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- Badinlou, Farzaneh, 1984-, et al.
(författare)
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Developmental differences in episodic memory across school ages : Evidence from enacted events performed by self and others
- 2017
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Ingår i: Memory. - : Taylor & Francis. - 0965-8211 .- 1464-0686. ; 25:1, s. 84-94
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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.
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| 2. |
- Bok, Bengt, 1954-
(författare)
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Encounter with the Other : some reflections in interviewing
- 2015. - 1
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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?
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| 3. |
- Golzari, Fatemeh, et al.
(författare)
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The Effect of a Social Stories Intervention on the Social Skills of Male Students With Autism Spectrum Disorder
- 2015
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Ingår i: SAGE Open. - : SAGE Publications. - 2158-2440. ; 5:4, s. 1-8
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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.
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