| 1. |
- Heimann, Mikael, 1951-, et al.
(författare)
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Associative learning measured with ERP predicts deferred imitation using a strict observation only design in 14 to 15 month old children
- 2013
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Ingår i: Scandinavian Journal of Psychology. - : Wiley-Blackwell. - 0036-5564 .- 1467-9450. ; 54:1, s. 33-40
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Tidskriftsartikel (refereegranskat)abstract
- Deferred imitation is an established procedure for behavioural measurement of early declarative-like memories in infancy and previous work has indicated a link between this type of memory and brain potentials in infants. The present study compared infants’ memory performance in this paradigm with electrophysiological indices of associative learning. Thirty children (mean age: 14.5 months) participated, of which 15 (9 boys) had acceptable ERP recordings that could be included in the final analysis. Deferred imitation was measured with an observation-only procedure using three actions and a 30 min delay. ERP was recorded with a High Density Net (128 electrodes) during associative learning. Change scores based on Nc, a middle latency component associated with attentional processes, predicted deferred imitation performance. Thus, associative learning measured with ERP predicts deferred imitation using a strict observation only design in 14 to15 month old children.
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| 2. |
- Heimann, Mikael, 1951-, et al.
(författare)
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Behavioral and electrophysiological indices of learning in 14-month-old infants : Deferred imitation correlates with the Nc component
- 2010
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Ingår i: Developmental Psychobiology, Volume 52, Issue 7. - : Wiley. ; , s. 702-702
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Deferred imitation (DI) is an established memory paradigm that reflects early individual differences but the neural activity underlying DI is to a large extent uncharted. Thus, the present study investigated the relationship between event-related potentials (ERP) and behavioral (DI) indices of learning.Thirty 14-months-old children participated in the study, of which 15 (9 boys) had acceptable ERP data to be included in the analysis. DI was measured with the observation-only design using three actions and a 30 min delay. ERP was recorded with a High Density Net (128 electrodes) and the learning phase consisted of two pairs of pictures presented six times (PRES 1, 2, 3, 4, 5, and 6) while the test phase consisted of two violations: Associating two familiar pictures in a new combination (ASSO) or associating one familiar picture with a novel picture (NOV).The mean score of DI was 1.87 (SD = 1.06) and ERP data revealed an Nc within 300-600 ms post stimuli. The mean amplitude was higher for ASSO compared with PRES 5 and 6 (p < .05) but not between NOV and PRES 5 (p = .055) and PRES 6 (ns). Larger Nc change scores (ASSO - PRES5) correlated with better DI performance, rs (15) = .57; p < .05.These findings, if upheld in further analyses, suggest that behavioral memory performance is related to attention processes as reflected in the observed Nc. (FUNDING: Swedish Council for Working Life and Social Research # 2006-1040)
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| 3. |
- Linton, Ann-Charlotte, 1953-, et al.
(författare)
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The role of experience in teachers´social representation of students with autism spectrum diagnosis (Aspberger)
- 2015
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Ingår i: Cogent Education. - UK : Cogent OA. - 2331-186X. ; 2:1
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Tidskriftsartikel (refereegranskat)abstract
- Support from teachers is a key strategy for accommodating students with Asperger syndrome (AS) diagnosis in the mainstream classroom. Teachers’ understanding and expectations of students, i.e. their social representations (SR), have a bearing on how they interact and accommodate, but little is known about why. Therefore, the current study examined the idea that teachers’ SR of these students are influenced by their previous experience with AS. To this end, Swedish mainstream teachers were invited to anonymously answer a web-based questionnaire (N = 153). An association task was used to obtain data on teachers’ SR and the content and structure of the SR were explored. Our results suggest that work-related experience of AS and/or private experience shape teachers’ SR of these students relative to teachers with no experience. Moreover, teachers with previous experience had more SR elements related to environment and learning factors while teachers without previous experience had more elements related to the individual’s behavior. Teachers with private experience produced fewer positive elements compared to those with work-related experience only. These results highlight the role of contextual factors and prior experience in forming SR. We conclude that contact with students with AS, e.g. during teacher training, could facilitate accommodation in mainstream schools.
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| 4. |
- Nordqvist, Emelie, et al.
(författare)
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An electrophysiological index of associative learning correlates with event memories in 14 month old children
- 2011
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Deferred imitation (DI) is an early form of event memory that indexes early individual differences in infant cognition but the underlying neural processes is to a large degree uncharted. The present study examines how event-related potentials (ERPs) as a response to an associative learning procedure relates to DI measured with an observation-only design. Thirty children participated and acceptable ERP data was collected from 15 (9 boys). DI was measured with a thirty minutes delay and ERP was recorded with a Geodesic High Density Net with 128 electrodes. The ERP procedure consisted of two pairs of pictures presented six times (= the learning phase) and a test phase introducing two violations: Two familiar pictures in a new combination (ASSO) or a combination of one familiar and one novel picture (NOV). In addition, visual recognition memory was also measured. ERP revealed an Nc within 300-600 ms post stimuli. A higher mean amplitude was observed for ASSO (p < .05) and a marginal effect was noted for NOV (p = .055). Better DI performance correlated with larger Nc change scores between ASSO and the last presentation in the learning phase (rs (15) = .57; p < .05). Preliminary analyses of early and late slow waves (800 to 1500ms post stimuli) revealed no further relationship between ERP and DI and no significant correlation between DI and visual recognition memory. This finding indicates a possible direct link between electrophysiological indices of learning and behavioral observations of declarative like memory processes in young infants.
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| 5. |
- Ahlenius, Sven, et al.
(författare)
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Prolongation of the ejaculation latency in the male rat by thioridazine and chlorimipramine.
- 1979
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Ingår i: Psychopharmacology. - 0033-3158 .- 1432-2072. ; 65:2, s. 137-140
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Tidskriftsartikel (refereegranskat)abstract
- Thioridazine (3 mg/kg) and chlorimipramine (1.5–6.0 mg/kg) prolonged the ejaculation latency and increased the number of mounts but did not change the number of intromissions preceding ejaculation. Blockade of peripheral and central noradrenaline receptors by phentolamine and phenoxybenzamine respectively resulted in a suppression of all aspects of the sexual behavior with increasing doses. dl-5-HTP (25–100 mg/kg) in combination with an inhibitor of peripheral 5-HTP decarboxylase (benserazide, 25 mg/kg) produced, like chlorimipramine and thioridazine, a prolongation of ejaculation latency and an increase in the number of mounts preceding ejaculation. Selective inhibition of 5-HT reuptake however, by zimelidine (0–20 mg/kg) or alaproclate (0–20 mg/kg) did not affect the mating behavior. At higher doses of these drugs some animals failed to initiate sexual activities. There was an increase in the postejaculatory interval but no change in the ejaculatory latency.It is concluded that the prolonged ejaculation latencies observed following treatment with thioridazine or chlorimipramine is not due to a blockade of central or peripheral adrenergic -receptors.
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| 6. |
- Andersen Helland, Wenche, 1955-, et al.
(författare)
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Exploring language profiles for children with AD/HD and children with Asperger syndrome
- 2012
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Ingår i: Journal of Attention Disorders. - : Sage Publications. - 1087-0547 .- 1557-1246. ; 16:1, s. 34-43
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Tidskriftsartikel (refereegranskat)abstract
- Objective: The aims of the present study was to investigate communication impairments in a Norwegian sample of children with ADHD and children with Asperger syndrome (AS) and to explore whether children with ADHD can be differentiated from children with AS in terms of their language profiles on the Norwegian adaptation of the Children’s Communication Checklist Second Edition (CCC-2). Method: The CCC-2 was completed by the parents, and altogether, 77 children aged between 6 and 15 years participated in the study. Results: Communication impairments were as common in a group of children with ADHD as in a group of children with AS. Although a similar pattern appeared on most CCC-2 scales, children with ADHD and children with AS could be distinguished from each other in terms of their language profiles on the subscales assessing stereotyped language and nonverbal communication. Conclusion: Language abilities should be taken into account when standard assessments of ADHD and AS are performed and before therapies are initiated
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| 7. |
- Andersen Helland, Wenche, 1955-, et al.
(författare)
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Language profiles and mental health problems in children with specific language imapirment and children with AD/HD
- 2014
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Ingår i: Journal of Attention Disorders. - : Sage Publications. - 1087-0547 .- 1557-1246. ; 18:3, s. 226-235
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Tidskriftsartikel (refereegranskat)abstract
- Objective: This study aimed to explore whether children with specific language impairment (SLI) and children with ADHDcan be differentiated from each other in terms of their language profiles, and also to investigate whether these two clinicalgroups differ regarding mental health problems. Method: A total of 59 children in the age range 6 to 12 years participatedin the study. The parents completed the Children’s Communication Checklist–Second Edition and the Strengths andDifficulties Questionnaire. Results: Communication impairments were as prominent in the ADHD group as in the SLIgroup; however, the groups were separable from each other in terms of their language profiles. Furthermore, the ADHDgroup experienced significantly more mental health problems compared with the SLI group. Conclusion: Language shouldbe assessed in children with ADHD and instruments sensitive to ADHD should be included when assessing children withSLI. Mental health should be an area of concern to be addressed in both groups. (J. of Att. Dis. 2012; XX(X) 1-XX)
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| 8. |
- Andersen Helland, Wenche, 1955-, et al.
(författare)
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Pragmatiske språkvansker og barnepsykiatri
- 2004
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Ingår i: Spesialpedagogikk. - : Utdanningsforbundet. - 0332-8457. ; :7, s. 14-19
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Det har dei siste åra vore ei aukande merksemd omkring språkfunksjonen til barn som er tilviste det psykiatriske behandlingsapparatet. I artikkelen er det gjort greie for reultata frå ein pilotstudie som viser komobiditet mellom psykiatriske vanskar og kommunikasjonsvanskar.
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| 9. |
- Andersen Helland, Wenche, 1955-, et al.
(författare)
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Stable associations between behavioral problems and language impairments across childhood - the importance of pragmatic language problems
- 2014
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Ingår i: Research in Developmental Disabilities. - : Elsevier. - 0891-4222 .- 1873-3379. ; 35:5, s. 943-951
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated language function associated with behavior problems, focusing on pragmatics. Scores on the Children’s Communication Checklist Second Edition (CCC-2) in a group of 40 adolescents (12–15 years) identified with externalizing behavior problems (BP) in childhood was compared to the CCC-2 scores in a typically developing comparison group (n=37). Behavioral, emotional and language problems were assessed by the Strengths and Difficulties Questionnaire (SDQ) and 4 language items, when the children in the BP group were 7–9 years (T1). They were then assessed with the SDQ and the CCC-2 when they were 12–15 years (T2). The BP group obtained poorer scores on 9/10 subscales on the CCC-2, and 70% showed language impairments in the clinical range. Language, emotional and peer problems at T1 were strongly correlated with pragmatic language impairments in adolescence. The findings indicate that assessment of language, especially pragmatics, is vital for follow-up and treatment of behavioral problems in children and adolescents.
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| 10. |
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