| 21. |
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| 22. |
- Johansson, Håkan, 1979, et al.
(författare)
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Application-specific error control for parameter identification problems
- 2011
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Ingår i: International Journal for Numerical Methods in Biomedical Engineering. - : Wiley. - 2040-7939 .- 2040-7947. ; 27:4, s. 608-618
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Tidskriftsartikel (refereegranskat)abstract
- An often occurring scenario in the mathematical modeling of physical phenomena is that of a two-step computation consisting of, first, identifying a relevant parameter set from experiments (such as material parameters) and, second, carrying out a subsequent simulation using these parameters. In order to ensure the quality of the results from the simulation, the different sources of errors, for example, from discretization and inexact solution, must be traced and properly reduced. In this paper, a previously developed method for goal-oriented a posteriori error estimation for identification problems is extended to accommodate the combined identification and subsequent simulation. © 2009 John Wiley & Sons, Ltd.
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| 23. |
- Johansson, Karin C, et al.
(författare)
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Pefabloc : A sulfonyl fluoride serine protease inhibitor blocks induction of Diptericin in Drosophila l(2)mbn cells
- 2012
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Ingår i: Insect Science. - : Wiley. - 1672-9609 .- 1744-7917. ; 19:4, s. 472-476
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Tidskriftsartikel (refereegranskat)abstract
- Insects protect themselves against microbial infection by an efficient innate immune system that is activated by recognition of invariant microbial surface molecules. In the fruit fly Drosophila melanogaster the presence of bacteria is associated with expression of antimicrobial peptides in host immune-competent tissues. Host receptors detect infection and relay the signal to mount the appropriate immune response. In Drosophila hemocyte-like l(2)mbn cells pre-infection treatment with Pefabloc, a commonly used serine protease inhibitor, induced two major effects: it blocked expression of the antibacterial peptide Diptericin in response to live Gram-negative bacteria and bacterial surface molecules (crude lipopolysaccharide contaminated by peptidoglycans) and it induced morphological changes.
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| 24. |
- Johansson, Maria, 1965-
(författare)
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Historieundervisning och interkulturell kompetens
- 2012
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Abstract Title: History teaching and intercultural competence This study takes as its starting point the relationship between the multicultural and globalised society and history as a school subject, and explores it theoretically as well as empirically. Intercultural historical competence, which is the main theoretical and analytical concept of the study, is developed from theories of narrative competence and theories of intercultural competence, and is positioned in the intersection between the two. Narrative competence describes historical consciousness as being characterised by three distinct sub-competencies, the competence of experience, the competence of interpretation and the competence of orientation. Historical learning is seen as the qualification of these competencies to be able to tell meaningful stories about our lives. The empirical case study explores how intercultural historical competence as a learning objective is interpreted and enacted in one history classroom. The enacted object of learning is regarded as a co-construction between the teacher, the pupils and historical narratives. This study explores how experiences and interpretations of the past are made and used in the work in the classroom. The question of what constitutes each narrative sub-competence is addressed and discussed in three empirical chapters respectively. The source material mainly consists of observations from a sequel of 25 history lessons in an upper secondary school The empirical results show how different dimensions of each sub-competence contribute to what is possible to learn in relation to intercultural historical competence. One important dimension of the competence of experience is the employment of strategies of pluralism, deconstruction and counter-narratives to open up closed narratives. The competence of interpretation is strengthened by the use of second-order concepts as tools to qualify historical thinking. Furthermore, it is demonstrated how it is possible to practise the competence of orientation by giving pupils the opportunity to use historical narratives and historical tools to make sense of the present and to think about the future. One additional conclusion is that the planning process, when the learning objective is interpreted and framed into lessons and exercises, is decisive for what is possible for pupils to learn. Finally, it is stated that history as a school subject has the capacity to develop knowledge, skills and attitudes that are relevant in a multicultural and globalised society. Key words: history teaching, historical learning, history education, intercultural competence, intercultural education, historical consciousness, upper secondary school, class room study, object of learning, learning objective, historical narrative.
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| 25. |
- Johansson, Roger, et al.
(författare)
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Eye Movements and Reading Comprehension While Listening to Preferred and Non-preferred Study Music
- 2012
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Ingår i: Psychology of Music. - : SAGE Publications. - 1741-3087 .- 0305-7356. ; 40, s. 339-356
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Tidskriftsartikel (refereegranskat)abstract
- In the present study 24 university students read four different texts in four conditions: (1) while listening to music they preferred to listen to while studying; (2) while listening to music they did not prefer to listen to while studying; (3) while listening to a recording of noise from a café; and finally (4) in silence. After each text they took a reading-comprehension test. Eye movement data were recorded for all participants in all conditions. A main effect for the reading-comprehension scores revealed that the participants scored significantly lower after they had been listening to the non-preferred music while reading, compared with reading in silence. No significant effects were found between the other conditions. No significant differences between conditions were found for the traditional eye movement measures in reading (fixation duration, saccadic amplitude, regressions, and first-pass and second-pass reading time). It is suggested that this result is a consequence of participants not being aware that their reading processes are disrupted by a non-preferred musical background. They do not make the necessary changes to the processes involved in reading required to compensate for increased cognitive load. The results are discussed in relation to study/reading habits, extraversion, arousal and working memory capacity.
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| 26. |
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| 27. |
- Johansson, Roger, et al.
(författare)
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Eye Movements During Mental Imagery are Not Reenactments of Perception
- 2010
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Ingår i: Cognition in Flux. ; , s. 1968-1973
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Konferensbidrag (refereegranskat)abstract
- In this study eye movements were recorded for participants in three different conditions. All three conditions consisted of a perception phase and an imagery phase. The imagery phase was similar for all conditions, i.e. participants looked freely at a blank white screen. But the perception phase was different for each condition. In a control condition participants looked freely at a complex picture. In the first experimental condition they looked at another complex picture but maintained fixation at the center of the picture. In the second experimental condition they maintained central fixation while listening to a verbal scene description. The results revealed that despite central fixation during perception in the two central gaze conditions, participants’ eye movements were spread out during imagery and reflected spatial positions and directions of the picture or scene. These results contradict the assumption that eye movements during imagery are reenactments of perception.
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| 28. |
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| 29. |
- Johansson, Roger, et al.
(författare)
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Eye movements during visual imagery have a functional role and are related to individual differences in spatial imagery ability
- 2011
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Ingår i: In B. Kokinov, A. Karmiloff-Smith, & N. J. Nersessian (Eds.), European perspectives on cognitive science: Proceedings of the European conference on cognitive science EuroCogSci 2011. Sofia: New Bulgarian University Press..
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Konferensbidrag (refereegranskat)abstract
- This study investigated eye movements during visual imagery, under two experimental conditions. Participants recalled complex pictures from memory while looking at a blank screen under a condition of free viewing and under a condition where fixation was maintained in the centre of the screen. The recall task was to orally describe the picture. Results showed that, under the condition of free viewing, eye movements spread out and closely reflected content and spatial information from the recalled picture. However, the degree and amplitude of this effect varied among individuals and had a negative correlation with spatial imagery ability. Maintaining central fixation during recall affected and impaired pictorial recall. Descriptions focused significantly more on global and general aspects of the picture than on specific elements and spatial relations, when compared with the free viewing condition. These findings have important implications for visuo-spatial reasoning, mental models and spatial cognition in general.
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| 30. |
- Johansson, Roger, et al.
(författare)
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The Dispersion of Eye Movements During Visual Imagery is Related to Individual Differences in Spatial Imagery Ability
- 2011
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Ingår i: Proceedings of the 33rd Annual Meeting of the Cognitive Science Society (pp. 1200-1205). Austin, TX: Cognitive Science Society.. ; , s. 1200-1205
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Konferensbidrag (refereegranskat)abstract
- This study explored individual differences in eye movements during visual imagery. Eye movements were recorded for participants who recalled a picture from memory while looking at a blank screen. All participants were tested for working memory capacity and the OSIVQ (Blazhenkova & Kozhevnikov, 2009) was used as an assessment for individual differences in object imagery, spatial imagery and verbal cognitive style. Results revealed a negative correlation between the overall spatial dispersion of eye movements and the spatial imagery score. Consequently, those with a lower spatial imagery score employed a larger degree of eye movements to blank spaces than those with a higher spatial imagery score. No relationship was found between eye movements and the other aspects. We propose that weaker spatial imagery ability increases the “need” to execute eye movements during recall and discuss this finding in relation to the current literature on eye movements to ‘nothing’.
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