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1.
  • Anikin, Andrey, et al. (författare)
  • Human Non-linguistic Vocal Repertoire : Call Types and Their Meaning
  • Ingår i: Journal of Nonverbal Behavior. - : Springer. - 1573-3653. ; 42:1, s. 53-80
  • Tidskriftsartikel (refereegranskat)abstract
    • Recent research on human nonverbal vocalizations has led to considerable progress in our understanding of vocal communication of emotion. However, in contrast to studies of animal vocalizations, this research has focused mainly on the emotional interpretation of such signals. The repertoire of human nonverbal vocalizations as acoustic types, and the mapping between acoustic and emotional categories, thus remain underexplored. In a cross-linguistic naming task (Experiment 1), verbal categorization of 132 authentic (non-acted) human vocalizations by English-, Swedish- and Russian-speaking participants revealed the same major acoustic types: laugh, cry, scream, moan, and possibly roar and sigh. The association between call type and perceived emotion was systematic but non-redundant: listeners associated every call type with a limited, but in some cases relatively wide, range of emotions. The speed and consistency of naming the call type predicted the speed and consistency of inferring the caller's emotion, suggesting that acoustic and emotional categorizations are closely related. However, participants preferred to name the call type before naming the emotion. Furthermore, nonverbal categorization of the same stimuli in a triad classification task (Experiment 2) was more compatible with classification by call type than by emotion, indicating the former's greater perceptual salience. These results suggest that acoustic categorization may precede attribution of emotion, highlighting the need to distinguish between the overt form of nonverbal signals and their interpretation by the perceiver. Both within- and between-call acoustic variation can then be modeled explicitly, bringing research on human nonverbal vocalizations more in line with the work on animal communication.
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2.
  • Baird, Emily, et al. (författare)
  • X-ray micro computed-tomography
  • Ingår i: Current Biology. - : Elsevier. - 0960-9822. ; 27:8, s. 289-291
  • Tidskriftsartikel (refereegranskat)abstract
    • Emily Baird and Gavin Taylor describe how you can make three-dimensional models of biological samples using x-ray micro-computed tomography
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3.
  • Bexell, Göran, et al. (författare)
  • "Ge forskningen mer resurser"
  • Ingår i: Sydsvenska dagbladet. - : Sydsvenska Dagbladet. - 1104-0068.
  • Tidskriftsartikel (populärvet., debatt m.m.)
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4.
  • Bodnar, Taras, et al. (författare)
  • A linear test for the global minimum variance portfolio for small sample and singular covariance
  • 2015
  • Annan publikation (övrigt vetenskapligt)abstract
    • Bodnar and Schmid (2008) derived the distribution of the global minimum variance portfolio weights and obtained the distribution of the test statistics for the general linear hypothesis. Their results are obtained in the case when the number of observations n is bigger or equal than the size of portfolio k. In the present paper, we extend the result by analyzing the portfolio weights in a small sample case of n < k, with the singular covariance matrix. The results are illustrated using actual stock returns. A discussion of practical relevance of the model is presented.
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5.
  • Fredriksson, Alexandra, et al. (författare)
  • Conceptual Blending Monitoring Students’ Use of Metaphorical Concepts to Further the Learning of Science
  • 2020
  • Ingår i: Research in Science Education. - : Springer. - 0157-244X. ; 50:3, s. 917-940
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this study is to explore how tertiary science students’ use of metaphors in their popular science article writing may influence their understanding of subject matter. For this purpose, six popular articles written by students in physics or geology were analysed by means of a close textual analysis and a metaphor analysis. In addition, semi-structured interviews were conducted with the students. The articles showed variation regarding the occurrence of active (non-conventional) metaphors, and metaphorical concepts, i.e. metaphors relating to a common theme. In addition, the interviews indicated that students using active metaphors and metaphorical concepts reflected more actively upon their use of metaphors. These students also discussed the possible relationship between subject understanding and creation of metaphors in terms of conceptual blending. The study suggests that students’ process of creating metaphorical concepts could be described and visualised through integrated networks of conceptual blending. Altogether, the study argues for using conceptual blending as a tool for monitoring and encouraging the use of adequate metaphorical concepts, thereby facilitating students’ opportunities of understanding and influencing the learning of science.
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6.
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7.
  • Holm, Annalena, et al. (författare)
  • Mathematics Communication within the Frame of Supplemental Instruction – SOLO & ATD Analysis
  • 2015
  • Ingår i: CERME 9,2015-02-04 - 2015-02-08. - : European Association for Research in Mathematics Education. ; , s. 87-97
  • Konferensbidrag (refereegranskat)abstract
    • Teaching at Swedish primary and secondary school is often combined with collaborative exercises in a variety of subjects. One such method for learning together is Supplemental instruction (SI). Several studies have been made to evaluate SI in universities throughout the world, while at lower levels, hardly any studies have been made until now. The present study aimed at identifying learning conditions in SI-sessons at two Swedish upper secondary schools. Within this study a combination of ATD (Anthropological Theory of Didactics) and the SOLO-taxonomy (Structure of the Observed Learning Outcome) was successfully tried as an analysis strategy.
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8.
  • Nikoleris, Lina (författare)
  • The estrogen receptor in fish and effects of synthetic estrogens in the environment - Ecological and evolutionary perspectives and societal awareness
  • 2016
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • Synthetic hormones are a group of pharmaceuticals used for various human and animal treatments. However, consumption and disposal of these substances have also given rise to negative effects and environmental problems for organisms in the wild which is why these substances have been classified as estrogenic endocrine-disrupting chemicals (EDCs). Studies on the estrogen receptors (ers) and their genes are of particular interest when investigating emerging negative effects from estrogenic EDC contaminants. In vertebrates, the ers are well conserved between organisms and regulate activation and deactivation involved for example in growth, reproduction and development in both males and females. The initial aims of my research presented in this thesis were to show how the duplicated er genes in vertebrates, by studying fish and salmonid species in particular, are distributed, activated or disrupted by both ecological and pharmaceutical challenges. I have worked with three different fish species: Atlantic salmon (Salmo salar); brown trout (Salmo trutta); and roach (Rutilus rutilus) sampled from natural populations in the wild. I show that there is a complex interaction between estrogens and its receptors, depending on which tissues and life stages are investigated. I have also identified multiple ers in salmonids, which could affect their sensitivity to EDC exposure. In the framework of how 17α-ethinylestradiol (EE2) affects fish and the environment we linked exposure of EE2 to changes in behavior and gene expression and as such the consequences it might have for the structure and function of an ecosystem. Because of the recent focus on technical solutions for the removal of pharmaceutical EDCs in the environment a complementary aim was to investigate whether increased knowledge regarding the disposal and usage of EDCs, so called upstream work, could lower use of and prescriptions for the human female contraception EE2. For this I assessed the societal awareness among the main prescribers and decision makers in Sweden on the negative effects release of EE2 has on the environment. I show that providing nurse midwives with more knowledge and information about the negative consequences synthetic hormones have on ecosystems could lead to changes in their consultations practices and their prescriptions of EE2. This, in combination with updated recommendations regarding norms and practice for safe contraceptive care from authorities, could in the future help lower EE2 residues in the environment in the future. To conclude, this thesis identifies key factors for understanding how EDCs affect organisms. I show that ers vary in expression between both life stages and between tissues and that this should be considered when estimating risks for organisms after EDC exposure. This thesis also opens up a new and hitherto unappreciated field in the work surrounding the upstream knowledge and EDCs.
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9.
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10.
  • Pelger, Susanne, et al. (författare)
  • Möjligheter och utmaningar med ämnesintegrerad kommunikationsträning
  • 2015
  • Ingår i: Lunds universitets utvecklingskonferens, 2015,Lund, Sweden,2015-11-26 - 2015-11-26. - : Lunds universitet.
  • Konferensbidrag (refereegranskat)abstract
    • At Lund University two projects were conducted with the aim to strengthen and systematise students’ communication training in science and engineering education. The core of the projects was a course on communication teaching, addressing the content teachers. During the course the participants developed, implemented, evaluated and reported on a communication component in their courses. In parallel, the directors of studies were given support in making a plan for the progression of learning outcomes through the curriculum. In this paper we summarise 85 teachers’ experiences of integrating communication training in their courses. We discuss the opportunities and challenges of integral communication teaching in science and engineering education. Our concluding remark is that content teachers can successfully conduct communication training, given that they are provided with further education and organisational support.
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