| 1. |
- Heimann, Mikael, 1951-, et al.
(författare)
-
Associative learning measured with ERP predicts deferred imitation using a strict observation only design in 14 to 15 month old children
- 2013
-
Ingår i: Scandinavian Journal of Psychology. - : Wiley-Blackwell. - 0036-5564 .- 1467-9450. ; 54:1, s. 33-40
-
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.
|
|
| 2. |
- Heimann, Mikael, 1951-, et al.
(författare)
-
Behavioral and electrophysiological indices of learning in 14-month-old infants : Deferred imitation correlates with the Nc component
- 2010
-
Ingår i: Developmental Psychobiology, Volume 52, Issue 7. - : Wiley. ; , s. 702-702
-
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)
|
|
| 3. |
|
|
| 4. |
- Nordqvist, Emelie, et al.
(författare)
-
An associative learning procedure measured by Event-Related Potentials correlates with event memory in 14 month old children
- 2011
-
Konferensbidrag (refereegranskat)abstract
- Deferred imitation (DI) reflects an early form of event memory but the underlying neural processes is to a large degree unknown. Thus, the present study examines how associative learning observed through event-related potentials (ERP) relates to DI as measured with an observation- only design.Thirty children participated in the study 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 slow waves revealed no further relationship between ERP and DI and no significant correlation between DI and novelty preference. These findings indicate that electrophysiological indices of associative learning can be related to behavioral observations of early memory processes in young infants.
|
|
| 5. |
|
|
| 6. |
- Nordqvist, Emelie, et al.
(författare)
-
An electrophysiological index of associative learning correlates with event memories in 14 month old children
- 2011
-
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.
|
|
| 7. |
|
|
| 8. |
- Nordqvist, Emelie, et al.
(författare)
-
Deferred imitation, associative memory and communication in 14-month-old children
- 2015
-
Konferensbidrag (refereegranskat)abstract
- The presentation will build on two recent studies that combine behavioral observations of memory (deferred imitation, DI), electrophysiological (Event-Related Potentials, ERP) measures of associative memory and parental reports of language in 14-monthsold children. In both studies, an ERP (Nc) response indicating associative memory as well as a correlation between Nc and DI was observed. Further analysis revealed strong individual variability: The clearest relationship with ERP was noted for the subgroup of children performing non-optimally on the DI tasks. In addition, we also found a statistically significant correlation between parental report of receptive language and our ERP measure of associative memory.
|
|
| 9. |
|
|
| 10. |
- Nordqvist, Emelie, et al.
(författare)
-
The relationship between deferred imitation, associative memory, and communication in 14-months-old children. Behavioral and electrophysiological indices
- 2015
-
Ingår i: Frontiers in Psychology. - : Frontiers. - 1664-1078. ; 6:260
-
Tidskriftsartikel (refereegranskat)abstract
- The present study combines behavioral observations of memory (deferred imitation, DI, after a brief delay of 30 min and after a long delay of 2-3 weeks) and electrophysiological (event-related potentials, ERPs) measures of associative memory, as well as parental reports of non-verbal and verbal communication in sixteen 14-months-old children. Results show that for DI, the children remembered the stimulus after the brief but not after the long delay. There was a clear electrophysiological response indicating associative memory. Furthermore, a correlation between DI and ERR suggests that both measures of memory (DI and associative memory) tap into similar mechanisms in 14months-old children. There was also a statistically significant relation between parental report of receptive (verbal) language and the ERP, showing an association between receptive language skills and associative memory.
|
|
| 11. |
- Ahlenius, Sven, et al.
(författare)
-
Prolongation of the ejaculation latency in the male rat by thioridazine and chlorimipramine.
- 1979
-
Ingår i: Psychopharmacology. - 0033-3158 .- 1432-2072. ; 65:2, s. 137-140
-
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.
|
|
| 12. |
- Andersen Helland, Wenche, 1955-, et al.
(författare)
-
Exploring language profiles for children with AD/HD and children with Asperger syndrome
- 2012
-
Ingår i: Journal of Attention Disorders. - : Sage Publications. - 1087-0547 .- 1557-1246. ; 16:1, s. 34-43
-
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
|
|
| 13. |
- Andersen Helland, Wenche, 1955-, et al.
(författare)
-
Language profiles and mental health problems in children with specific language imapirment and children with AD/HD
- 2014
-
Ingår i: Journal of Attention Disorders. - : Sage Publications. - 1087-0547 .- 1557-1246. ; 18:3, s. 226-235
-
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)
|
|
| 14. |
- Andersen Helland, Wenche, 1955-, et al.
(författare)
-
Pragmatiske språkvansker og barnepsykiatri
- 2004
-
Ingår i: Spesialpedagogikk. - : Utdanningsforbundet. - 0332-8457. ; :7, s. 14-19
-
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.
|
|
| 15. |
- Andersen Helland, Wenche, 1955-, et al.
(författare)
-
Stable associations between behavioral problems and language impairments across childhood - the importance of pragmatic language problems
- 2014
-
Ingår i: Research in Developmental Disabilities. - : Elsevier. - 0891-4222 .- 1873-3379. ; 35:5, s. 943-951
-
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.
|
|
| 16. |
- Andersen Helland, Wenche, et al.
(författare)
-
The usability of a Norwegian adaptation of the Childrens Communication Checklist Second Edition (CCC-2) in differentiating between language impaired and non-language impaired 6-to 12-year-olds
- 2009
-
Ingår i: SCANDINAVIAN JOURNAL OF PSYCHOLOGY. - : Wiley. - 0036-5564 .- 1467-9450. ; 50:3, s. 287-292
-
Tidskriftsartikel (refereegranskat)abstract
- The usability of a Norwegian adaptation of the Childrens Communication Checklist Second Edition (CCC-2) in differentiating between language impaired and non-language impaired 6- to 12-year-olds. Scandinavian Journal of Psychology. The aim of the present study was to evaluate if the Norwegian adaptation of the Childrens Communication Checklist-2 (CCC-2) differentiates between a language impaired and a non-language impaired population and to make a first evaluation of the psychometric qualities of the questionnaire on a Norwegian sample. A total of 153 children aged 6-12 years participated in the study (45 language impaired and 108 non-language impaired). The Norwegian adaptation of the CCC-2 distinguished language impaired from non-language impaired children and thus seems to provide a useful screening tool for communication impairments in Norwegian children. The reliability of the CCC-2 appeared to be reasonable with internal consistency values ranging from 0.73 to 0.89.
|
|
| 17. |
- Barr, Rachel, et al.
(författare)
-
Beyond Screen Time: A Synergistic Approach to a More Comprehensive Assessment of Family Media Exposure During Early Childhood
- 2020
-
Ingår i: Frontiers in Psychology. - : FRONTIERS MEDIA SA. - 1664-1078. ; 11
-
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.
|
|
| 18. |
|
|
| 19. |
- Braarud, Hanne C., et al.
(författare)
-
RELATION BETWEEN SOCIAL WITHDRAWAL SYMPTOMS IN FULL-TERM AND PREMATURE INFANTS AND DEPRESSIVE SYMTOMS IN MOTHERS: A LONGITUDINAL STUDY
- 2013
-
Ingår i: Infant Mental Health Journal. - : Wiley-Blackwell: No OnlineOpen. - 0163-9641 .- 1097-0355. ; 34:6, s. 532-541
-
Tidskriftsartikel (refereegranskat)abstract
- The objective of this longitudinal study was to investigate the prevalence of infants social withdrawal and mothers depressive symptoms in a cohort of full-term infants and their mothers and in a cohort of moderately premature infants and their mothers at 3, 6, and 9 months postpartum. The Alarm Distress Baby Scale (ADBB) was used to assess social withdrawal; the Edinburgh Postnatal Depression Scale (EPDS) was administered to ascertain postpartum depressive symptoms. The results revealed a higher proportion of premature infants with social withdrawal at 6 months postpartum and significantly higher ADBB composite scores at 3 and 6 months of age, as compared with the full-term infants. A higher proportion of mothers in the premature cohort had symptoms of postpartum depression at the 3-month assessment, and they reported a significantly higher EPDS composite score at 3 months postpartum. There was a significant relation between maternal depressive symptoms at 3 and 6 months and infants social withdrawal at 9 months, and a significant concurrent relation between the two variables at 6 and 9 months in the full-term cohort. The findings suggest a need to screen for both infant social withdrawal and maternal depressive symptoms in moderately prematurely born infants and their caregivers.
|
|
| 20. |
- Braarud, Hanne, et al.
(författare)
-
Early sustained withdrawal in infants, mothers’ mental health, other early risk factors, and socio- emotional outcome in infants
- 2012
-
Ingår i: Infant Mental Health Journal, 33. ; , s. 64-
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The paper examines the interplay between the biomedical and socioemotional risk factors, i.e. maternal depression and prematurity, as predictors of infant’s sustained withdrawal, and subsequent socioemotional outcomes. The study (n=284) follows the developmental course of infant’s sustained withdrawal during the first year, and illuminates the pathways in which the early adversity possibly compromises the infant’s natural intersubjective skills and motivation.
|
|
| 21. |
|
|
| 22. |
- Ekornas, Belinda, et al.
(författare)
-
Anxiety disorders in 8-11-year-old children: Motor skill performance and self-perception of competence
- 2010
-
Ingår i: SCANDINAVIAN JOURNAL OF PSYCHOLOGY. - : Blackwell Publishing Ltd. - 0036-5564 .- 1467-9450. ; 51:3, s. 271-277
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigates motor skill performance and self-perceived competence in children with anxiety disorders compared with children without psychiatric disorders. Motor skills and self-perception were assessed in 329 children aged 8 to 11 years, from the Bergen Child Study. The Kiddie-SADS PL diagnostic interview was employed to define a group of children with an anxiety disorder without comorbid diagnosis, and a control group (no diagnosis) matched according to gender, age, and full-scale IQ. Children in the anxiety disorder group displayed impaired motor skills and poor self-perceived peer acceptance and physical competence compared with the control group. Two-thirds of the anxious boys scored on the Motor Assessment Battery for Children (MABC) as having motor problems. The present study demonstrated impaired motor skills in boys with "pure" anxiety disorders. Anxious children also perceived themselves as being less accepted by peers and less competent in physical activities compared with children in the control group.
|
|
| 23. |
- Ekornas, Belinda, et al.
(författare)
-
PRIMARY SCHOOL CHILDRENS PEER RELATIONSHIPS: DISCREPANCIES IN SELF-PERCEIVED SOCIAL ACCEPTANCE IN CHILDREN WITH EMOTIONAL OR BEHAVIORAL DISORDERS
- 2011
-
Ingår i: Journal of Social and Clinical Psychology. - : Guilford Press. - 0736-7236 .- 1943-2771. ; 30:6, s. 570-582
-
Tidskriftsartikel (refereegranskat)abstract
- This population-based study investigated self-perception of social acceptance in children with emotional or behavioral disorders, and whether their perceptions were in line with parent/teacher reports of peer relationship problems. Children with behavioral disorders (n = 145) emotional disorders (n = 118), and a comparison group (n = 4,344) were selected from an 11-13-years-old population (n = 5073). Children with emotional disorders reported poorer social acceptance than children with behavioral disorders, also when adjusted for parent/teacher ratings of peer problems, confirming the negative self-perception reported in previous clinical studies. Self-perceptions of children with behavioral disorders were lower than in the comparison group and not inflated according to parent/teacher reports. The results emphasize the importance of peer-relations in both disorder groups.
|
|
| 24. |
|
|
| 25. |
|
|
| 26. |
- Feng, Qi, 1961-
(författare)
-
Predictive action in infancy : Evidence of early prospective behavior
- 2009
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- How do young infants understand and act on their constantly changing environment? An action perspective on motor development was taken into account. The present thesis investigated perception guided predictive action in 6-month-old infants, namely, head tracking and reaching for an object moving on a pre-defined trajectory, linear or nonlinear, fully visible or partially occluded. The motion trials were presented in a randomized order or in a way by using an ABBA block design. Study I of this thesis began with the exploration of the principles underlying infant predictive action. Infants were presented a fully visible moving object on four trajectories: two linear trajectories that intersected at the center of a display and two non-linear trajectories that contained a sudden turn at the point of intersection. The results supplied evidence that both infants’ head tracking and reaching showed an extrapolation of the object’s motion on linear paths, which was described by the principle of inertia. No learning effect was found in spite of repeated fully visible trials. Previous experiments reported that infants of similar age showed a reduction in reaching when object motion was occluded briefly. Thus Study II was undertaken, in part, to evaluate whether differences in the tasks resented to infants or differences in the visibility of the objects account for these findings. This was done by investigating infants’ predictive head tracking of an object following the procedure presented in Study I with only one exception: object motion was partially occluded by a small occluder positioned on the motion trajectory. Study II also raised a second question concerning infants’ ability to learn to anticipate upcoming object motions. It was found that infants were able to quickly learn to anticipate either linear or nonlinear motion but with a superior learning effect from linear motion. This pattern suggested a tendency to anticipate the upcoming motion in accord with inertia. Although a capacity to anticipate occluded object motion in accord with inertia was present, it was weak, as infants’ initial reaction to the occluded object motion revealed no such tendency. Learning in all cases was associated with the trajectory of the object, not the specific locations at which the object appeared. It was suggested that infants might form object representations that are influenced by learning and that are just weakly biased toward inertia extrapolation. This finding supported the claims that occlusion reduces the presentation of object representation, as suggested by single system of object representation theory.
|
|
| 27. |
- Forssman, Linda
(författare)
-
Attention and the Early Development of Cognitive Control : Infants’ and Toddlers’ Performance on the A-not-B task
- 2012
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In the first years of life there is a dramatic development of cognitive abilities supporting cognitive control of behavior. This development allows the child to make future-oriented predictions and to increasingly act in a goal-directed manner. The early development of cognitive control is presumably closely tied to the maturation of the attention systems. Further, attentional control processes have been suggested to be the unifying construct underlying cognitive control in both children and adults. The general aim of the present thesis was to further our understanding of the early development of cognitive control. This aim was approached by examining the attention processes underlying cognitive control in infancy and toddlerhood, with a particular focus on age-related improvements in attentional control. This thesis consists of three studies that have used the A-not-B paradigm to investigated infants’ and toddlers’ ability to search for a hidden object or to correctly anticipate the reappearance of a hidden object. The A-not-B paradigm is one of few well-studied paradigms for research on the early development of cognitive control and this paradigm involves conflict resolution and requires a flexible shift of response set to achieve a goal.Study I of this thesis examined individual differences in 10-month-olds’ ability to search for a hidden object in a manual A-not-B task. We investigated the infants’ search behavior, both in terms looking and reaching responses, the relation between individual differences in performance on A and B trials, and also the relation between the two response modalities.Study II used eye tracking and focused on the role of attentional demand on 10- and 12-month-olds’ ability to anticipate the reappearance of a hidden object. This study intended to clarify age-related improvements, particularly in relation to the ability to resist visually distracting information that interfered with the task at hand.Study III also employed an eye tracker to measure 18-month-olds’ predictive eye movements in anticipation of a hidden object under conditions marked by different attention demands. This study not only investigated the toddlers’ ability to overcome a visual distractor, but also their ability to keep a representation in actively in mind over different delays. In addition, the 18-month-olds’ performance was compared to that of an adult group to shed further light on the development of attentional control in children.In conclusion, this thesis demonstrated that important age-related improvements in cognitive control take place by the end of the first year of life and between 12 and 18 months of age. More specifically, with increasing age, the children were able to resolve higher levels of conflict thereby demonstrating improvements in attentional control. In interpreting the present data, we argue that this development is gradual, developing from variable to stable and also that the attentional control process is best described as continuous rather dichotomous in infancy and toddlerhood. Based on our findings, future research should be motivated to examine changes in attentional control processes in relation to the early development of cognitive development.
|
|
| 28. |
- Fälth, Linda, et al.
(författare)
-
Computer-assisted Interventions Targeting Reading Skills of Children with Reading Disabilities - A Longitudinal Study
- 2013
-
Ingår i: Dyslexia. - : Wiley. - 1076-9242 .- 1099-0909. ; 19:1, s. 37-53
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of the present study was to examine the effects of three computerized interventions on the reading skills of children with reading disabilities in Grade 2. This longitudinal intervention study included five test sessions over 1year. Two test points occur before the intervention, and three afterwards. The last follow-up was conducted 1year after the first measurement. One hundred thirty children in Grade 2 participated in the study. Three groups of children with reading difficulties received computerized training programmes: one aimed at improving word decoding skills and phonological abilities, the second focused on word and sentence levels and the third was a combination of these two training programmes. A fourth group received ordinary special instruction. In addition, there was one comparison group with age-matched typical readers. All groups improved their reading skills. The group that received combined training showed greater improvement than the one with ordinary special instruction and the group of typical readers at two follow-ups. The longitudinal results indicate additional positive results for the group that received the combined training, the majority of students from that group being no longer judged to be needing special education 1year after the intervention.
|
|
| 29. |
- Goksøyr, Arnold, et al.
(författare)
-
Prevalence of post partum depression in parents. An analysis of possible risk and protective factors. Preliminary results
- 2012
-
Ingår i: Infant Mental Health Journal [Abstract Supplement, p 216].
-
Konferensbidrag (refereegranskat)abstract
- This project investigated the retrospective prevalence of depression in both fathers and mothers of children born in the period 1994–1998. Self-administrative questionnaires were sent to the parents of 1736 children in a rural part of Western Norway. We collected information on their symptoms of depression, when the particular child was born, the parents’ education level, their type of employment, marital status, and degree of social support from their own family and from their friends. To assess depression, Kendler’s scale of life time depression was used. This is a 6-item scale classifying clinical depression to mild depression according to the ICD-10. In addition we asked about onset of the symptoms and the duration of depression and if the symptoms had been recurrentThe response rate of the questionnaires was 39.2%. A total of 1139 replies were received for 680 children (53% girls). Of the parents (55% mothers, 45% fathers), we found that 5.5% of the mothers and 0.4% of the fathers reported a score above cut-off indicating that they suffered from a postpartum depression after the child was born. In addition, a sub-clinical depression with at least 3 significant symptoms was reported by 3.5% of the mothers and 0.8% of the fathers. Age, education and employment of the parents, size of the family and social support as possible risk factors will be discussed.In this study, the prevalence of a clinical depression about 15 years ago was lower than that observed in more recent studies in Norway. This could be due to different methods in measuring depression, but may also indicate that postnatal depression is indeed an increasing health problem.
|
|
| 30. |
- Gustafson, Stefan, et al.
(författare)
-
Effects of Three Interventions on the Reading Skills of Children With Reading Disabilities in Grade 2
- 2011
-
Ingår i: JOURNAL OF LEARNING DISABILITIES. - : Pro-ed. - 0022-2194 .- 1538-4780. ; 44:2, s. 123-135
-
Tidskriftsartikel (refereegranskat)abstract
- disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs (n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered.
|
|
| 31. |
- Handl, Andrea, 1980-
(författare)
-
World of faces, words and actions : Observations and neural linkages in early life
- 2016
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- From the start of their lives, infants and young children are surrounded by a tremendous amount of multimodal social information. One intriguing question in the study of early social cognition is how vital social information is detected and processed and how and when young infants begin to make sense of what they see and hear and learn to understand other people’s behavior.The overall aim of this thesis was to provide new insights to this exciting field. Investigating behavior and/or neural mechanisms in early life, the three different studies included in this thesis therefore strive to increase our understanding on perception and processing of social information.Study I used eye-tracking to examine infants´ observations of gaze in a third-party context. The results showed that 9-, 16- and 24-month-old infants differentiate between the body orientations of two individuals on the basis of static visual information. More particularly, they shift their gaze more often between them when the social partners face each other than when they are turned away from each other. Using ERP technique, Study II demonstrated that infants at the age of 4 to 5 months show signs of integrating visual and auditory information at a neural level. Further, direct gaze in combination with backwards-spoken words leads to earlier or enhanced neural processing in comparison to other gaze-word combinations. Study III, also an EEG investigation, found that children between 18 and 30 months of age show a desynchronization of the mu rhythm during both the observation and execution of object-directed actions. Also, the results suggest motor system activation when young children observe others’ mimed actions. To summarize, the findings reported in this thesis strengthen the idea that infants are sensitive to others´ gaze and that this may extend to third-party contexts. Also, gaze is processed together with other information, for instance words, even before infants are able to understand others’ vocabulary. Furthermore, the motor system in young children is active during both the observation and imitation of another person’s goal-directed actions. This is in line with findings in infants, children and adults, indicating that these processes are linked at neural level.
|
|
| 32. |
- Heiervang, Einar, et al.
(författare)
-
Psychiatric disorders in Norwegian 8- to 10-year-olds: an epidemiological survey of prevalence, risk factors, and service use.
- 2007
-
Ingår i: Journal of the American Academy of Child and Adolescent Psychiatry. - : Elsevier BV. - 0890-8567 .- 1527-5418. ; 46:4, s. 438-447
-
Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: The Bergen Child Study is a longitudinal study of child mental health from the city of Bergen, Norway. We present methods and results from the first wave of the study, focusing on prevalence of disorders, associations with risk factors, and the use of services. METHOD: The target population included all 9,430 children attending grades 2 to 4 in Bergen schools during the academic year 2002/2003. The main screening instrument was the Strengths and Difficulties Questionnaire, whereas diagnoses were based on the Development and Well-Being Assessment. Information about child and family risk factors and service use was also obtained in this second stage. RESULTS: In the first phase, the teacher Strengths and Difficulties Questionnaire was obtained for 9,155 (97%) of the target children and the matching parent Strengths and Difficulties Questionnaire for 6,297 (67%); 1,011 children (11%) were assessed with the Development and Well-Being Assessment in the second phase. The weighted prevalence for any DSM-IV psychiatric disorder was 7.0% (95% confidence interval 5.6%-8.5%). Disorders were associated with age, gender, learning difficulties, family type, and poverty. Although 75% of children with attention-deficit/hyperactivity disorder had been in contact with specialist mental health services, this was true for only 13% of those with pure emotional disorders. CONCLUSIONS: The overall prevalence of psychiatric disorders in children is relatively low in this Norwegian sample, when assessed with the Development and Well-Being Assessment. Children with emotional disorders have limited access to specialist services.
|
|
| 33. |
- Heimann, Mikael, et al.
(författare)
-
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
-
Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 11
-
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.
|
|
| 34. |
- Heimann, Mikael, 1951-, et al.
(författare)
-
6-month-olds and delayed actions: An early sign of an early explicit memory?
- 2004
-
Ingår i: Cogniţie, Creier, Comportament/Cognition, Brain, Behavior. - : Presa Universitara Clujeana. - 1224-8398. ; VIII:3-4, s. 249-254
-
Tidskriftsartikel (refereegranskat)abstract
- In 1996 Barr, Dowden and Hayne reported that 6 month old infants imitate new actions with objects after a substantial delay. This is a finding in need of independent replications and the study reported here presents one such attempt. Forty-five 6 months old Swedish infants (22 girls) participated in the study. They were randomly assigned to either an experimental (n=30) or acontrol condition (n=15). The procedure replicates the method used by Barret al. with one exception: The imposed delay was 10 minutes instead of 24 hours. Overall it was found that the children in the imitation group displayed significantly more target acts than the children in the control group and it is concluded that infants are capable of using deferred imitation as means for learning new actions already at 6 months.
|
|
| 35. |
|
|
| 36. |
- Heimann, Mikael, 1951-
(författare)
-
Att härma eller bli härmad – det är frågan: Kan imitation lära oss något om autism?
- 2012
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Förmågan att imitera har under lång tid setts som en av de förmågor som personer med autism har svårt med. Bl a har det diskuterats om bristande förmåga till imitation borde ses som ett grundläggande problem (”a core deficit”) som kan utgör ett tidigt tecken på avvikande utveckling redan under det första levnadsåret. Fortfarande råder emellertid ingen enighet, troligen beroende på att vi inte har tillräcklig kunskap, men också på det faktum att imitation är ett komplicerat fenomen med varierad betydelse inom olika områden. Imitation kan vara en förmåga man utövar, kan vara en aspekt av vår minnesförmåga, en sätt att etablera social kontakt eller en icke-språklig kommunikationskanal. Mer grundläggande kan förmågan att imitera eller upplevelsen av att bli härmad skapa en social närvaro, kanske t om en känsla av att jag är som andra – andra är nog som jag som är så viktig i den typiska utvecklingen. I föredraget presenteras och diskuteras imitationens olika ansikten i ljuset av aktuella forskningsresultat liksom hur imitation kan vara till hjälp i kliniskt och praktiskt pedagogiskt arbete med personer med autism.
|
|
| 37. |
|
|
| 38. |
|
|
| 39. |
- Heimann, Mikael, 1951-, et al.
(författare)
-
Attention in cognition and early learning
- 2010
-
Ingår i: International Encyclopedia of Education. - Oxford : Elsevier. - 9780080448930 - 0080448933 ; , s. 165-171
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The field of education has experienced extraordinary technological, societal, and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education, Third Edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,000 articles across 24 individual areas of coverage, and is expected to become the dominant resource in the field. Education is a multidisciplinary and international field drawing on a wide range of social sciences and humanities disciplines, and this new edition comprehensively matches this diversity. The diverse background and multidisciplinary subject coverage of the Editorial Board ensure a balanced and objective academic framework, with 1,500 contributors representing over 100 countries, capturing a complete portrait of this evolving field.A totally new work, revamped with a wholly new editorial board, structure and brand-new list of meta-sections and articlesDeveloped by an international panel of editors and authors drawn from senior academiaWeb-enhanced with supplementary multimedia audio and video files, hotlinked to relevant references and sources for further studyIncorporates ca. 1,350 articles, with timely coverage of such topics as technology and learning, demography and social change, globalization, and adult learning, to name a fewOffers two content delivery options - print and online - the latter of which provides anytime, anywhere access for multiple users and superior search functionality via ScienceDirect, as well as multimedia content, including audio and video files
|
|
| 40. |
- Heimann, Mikael, et al.
(författare)
-
Attention in Cognition and Early Learning
- 2010
-
Ingår i: International Encyclopedia of Education, 3rd Edition. - : Elsevier. - 9780080448930 ; , s. 165-171
-
Bokkapitel (refereegranskat)
|
|
| 41. |
|
|
| 42. |
- Heimann, Mikael, et al.
(författare)
-
Children with autism respond differently to spontaneous, elicited and deferred imitation
- 2016
-
Ingår i: Journal of Intellectual Disability Research. - : WILEY-BLACKWELL. - 0964-2633 .- 1365-2788. ; 60:5, s. 491-501
-
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.
|
|
| 43. |
|
|
| 44. |
|
|
| 45. |
- Heimann, Mikael, et al.
(författare)
-
Datorer och barn med autism
- 1997
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- På vilket sätt kan ny datorteknik bidra till att skapa nya pedagogiska alternativ för barn med autism? Med hjälp av datorn kan man träna både samspel och kommunikation samt olika förmågor. Författarna vill här förmedla realistiska tips, idéer och synpunkter utifrån egna erfarenheter.
|
|
| 46. |
|
|
| 47. |
- Heimann, Mikael, 1951-
(författare)
-
Deferred imitation : Individual differences in early memory performance
- 2012
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Infant memory researchers agree that deferred imitation is a robust, easily administered and reliable nonverbal method of capturing rudimentary declarative memory function prior to the onset of productive language. As of today there are two different ways of studying deferred imitation: An observation-only design in which no practice is allowed before a memory delay is imposed, and an elicited imitation procedure in which the child is allowed to spontaneously explore the objects before modeling in order to create a baseline.Although results from studies using these two methods are largely overlapping, crucial differences have also been noted. The elicited imitation procedure allows for both practice and verbal cues, which can affect the observed retention time. As a consequence, a stronger memory trace might be formed when the child can encode through several modalities: vision, auditory and motor. Thus we cannot ignore the distinction between these two methods when evaluating reported findings.Individual differences in behavioral memory performance have been reported by studies using both methods. As an example, a predictive correlation from deferred imitation at 9 months to gestural communication at 14 months has been reported. In addition, deferred imitation has also been found to predict cognition at 4 years of age. In order to achieve a better understanding of the individual differences reported in the literature researchers have become motivated to use different brain measures, foremost EEG (event-related-potentials). Findings from studies using the elicited imitation procedure report that electrophysiological indices of recognition correlate with memory observed behaviorally. In comparison, a recent study from our lab found that learning processes captured by an associative learning ERP-paradigm predicted the memory score for 14-month-old children. Change scores based on Nc, a middle latency component associated with attentional processes, predicted deferred imitation performance. Thus, better memory performance judged behaviorally was highly correlated with electrophysiological indices of successful learning of new associations. The study used the observation-only design and is, to our knowledge, one of the first to directly compare how well children learn in two different but related situations, deferred imitation and in an ERP-design. The results suggest that associative learning is linked to memory performance observed in the deferred imitation procedure. This raises questions regarding our view on early memory development since deferred imitation is viewed as an early explicit memory. A speculative thought is that explicit and implicit systems are less separated early in development than later on. This will be further discussed in the presentation as will the pros and cons of the two methods currently used by deferred imitation researchers
|
|
| 48. |
|
|
| 49. |
- Heimann, Mikael, 1951-, et al.
(författare)
-
Deferred imitation in 9- and 14- months old Infants: A longitudinal study of a Swedish sample
- 1996
-
Ingår i: British Journal of Developmental Psychology. - 0261-510X .- 2044-835X. ; 14, s. 55-64
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigated deferred imitation using a longitudinal design. A total of 62Swedish children (32 girls) were tested at both 9 and 14 months of age. The memorydelay interval was 10 minutes at 9 months and five minutes at 14 months of age. Atboth ages children in the imitation group displayed significantly more target actionsafter modelling than the children in the control group, thus replicating earlierreports of imitation from memory. It was found that individual children with atendency to perform low deferred imitation at 9 months of age tended to remain lowon the test at 14 months, thus raising the possibility of stable individual differencesin imitation. This study provides a first investigation of deferred imitationlongitudinally among young children, and supports recent theoretical claims thatdeferred imitation arises earlier in ontogeny than was hypothesized by classicaltheory. It was observed that there are cultural differences in the way that Swedishversus American adult-infant pairs act in the test situation and ideas are offeredregarding the roots of such differences.
|
|
| 50. |
|
|
