| 346621. |
- Håkansson Eklund, Jakob
(författare)
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Empati : Att uppleva främmande upplevelser
- 2006
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Ingår i: Filosofisk tidskrift. ; 4, s. 8-26
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Tidskriftsartikel (refereegranskat)abstract
- Filosofen Edith Stein (1891-1942) definierade empati som ”upplevelsen av främmande medvetande överhuvudtaget”. Vad kännetecknar en sådan empatisk upplevelse? I den här artikeln analyseras empati med utgångspunkt i Edith Steins definition. Efter att ha granskat Edith Steins definition av empati försöker jag att komplettera och precisera denna: Först modifieras Steins definition ”upplevelsen av främmande medvetande överhuvudtaget” till ”upplevelsen av främmande upplevelse”. Genom att sedan analysera begreppet upplevelse vidare, bortom vad Stein själv gjorde, föreslås att empati innebär att förstå och bry sig om vad någon annan förstår och bryr sig om. Vidare argumenteras för att minne (inlevelse med sitt eget förflutna) och förväntning (inlevelse med sin egen framtid) är processer som också innebär att uppleva främmande upplevelser och därmed också kan beskrivas som empati.Avslutningsvis föreslås att empati spelar en central roll inom etiken.
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| 346622. |
- Håkansson Eklund, Jakob, 1971-, et al.
(författare)
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Same same or different? A review of reviews of person-centred and patient-centred care.
- 2019
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Ingår i: Patient Education and Counseling. - : Elsevier BV. - 0738-3991 .- 1873-5134. ; :1, s. 3-11
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Tidskriftsartikel (refereegranskat)abstract
- ObjectiveTo provide a synthesis of already synthesized literature on person-centered care and patient-centered care in order to identify similarities and differences between the two concepts.MethodsA synthesis of reviews was conducted to locate synthesized literature published between January 2000 and March 2017. A total of 21 articles deemed relevant to this overview were synthesized using a thematic analysis.ResultsThe analysis resulted in nine themes present in person-centered as well as in patient-centered care: (1) empathy, (2), respect (3), engagement, (4), relationship, (5) communication, (6) shared decision-making, (7) holistic focus, (8), individualized focus, and (9) coordinated care. The analysis also revealed that the goal of person-centered care is a meaningful life while the goal of patient-centered care is a functional life.ConclusionsWhile there are a number of similarities between the two concepts, the goals for person-centered and patient-centered care differ. The similarities are at the surface and there are important differences when the concepts are regarded in light of their different goals.Practice implicationsClarification of the concepts may assist practitioners to develop the relevant aspects of care. Person-centered care broadens and extends the perspective of patient-centered care by considering the whole life of the patient.
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| 346623. |
- Håkansson Eklund, Jakob, et al.
(författare)
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The role of action in empathy from the perspective of the empathizer and the target
- 2002
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Ingår i: Current Research in Social Psychology. - 1088-7423. ; 8:4, s. 50-62
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Tidskriftsartikel (refereegranskat)abstract
- Three experiments explored the role of a person's actions on how empathetic the person is perceived to be from the perspective of an unspecified observer (Study 1) and from the empathizer's and the target's perspectives (Studies 2 and 3). In each experiment, undergraduates read different versions of a story about a boss who fires an employee and afterwards rated the boss' empathy. The results of the three experiments suggested that action is crucial in the experience of empathy from both empathizer's and target's perspectives (Studies 2 and 3), as well as from the perspective of an unspecified observer (Study 1). It is concluded that the convergence between the empathizer and the target on the importance of action in empathy can be understood in terms of empathy being an interpersonal phenomenon.
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| 346624. |
- Håkansson, Gisela
(författare)
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Andraspråksundervisning - några reflektioner
- 1994
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Ingår i: Lisetten : föreningstidning för Riksförbundet Lärare i svenska som andrasp. - 1101-5128. ; 3:4, s. 8-16
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 346625. |
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| 346626. |
- Håkansson, Gisela, et al.
(författare)
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Comprehension and production of relative clauses: a comparison between Swedish impaired and unimpaired children
- 2000
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Ingår i: Journal of Child Language. - 1469-7602. ; 27:2, s. 313-333
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the present study is to investigate the relationship between language comprehension and language production in Swedish children. This was done longitudinally with 10 children with specific language impairment (SLI), aged 4;0 to 6;3 at Time I, and 10 children with unimpaired language development, aged 3;1 to 3;7 at Time I. The target structure was subordination, more precisely relative clauses. The children's comprehension was tested with picture pointing, act-out and oral response tests. Their production was tested with elicited imitation and sentence completion tests. Data were collected twice, with an interval of six months. The results from the unimpaired children at Time I showed a difference between comprehension and production. At Time II these children scored higher on production than on comprehension. The children with SLI scored significantly higher on comprehension than on production at Time I. In half of the SLI group there was a clear development between the two data collection sessions, diminishing the dissociation. On neither testing did the children with SLI differ significantly from the unimpaired children in comprehension. At both testings, however, the children with SLI had significantly more responses where they did not insert the complementizer in relative clauses. The results indicate that the relationship between comprehension and production is different at different stages in development. They also show that structures involving dependency relations are particularly difficult to produce for children with SLI.
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| 346627. |
- Håkansson, Gisela
(författare)
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Development or impairment?
- 2010
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Ingår i: Applied Psycholinguistics. - 0142-7164. ; 31:2, s. 293-297
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 346628. |
- Håkansson, Gisela
(författare)
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Development or impairment? : Invited Commentary
- 2010
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Ingår i: Applied Psycholinguistics. - Cambridge : Cambridge University Press. - 0142-7164 .- 1469-1817. ; 31:2, s. 297-297
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Tidskriftsartikel (refereegranskat)abstract
- Joanne Paradis' Keynote Article on bilingualism and specific language impairment (SLI) is an impressive overview of research in language acquisition and language impairment. Studying different populations is crucial both for theorizing about language acquisition mechanisms, and for practical purposes of diagnosing and supporting children with language problems. If the child is a second language (L2) learner it is assumed that the support should differ from the kind of language therapy given to children with language disorders. The article deals with the interface of bilingual development and child language disorders in two dimensions: the discussion concerns the disentangling of bilingual and L2 development from children with SLI, as well as monolingual and bilingual children with diagnosis of SLI. Traditionally, discussions of language impairments have only dealt with children in monolingual environments, but during the last decades an increasing number of studies have extended the analyses to bilingual populations. Contrary to expectations, grammatical development of monolingual children with SLI has been found to be more similar to L2 children than to monolingual first language (L1) children (e.g., Crago & Paradis, 2003; Grüter, 2005; Håkansson & Nettelbladt, 1993, 1996; Paradis & Crago, 2000). These findings are intriguing, and they have inspired new research on both bilingualism and language impairment.
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| 346629. |
- Håkansson, Gisela, et al.
(författare)
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Developmental sequences in L1 (normal and impaired) and L2 acquisition of Swedish
- 1993
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Ingår i: International Journal of Applied Linguistics. - : Wiley. - 0802-6106 .- 1473-4192. ; 3:2, s. 131-157
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This article presents data from an on-going project comparing L1 and L2 acquisition of Swedish syntax. Within the L1 group, normal as well as specifically language impaired (SLI) children are included; the L2 group consists of pre-school immigrant children. The analyses of the data are made within a second language acquisition perspective with a focus on word order. One basic issue within second language acquisition research is the question of natural developmental sequences, i.e. do all learners follow the same development? Another important issue is whether the development in L2 acquisition is the same as or different from L1 acquisition. Both issues are addressed in the study. The results show interesting similarities between the SLI group and the L2 group. The L1 group differed from the other two groups in important ways. The findings suggest that there is no fundamental difference between L1 and L2 acquisition of syntax, as has been claimed.
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| 346630. |
- Håkansson, Gisela, et al.
(författare)
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Developmental stages challenging cross-linguistic transfer : L2 acquisition of Norwegian adjectival agreement in attributive and predicative contexts
- 2021
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Ingår i: Journal of the European Second Language Association. - : White Rose University Press. - 2399-9101. ; 5:1, s. 54-69
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Tidskriftsartikel (refereegranskat)abstract
- This study presents cross-sectional data on adjectival agreement in second-language (L2) learners of Norwegian with four different first languages (L1s). The target language has full noun phrase agreement between article, adjective and noun, and the source languages represent different agreement conditions, similar to or different from the target language. Sixteen learners participated in the study, and their oral production of adjective agreement was analysed individually. Two hypotheses were proposed. First, learners will develop adjectival agreement in a piecemeal way and follow the developmental stages predicted by Processability Theory (Pienemann, 1998), with attributive and predicative agreement implicationally ordered. Second, learners with adjective agreement in the L1 will transfer that into the L2, whereas learners without agreement in the L1 will not use agreement. Under the first hypothesis, we expect the learners to be distributed along a developmental scale, with some learners applying agreement in attributive positions only and others applying agreement in both the attributive and predicative positions. Under the second hypothesis, we anticipate a difference between the groups: Learners with agreement in their L1 will mark agreement in all contexts where it occurs in the L1, whereas learners who do not have agreement in their L1 will fail to mark agreement overall. The comparison demonstrates larger differences within the L1 groups than between the L1 groups. This suggests a gradual acquisition of agreement, with the agreement features and positions emerging one by one rather than being transferred from the L1.
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