| 1. |
- Fyrberg, Åsa, et al.
(författare)
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Everyday communication in adolescents after acquired brain injuries – a comparative study of self-ratings and parent evaluations using the CETI.
- 2017
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Ingår i: Journal of Interactional Research in Communication Disorders/Equinox. - : Equinox Publishing. - 2040-5111 .- 2040-512X. ; 8:1, s. 44-71
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Tidskriftsartikel (refereegranskat)abstract
- Communication participation in adolescents with acquired brain injuries (ABI) has received limited attention. The aim of the present study was to investigate the views of the adolescents themselves (N = 8), in comparison to parent evaluations (N = 11) of daily communication, using the Communicative Effectiveness Index in combination with individual interviews. Two frameworks for analyses, Activity based Communication Analyses and the distributed cognition approach, identified three main areas of interest: Situations where communication difficulties occur, Coping behaviours used by participants to manage communication difficulties, and, Causes of the communication difficulties. An overall high agreement between the adolescent and parent assessments was shown. However, complex communicative situations more frequently received lower scores in the parent ratings. The results of the study point to the usability of a systematic comparison of the shared points of views on communication after ABI in adolescence, to increase knowledge about the participation perspective in real life communication.
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| 2. |
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| 3. |
- Grahn, Karin, 1974, et al.
(författare)
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Training materials and tools for institutional transformation (SUPPORTER D2.2)
- 2023
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This deliverable is a mapping of existing training materials and tools within the frame of EC-funded projects implementing systemic institutional transformation towards gender equality, with a specific focus on trainings that include gender-based violence. The aim is to give an overview of existing trainings and tools in the field to provide the basis and function as an inspiration for developing the SUPPORTER training scheme. It outlines existing trainings and tools and evaluates these according to a pre-defined set of criteria and for their applicability in the context of the SUPPORTER's Implementing Organisations (IOs). The deliverable consists of three parts. The first part, the introduction outlines the aims, the methods and materials used for identifying and evaluating trainings and tools. The second part is the mapping, which comes in the form of an appended pdf file (also available as worksheet). The third part, the conclusions, identifies the strengths and weaknesses of existing trainings and provides general recommendations on how to build on these existing trainings.
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| 4. |
- Heimann, Mikael, et al.
(författare)
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Attention in Cognition and Early Learning
- 2010
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Ingår i: International Encyclopedia of Education, 3rd Edition. - : Elsevier. - 9780080448930 ; , s. 165-171
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Bokkapitel (refereegranskat)
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| 5. |
- Heimann, Mikael, et al.
(författare)
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Children with autism respond differently to spontaneous, elicited and deferred imitation
- 2016
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Ingår i: Journal of Intellectual Disability Research. - : WILEY-BLACKWELL. - 0964-2633 .- 1365-2788. ; 60:5, s. 491-501
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundImitation, a key vehicle for both cognitive and social development, is often regarded as more difficult for children with autism spectrum disorders (ASD) than for children with Down syndrome (DS) or typically developing (TD) children. The current study investigates similarities and differences in observed elicited, spontaneous and deferred imitation using both actions with objects and gestures as imitation tasks in these groups. MethodsImitation among 19 children with autism was compared with 20 children with DS and 23 TD children matched for mental and language age. ResultsElicited imitation resulted in significantly lower scores for the ASD group compared with the other two groups, an effect mainly carried by a low level of gesture imitation among ASD children. We observed no differences among the groups for spontaneous imitation. However, children with ASD or DS displayed less deferred imitation than the TD group. Proneness to imitate also differed among groups: only 10 (53%) of the children with autism responded in the elicited imitation condition compared with all children with DS and almost all TD children (87%). ConclusionsThese findings add to our understanding of the kind of imitation difficulties children with ASD might have. They also point to the necessity of not equating various imitation measures because these may capture different processes and be differently motivating for children with autism.
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| 6. |
- Heimann, Mikael, et al.
(författare)
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Exploring the relation between memory, gestural communication, and the emergence of language in infancy: A longitudinal study
- 2006
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Ingår i: Infant and Child Development. ; 15:3, s. 233-249
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Tidskriftsartikel (refereegranskat)abstract
- The relationship between recall memory, visual recognition memory, social communication, and the emergence of language skills was measured in a longitudinal study. Thirty typically developing Swedish children were tested at 6, 9 and 14 months. The result showed that, in combination, visual recognition memory at 6 months, deferred imitation at 9 months and turn-taking skills at 14 months could explain 41% of the variance in the infants production of communicative gestures as measured by a Swedish variant of the MacArthur Communicative Development Inventories (CDI). In this statistical model, deferred imitation stood out as the strongest predictor.
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| 7. |
- Meristo, Marek, 1975, et al.
(författare)
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Early conversational environment enables spontaneous belief attribution in deaf children
- 2016
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Ingår i: Cognition. - : Elsevier BV. - 0010-0277. ; 157:December 2016, s. 139-145
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Tidskriftsartikel (refereegranskat)abstract
- Previous research suggests that deaf children who grow up with hearing parents display considerable difficulties in understanding mental states of others, up to their teenage years when explicitly asked in a verbal test situation (Meristo et al., 2007). On the other hand, typically developing pre-verbal infants display evidence of spontaneous false belief attribution when tested in looking-time tasks, although verbal tests are typically not passed before the age of 4 years (Onishi & Baillargeon, 2005). The purpose of the present study was to examine whether deaf children of hearing parents are able to demonstrate spontaneous belief attribution in a non-verbal eye-tracking task. Thirty 4- to 8-year-old, deaf and hearing children, completed a non-verbal spontaneous-response false-belief task and a verbal elicited-response false-belief task. The deaf children were either children with cochlear implants or children with hearing aids. Comparative analyses were also carried out with a previous sample of deaf and hearing 2-year-olds (reported in Meristo, Morgan, et al., 2012). We found that in the non-verbal spontaneous-response task typically hearing children, but not deaf children, were able to predict that a person with a false belief about an object’s location will search erroneously for the object. However, hearing children and deaf children with implants, but not deaf children with hearing aids, passed the verbal elicited-response task. Language development was significantly correlated with both types of false-belief tasks for the whole sample. Our findings strengthen the hypothesis that the emergence of the ability to recognize others’ beliefs needs to be supported initially by very early conversational input in dialogues with caregivers.
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| 8. |
- Meristo, Marek, 1975, et al.
(författare)
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False belief understanding in deaf children: what are the difficulties?
- 2024
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Ingår i: FRONTIERS IN PSYCHOLOGY. - 1664-1078. ; 15
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Tidskriftsartikel (refereegranskat)abstract
- Children with cochlear implants (CIs) demonstrate proficiency in verbal-story elicited-response (VS-ER) false-belief tasks, such as the Sally & Ann task, at a similar age as typically developing hearing children. However, they face challenges in non-verbal spontaneous-response (NV-SR) false-belief tasks, measured via looking times, which hearing infants typically pass by around 2 years of age, or earlier. The purpose of the present study was to examine whether these difficulties remain in a non-verbal-story elicited-response (NVS-ER) false-belief task, in which children are offered the opportunity to provide an elicited response to a non-verbal-story task. A total of thirty 4- to 8-year-old children with CI-s and hearing children completed three different kinds of false-belief tasks. The results showed that children with CI-s performed above chance level on the verbal task (i.e., VS-ER task), but not on the two non-verbal tasks, (i.e., NVS-ER and NV-SR tasks). The control group of typically developing hearing children performed above chance on all three kinds of tasks (one-tailed significance level). Our findings highlight the importance of external narrative support for children with CIs in tasks that involve mental perspective-taking, and specifically predicting actions based on false beliefs.
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| 9. |
- Meristo, Marek, 1975, et al.
(författare)
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Language First: Deaf Children from Deaf Families Spontaneously Anticipate False Beliefs
- 2020
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Ingår i: Journal of Cognition and Development. - : Informa UK Limited. - 1524-8372 .- 1532-7647. ; 21:4, s. 622-630
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Tidskriftsartikel (refereegranskat)abstract
- Being connected to other people at the level of inner and unobservable mental states is one of the most essential aspects of a meaningful life, including psychological well-being and successful cooperation. The foundation for this kind of connectedness is our theory of mind (ToM), that is the ability to understand our own and others’ inner experiences in terms of mental states such as beliefs and desires. But how do we develop this ability? Forty-six 17- to 107-months-old children completed a non-verbal eye-tracker false-belief task. There were 9 signing deaf children from deaf families and two comparison groups, that is 13 deaf children with cochlear implants and 24 typically developing hearing children. We show that typically developing hearing children and deaf children from deaf families, but not deaf children with cochlear implants, succeeded on a non-verbal eye-tracking ToM task. The findings suggest that the ability to recognize others’ mental states is supported by very early, continuous and fluent language-based communication with caregivers. © 2020, © 2020 The Author(s). Published with license by Taylor & Francis Group, LLC.
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