| 1. |
- Gullberg, Kajsa, et al.
(författare)
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In Scriptura Veritas? : Exploring Measures for Identifying Increased Cognitive Load in Speaking and Writing
- 2024
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Ingår i: Languages. - : MDPI AG. - 2226-471X. ; 9:3, s. 85
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to establish a methodological framework for investigating deception in both spoken and written language production. A foundational premise is that the production of deceitful narratives induces a heightened cognitive load that has a discernable influence on linguistic processes during real-time language production. This study includes meticulous analysis of spoken and written data from two participants who told truthful and deceitful narratives. Spoken processes were captured through audio recordings and subsequently transcribed, while written processes were recorded using keystroke logging, resulting in final texts and corresponding linear representations of the writing activity. By grounding our study in a linguistic approach for understanding cognitive load indicators in language production, we demonstrate how linguistic processes, such as text length, pauses, fluency, revisions, repetitions, and reformulations can be used to capture instances of deception in both speaking and writing. Additionally, our findings underscore that markers of cognitive load are likely to be more discernible and more automatically measured in the written modality. This suggests that the collection and examination of writing processes have substantial potential for forensic applications. By highlighting the efficacy of analyzing both spoken and written modalities, this study provides a versatile methodological framework for studying deception during language production, which significantly enriches the existing forensic toolkit.
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| 2. |
- Gullberg, Kajsa, et al.
(författare)
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In scriptura veritas: ett metodologiskt förslag för att jämföra att skriva och att tala för forensiska ändamål
- 2024
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Konferensbidrag (populärvet., debatt m.m.)abstract
- Can language production processes in writing and speaking facilitate identification of fabrications? If so, are fabrications easier to detect in the written modality compared to the spoken modality? The aim of this study is to examine how language production processes manifest across truthful and fabricated narrative accounts of witnessed events. Specifically, the study asks if and how differences and similarities are manifested across written and spoken modalities, and if/how these differences/similarities can be analyzed within and across modalities. Linguistic processes in written and spoken language production are subject to working memory constraints (Goldman Eisler, 1970; McCutchen, 1996), and this can be seen in for example increased pause duration, frequency, and other disfluencies (Heldner & Edlund, 2010; Matsuhashi, 1981). It has also been found that lying leads to increased cognitive load (Williams, Bott, Patrick, & Lewis, 2013), leading to the hypothesis that fabrication would be visible in the production patterns in both modalities. Due to the synchronous nature of speaking, where the production process is overt, compared to the asynchronous nature of writing, where the process is covert, another hypothesis is that it will be easier to detect fabrication during writing.Two truthful and two fabricated narratives (whereof two spoken and two written) from a corpus of written and spoken narratives were used to qualitatively examine how pauses and disfluencies manifest in the two conditions across modalities. Written data consisted of a keystroke logging file and spoken as an audio file and transcription. Cognitive load was analyzed through text length, pause analyses and revisions (in writing) and reformulations (in speaking). The results show that, taking the difference in production speed across modalities into consideration, cognitive load can meaningfully be operationalized as pause frequency in relation to text length. Further, when measuring text length, the number of written/transcribed charactersis proposed as a way of measuring this while taking repetitions (in speaking) and fragments (in writing) into consideration. In conclusion, the study suggests that comparable results in the modalities can be reached by making informed analytical choices.
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| 3. |
- Gullberg, Kajsa, et al.
(författare)
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Using keystroke logging to explore differences in written language production processes between self-experienced and invented narrative accounts : A forensic linguistic approach
- 2024
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Konferensbidrag (populärvet., debatt m.m.)abstract
- This study aims at investigating if/how writing processes, such as planning and revision, differ between accounts of self-experienced and invented narratives. The underlying assumption is that cognitive load will increase for the writer when s/he is is changing or inventing parts of an otherwise self-experienced series of events. This builds on theories of how limited working memory capacity leads to increased pausing behavior in accordance with increased cognitive demands (Kellogg, 1996; McCutchen 2000), and that the need for revisions will increase when the writer wants to meet the goal of convincing the reader that something is true (cf. the relation between planning, translating and revision described in e.g. the writing model of Hayes and Flower, 1980). This presentation primarily focusses on comparing written accounts, collected with an experimental design. Participants (n=45) were presented with 4 elicitation videos, depicting misdemeanors (e.g., cheating on an exam, stealing a bike). Each participant performed 4 accounts across the 4 films: two written, and two spoken. For one account in each modality the participant is asked to lie and alter “who did it”. Modality, films and invented/self-experienced accounts are balanced for order. The written data was collected online through keystroke logging (ScriptLog). The participants repeated the experiment 4 times with 2 weeks apart, to allow for comparisons of consecutive accounts of both invented and self-experienced narratives. The first results showed no differences between time on task between invented and self-experienced narratives, but the invented narratives required overall more pause time. In addition, time on task and overall pause time decreased over the consecutive accounts, indicating that the retelling task became easier independent of condition. There were no overall differences in the amounts of deleted text between the conditions, but during the writing of the invented narratives, less characters were written between pauses, indicating theneed to pause (and plan?) more often. The general picture is that there are many individual differences, and that individual baselines may need to be established, as well as including comparisons within subjects in the further explorations of the data. Continuing analyses will look more closer at the linguistic contexts where the writers need to pause and revise, and will also compare the written accounts to spoken equivalents. The overall picture is however that using keystroke logging to investigate “true” and “false” narratives may be a rewarding avenue for forensic linguistics, and could be used (in addition to other tools) to identify instances where information needs to be further investigated.
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| 4. |
- Johansson, Victoria, et al.
(författare)
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Lögnproduktion: En språkprocessanalys av falska och sanningsenliga berättelser i tal och skrift
- 2024
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Konferensbidrag (populärvet., debatt m.m.)abstract
- Denna studie utgår från psykolingvistiska teorier om språkproduktion i tal och skrift, och undersöker om det genom studiet av disfluenser i talet eller skriften går att se skillnader beroende på om en person berättar sanningsenligt eller hittar på. Studien har alltså en möjlig forensisk tillämplig. En central utgångspunkt är att den kognitiva belastningen ökar när en talare/skribent tvingas ändra hela eller delar av en återberättelse, och att detta avspeglar sig under språkproduktionen. Tidigare studier har visat hur ökad kognitiv belastning leder till ökade disfluenser, såsom fler och längre pauser, under både skriven och talad språkproduktion (Goldman Eisler, 1970; Kellogg, 1987; Matsuhashi, 1981; McCutchen, 1994). En hypotes är att det är enklare att efterlikna en sanningsenlig berättelse i tal, eftersom vi hört många talade utsagor, medan det är svårare att efterlikna en ”normal” skrivprocess då vi sällan observerar hur andra skriver, och vet hur pauseringsmönster och revisioner brukar se ut. En förväntanär att upptäcka tydligare skillnader i språkproduktionsmönster mellan skribenter än talare när sanningsenliga och falska berättelser jämförs. Syftet med studien är således att undersöka om/hur skriv- och talprocesser, som att planera och revidera, skiljer sig mellan sanningsenliga och falska utsagor av händelser. Forskningsfrågorna som undersöks är: Är det är möjligt att identifiera en falsk utsaga baserad på språkproduktionen i tal/skrift? Finns det några skillnader mellan tal och skrift i hur språkproduktionen påverkas av att hitta på en utsaga jämfört med att berätta sanningsenligt? Hur påverkas språkprocesserna om talare/skribenter upprepar dessa utsagor? Dessa frågor undersöks genom att jämföra språkproduktionsprocessen i sanningsenliga och falska utsagor av händelser i tal och skrift. Data samlades in i ett experiment där deltagare (n=40) fick se fyra särskilt framställda filmer som skildrade mindre förseelser (t.ex. cykelstöld, tentafusk). Deltagarna ombads återberätta filmernas innehåll och fyra återberättelser gjordes: två sanningsenliga (en i tal, en i skrift) och två falska (en i tal, en i skrift), med randomiserad ordning. I den falska återberättelsen ombads deltagarna att lägga skulden för det som skedde på en annan karaktär i filmen. Deltagarna upprepade sina berättelser totalt fyra gånger med två veckors mellanrum för att möjliggöra jämförelser av hur återberättelserna förändras över tid och vid upprepning. Skrivna data samlades in med tangentloggning (ScriptLog) och talade data spelades in med Audacity. Jämförelsen av de skrivna återberättelserna visade inga signifikanta skillnader i skrivtid mellan falska och sanningsenliga återberättelser, men de falska berättelserna krävde överlag mer paustid. Den totala skrivtiden och paustiden minskade för varje upprepad återberättelse vilket indikerar att det blev enklare för deltagarna att återberätta oberoende av villkor. Det fanns ingen skillnad i antal raderade tecken mellan de två villkoren, men i de falska berättelserna så skrevs färre tecken mellan pauser vilket kan indikera att skribenterna oftare behövde pausa (för att läsa och planera?). Den övergripande bilden är att det finns stora individuella skillnader. Preliminära resultat för de talade återberättelserna visade ingen signifikant skillnad i lexikal variation mellan villkoren, något som tidigare forskning indikerat. Fortsatta analyser kommer att undersöka taltid, samt pauser och disfluenser i tal jämfört med skrift. Goldman Eisler, F. (1970). Psycholinguistics; Experiments in Spontaneous Speech. Lingua: International Review of General Linguistics, 25, 152-164. Retrieved from http://ludwig.lub.lu.se/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=mzh&AN=1970300786&site=eds-live&scope=site Kellogg, R. T. (1987). Effects of Topic Knowledge on the Allocation of Processing Time and Cognitive Effort to Writing Processes. Memory & Cognition, 15(3), 256-266. Matsuhashi, A. (1981). Pausing and Planning: The Tempo of Written Discourse Production. Research in the Teaching of English, 15(2), 113-134. Retrieved from http://ludwig.lub.lu.se/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.40170920&site=eds-live&scope=site McCutchen, D. (1994). The Magical Number Three, Plus or Minus Two: Working Memory in Writing. Advances in Cognition and Educational Practice, 2, 1-30.
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| 6. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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Understanding clinical reasoning : A phenomenographic study with entry-level physiotherapy students
- 2022
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Ingår i: Physiotherapy Theory and Practice. - : Taylor & Francis. - 0959-3985 .- 1532-5040. ; 38:13, s. 2817-2826
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Tidskriftsartikel (refereegranskat)abstract
- INTRODUCTION: Entry-level students' conceptualizations of clinical reasoning can provide a starting point for program planning related to clinical reasoning development with a focus on patient-centered care.OBJECTIVE: The aim of the study is to explore how physiotherapy students understand clinical reasoning midway through their education. Nine physiotherapy students were interviewed at the end of their third semester.METHODS: Semi-structured individual interviews were conducted, recorded and transcribed verbatim. A phenomenographic approach to qualitative data analysis, seeking to explore variations in students' conceptions was applied.RESULTS: The students' ways of understanding clinical reasoning could be described as: 1) the cognitive process of the physiotherapist; and 2) the relational process of the collaborative partnership between the physiotherapist and the patient. A contrastive analysis shows how the cognitive and relational perspectives are developed through the relationships among three dimensions of clinical reasoning: 1) problem-solving; 2) context of working; and 3) own learning.CONCLUSION: By identifying the critical variation in students' conceptions of clinical reasoning, focus can be placed on pedagogical arrangements to facilitate students' progression toward a person-centered approach.
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| 7. |
- Barow, Thomas, 1969, et al.
(författare)
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Elevassistenter i särskolan: mellan elever och speciallärare : Student assistants in special school: between student and special teacher
- 2021
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Ingår i: Forskning pågår.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Den presenterade studien tar upp elevassistenters roll och uppgift i särskolan. Det empiriska materialet består av en enkätstudie med 60 elevassistenter och halvstrukturerade intervjuer mer fyra speciallärare och fem elevassistenter. Resultaten diskuteras baserande på ”street-level bureaucracy”-ansatsen och fokuserar på elevassisternas intermediära roll mellan speciallärare och elev i grundsärskolan. Elevassistenterna upplever avsaknad av stöd i sin professionella utveckling. Baserande på bristande resurser och omfattande uppgifter har de begränsade möjligheter i att kooperera med specialläraren gällande undervisningens planering, genomförande och evaluering. Komplexiteten att inneha både en undervisande och en omsorgsorienterad roll i klassrum diskuteras, särskilt med hänsyn till elevers välmående och relationer till andra elever.
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| 8. |
- Bergqvist, Erik, 1977-
(författare)
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Navigating Methodological Challenges : A Quantitative Exploration of Students' Mathematics Self-Beliefs
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Mathematics self-beliefs influence students’ self-image, classroom behavior, engagement, and motivation. However, current research faces challenges due to overlapping constructs, which can lead to high correlations and ambiguous findings. For instance, while mathematics self-efficacy is often defined broadly in educational research, task-specific mathematics self-efficacy refers specifically to confidence in completing particular tasks. To enhance the credibility of predictions regarding mathematics achievement, it is crucial to distinguish between different types of general mathematics self-beliefs. This thesis aims to provide new insights into these beliefs by refining methodologies for their measurement.An exploratory factor analysis of upper-secondary student data, utilizing both quantitative and qualitative reasoning, revealed a clear distinction between mathematics self-concept and generalized mathematics self-efficacy beliefs. A key difference between these two constructs is that the latter significantly influences student engagement. Additionally, the identified factor structure included two constructs related to mathematics anxiety. One noteworthy finding is that the worries of providing incorrect answers in the classroom significantly contribute to gender differences and diminish students’ agentic engagement. Overall, these findings underscore the importance of removing variables with substantial intercorrelations from the analysis, provided this procedure is supported by qualitative reasoning. The findings of this thesis support a pragmatic approach to investigating mathematics self-beliefs, ultimately offering new insights into the significant role of autonomy-supportive teaching in shaping students’ general mathematics self-beliefs.
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| 9. |
- Brinck, Ingar, et al.
(författare)
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Humans Perform Social Movements in Response to Social Robot Movements : Motor Intention in Human-Robot Interaction
- 2020
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Ingår i: 2020 Joint IEEE 10th International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob). - 9781728173061 - 9781728173207
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Konferensbidrag (refereegranskat)abstract
- In an experimental study of humans reactions to social motor intention (SMI) in a humanoid robot, we showed that SMI cause the emergence of social interaction between human and robot. We investigated whether people would respond differently to a humanoid robot depending on the kinematic profile of its movement. A robot placed a block on a table in front of a human subject in three different ways. We designed the robot’s arm and upper body movements to manifest the human kinematic profile of either a non-social motor intention or a social motor intention. In the control condition the robot performed an irregular (given the set-up) movements. Once the robot had finished its task, the task of the human was to place another block on top of the first one. We distinguishedbetween social and non-social responses to the robot’s behavior based in gaze behavior and kinematic profile of the human’s arm movement during the task. Our results show that the behavior of the human can be modulated by the kinematics of a robot’s motor action. In several cases the participants reciprocated movements displaying social motor intention with movements with a similar kind of kinematics, attempting to make eye contact during the task. This shows that HRI can emerge implicitly by sensorimotor processing and suggests that implementing a mechanism for social-motor intention in social robots designed to interact spontaneously would be useful.
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| 10. |
- Broström, Sander, et al.
(författare)
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"Seeing a Brighter Future" - Experiences of Adolescents with Common Mental Disorders Receiving the Problem-Solving Therapy "Youth Friendship Bench" in Zimbabwe
- 2021
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Ingår i: Issues in Mental Health Nursing. - : Informa UK Limited. - 1096-4673 .- 0161-2840. ; 42:11, s. 1019-1029
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Tidskriftsartikel (refereegranskat)abstract
- In Zimbabwe common mental disorders are prevalent among adolescents and the treatment gap is large. The recently introduced Youth Friendship Bench intervention (YouFB) addresses this gap by task-shifting youth lay health workers to offer a culturally contextualised, manual-based, six-session problem-solving therapy to adolescents, 16-19 years of age. The aim of this study was to explore participants´ experiences of YouFB to attain a first insight into this novel intervention. Interviews with nine adolescents were analysed using qualitative content analysis on a latent level. The experience of YouFB was positive, perceived to offer hope and relief from feelings of isolation and uncertainty, increase manageability of problems, and contribute to feelings of autonomy, resulting in a feeling of optimism about the future. The notion among participants that this brief intervention had such a positive influence on their lives, sparks interest because of its applicability in low-resource settings.
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