| 1. |
- Heimann, Mikael, 1951-, et al.
(författare)
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Attention in cognition and early learning
- 2010
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Ingår i: International Encyclopedia of Education. - Oxford : Elsevier. - 9780080448930 - 0080448933 ; , s. 165-171
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The field of education has experienced extraordinary technological, societal, and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education, Third Edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,000 articles across 24 individual areas of coverage, and is expected to become the dominant resource in the field. Education is a multidisciplinary and international field drawing on a wide range of social sciences and humanities disciplines, and this new edition comprehensively matches this diversity. The diverse background and multidisciplinary subject coverage of the Editorial Board ensure a balanced and objective academic framework, with 1,500 contributors representing over 100 countries, capturing a complete portrait of this evolving field.A totally new work, revamped with a wholly new editorial board, structure and brand-new list of meta-sections and articlesDeveloped by an international panel of editors and authors drawn from senior academiaWeb-enhanced with supplementary multimedia audio and video files, hotlinked to relevant references and sources for further studyIncorporates ca. 1,350 articles, with timely coverage of such topics as technology and learning, demography and social change, globalization, and adult learning, to name a fewOffers two content delivery options - print and online - the latter of which provides anytime, anywhere access for multiple users and superior search functionality via ScienceDirect, as well as multimedia content, including audio and video files
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| 2. |
- Strid, Karin, 1974, et al.
(författare)
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Infant recall memory and communication predicts later cognitive development
- 2006
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Ingår i: Infant Behavior and Development. - : Elsevier BV. - 0163-6383 .- 1879-0453. ; 29:4, s. 545-553
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Tidskriftsartikel (refereegranskat)abstract
- This longitudinal study investigates the relation between recall memory and communication in infancy and later cognitive development. Twenty-six typically developing Swedish children were tested during infancy for deferred imitation (memory), joint attention (JA), and requesting (nonverbal communication), they also were tested during childhood for language and cognitive competence. Results showed that infants with low performance on both deferred imitation at 9 months and joint attention at 14 months obtained a significantly lower score on a test of cognitive abilities at 4 years of age. This long-term prediction from preverbal infancy to childhood cognition is of interest both to developmental theory and to practice. © 2006 Elsevier Inc. All rights reserved.
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| 3. |
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Imitation and socio-emotional processes : Implications for commmunicative development and interventions
- 2006
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Ingår i: Infant and Child Development. - Bognor Regis, UK : Wiley. - 1522-7227 .- 1522-7219.
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Imitation is a phenomenon that seems to have engaged developmental psychologists throughout their century-long history. In 1906, Baldwin argued, in his seminal text, that the development of self and other was so interconnected that humans are essentially ‘imitative creations’ (Baldwin, 1906). By the 1960s, Piaget’s theory about the development of memory and representation, and imitation’s role within that, had begun to fundamentally re-shape the field’s conception of infant development (e.g. Piaget, 1962). In the 1970s, the discovery that neonates could imitate adults’ facial expressions when only minutes old sparked heated debate about humans’ innate social endowment (e.g. Maratos, 1973; Meltzoff & Moore, 1977). The beginning of the 21st century finds the field turning to questions about robotic and computer-generated imitation (e.g. Bailenson & Yee, 2005; Nadel, Revel, Andry, & Gaussier, 2004). What can a special issue on imitation add to this extensive history?The aim of this volume is to extend current conceptions of imitation by bringing together two domains that are generally confined to separate literatures: those relating to infancy and to communicative interventions. All the contributors are interested in the role that imitation plays in socio-emotional processes, and they seek to better understand how knowledge about infants and interventions can be mutually informative. Such connections are expected to yield insights that will be helpful to the field at both theoretical and applied levels.The origins of this special issue lie in a series of three specialist seminars, held during 2003 (Dundee, Scotland) and 2004 (Bergen, Norway and Leeds, England), which brought together researchers and practitioners whose work focuses on socio-emotional aspects of imitation. Participants were 13 in number, drawn from the UK, Norway, and Sweden, all of whom feature as authors in this issue (Astell, Braarud, Caldwell, Ellis, Hart, Heimann, Laberg, Nagy, Nord en, O’Neill, Stormark, Strid, Zeedyk). We hoped that this group would be able to find common ground, even within the diversity in their approaches (experimental designs, naturalistic observations, case studies, practice) and their domains of expertise (infancy, autism, global delay, deafblindness, dementia). We were more than successful, for we found that the outcomes of our discussions were compelling enough to cause us to reflect anew on the very bases of human intersubjectivity.
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| 4. |
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| 5. |
- Heimann, Mikael, 1951-, et al.
(författare)
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Increasing reading and communication skills in children with autism through an interactive multimedia computer program.
- 1995
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Ingår i: Journal of autism and developmental disorders. - : Springer. - 0162-3257 .- 1573-3432. ; 25:5, s. 459-80
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on the effect of using an interactive and child-initiated microcomputer program (Alpha) when teaching three groups of children (N = 30) reading and communications skills: (a) 11 children with autism (M chronological age, CA = 9:4 years), (b) 9 children with mixed handicaps (M CA = 13:1), and (c) 10 normal preschool children (M CA = 6:4 years). Their mental age varied from 5:8 years to 6:9 years and all children received computer instruction supplementary to their regular reading and writing activities. Tests of reading and phonological development were carried out at the onset of the training (Start), at the end (Post 1), and at a follow-up evaluation (Post 2). In addition, video observations of the childrens' verbal and nonverbal communication were added at Start and Post 1. The children with autism increased both their word reading and their phonological awareness through the use of the Alpha program. Clearly significant gains were observed during the intervention, but none during the follow-up period. A similar but weaker pattern is observed for the children with mixed handicaps. In contrast, the normal preschool children increased their scores regardless of the program. Analyses of the children's classroom behavior indicate that the intervention succeeded in stimulating verbal expressions among the children with autism and mixed handicap. A significant increase in enjoyment was also noted for the children with autism. It is concluded that the intervention with a motivating multimedia program might stimulate reading and communication in children with various developmental disabilities, but that such interventions must be individually based and include both detailed planning and monitoring from teachers, and parents, as well as from clinicians in charge.
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| 6. |
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| 7. |
- Heimann, Mikael, 1951-
(författare)
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Ny kunnskap om spedbarns hukommelse
- 2010
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Ingår i: Nordisk forening for spedbarns utvikling, årlig konferens, Oslo, 5-6 februari 2010.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 8. |
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| 9. |
- Koch, Felix-Sebastian, 1977-, et al.
(författare)
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Changes in infant visual attention when observing repeated actions
- 2018
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Ingår i: Infant Behavior and Development. - : Elsevier. - 0163-6383 .- 1879-0453. ; 50, s. 189-197
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Tidskriftsartikel (refereegranskat)abstract
- Infants early visual preferences for faces, and their observational learning abilities, are well-established in the literature. The current study examines how infants attention changes as they become increasingly familiar with a person and the actions that person is demonstrating. The looking patterns of 12- (n = 61) and 16-month-old infants (n = 29) were tracked while they watched videos of an adult presenting novel actions with four different objects three times. A face-to-action ratio in visual attention was calculated for each repetition and summarized as a mean across all videos. The face-to-action ratio increased with each action repetition, indicating that there was an increase in attention to the face relative to the action each additional time the action was demonstrated. Infants prior familiarity with the object used was related to face-to-action ratio in 12-month-olds and initial looking behavior was related to face-to-action ratio in the whole sample. Prior familiarity with the presenter, and infant gender and age, were not related to face-to-action ratio. This study has theoretical implications for face preference and action observations in dynamic contexts.
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