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- Domellöf, Magdalena Eriksson, et al.
(författare)
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Evaluating a frontostriatal working-memory updating-training paradigm in Parkinson's disease : the iPARK trial, a double-blinded randomized controlled trial
- 2020
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Ingår i: BMC Neurology. - : BMC. - 1471-2377. ; 20:1
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Tidskriftsartikel (refereegranskat)abstract
- Background: Cognitive decline and dementia are common in Parkinson's disease (PD). Cognitive deficits have been linked to the depletion of dopamine in the nigrostriatal pathway, but pharmacological treatments for PD have little evidence of improving or delaying cognitive decline. Therefore, exploring non-pharmacological treatment options is important. There have been some promising results of cognitive training interventions in PD, especially for improvements in working memory and executive functions. Yet, existing studies are often underpowered, lacking appropriate control condition, long term follow-up, a thorough description of the intervention and characteristics of the participants. Working memory updating training has previously shown to increase striatal activation in healthy young and old participants as well as dopaminergic neurotransmission in healthy young participants. In the light of dopamine dysfunction in PD, with negative effects on both motor and cognitive functions it is of interest to study if an impaired striatal system can be responsive to a non-invasive, non-pharmacological intervention. Methods and design: The iPARK trial is a double-blinded, randomized controlled trial with a parallel-group design that aims to recruit 80 patients with PD (during the period 02/2017-02/2023). Included patients need to have PD, Hoehn and Yahr staging I-III, be between 45 to 75 years of age and not have a diagnosis of dementia. All patients will undergo 30 sessions (6-8 weeks) of web-based cognitive training performed from home. The target intervention is a process-based training program targeting working memory updating. The placebo program is a low dose short-term memory program. A battery of neuropsychological tests and questionnaires will be performed before training, directly after training, and 16 weeks after training. Discussion: We expect that the iPARK trial will provide novel and clinically useful information on whether updating training is an effective cognitive training paradigm in PD. Further, it will hopefully contribute to a better understanding of cognitive function in PD and provide answers regarding cognitive plasticity as well as determining critical factors for a responsive striatal system.
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- Eriksson, Lars, 1963-, et al.
(författare)
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Visual flow scene effects on the somatogravic illusion in non-pilots
- 2008
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Ingår i: Aviation, Space and Environmental Medicine. - 0095-6562 .- 1943-4448. ; 79:9, s. 860-866
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: The somatogravic illusion (SGI) is easily broken when the pilot looks out the aircraft window during daylight flight, but it has proven difficult to break or even reduce the SGI in non-pilots in simulators using synthetic visual scenes. Could visual-flow scenes that accommodate compensatory head movement reduce the SGI in naive subjects? Methods: We investigated the effects of visual cues on the SGI induced by a human centrifuge. The subject was equipped with a head-tracked, head-mounted display (HMD) and was seated in a fixed gondola facing the center of rotation. The angular velocity of the centrifuge increased from near zero until a 0.57-G centripetal acceleration was attained, resulting in a tilt of the gravitoinertial force vector, corresponding to a pitch-up of 30 degrees. The subject indicated perceived horizontal continuously by means of a manual adjustable-plate system. We performed two experiments with within-subjects designs. In Experiment 1, the subjects (N = 13) viewed a darkened TIMID and a presentation of simple visual flow beneath a horizon. In Experiment 2, the subjects (N = 12) viewed a darkened HMD, a scene including symbology superimposed on simple visual flow and horizon, and this scene without visual flow (static). Results: In Experiment 1, visual flow reduced the SGI from 12.4 +/- 1.4 degrees (mean +/- SE) to 8.7 +/- 1.5 degrees. In Experiment 2, the SGI was smaller in the visual flow condition (9.3 +/- 1.8 degrees) than with the static scene (13.3 +/- 1.7 degrees) and without HMD presentation (14.5 +/- 2.3 degrees), respectively. Conclusion: It is possible to reduce the SGI in non-pilots by means of a synthetic horizon and simple visual flow conveyed by a head-tracked HMD. This may reflect the power of a more intuitive display for reducing the SGI.
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- Eriksson, Martin, 1972-
(författare)
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Att ta ställning : Gymnasieelevers argumentation och beslutsfattande om sociovetenskapliga dilemman
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims to explore students’ argumentation and decision-making relating to authentic socioscientific issues (SSI). The ability to make informed decisions about socio scientific issues has been recognized to be an important element in science education to achieve the goal of scientific literacy. However, deliberation on SSIs deals with the fact-value intertwinement and has proven to be a tricky affair, both for students and teachers. In paper I, the focus is on upper secondary students’ use of different reasons in arguing about the existence of wolfs in Sweden. To investigate the students’ ability to find supporting reasons from different subject areas in their informal argumentation, the SEE-SEP model was used as an analytical framework. The results showed that the value aspect dominates students’ informal argumentation on the SSI of wolves in Sweden. In paper II a six-step SSI instructional model is presented, designed to develop students’ ability to argue about complex multi-disciplinary issues. This six-step SSI instructional model aims to create a forum that encourages students to interact with one-another and discuss their arguments dynamically. In paper III students’ argumentation and decision-making upon an authentic SSI relating to environmental toxins in fish from the Baltic Sea, was studied. The students’ argumentation and decision making processes were followed closely and data were collected during multiple stages of the SSI-instructional model. The analysis focused on students’ skills of evaluation and the relationships between the values, knowledge and experiences that they used in their argumentation. The results showed that even though all of the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions, depending on their background values, knowledge and experiences (i.e. their intellectual baggage). Implications for teaching and research are discussed.
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- Eriksson, Martin, 1972-, et al.
(författare)
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Vargfrågan - Gymnasieelevers argumentation kring ett sociovetenskapligt dilemma
- 2012
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Ingår i: NorDiNa. - Oslo : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 8:1, s. 43-58
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Tidskriftsartikel (refereegranskat)abstract
- The Wolf Issue - Upper Secondary Students’ Argumentation about a Socio-Scientific IssueThe focus of this study is the attitudes towards wolves in Sweden among upper secondary students.This socio-scientific issue (SSI) involves many aspects, such as ethical, political and biological aspects,and provides a context to study students’ informal argumentation. The different arguments usedby the students were analyzed using the framework of the SEE-SEP-model. A questionnaire probingattitudes to the existence of wolves in the neighbourhood was distributed to 352 upper secondarystudents. 18 students were interviewed in focused group-interviews (in pairs). The results showedthat 55% of the students showed a negative attitude towards the existence of wolves in the neighbourhood.The analysis of the different aspects of arguments used by the students in the interviewsshowed that arguments based on value were more dominant (60%) than arguments based on knowledge(30%), and arguments based on personal experiences (10%).
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- Hart, Paul BJ, et al.
(författare)
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Familiarity with a partner facilitates the movementof drift foraging juvenile grayling (Thymallus thymallus) into a new habitatarea
- 2014
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Ingår i: Environmental Biology of Fishes. - : Springer Science and Business Media LLC. - 0378-1909 .- 1573-5133. ; 97:5, s. 515-522
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Tidskriftsartikel (refereegranskat)abstract
- Preferring one social partner over another can enhance fitness. This paper reports that juvenile grayling were significantly more likely to enter and forage in new, upstream habitats when paired with familiar versus unfamiliar social partners. Fish paired with unfamiliar partners or when alone were more reluctant to enter the new area. The entry times for both fish in a familiar pair were significantly correlated, but uncorrelated for unfamiliar fish. These differences between familiars and unfamiliars were consistent over a 2-week period. Fish with familiar partners spent more time within three body lengths of each other than did those with unfamiliars. The results are discussed in relation to optimality models of drift foraging, which do not included sociality. It is suggested that the social dimension creates a more dynamic foraging response to variable environmental conditions and could have consequences for growth.
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- Rundgren, Carl-Johan, 1973-, et al.
(författare)
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Investigating the Intertwinement of Knowledge, Value, and Experience of Upper Secondary Students' Argumentation Concerning Socioscientific Issues
- 2016
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Ingår i: Science & Education. - Dordrecht, Netherlands : Springer Netherlands. - 0926-7220 .- 1573-1901. ; 25:9-10, s. 1049-1071
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to explore students' argumentation and decision-making relating to an authentic socioscientific issue (SSI)-the problem of environmental toxins in fish from the Baltic Sea. A multi-disciplinary instructional module, designed in order to develop students' skills to argue about complex SSI, was successfully tested. Seven science majors in the final year of their upper secondary studies participated in this study. Their argumentation and decision-making processes were followed closely, and data were collected during multiple stages of the instructional module: group discussions were audio recorded, the participants wrote reports on their decision making, and postexercise interviews were conducted with individual students. The analysis focused on the skill of evaluation demonstrated by the students during the exercise and the relationships between the knowledge, values, and experiences that they used in their argumentation. Even though all of the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions. All of the students took counter-arguments and the limitations of their claims into account and were able to extend their claims where appropriate. However, their decisions differed depending on their background knowledge, values, and experiences (i.e., their intellectual baggage). The implication to SSI teaching and learning is discussed.
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| 10. |
- Rundgren, Carl-Johan, et al.
(författare)
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The fact-value intertwinement : Investigating upper secondary students’ decision-making concerning socioscientific issues
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- This study aims to explore students’ argumentation and decision-making relating to an authentic socioscientific issue (SSI) – the problem of environmental toxins in fish from the Baltic Sea. An instructional exercise module was designed to develop students’ ability to argue about complex multi-disciplinary issues. Seven science majors in the final year of their upper secondary studies participated in the this studyinstructional exercise. Their argumentation and decision making processes were followed closely and data were collected during multiple stages of the instructional moduleexercise: group discussions were tapedaudio recorded, the participants wrote reports on their decision making and submitted them for analysis, and post-exercise interviews were conducted with individual students. The analysis focused on the skills of evaluation demonstrated by the students during the exercise and the relationships between the values, knowledge and experiences that they used in their argumentation. Even though all of the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions. All of the students took counter-arguments and the limitations of their claims into account, and were able to extend their claims where appropriate. However, their decisions differed depending on their background values, knowledge and experiences (i.e. their intellectual baggage).
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