| 1. |
- Barr, Rachel, et al.
(författare)
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Beyond Screen Time: A Synergistic Approach to a More Comprehensive Assessment of Family Media Exposure During Early Childhood
- 2020
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Ingår i: Frontiers in Psychology. - : FRONTIERS MEDIA SA. - 1664-1078. ; 11
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Tidskriftsartikel (refereegranskat)abstract
- Digital media availability has surged over the past decade. Because of a lack of comprehensive measurement tools, this rapid growth in access to digital media is accompanied by a scarcity of research examining the family media context and sociocognitive outcomes. There is also little cross-cultural research in families with young children. Modern media are mobile, interactive, and often short in duration, making them difficult to remember when caregivers respond to surveys about media use. The Comprehensive Assessment of Family Media Exposure (CAFE) Consortium has developed a novel tool to measure household media use through a web-based questionnaire, time-use diary, and passive-sensing app installed on family mobile devices. The goal of developing a comprehensive assessment of family media exposure was to take into account the contextual factors of media use and improve upon the limitations of existing self-report measures, while creating a consistent, scalable, and cost-effective tool. The CAFE tool captures the content and context of early media exposure and addresses the limitations of prior media measurement approaches. Preliminary data collected using this measure have been integrated into a shared visualization platform. In this perspective article, we take a tools-of-the-trade approach (Oakes, 2010) to describe four challenges associated with measuring household media exposure in families with young children: measuring attitudes and practices; capturing content and context; measuring short bursts of mobile device usage; and integrating data to capture the complexity of household media usage. We illustrate how each of these challenges can be addressed with preliminary data collected with the CAFE tool and visualized on our dashboard. We conclude with future directions including plans to test reliability, validity, and generalizability of these measures.
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| 2. |
- Danielsson, Henrik, et al.
(författare)
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Get better social skills : Computerized theory of mind training for children with intellectual disability
- 2008
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Ingår i: XXIX International Congress Of Psychology, Berlin, 2008. - : Taylor & Francis Group. - 9781841698601 ; , s. 490-490
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Konferensbidrag (refereegranskat)abstract
- The effect of a computerized theory of mind training program was investigated in children with intellectual disability with a mean age of 12 years. The training time was 15 minutes every school day for 5 weeks and took place in the participant’s school. Compared to an age matched control group with intellectual disability, who performed computerized training not related to theory of mind, there were training effects for some theory of mind measures, but not for all. The results are promising and form a basis for further research.
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| 3. |
- Danielsson, Henrik, et al.
(författare)
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Improved MindReading : The Relationship between Theory of Mind, Working Memory and Literacy.
- 2009
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The first aim of this study was to investigate the links between literacy, working memory and theory of mind in children with intellectual disability. Earlier studies have demonstrated these relationships in typically developing children.This was investigated in 48 children with intellectual disability (mental age = 6:7 years, chronological age = 12:4 years). Mental age was assessed with the block design test of the WISC-III, i.e. the Swedish version of the WISC-R. Working memory was tested with six tests (digit span forward and backward, listening span with and without dual task, clown span [visuospatial test where participants had to recall placement of dots put on a drawing of a clown. The test was an adaption of the “Mr Peanut”-test.] with and without dual task). Theory of mind was tested with 6 tests (Sally Anne test of 1st and 2nd order theory of mind, own developed tests to minimize working memory load on the theory of mind task for 1st and 2nd order theory of mind, irony, and social blunders). Literacy was tested with 3 tests (comprehension of written words, comprehension of written sentences, and comprehension of written stories).Factor analyses was made for the three concepts (working memory, theory of mind, and literacy) and the following factors were found: visuospatial working memory (loading on clown span with and without dual task), phonological working memory (loading on digit span and listening span both with and without dual task), Sally Anne theory of mind (loading on Sally Anne tests of 1st and 2nd order theory of mind), working memory free theory of mind (loading on own developed for 1st and 2nd order theory of mind), Advanced theory of mind (loading on own developed tests of irony, and social blunders), Literacy (loading on comprehension of written words and comprehension of written sentences. Comprehension of written stories did not load on the factor). There are intercorrelations between working memory, theory of mind, and Literacy, but not for all factors of all variables. All intercorrelations between the factors are shown in Table 1.Table 1. Intercorrelations between six variables of working memory (WM), theory of mind (ToM) and literacy: Visuospatial working memory, phonological working memory, Sally Anne theory of mind, working memory free theory of mind, advanced theory of mind and literacy. The six variables were created through factor analysis.* Correlation significant at the 0.05 level (onetailed). ** Correlation significant at the 0.01 level (onetailed).The second aim of this study was to examine if training of theory of mind also would improve literacy. A computerized theory of mind training program was developed. The program showed social situations (with pictures and speech) and the trainee had to chose from three given alternatives of what happened in the situation. Feedback (speech and instructions to choose another alternative) was given if the answer was wrong. The program adapted the level of difficulty according to performance.One group (n = 21, mental age = 6:6 years, chronological age = 12:5 years) got computerized theory of mind training 15 minutes a day for 5 weeks at school. They improved their theory of mind ability compared to a group (n = 27, mental age = 6:8 years, chronological age = 12:3 years) that got similar computerized mathematical training (Interaction effect in an analysis of variance, F(1, 44) = 4.97, p < .05, partial η2 = .10). Literacy improved equally in both groups, which means that there was no transfer effect to literacy. The same was true for working memory. It was investigated if the training effect was dependent on any initial skills, but no significant correlations could be found between training gain and initial working memory, theory of mind and literacy abilities in the theory of mind training group.The conclusion is that working memory, theory of mind and literacy correlates in children with intellectual disability, but improving theory of mind through training does not necessarily improve literacy or working memory.
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| 4. |
- Danielsson, Henrik, et al.
(författare)
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Work your memory : Computerized working memory training for children with intellectual disability
- 2008
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Ingår i: XXIX International Congress of Psychology, Berlin, 2008. - : Taylor & Francis Group. - 9781841698601 ; , s. 592-592
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Konferensbidrag (refereegranskat)abstract
- The purpose of thepresent study was to investigate the effect of a computerizedworking memory training program for children with intellectualdisability. The participants had a mean age of 12 years. Thetraining took place in the child¿s school environment for 15minutes every school day for 5 weeks. There were training effectsfor some working memory measures, but not for all, compared to anage matched control group, also with intellectual disability, whoalso performed computerized training, but not related to workingmemory.
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| 5. |
- Frölander, Hans-Erik, 1966-, et al.
(författare)
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Theory-of-mind in adolescents and young adults with Alström Syndrome
- 2014
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Ingår i: International Journal of Pediatric Otorhinolaryngology. - : Elsevier. - 0165-5876 .- 1872-8464. ; 78:3, s. 530-537
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Tidskriftsartikel (refereegranskat)abstract
- Objective: The study focuses on theory-of-mind in adolescents and young adults with Alström syndrome (ALMS). ALMS, an autosomal recessive syndrome causes juvenile blindness, sensorineural hearing loss, cardiomyopathy, endocrinological disorders and metabolic dysfunction. Theory-of-mind (ToM) refers to the ability to impute mental states to one self and to others. Clinical observations have revealed an increased occurence of deviances in mental state understanding in ALMS. In the present study ToM will be examined and related to working memory (WM), verbal ability and sensory loss.Methods: Twelve young individuals (16-37 years) with ALMS and 24 nondisabled individuals matched on age, gender and educational level participated. ToM was assessed by means of a multiple task that taxes the ability to understand thoughts and feelings of story chraracters´. WM was examined by means of a reading span task and verbal ability by means of a vocabulary test.Results: The ALMS group performed at significantly lower levels in ToM tasks and displayed a higher variability in performance than the control group. Individuals with ALMS and a relatively poor level performance provided fewer correct mental state inferences in ToM tasks than ALMS individuals with relatively higher performance levels. ALMS individuals with relatively high performance levels made as many correct inferences in ToM tasks as the control group, but their inferences were more often incomplete. Vocabulary skills and educational level, but not WM-capacity predicted ToM performance. Degree of deafblindness did not have an impact on ToM. Age of onset of visual loss but not hearing loss related to ToM.Conclusions: The individuals with ALMS display a high degree of heterogeneity in terms of ToM, where some individuals reached performance levels comparable to nondisabled individuals. The results are discussed with respect to how cognitive and verbal abilities and factors related to the disability affect ToM.
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| 6. |
- Heimann, Mikael, et al.
(författare)
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2-Year-Olds Learning From 2D Media With and Without Parental Support : Comparing Two Forms of Joint Media Engagement With Passive Viewing and Learning From 3D
- 2021
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Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 11
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Tidskriftsartikel (refereegranskat)abstract
- The study investigates to what degree two different joint media engagement (JME) strategies affect childrens learning from two-dimensional (2D)-media. More specifically, we expected an instructed JME strategy to be more effective than a spontaneous, non-instructed, JME strategy. Thirty-five 2-year old children saw a short video on a tablet demonstrating memory tasks together with a parent. The parents were randomized into two groups: One group (N = 17) was instructed to help their child by describing the actions they saw on the video while the other group (N = 18) received no specific instruction besides "do as you usually do." The parents in the instructed group used significantly more words and verbs when supporting their child but both groups of children did equally well on the memory test. In a second step, we compared the performance of the two JME groups with an opportunistic comparison group (N = 95) tested with half of the memory tasks live and half of the tasks on 2D without any JME support. Results showed that the JME intervention groups received significantly higher recall scores than the no JME 2D comparison group. In contrast, the three-dimensional (3D) comparison group outperformed both JME groups. In sum, our findings suggest that JME as implemented here is more effective in promoting learning than a no JME 2D demonstration but less so than the standard 3D presentation of the tasks.
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| 7. |
- Heimann, Mikael, et al.
(författare)
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Does Looking Lead to Learning? Individual and Contextual Differences in Visual Attention
- 2018
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Ingår i: International Congress of Infant Studies - XXI ICIS Biennial Congress June 30 – July 3, 2018 Philadelphia.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: Imitation is a strong learning mechanism already during the first years of life. Early imitation has also been linked to early memory development (e.g. Jones & Herbert, 2006) and a considerable body of research has examined various factors influencing how children learn and form memories though imitation. However, less attention has been paid to events occurring at encoding that may explain individual differences. Here we examine how infants’ distribution of visual attention while watching videos of imitation tasks relates to imitation of the observed action. It was hypothesized that high imitators would show a lower face-to-action ratio during action presentation. Method: The current eye-tracking study examined 12- (n= 48) and 16-month-old infants (n = 29) watching four 40-45s videos, each portraying an adult demonstrating a single action on an object (e.g. Meltzoff, 1985) or a multiple-action task (Barr et al, 1996). Each action was presented three times before infants were offered the object (counterbalanced order across infants). Infants’ behavior was coded for imitation of the actions presented in the video and infants were grouped into high and low imitators by a median split. Eye-tracking data was analyzed by creating areas of interest for the face of the presenter and the area where the action occurred. The dependent variable was face-to-action ratio calculated by visit duration in the face area divided by visit duration in face and action area. The ratio was calculated for each of the four actions and averaged across tasks. Results: A repeated measures ANOVA showed a significant increase in face-to-action ratio for each additional presentation (12-m: F(1.6,54.3) = 19.3, p<.001, ηp2=.36, and 16-m: F(2,48) = 41.4, p<.001, ηp2=.63). Contrary to our hypothesis, high imitators at 16 month reoriented towards the face more than low imitators during the third demonstration, as indicated by a significant interaction between high vs low imitators and face-to-action ratio at 16 months, F(2,48) = 3.7, p =.03, ηp2=.14. There was a trend towards a negative correlation between a sum score for single action tasks and the multiple action task at 12 months, r(40)=-.28, p=.08, hence we also defined high and low imitators based on the multiple action task only. High imitators of the multiple action task at 12 months support our hypothesis as they reoriented towards the face less frequently than did low imitators, F(1.7,60.4)=6.0, p<.01, ηp2=.14, for the third presentation. Conclusion: Infants’ distributions of visual attention seem to differ between high and low imitators. Whereas infants initially focus more on the action compared to the face, infants look more at the face for each additional presentation. High imitators at 16 months focus more on the face at the last action presentation. High imitators of the multiple action at 12 months however stay focused on the actions presented and do not switch back to the face. The different findings for 12- and 16-month-olds may signify developmental changes in attentional processes and have implications for learning from 2-D media in infancy.
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| 8. |
- Heimann, Mikael, et al.
(författare)
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Thirteen-to Sixteen-Months Old Infants Are Able to Imitate a Novel Act from Memory in Both Unfamiliar and Familiar Settings But Do Not Show Evidence of Rational Inferential Processes
- 2017
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Ingår i: Frontiers in Psychology. - : FRONTIERS MEDIA SA. - 1664-1078. ; 8
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Tidskriftsartikel (refereegranskat)abstract
- Gergely et al. (2002) reported that children imitated a novel action - illuminating a light-box by using the forehead - after a delay significantly more often if the hands of the experimenter had been visible in comparison with if they had been covered. In an attempt to explore these findings we conducted two studies with a total N of 63 children. Both studies investigated deferred imitation of the action in two conditions, with the hands of the experimenter visible or covered, but the settings differed. Study 1 (n = 30; mean age = 16.6 months) was carried out in an unfamiliar environment (a laboratory setting) while Study 2 (n = 33; mean age = 13.3 months) was conducted in familiar surroundings (at home or at day care). The results showed that 50% of the children in Study 1 and 42.4% in Study 2 evidenced deferred imitation as compared to only 4.9% (n = 2) in the baseline condition. However, in none of the studies did the children use inferential processes when imitating, we detected no significant differences between the two conditions, hands visible or hands covered. The findings add to the validity of the head touch procedure as a measure of declarative-like memory processes in the pre-verbal child. At the same time the findings question the robustness of the concept rational imitation, it seems not as easy as expected to elicit a response based on rational inferential processes in this age group.
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| 9. |
- Kenward, Ben, et al.
(författare)
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Saccadic reaction times in infants and adults : Spatiotemporal factors, gender, and interlaboratory variation.
- 2017
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Ingår i: Developmental Psychology. - : American Psychological Association (APA). - 0012-1649 .- 1939-0599. ; 53:9, s. 1750-1764
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Tidskriftsartikel (refereegranskat)abstract
- Saccade latency is widely used across infant psychology to investigate infants’ understanding of events. Interpreting particular latency values requires knowledge of standard saccadic RTs, but there is no consensus as to typical values. This study provides standard estimates of infants’ (n = 194, ages 9 to 15 months) saccadic RTs under a range of different spatiotemporal conditions. To investigate the reliability of such standard estimates, data is collected at 4 laboratories in 3 countries. Results indicate that reactions to the appearance of a new object are much faster than reactions to the deflection of a currently fixated moving object; upward saccades are slower than downward or horizontal saccades; reactions to more peripheral stimuli are much slower; and this slowdown is greater for boys than girls. There was little decrease in saccadic RTs between 9 and 15 months, indicating that the period of slow development which is protracted into adolescence begins in late infancy. Except for appearance and deflection differences, infant effects were weak or absent in adults (n = 40). Latency estimates and spatiotemporal effects on latency were generally consistent across laboratories, but a number of lab differences in factors such as individual variation were found. Some but not all differences were attributed to minor procedural differences, highlighting the importance of replication. Confidence intervals (95%) for infants’ median reaction latencies for appearance stimuli were 242 to 250 ms and for deflection stimuli 350 to 367 ms. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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| 10. |
- Koch, Felix-Sebastian, 1977-, et al.
(författare)
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Changes in infant visual attention when observing repeated actions
- 2018
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Ingår i: Infant Behavior and Development. - : Elsevier. - 0163-6383 .- 1879-0453. ; 50, s. 189-197
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Tidskriftsartikel (refereegranskat)abstract
- Infants early visual preferences for faces, and their observational learning abilities, are well-established in the literature. The current study examines how infants attention changes as they become increasingly familiar with a person and the actions that person is demonstrating. The looking patterns of 12- (n = 61) and 16-month-old infants (n = 29) were tracked while they watched videos of an adult presenting novel actions with four different objects three times. A face-to-action ratio in visual attention was calculated for each repetition and summarized as a mean across all videos. The face-to-action ratio increased with each action repetition, indicating that there was an increase in attention to the face relative to the action each additional time the action was demonstrated. Infants prior familiarity with the object used was related to face-to-action ratio in 12-month-olds and initial looking behavior was related to face-to-action ratio in the whole sample. Prior familiarity with the presenter, and infant gender and age, were not related to face-to-action ratio. This study has theoretical implications for face preference and action observations in dynamic contexts.
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