| 1. |
- 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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| 2. |
- 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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| 3. |
- 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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| 4. |
- Koch, Felix-Sebastian, 1977-, et al.
(författare)
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Data and analysis script for infant and adult eye movement in an adapted ocular-motor serial reaction time task assessing procedural memory
- 2020
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Ingår i: Data in Brief. - : ELSEVIER. - 2352-3409. ; 29
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Tidskriftsartikel (refereegranskat)abstract
- This article provides a description of eye movement data collected during an ocular-motor serial reaction time task. Raw gaze data files for 63 infants and 24 adults along with the data processing and analysis script for extracting saccade latencies, summarizing participants performance, and testing statistical differences, are hosted on Open Science Framework (OSF). Files (in Matlab format) available for download allow for replication of the results reported in "Procedural memory in infancy: Evidence from implicit sequence learning in an eye-tracking paradigm" [1]. (C) 2020 The Authors. Published by Elsevier Inc.
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| 5. |
- Sundqvist, Annette (Anett), 1968-, et al.
(författare)
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A Qualitative Analysis of E-mail Interaction of Children Who Use Augmentative and Alternative Communication
- 2010
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Ingår i: Augmentative and Alternative Communication. - London, UK : Informa Healthcare. - 0743-4618 .- 1477-3848. ; 26:4, s. 255-266
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to introduce e-mail as a form of interaction for a group of six children who use augmentative and alternative communication. In a 12-week exploratory study aspects of the e-mail messages sent were analyzed. The content of the messages was analyzed by an inductive qualitative method and seven descriptive categories emerged. The most frequently occurring categories were labeled social etiquette, personal/family statistics and personal common ground. The children utilized different e-mail strategies that included more or less of the above mentioned categories. Through the e-mail writing practice, the children developed new social skills and increased their social participation. The e-mail practice showed a great potential to increase the children’s social network.
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| 6. |
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| 7. |
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| 8. |
- Sundqvist, Annette (Anett), 1968-
(författare)
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Knowing me, knowing you : Mentalization abilities of children who use augmentative and alternative communication
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present thesis investigated several components important to the understanding of mentalization for children who use augmentative and alternative communication (AAC). The result of the thesis demonstrated that non-verbal mental age correlated significantly with mentalization tasks, and that the participants did not significantly differ compared to a nonverbal age-matched group of children without disabilities. Different expression of active participation, which is necessary to be able to display mentalization in dialogue, was observed in analysed interaction. The children’s social networks were limited and consisted of very few peers, thus limiting the possibilities of active participation. The number of peers in the children’s social networks correlated significantly with aspects of the children’s mentalization ability. Children who use AAC display their mentalization abilities independently in social interaction and through e-mail messages to peers. A wider construct that will have relevance to mentalization in ordinary situations is described encompassing several different abilities. The development of these abilities is dependent on the child’s capacity for adapting a cognitive flexibility when reflecting and theorizing on what is happening in a given situation. The development of mentalization is also dependent on a child’s close friendships, active participation in interaction, functional language ability, and varied social networks consisting of both peers and adults.
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| 9. |
- Sundqvist, Anett (Annette), 1968-, et al.
(författare)
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Qualitative and quantitative aspects of child-directed parental talk and the relation to 2-year-olds developing vocabulary
- 2022
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Ingår i: Infancy. - : Wiley. - 1525-0008 .- 1532-7078. ; 27:4, s. 682-699
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Tidskriftsartikel (refereegranskat)abstract
- Although prior research has independently linked vocabulary development with toddlers media usage, parental mental state talk (MST), and parent-child conversational turn-taking (CTT), these variables have not been investigated within the same study. In this study, we focus on associations between these variables and 2-year-olds (N = 87) vocabulary. Child vocabulary and digital media use were measured through online questionnaires. We took a multimethod approach to measure parents child-directed talk. First, we used a home sound environment recording (Language ENvironment Analysis technology) to estimate parents talk (CTT). Second, parents narrated a picture book, the Frog story, to assess the parents MST. There was a negative association between how much children watched video content and their vocabulary. However, parents reported that they frequently co-viewed and engaged with the child and media. The negative association first displayed between the amount of video content viewed and the childs developing vocabulary was fully mediated by the parents qualitative and quantitative talk as measured by MST and CCT, respectively. We propose that the parent relative level of MST and CTT also occurs when parents engage with the child during media use.
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| 10. |
- Sundqvist, Annette (Anett), 1968-, et al.
(författare)
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The Role of Active Participation in Interaction for Children Who Use Augmentative and Alternative Communication
- 2010
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Ingår i: Communication & Medicine. - : Walter de Gruyter GmbH. - 1612-1783 .- 1613-3625. ; 7:2, s. 165-175
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The present case-study investigates practices in interaction that manifest themselves as active participation for three Swedish children who use augmentative and alternative communication (AAC). Analyses are based on interaction data from three different settings, involving the children in dialogue with adults as well as peers. In-depth analysis of the data by means of Conversation Analysis revealed three practices inducive for active participation. The first one dealt with experiencing a sense of control, i.e. that the child who uses AAC was treated as a competent communicator, e.g. initiating topics and allocating turns etc. The second practice revealed the importance of coconstruction of communicative projects, and the possible negative effects of instances where adults attempted to impose an agenda on the children. Finally, analyses displayed different means by which participants could be included in the interaction, and the effects of such strategies. The study stresses the importance of communication partners’ abilities to balance and counterbalance the necessity to follow, share or sometimes inhibit a need to shape contributions to interaction, in order to enhance active participation for the child who uses AAC.
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