| 1. |
- Arvola, Mattias, 1975-, et al.
(författare)
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Autonomous Vehicles for Children with Mild Intellectual Disability : Perplexity, Curiosity, Surprise, and Confusion
- 2023
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Ingår i: Proceedings of the European Conference on Cognitive Ergonomics 2023. - New York, NY, USA : Association for Computing Machinery (ACM). - 9798400708756 ; , s. 1-8
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Konferensbidrag (refereegranskat)abstract
- Self-driving buses will be part of the public transportation system of the future, and they must therefore be accessible to all. The study reported in this paper examines the user experiences of 16 children with mild intellectual disability riding a self-driving bus. The qualitative analysis, performed by iterative affinity diagramming, of interviews, observations, and a co-design session with five of the children, suggests that familiar situations were characterized by contemplation and curiosity, while unfamiliar ones were characterized by surprise or confusion. The temporal structure of past, present, and future situations in the field of attention played a significant role in the children’s experiences. This leads to design considerations for an explainable interior of self-driving buses.
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| 2. |
- Blomberg, Rina, 1974-
(författare)
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Auditory Distraction in ADHD : From Behaviour to the Brain
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- ADHD is a heterogenous disorder encompassing neurodevelopmental deficits in cognitive control. Auditory distraction is a common clinically reported symptom in ADHD, yet empirical research investigating the manifestation of auditory distraction in the disorder is remarkably scarce. Findings from cognitive hearing science highlight the crucial role cognitive control plays in an individual’s ability to gate, attenuate and/or compensate for auditory distraction. However the field is yet to extensively test hypotheses in normal hearing populations with neurodevelopmental deficits in cognitive control such as ADHD. This thesis contributes to narrowing the gap within these two fields of research by studying auditory distraction in this clinical population to a greater extent than previous reports in the literature.Using a combination of both behavioural and neuroimaging methods, the research presented here was able to show that adults and adolescents with ADHD are inherently more susceptible to auditory distraction than their non-ADHD counterparts. At the behavioural level, impaired task performance due to auditory distraction was more likely to manifest in ADHD participants when the working memory system was under high processing load. At the neural level, functional aberrancy in auditory attention was evident at early stages of sensory processing in a variety of tasks, implicating both exogenous and endogenous control systems in ADHD. Furthermore, the distribution of ADHD-symptom severity across participants was shown to correlate with increases in both cortical activity to auditory distractors and intrinsic functional connectivity between auditory and exogenous attention networks.In line with evidence from cognitive hearing science, the general findings of this thesis demonstrate that cognitive control plays an important role in the ability to perceive sound under suboptimal listening conditions and hamper distraction. In addition, findings challenge theories of ADHD that question the extent in which sensory-related attentional control is impaired. More empirical research on the auditory modality in ADHD is therefore encouraged in order to revise models, improve diagnostic tools, and develop evidence-based interventions targeting study/work environments.
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| 3. |
- Forsblad, Mattias, 1985-, et al.
(författare)
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How Children with Mild Intellectual Disability Experience Self-driving Buses : In Support of Agency
- 2023
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Ingår i: Transaction on Transport Sciences. - : Palacky University Olomouc. - 1802-971X .- 1802-9876. ; 14:2, s. 21-31
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Tidskriftsartikel (refereegranskat)abstract
- Many people with intellectual disability experience their needs and desires not being fully considered. Responding to this problem, the purpose of this study is to investigate how children with mild intellectual disability experience self-driving buses. On each bus, a person called "safety driver" monitors the ride and takes control if a problematic situation arises. The purpose is also to investigate what roles support persons and safety drivers play. In addition, the research aims to propose improvements in how the design of these self-driving buses can better motivate children with intellectual disability to use them in support of their agency. To address this, we arranged and studied seven rides on self-driving buses, for 16 children diagnosed to have mild intellectual disability, and their support persons. Interviews with the children were held after the rides, and both the rides and interviews were video recorded.The analysis was in part inductive but also employed a theory based on motivation: self-determination theory. For several children, the bus worked as a vehicle for a social sightseeing tour of the local environment, and the current design did not hinder such an experience. Overall, many of the children had a positive experience, but there is room for improvement regarding the design of the buses. Some children expressed curiosity and a few frustrations with how the bus behaved in traffic. For instance, it was difficult for the children to understand why the bus braked for things that were hard for them to perceive. From observation, it appears that the accompanying support person and safety driver played an important role in making children safe and shaping the social environment on the bus. The support persons were also essential for some children to ride the bus at all. The safety driver provided the children with information about how the bus worked. Both the safety driver and the support person had a positive impact on the children's experience.
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| 4. |
- Ahrenberg, Lars, 1948-, et al.
(författare)
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Studying Disability Related Terms with Swe-Clarin Resources
- 2019
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Konferensbidrag (refereegranskat)abstract
- In Swedish, as in other languages, the words used to refer to disabilities and people with disabilities are manifold. Recommendations as to which terms to use have been changed several times over the last hundred years. In this exploratory paper we have used textual resources provided by Swe-Clarin to study such changes quantitatively. We demonstrate that old and new recommendations co-exist for long periods of time, and that usage sometimes converges.
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| 5. |
- Andreassen, Maria, 1966-
(författare)
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Digital support for people with cognitive impairment : An intervention to increase the occupational performance in everyday life
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: Senior people with cognitive impairment may experience an inability to manage everyday life due to difficulties related to time management, and planning and structuring everyday life. These difficulties can affect people negatively, for example not remembering to carry out future planned activities. Interventions that compensate for lost cognitive ability often include using assistive technology for cognition (ATC). By investigating the feasibility and potential effects of an intervention with the interactive digital calendar with active reminders, RemindMe, knowledge can be generated about aspects of learning to use and using digital support. Further, knowledge can also be generated about occupations in everyday life that people need to receive reminders for, both during the rehabilitation period and two years after the rehabilitation period. This knowledge can support building evidence-based interventions in rehabilitation for people with cognitive impairment using digital technology. Aim: The overall aim of this thesis was to study an interactive digital calendar with mobile phone reminders (RemindMe) for people with cognitive impairment, as support to increase the occupational performance in everyday life. Methods: This thesis includes four studies, using both qualitative and quantitative data collection methods. Study I was a focus group interview, exploring twenty senior people aged between 66 and 85 and their experiences of learning to use and using RemindMe in everyday life. The seniors had used RemindMe for six weeks and had received weekly support calls from a research assistant during the study period. After six weeks, the participants took part in focus group interviews. Four focus group interviews were conducted, analysed with content analyses. The use of RemindMe and feasibility aspects were also investigated in study II with a mixed-methods design. Eight patients with cognitive impairment, aged between 26–68, and seven occupational therapists participated. The occupational therapists were experienced in occupational therapy and were working at three different outpatient rehabilitation clinics in southeast Sweden. They had a median of 20 years of experience (range of 2–25 years). The patients received an introduction to using RemindMe, as well as weekly support calls from occupational therapists or a research assistant for eight weeks. Quantitative data was collected using the Quebec User Evaluation of Satisfaction with Assistive Technology 2.0 (QUEST 2.0). The frequency of and the actual use of RemindMe was generated by RemindMe. Qualitative data was collected via face-to-face interviews with occupational therapists, via field notes from the weekly support conversations, and during the assessments with patients with cognitive impairment. Analyses were conducted using descriptive statistics and directive deductive content analyses. Study III investigated the intervention with RemindMe, addressing plausible outcome measures by investigating changes in outcomes, impact on occupational performance, independence, health-related quality of life, and the psychosocial impact of support used for people with cognitive impairment. The design was a pilot randomized controlled trial with fifteen patients, with cognitive impairment, aged between 26–79, randomized to either an intervention group or a control group. The intervention group consisted of eight patients and the control group of seven patients. The outcome measures were assessed using the Canadian Occupational Performance Measure (COPM), the Functional Independence Measure (FIM), the EuroQol 5-Dimension Visual Analog Scale (EQ-5D-VAS), and the Psychosocial Impact of Assistive Devices Scale (PIADS). Study III was registered at ClinicalTrails.gov, identifier: NCT04470219. Study IV explored seven patients, aged between 51–71, experiences of strategies and support used to establish a new everyday life and their experience of support for time management and planning and structuring everyday life due to cognitive impairment. The study was a qualitative, semi-structured, face-to-face interview. The interviews were analysed with inductive content analysis. Results: The results of this thesis address learning to use and using assistive technology for cognition (ATC) in everyday life and outcomes from using RemindMe. The participants were accustomed to using calendars. However, there were differences in terms of whether they preferred to use “low tech” calendars (such as paper calendars), or “high tech” calendars (for example, digital calendars with reminders), or whether a combination of “low and high tech” was preferred (Studies I and IV). Other support strategies were also described, for example, the conscious use of objects as reminders in the home environment or everyday life routines (Study IV). Participants were positive towards the use of digital technology, especially mobile phones/smartphones that they easily can carry with them (Studies I and IV). Participants also described the advantage of using digital technology with active reminders and audio prompts, signalling, and telling them when to do something. This was described as the reminder “talks to me” (Study I). The actual use of RemindMe showed that reminders were for example used for taking medication, do exercises, or meeting family or friends (Study II). Occupational therapists in Study II described that their patients benefited from using reminders and that patients have to be active in their everyday life and perceive a need for reminders. The outcomes from measurements of occupational performance (COPM) indicate that patients in the intervention group increased their occupational performance and their satisfaction with their performance compared with the control group. The intervention group also increased their independence (FIM) in the communication and social and intellectual abilities subscales (Study III). Conclusions: The results indicate the importance of choosing a reminder that is suited to the patient’s needs, and this reminder can be either “low tech” or “high tech”. The important thing is that the reminder matches the patient’s needs. The result also indicates that for people with cognitive impairment to make full use of the reminder in everyday life, support with learning to use and using the device for a longer period is needed. Participants (Studies II, III, and IV) described scheduling and receiving active reminders as important for achieving a feeling of comfort and security. Another technique was to find habits and routines or objects to support time management and planning and structuring everyday life. Having a sense of comfort and security involved being in control of everyday life. It can be understood as people talking about being fully involved in their life situations, and in that sense as experiencing participation. However, this was s not investigated in the present studies. Two years after the rehabilitation period, digital or paper calendars were used to establish a new everyday life. Active reminders were trusted and resulted in a feeling of comfort and security as well as a sense of control and independence in everyday life.
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| 6. |
- Bremin, Sofia, et al.
(författare)
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Methods for human evaluation of machine translation
- 2010
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Ingår i: Proceedings of the Swedish Language Technology Conference (SLTC2010). ; , s. 47-48
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Evaluation of machine translation (MT) is a difficult task, both for humans, and using automatic metrics. The main difficulty lies in the fact that there is not one single correct translation, but many alternative good translation options.MT systems are often evaluated using automatic metrics, which commonly rely on comparing a translation to only a single human reference translation. An alternative is different types of human evaluations, commonly ranking be-tween systems or estimations of adequacy and fluency on some scale, or error analyses.We have explored four different evaluation methods on output from three different statistical MT systems. The main focus is on different types of human evaluation. We compare two conventional evaluation methods, human error analysis and automatic metrics, to two lesser used evaluation methods based on reading comprehension and eye-tracking. These two methods of evaluations are performed without the subjects seeing the source sentence. There have been few previous attempts of using reading comprehension and eye-tracking for MT evaluation.One example of a reading comprehension study is Fuji (1999) who conducted an experiment to compare English-to-Japanese MT to several versions of manual corrections of the system output. He found significant differences be-tween texts with large differences on reading comprehension questions. Doherty and O’Brien (2009) is the only study we are aware of using eye-tracking for MT evaluation. They found that the average gaze time and fixation counts were significantly lower for sentences judged as excellent in an earlier evaluation, than for bad sentences.Like previous research we find that both reading comprehension and eye-tracking can be useful for MT evaluation.The results of these methods are consistent with the other methods for comparison between systems with a big quality difference. For systems with similar quality, however, the different evaluation methods often does not show any significant differences.
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| 7. |
- Carlsson, Rickard, et al.
(författare)
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Inaugural Editorial of Meta-Psychology
- 2017
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Ingår i: Meta-Psychology. - : Linnaeus University. - 2003-2714. ; 1
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Carney, Daniel P. J., et al.
(författare)
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Using developmental trajectories to examine verbal and visuospatial short-term memory development in children and adolescents with Williams and Down syndromes
- 2013
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Ingår i: Research in Developmental Disabilities. - : Elsevier. - 0891-4222 .- 1873-3379. ; 34:10, s. 3421-3432
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Tidskriftsartikel (refereegranskat)abstract
- Williams (WS) and Down (DS) syndromes have been associated with specifically compromised short-term memory (STM) subsystems. Individuals with WS have shown impairments in visuospatial STM, while individuals with DS have often shown problems with the recall of verbal material. However, studies have not usually compared the development of STM skills in these domains, in these populations. The present study employed a cross-sectional developmental trajectories approach, plotting verbal and visuospatial STM performance against more general cognitive and chronological development, to investigate how the domain-specific skills of individuals with WS and DS may change as development progresses, as well as whether the difference between STM skill domains increases, in either group, as development progresses. Typically developing children, of broadly similar cognitive ability to the clinical groups, were also included. Planned between- and within-group comparisons were carried out. Individuals with WS and DS both showed the domain-specific STM weaknesses in overall performance that were expected based on the respective cognitive profiles. However, skills in both groups developed, according to general cognitive development, at similar rates to those of the TD group. In addition, no significant developmental divergence between STM domains was observed in either clinical group according to mental age or chronological age, although the general pattern of findings indicated that the influence of the latter variable across STM domains, particularly in WS, might merit further investigation.
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| 9. |
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| 10. |
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