| 1. |
- Badinlou, Farzaneh, 1984-, et al.
(författare)
-
Developmental differences in episodic memory across school ages : Evidence from enacted events performed by self and others
- 2017
-
Ingår i: Memory. - : Taylor & Francis. - 0965-8211 .- 1464-0686. ; 25:1, s. 84-94
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to examine action memory as a form of episodic memory among school-aged subjects. Most research on action memory has focused on memory changes in adult populations. This study explored the action memory of children over time. A total of 410 school-aged child participants, comprising 201 girls and 208 boys in four age groups (8, 10, 12, 14), were included in this study. We studied two forms of action encoding, subject-performed tasks (SPTs) and experimenter-performed tasks (EPTs), which were compared with one verbal encoding task as a control condition. At retrieval, we used three memory tests (free recall, cued recall, and recognition). We observed significant differences in memory performance in children aged 8-14 years with respect to free recall and cued recall but not recognition. The largest memory enhancement was observed for the SPTs in the 8-14-year-old participants under all test conditions. Participants performed equally well on the free recall of SPTs and EPTs, whereas they displayed better performances on the cued recall and recognition of SPTs compared to EPTs. The strategic nature of SPTs and the distinction between item-specific information and relational information are discussed.
|
|
| 2. |
- Galazka, Martyna A.
(författare)
-
Social causality in motion : Visual bias and categorization of social interactions during the observation of chasing in infancy
- 2017
-
Konstnärligt arbete (övrigt vetenskapligt/konstnärligt)abstract
- Since the seminal work of Fritz Heider and Marienne Simmel (1944) the study of animacy perception, or the perception and attribution of life from the motion of simple geometrical shapes has intrigued researchers. The intrigue for psychologists and vision scientists then and today centered on the stark disconnect between the simplicity of the visual input and the universal richness of the resulting percept.Infant research in this domain has become critical in examining the ontological processes behind the formation of animated percepts. To date, little is known about how infants process these kinds of stimuli. While numerous habituation studies have shown sensitivity to animate motion in general, none to date has examined whether infants actually perceive animate displays as social interactions.The overarching goal of the present thesis is to answer this question and further augment knowledge about the mechanisms behind the formation of animated percepts in infancy. I, along with my collaborators, do so in three ways, in three separate studies. First, we examined visual attention during online observation of randomly moving geometrical shapes in adults and infants (Study I, using eye tracking). Second, we examine distribution of visual attention in infancy during online observation of non-contact causal interactions, focusing on the most ubiquitous, fitness relevant of interactions – chasing (Study II, using eye tracking). Third, we answer the question whether infants perceive social content in chasing displays by measuring the neural correlates in response to chasing (Study III, using EEG).The collective contribution of the present work is also three fold. First, it demonstrates that starting at the end of the first year of life, human visual system is sensitive to cues that efficiently predict an interaction. Second, at 5-months infants begins allocating attention differently across agents within interactions. Finally, attention to specific objects is not due to low-level saliency but the social nature of the interaction. Subsequently, I present the case that perception of social agents is fast, direct, and reflects the workings of a specialized learning mechanisms whose function is the detection of heat-seeking animates in motion.
|
|
| 3. |
- Dennhag, Inga, 1969-
(författare)
-
Makt och psykoterapi
- 2017
-
Bok (populärvet., debatt m.m.)abstract
- Status och makt påverkar hur vi pratar och förhåller oss till varandra. Några kända makthierarkier handlar om kön, klass, etnicitet, ålder och funktionsnedsättning. Dessa utspelar sig i alla relationella sammanhang – även i psykoterapi.Relationen mellan klient och terapeut är inte jämlik. Terapeuten har mer makt utifrån sin utbildning och anställning, medan klienten ofta är i kris eller har svårigheter och är i behov av den hjälp som terapeuten kan erbjuda. Vilka former av makt kan gestalta sig i samtalet och hur kan makten påverka psykoterapin?Den här boken vill bidra till ökad förståelse för vad makt är, hur den yttrar sig i psykoterapi och hur makt kan utjämnas. Vinsterna med maktutjämning är många. Det kan stärka alliansen och samarbetet mellan klient och terapeut, göra terapeuten mer träffsäker i sina bedömningar, vara en hjälp i att anpassa behandlingsupplägget – och därmed bidra till färre avhopp och ett bättre utfall av terapin.Författaren undersöker och ger kunskap om jämställdhet, mångfald, fördomar och normer. Här finns också fördjupande kapitel om genus/kön, sexualitet, allians, språk och kommunikation, samt fallexempel med maktanalyser. De teoretiska verktyg som genomsyrar innehållet är kulturpsykologi, intersektionalitet och normkritik. Författaren visar också hur dessa perspektiv kan införlivas i en fallkonceptualisering i KBT med maktperspektiv. Till varje kapitel finns reflektionsfrågor och övningar som hjälper läsaren att öka sin medvetenhet om makt och att omsätta kunskapen i praktisk handling.Boken vänder sig till psykolog- och psykoterapistuderande samt till yrkesverksamma psykologer, psykoterapeuter, psykiatri- och vårdpersonal.
|
|
| 4. |
- Westman, Jessica, 1979-
(författare)
-
Drivers of Children's Travel Satisfaction
- 2017
-
Konstnärligt arbete (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this thesis is twofold: Firstly, it explores the reasons parents state for choosing the car to take their children to school; Secondly, it investigates how the characteristics of the journey relate to children’s wellbeing, mood, and cognitive performance. This thesis consists of three papers (Papers I, II, and III). Participating in Paper I were 245 parents of schoolchildren aged between 10 and 15 in Värmland County, Sweden. These parents answered a questionnaire wherein they stated to what degree certain statements correlated with their decision to choose the car. In Paper II, 237 children in grade 4 (aged 10-11), in the City of Staffanstorp, Sweden, recorded all their journeys in a diary over one school week, also reporting on their travel mode, current mood while travelling, activities on arrival, and experiences vis-à-vis those activities. Participating in Paper III was a sample of 345 children aged between 10 and 15 attending five public schools in Värmland County, Sweden. These children rated their current mood, filled out the Satisfaction with Travel Scale (capturing the travel experience), reported details about their journeys, and took a word fluency test.Parents’ wish to accompany their children to school, and the convenience of the car, both impact upon the travel mode decision. In addition, parents also seem to choose the car regardless of the distance between home and school. The findings further reveal that the mood children are in varies with how they travel and where they go, and that there is a difference between boys’ and girls’ experiences. Children who travel by car experience the lowest degree of quality and activation, something which is maintained throughout the school day (especially for girls). Social activities during travel bring a higher degree of quality and excitement, while solitary activities bring more stress. The findings further show that using a smartphone, or doing a combination of activities during the journey, results in better cognitive performance. Thus, it is concluded that the mode choice that parents make for their children correlates with those children’s mood and experience. Specifically, where and how children travel, what they do when they travel, and how long they travel for affect their experiences, mood, and/or cognitive performance.
|
|
| 5. |
- Mårtens, Ylva
(författare)
-
Vad säger barnen?
- 2015
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Vad säger barnen? är en bok om konsten att intervjua barn. Hur skapar man tillit, hur förbereder man sig, vilken lagstiftning gäller? Har barn yttrandefrihet?Hur gör man barnperspektivet tydligt och hur ser man som journalist till att barnens röster lyfts fram i det offentliga samtalet? Men den handlar också om hur vuxenvärlden ser på och bemöter barn.Vad säger barnen? är en personlig handbok, en kunskapsbank och en praktisk guide. Den kan användas som stöd för lärare, fritidsledare, teaterfolk, kulturarbetare och dokumentärfilmare. Och varför inte föräldrar? Boken är resultatet av ett arbete vid Stockholms dramatiska högskola där radioreportern Ylva Mårtens har varit verksam som gästlärare, forskare och lektor i radioproduktion i mer än trettio år
|
|
| 6. |
- Bok, Bengt, 1954-
(författare)
-
Encounter with the Other : some reflections in interviewing
- 2015. - 1
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- he interview is an art form. Two people meet to talk to each other. They meet to talk about something important, or to talk about the life of the person being interviewed. Reaching deep down inside a person is a process. Being part of this process can make you dizzy, giddy. Interviewing is a job where listening and inquiry often give us someone’s life story. It’s about deciphering a person’s thoughts and testimonies; what he or she says or does not say. The interview is an art form that can be likened to understanding poetry… it’s about interpreting, cracking codes, working things out. An interview must not turn into a polite conversation or discussion, but should be a form of concentrated and honest communication. The interviewer must not be out to please or impress, but should be relatively confident in him/herself without being some kind of emotional superman (übermensch). On the contrary, perhaps the interviewer’s own weaknesses and faults often result in a sensitivity and a capacity to be able to hone in on what is really important in the encounter that is ‘the interview’.The interviewer must be equipped with a certain capacity for empathy with “the Other”. To be able to identify with trong enough to understand that these experiences are not one’s own, but those of the Other. It’s important to learn how to step into an interview with full concentration and presence, then step back and regard and analyse what is happening, and then step back in again. This allows for what is generally a necessary (and healthy) distancing of oneself, as well as some pause for reflection and repose in order to then recharge for the next ‘entry’.If it so happens that I, as the interviewer, have a capacity for empathy and a sensitivity, it’s important that I don’t lose myself in the Other’s situation, but maintain a professional attitude in the interview – a brotherly, professional, attitude. I have had this sensitivity myself since childhood, and in many instances, it has been a curse. However, in recent years I have understood and consoled myself with the fact that it has also been the foundation of my work and my way of approaching people. Without it, I might not have the ‘radar’ that has assisted me in my quest for the Other’s inner self. A journey that I never cease to be fascinated by, as my curiosity is continuously piqued anew.During a walk with a colleague and similarly sensitive soul, it became apparent that we both held a common belief that we had done our best interviews when we were heavily hung over. This was when our senses were at their most open and our own defences completely crushed. There exists a freedom in this parlous state – a freedom in which feelings and intuition have free rein. Where we can detect very subtle signals and undertones from interviewees. Any question can be asked – prestige and our own inner fears do not exist in this state.That said, to subject oneself to a heavy hangover as a working method is a highly unhealthy and just plain crazy idea! For this reason, we must try to achieve this same sense of freedom by other means.And that is what this book deals with. It is based on the encounters I have had and what occurred in these encounters. How can I make use of this experience to achieve… honesty? (not the truth)… and some meaning with it all… How can I prepare myself?
|
|
| 7. |
- Golzari, Fatemeh, et al.
(författare)
-
The Effect of a Social Stories Intervention on the Social Skills of Male Students With Autism Spectrum Disorder
- 2015
-
Ingår i: SAGE Open. - : SAGE Publications. - 2158-2440. ; 5:4, s. 1-8
-
Tidskriftsartikel (refereegranskat)abstract
- The present study aimed to investigate the effect of a social stories intervention on the social skills of male students with autistic spectrum disorder (ASD). The sample included 30 male students with ASD who were selected through convenience sampling and randomly assigned to an experimental group (n = 15) or a control group (n = 15). The social skills of both groups were assessed pre- and post-test using Stone and colleagues’ Social Skills Scale (which included subscales for understanding/perspective-taking, initiating interactions, responding to interactions, and maintaining interactions). The experimental group participated in 16 sessions of social stories training, while the control group did not. Overall, the results showed that the social stories intervention improved the social skills of the children with ASD in the experimental group compared with the control group. The effects of the social stories intervention were mostly evident in the subscales for understanding/perspective-taking, initiating interactions, and maintaining interactions with others. The social stories intervention had no effect on the subscale assessing ability to respond to others. The study findings emphasize the effectiveness of the social stories intervention in improving the social skills of children with ASD, which may be used by teachers, parents, or professionals who work with such children.
|
|
| 8. |
|
|
| 9. |
- Cardeña, Etzel, et al.
(författare)
-
Time and the Writers
- 2016
-
Annan publikation (populärvet., debatt m.m.)abstract
- Etzel Cardeña and Lauren Reid investigate how literature can open up different models of thinking about time. These models of time are brought to life by clips from the spectacular films of the one-and-only director and choreographer - Busby Berkeley.
|
|
| 10. |
|
|
