvetenskap i skolan,1996, Kristianstad: Fagus Förlag, Högskolan Kristianstad, ISBN 91972 88403 , 1996, 489- p.Conference paper (Refereed)
    Abstract [en]

      

  • 40.
    Björkqvist, Sara
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, The Institute of Technology.
    A comparative study between factual animation and cartoon animation in a learning context2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Film har påvisats vara en populär metod för effektiv inlärning men inga tidigare undersökningar berör hur den visuella stilen av film i undervisning kan påverka inlärningen. Denna studie går därför ut på att undersöka skillnaderna mellan en saklig, informativ animerad film och en cartoon-animerad film i hur de fungerar och uppfattas i ett lärandesammanhang. Studien innefattar en litteratursökning kring multimediainlärning, kommunikation i film och animationsprinciper som sedan mynnat ut i två animerade filmer, en saklig och en med cartoon-karaktär. Dessa filmer har jämförts i kvalitativa användartester med en högstadieklass för att undersöka förståelsen och uppfattningen kring filmerna. Slutsatserna från studien är att båda filmerna skulle passa i ett lärandesammanhang, dock krävs en djupare och större undersökning för att förstå hur de olika filmerna påverkat inlärningen. Den största skillnaden mellan filmerna ligger i hur underhållande de upplevs, den cartoon-animerade filmen upplevs vara roligare och väcker intresset hos många av testpersonerna, dock upplevde flera att den även var distraherande och att de fokuserade mer på underhållningen än faktan som presenterades. För att fullt svara på syftet krävs en fortsatt studie kring ämnet.

  • 41.
    Pernestål, Anna
    et al.
    Linköping University, Department of Electrical Engineering, Vehicular Systems. Linköping University, The Institute of Technology.
    Wettig, Hannes
    Complex Systems Computations Group, Department of Computer Science, Helsinki Institute for Information Technology, Finland.
    Silander, Tomi
    Complex Systems Computations Group, Department of Computer Science, Helsinki Institute for Information Technology, Finland.
    Nyberg, Mattias
    Linköping University, Department of Electrical Engineering, Vehicular Systems. Linköping University, The Institute of Technology.
    Myllymäki, Petri
    Complex Systems Computations Group, Department of Computer Science, Helsinki Institute for Information Technology, Finland.
    A Comparison of Baysian Approaches to Learning in Fault Isolation2009In: Pattern Recognition Letters, ISSN 0167-8655Article in journal (Other academic)
    Abstract [en]

    Fault isolation is the task of localizing faults in a process, given observations from it. To do this, a model describing the relations between faults and observations is needed.

    In this paper we focus on learning such models both from training data and from prior knowledge. There are several challenges in learning for fault isolation.

    The number of data and the available computing resources are often limited. Furthermore, there may be previously unobserved fault patterns.

    To meet these challenges we take on a Bayesian approach.

    We compare five different approaches to learning for fault isolation, and evaluate their performance on a real application, namely the diagnosis of an automotive engine.

  • 42.
    Thong Dang, Nguyen
    et al.
    Linköping University, Department of Science and Technology. Linköping University, The Institute of Technology.
    Tavanti, Monica
    Linköping University, Department of Science and Technology. Linköping University, The Institute of Technology.
    Rankin, Ivan
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    Cooper, Matthew
    Linköping University, Department of Science and Technology, Visual Information Technology and Applications (VITA). Linköping University, The Institute of Technology.
    A comparison of different input devices for a 3D environment2009In: INTERNATIONAL JOURNAL OF INDUSTRIAL ERGONOMICS, ISSN 0169-8141, Vol. 39, no 3, 554-563 p.Article in journal (Refereed)
    Abstract [en]

    This paper presents a usability study comparing wand, voice, and two tablet-PC based interfaces across a task requiring three-dimensional surface exploration, information gathering and recall of information. The aim of this study was to identify a suitable interaction interface, among the ones implemented in a three-dimensional environment for Air Traffic Control, for interactive exploration of and gathering information about three-dimensional weather structures. Data concerning time, error rate, number of control actions as well as participants feedback on ease of learning, ease of use, frustration and perceived difficulty of the performed task were collected. The results indicate that the wand interface supported better performance when compared with the other interaction interfaces. Among the four interaction interfaces, the voice interface seems to present several limitations, mostly related to time lag in the voice recognition, which was judged by the subjects as a source of frustration.

  • 43.
    Hietala, Jonas
    Linköping University, Department of Computer and Information Science, Artificial Intelligence and Intergrated Computer systems. Linköping University, Faculty of Science & Engineering.
    A Comparison of Katz-eig and Link-analysis for Implicit Feedback Recommender Systems2015Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Recommendations are becoming more and more important in a world where there is an abundance of possible choices and e-commerce and content providers are featuring recommendations prominently. Recommendations based on explicit feedback, where user is giving feedback for example with ratings, has been a popular research subject. Implicit feedback recommender systems which passively collects information about the users is an area growing in interest. It makes it possible to generate recommendations based purely from a user's interactions history without requiring any explicit input from the users, which is commercially useful for a wide area of businesses. This thesis builds a recommender system based on implicit feedback using the recommendation algorithms katz-eig and link-analysis and analyzes and implements strategies for learning optimized parameters for different datasets. The resulting system forms the foundation for Comordo Technologies' commercial recommender system.

  • 44.
    Sin, Samantha
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Jones, Alan
    Macquarie University.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    A comparison of practitioners' and students' conceptions of accounting work in contemporary practice2010Conference paper (Other academic)
    Abstract [en]

    Changes in the nature and scope of accounting services have become a serious concern for the accounting profession, with important implications for professional socialisation and graduate work readiness. We here compare the conceptions of accounting work held by practising accountants with those held by accounting students. The data for the analyses are the outcome spaces of two separate phenomenographic investigations of practitioners' and students'conceptions of accounting work. The analyses show that both practitioners and students have identified the functional aspect of accounting work although with different emphasis on its importance. The analyses also revealed two salient differences: 1) while practitioners are acutely aware of the value-added financial outcome aspect of accounting work, this awareness is not apparent in students' conceptions, and 2) while practitioners are keenly aware of an overarching tension between the demands for value-adding services and the implication for professional ethics, students have only very inchoate conceptions of professional ethics in practice. These findings help to identify areas for development in student learning.

  • 45.
    Hollandare, Fredrik
    et al.
    University of Örebro.
    Andersson, Gerhard
    Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.
    Engstrom, Ingemar
    University of Örebro.
    A Comparison of Psychometric Properties Between Internet and Paper Versions of Two Depression Instruments (BDI-II and MADRS-S) Administered to Clinic Patients2010In: JOURNAL OF MEDICAL INTERNET RESEARCH, ISSN 1438-8871, Vol. 12, no 5Article in journal (Refereed)
    Abstract [en]

    Background: Self-report measures can guide clinical decisions and are useful when evaluating treatment outcomes. However, many clinicians do not use self-report measures systematically in their clinical practice. Internet-based questionnaires could facilitate administration, but the psychometric properties of the online version of an instrument should be explored before implementation. The recommendation from the International Test Commission is to test the psychometric properties of each questionnaire separately. Objective: Our objective was to compare the psychometric properties of paper-and-pencil versions and Internet versions of two questionnaires measuring depressive symptoms. Methods: The 87 participating patients were recruited from primary care and psychiatric care within the public health care system in Sweden. Participants completed the Beck Depression Inventory (BDI-II) and the Montgomery-Asberg Depression Rating Scale-Self-rated (MADRS-S), both on paper and on the Internet. The order was randomized to control for order effects. Symptom severity in the sample ranged from mild to severe depressive symptoms. Results: Psychometric properties of the two administration formats were mostly equivalent. The internal consistency was similar for the Internet and paper versions, and significant correlations were found between the formats for both MADRS-S (r = .84) and the BDI-II (r = .89). Differences between paper and Internet total scores were not statistically significant for either questionnaire nor for the MADRS-S question dealing with suicidality (item 9) when analyzed separately. The score on the BDI-II question about suicidality (item 9) was significantly lower when administered via the Internet compared with the paper score, but the difference was small (effect size, Cohens [d] = 0.14). There were significant main effects for order of administration on both questionnaires and significant interaction effects between format and order. This should not, however, pose a problem in clinical use as long as the administration format is not changed when repeated measurements are made. Conclusions: The MADRS-S can be transferred to online use without affecting the psychometric properties in a clinically meaningful way. The full BDI-II also seems to retain its properties when transferred; however, the item measuring suicidality in the Internet version needs further investigation since it was associated with a lower score in this study. The use of online questionnaires offers clinicians a more practical way of measuring depressive symptoms and has the potential to save resources.

  • 46.
    Reiss, Attila
    et al.
    German Research Center for Artificial Intelligence (DFKI), Kaiserslautern, Germany.
    Hendeby, Gustaf
    Linköping University, Department of Electrical Engineering, Automatic Control. Linköping University, The Institute of Technology.
    Stricker, Didier
    German Research Center for Artificial Intelligence (DFKI), Kaiserslautern, Germany.
    A Competitive Approach for Human Activity Recognition on Smartphones2013In: ESANN 2013, ESANN , 2013, 455-460 p.Conference paper (Refereed)
    Abstract [en]

    This paper describes a competitive approach developed for an activity recognition challenge. The competition was defined on a new and publicly available dataset of human activities, recorded with smartphone sensors. This work investigates different feature sets for the activity recognition task of the competition. Moreover, the focus is also on the introduction of a new, confidence-based boosting algorithm called ConfAda- Boost.M1. Results show that the new classification method outperforms commonly used classifiers, such as decision trees or AdaBoost.M1.

  • 47.
    Broberg, C.
    et al.
    Inst. of Occup. Therapy/Physiother., Sahlgrenska Acad. at Goteborg Univ., P.O. Box 455, SE 405 30 Göteborg, Sweden.
    Aars, M.
    School of Physiotherapy, Faculty of Health Sciences, Tromsø University College, Tromsø, Norway.
    Beckmann, Kristina
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Medicine and Health Sciences, Physiotherapy.
    Emaus, N.
    School of Physiotherapy, Faculty of Health Sciences, Tromsø University College, Tromsø, Norway.
    Lehto, P.
    Degree Programme in Physiotherapy, Pirkanmaa Polytechnic, Tampere, Finland.
    Lahteenmaki, M.-L.
    Lähteenmäki, M.-L..
    Licentiate, A.
    Degree Programme in Physiotherapy, Pirkanmaa Polytechnic, Tampere, Finland.
    Thys, W.
    Department of Physiotherapy, Arteveldehogeschool, Gent, Belgium.
    Vandenberghe, R.
    Department of Physiotherapy, Arteveldehogeschool, Gent, Belgium.
    A conceptual framework for curriculum design in physiotherapy education - An international perspective2003In: Advances in Physiotherapy, ISSN 1403-8196, Vol. 5, no 4, 161-168 p.Article in journal (Refereed)
    Abstract [en]

    Globalization is having a significant impact on healthcare and physiotherapy education, among other sectors, can benefit from this trend. The main aim of this work was to develop and describe a conceptual framework for physiotherapy curriculum design and, in doing so, to stimulate international debate on physiotherapy education. The framework was developed through an international collaboration and was tried out in the participating schools in order to refine it further. The current framework consists of three elements to be taken into account in physiotherapy curriculum design: (1) The content aspect or the knowledge base of physiotherapy, (2) the learning aspect or the student's learning process, and (3) the socio-cultural context aspect, which concerns the way in which physiotherapy is experienced and practised. The content aspect includes a description of core concepts of physiotherapy: body, movement and interaction, and acknowledges that physiotherapy should be science-based. The learning aspect and the socio-cultural context aspect form separate parts of the framework. Nonetheless, all aspects are intertwined and reflect theory-practice integration. This framework is offered for critical reflection and as the basis for a debate on the development and evaluation of physiotherapy programmes. Further work is needed in testing the relevance of this framework for curriculum design in different countries and setting.

  • 48.
    Mbabazi Bamwesiga, Penelope
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    A conceptual understanding of employability: The employers’ view in Rwanda2013In: Journal of Adult and Continuing Education, ISSN 1477-9714, Vol. 19, no 1, 39-56 p.Article in journal (Refereed)
    Abstract [en]

    Many governments believe that investing in human capital should increase citizens’ employability, which is why it is often presented as a solution to the problems of knowledge-based economies and societies, rising unemployment rates and economic competiveness. The aim of this study is to understand employers’ views regarding the employability of graduates from higher education in Rwanda. Employers of graduates in the programs of Accounting, Agriculture, Education and Medicine were interviewed to obtain a broad understanding of their views. The key themes that emerged from the thematic analysis were professional skills, being changeable/formable and skilful practices. This study argues that the concept of employability needs to be viewed as contextual because the understanding the professional and national contexts is fundamental to achieving a better understanding of graduates’ employability.

  • 49.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nicoll, Katherine
    University of Stirling.
    A confessing 'science' in education and lifelong learning2013Conference paper (Refereed)
    Abstract [en]

    In this paper we identify resources drawn on from Foucault that are distinctive and pertinent for specific forms of analyses of what is happening in the turn to confessional practices in education and lifelong learning. We identify that confessional practices have come to shape and govern the Western world; they have emerged across the practices of the human sciences and are now intrinsic to our everyday lives and understandings of ourselves. Education and learning have a key position in promulgating confessional practices as a new social norm. They are key as perpetrators of this new kind fashioning of ourselves as human kinds in a particular way.

     

    We describe a regime and apparatus of power of education and lifelong learning which has confession intrinsic to its maintenance and productive force. Confession is described as technology, conduit of power, operating one person in relation to another, and dominating today in the production of specific forms of confessing people.  We call this ‘strategy’. Within this regime, in education and policy circles and more widely, we identify a shift in the talk accompanying and surrounding the emergence of these techniques: whereas before educators and policy makers talked about education, they now talk of learning. Lifelong learning and the learning society, the knowledge economy, society and Knowledge Age are themes that have come to dominate the texts emanating from the cloistered grounds of governmental offices and intra-national agencies. The question remains therefore of where this strategy takes us in terms of its wider social and political effects in western societies.

    The paper identifies and explores other previous educational and lifelong learning research that has considered confessional practices to consider whether or not these find answers to the question of what is happening today'

  • 50.
    Kleinstaeuber, Maria
    et al.
    University of Marburg, Germany.
    Frank, Ina
    Johannes Gutenberg University of Mainz, Germany.
    Weise, Cornelia
    Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences. Linköping University, The Swedish Institute for Disability Research. University of Marburg, Germany.
    A confirmatory factor analytic validation of the Tinnitus Handicap Inventory2015In: Journal of Psychosomatic Research, ISSN 0022-3999, E-ISSN 1879-1360, Vol. 78, no 3, 277-284 p.Article in journal (Refereed)
    Abstract [en]

    Objective: Because the postulated three-factor structure of the internationally widely used Tinnitus Handicap Inventory (THI) has not been confirmed yet by a confirmatory factor analytic approach this was the central aim of the current study. Methods: From a clinical setting, N = 373 patients with chronic tinnitus completed the THI and further questionnaires assessing tinnitus-related and psychological variables. In order to analyze the psychometric properties of the THI, confirmatory factor analysis (CFA) and correlational analyses were conducted. Results: CFA provided a statistically significant support for a better fit of the data to the hypothesized three-factor structure (RMSEA = .049, WRMR = 1.062, CFI = .965, TLI = .961) than to a general factor model (RMSEA = .062, WRMR = 1.258, CFI = .942, TLI = .937). The calculation of Cronbachs alpha as indicator of internal consistency revealed satisfactory values (.80-.91) with the exception of the catastrophic subscale (.65). High positive correlations of the THI and its subscales with other measures of tinnitus distress, anxiety, and depression, high negative correlations with tinnitus acceptance, moderate positive correlations with anxiety sensitivity, sleeping difficulties, tinnitus loudness, and small correlations with the Big Five personality dimensions confirmed construct validity. Conclusion: Results show that the THI is a highly reliable and valid measure of tinnitus-related handicap. In contrast to results of previous exploratory analyses the current findings speak for a three-factor in contrast to a unifactorial structure. Future research is needed to replicate this result in different tinnitus populations.

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