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- Jensen, Mikael, 1969
(författare)
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Auditory imagery: A review and challenges ahead.
- 2005
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This article is a review of the research on auditory imagery during the last three decades. The purpose is to present and summarize the central findings. The research field of auditory imagery is related to research on visual imagery and it is also very close to the field of auditory perception. Though a lot has been done since the 1970s it is still a fairly small field of research, which is a little strange, since both speech and music are central to most of our lives. Relevant research can be found in psychology, neuroscience and cognitive science, which means that today it is possible to get a relatively broad understanding of the phenomenon of auditory imagery. The findings reveal where in the brain auditory perception and auditory imagery probably are processed and show us what areas are common to these processes. They also tell us something about the character of auditory images, and their relationship to working memory. Three major fields will be presented in the review: (1) auditory imagery and environmental sounds, (2) musical imagery, and (3) inner speech (or speech imagery) and subvocalization. The review ends with a discussion and some suggestions for future research that needs to be done.
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| 2. |
- Jensen, Mikael, 1969-
(författare)
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Defining lifestyle
- 2007
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Ingår i: Environmental Sciences. - : Taylor & Francis. - 1744-4225 .- 1569-3430. ; 4:2, s. 63-73
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Tidskriftsartikel (refereegranskat)abstract
- The concept of lifestyle is commonly used as something that needs to be changed if we want to achieve a sustainable development. But what does the concept of lifestyle mean? How is it defined? Educators and politicians, among others, need a definition to use the concept and understand how it is related to sustainable development. This paper suggests a plural definition based on a level analysis. There are four levels, from individual to global, on which lifestyle can be understood. There is also an alternative definition on the individual level from a cognitive science perspective. We need to understand the concept of lifestyle at these levels to analyse the relationship to sustainable development problems. Perhaps we should not look at lifestyle as a problem per se, but at the problems used to elaborate a lifestyle.
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| 3. |
- Jensen, Mikael, 1969
(författare)
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Hjärnan lär sig att sluta härmas
- 2009
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Ingår i: Forskning och Framsteg. - : Stiftelsen Forskning och Framsteg. - 0015-7937. ; 44:7, s. 18-21
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Människans tanke- och handlingsförmåga är unik. Men det är också hennes förmåga att avstå från vissa tankar och handlingar.
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| 4. |
- Jensen, Mikael, 1969
(författare)
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Kognitiv utveckling och låtsaslekens mysterier : Cognitive development and the mysteries of pretend play
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- What kind of cognitive capacity must a human child develop to be able to join pretend play? This is the main question of the dissertation. To get a fair answer a great part of the background discusses what pretend play and human cognition is. Homo sapiens sapiens seems to be the only now living animal that is capable of pretense. That indicates, not only that humans have a special cognition, but also, that pretend play is a very complex activity that demands a complex cognitive capacity. To get a better understanding of what pretend play is for preschool children an experiment was carried out. Children from two to five years of age were included in the test. Two main groups, with three-year-olds and five-year-olds, were compared. The test material consisted of video clips with children acting. In some of the clips they were acting like in a real everyday situation. In other clips children were pretend playing. The video clips were designed to vary in certain ways to find out whether the test groups were affected by this in their decision making. They were supposed to tell what kind of activity they saw and if it was for real or pretense. The results suggest that children are influenced by several factors: play signals (smile, sound effect, different timing in movement), play objects (replications, strange objects, fictive objects) the number of actors (in this case one or two) and violations of everyday rules/laws. It was a clear difference between three-year-olds and five-yearolds with respect to what sense they could make of a scene and what they were influenced by. Five year old children are more capable of telling what intention an actor (playmate) has during complex pretend play even when the indicating factors are few. Three year old children cannot always understand the full intention behind a pretense scene. They depend strongly on play signals and certain objects to tell if the scene is a real or a pretend play scene. Also they do not understand what a scene is about if the actors use fictive objects. Differences between test groups are in many cases statistically significant suggesting that the cognitive capacity differs from three to five years of age. The cognition of a five year old is generally more redundant and robust in understanding pretend play.
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| 5. |
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| 6. |
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| 7. |
- Jensen, Mikael, 1969
(författare)
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Learning about environmental issues with the aid of cognitive artefacts
- 2008
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Ingår i: SSKKII Publications. - 1653-8420.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- When looking at the issue of learning about environmental problems many difficulties stem from their inherent abstractness which causes difficulties because humans have a problem understanding information that is not directly perceivable. We primarily create our lives on perceivable information and by imitating other people. This paper will examine the limitations of the human mind and it will discuss environmental problems that we can't grasp, but on the other hand it will discuss our cognitive capacities and the kind of tools we can use, and how these might be handled by educators. The tools discussed are: models and miniatures, metaphors and analogies, tracking, key questions, and (participatory) stories. The cognitive science approach is just one way of looking at the issue but it can be useful when dealing with educational challenges.
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| 8. |
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| 9. |
- Jensen, Mikael, 1969
(författare)
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Lifestyle: suggesting mechanisms and a definition from a cognitive science perspective
- 2007
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Ingår i: Environment, Development and Sustainability. - 1573-2975. ; 11, s. 215-228
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Tidskriftsartikel (refereegranskat)abstract
- The concept of lifestyle is rather difficult to pin down. It is used in a variety of disciplines and related to many different problems. In our highly modern society, lifestyle is more often mentioned as something we need to change in order to achieve a sustainable development. Our main interest then is how we create and change a lifestyle. How can we understand why it is sometimes difficult to achieve change? In relation to terms like beliefs, desires, intentions, habits and artefacts six factors will be suggested. Within these factors we may have a foundation for a mechanism underlying the creation and change of lifestyle. A definition of the concept of lifestyle from a cognitive science perspective will also be suggested, as derived from the same foundation and terms related to it.
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| 10. |
- Jensen, Mikael, 1969
(författare)
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Låtsasleken skiljer oss från andra djur
- 2008
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Ingår i: Forskning & Framsteg. - : Stiftelsen Forskning och Framsteg. - 0015-7937. ; 43:3, s. 36-39
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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