| 1. |
- Beck, Judith S, et al.
(författare)
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Beck ungdomsskalor manual inkl. frågehäfte. Svensk version
- 2004
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Beck Ungdomsskalor består av fem korta självskattningsskalor för bedömning av emotionell och social problematik hos barn och ungdomar. Skalorna är standardiserade och normerade på cirka 2400 svenska skolbarn. Manualen innehåller även anvsiningar för administrering till yngre åldersgrupper samt data från kliniska grupper. [från omslag]
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| 2. |
- Reuterskiöld, Christina, et al.
(författare)
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Speed and context: the effect of a sentence prime on naming speed in children with language impairment
- 2000
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Ingår i: Clinical Linguistics & Phonetics. - : Informa UK Limited. - 1464-5076 .- 0269-9206. ; 14:5, s. 369-385
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Tidskriftsartikel (refereegranskat)abstract
- Nineteen pre-school children with language impairment participated in a computerized naming task. The naming procedure involved two conditions, one unprimed where the child had to name a colour picture appearing on the screen as fast as possible and one primed where the picture was preceded by an uncompleted sentence. Response times were significantly shorter in the primed condition compared to the unprimed condition. There was a tendency that the ability to benefit from a semantic-syntactic prime was more closely linked to the participants' results on verbal measures than on non-verbal measures. Naming speed in the primed condition or the unprimed condition was not found to be linked to non-verbal measures including a speed component. Results are discussed in relation to current research, and methodological issues are highlighted.
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| 3. |
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| 4. |
- Tideman, Eva, et al.
(författare)
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Age related differentiation of cognitive abilities in ages 3–7
- 2004
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Ingår i: Personality and Individual Differences. - : Elsevier BV. - 1873-3549 .- 0191-8869. ; 36:8, s. 1965-1974
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Tidskriftsartikel (refereegranskat)abstract
- One important issue in the study of individual differences in cognitive abilities has been the question whether abilities tend to become more differentiated with increasing age. The present study examines age-related differentiation in the structure of cognitive abilities among children 3 × 2013; 7 years of age, using data from the recently undertaken Swedish standardisation of the Wechsler Preschool and Primary Scale of Intelligence-Revised. A confirmatory factor analytic modelling approach is applied. Models of different factor structure are built, evaluated and tested against empirical data using the LISREL 8 and the Mplus2 programs run under the STREAMS modelling environment. The results provide support for the notion that cognitive abilities show increasing differentiation with increasing age.
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| 5. |
- Tideman, Eva
(författare)
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Children born preterm : A 19-year perspective
- 2001
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this longitudinal, prospective study, 39 preterm children, consecutively born before 35 weeks of completed gestation and 23 full-term children were followed up after 19 years. Multifaceted aspects of outcome were evaluated. The results indicate a clear increase in somatic morbidity during growth and young adulthood among the preterms. Psychometric evaluation of cognitive development at age 19 yielded no differences between the groups, although the preterms had shown inferior performance compared to the full-terms at age 4. As a method of evaluating the mother-child relationship, percept-genetic tests displaying pictorial mother-child themes were utilized for the assessment of the unconscious attachment model. At 9 years of age, the preterm children as well as their mothers differed significantly from controls in their reports of the mother-child theme. At age 19, the preterms differed significantly from the full-terms in their reported perceptions of the attachment and separation themes. A greater degree of expressed emotion was found among the preterm mother-child dyads. The frequency of mental health problems and the degree of psychological distress shown by both preterms and full-terms fell within the expected range based on age-related population norms. Preterms and full-terms had similarly positive scores regarding self-esteem and quality of life. The results of the present study show that, apart from some increase in somatic morbidity and a conceivable emotional vulnerability concerning attachment and separation, individuals born moderately preterm seem to function as well as young adults in general in important domains of life.
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| 6. |
- Tideman, Eva
(författare)
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Longitudinal follow-up of children born preterm: cognitive development at age 19
- 2000
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Ingår i: Early Human Development. - 1872-6232. ; 58:2, s. 81-90
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Tidskriftsartikel (refereegranskat)abstract
- In a long-term prospective study, 39 preterm children born before 35 completed weeks of gestation and 23 full-term children were followed up at 4, 9 and 19 years of age. Psychometric evaluation of the cognitive development at 4 years of age showed that the preterms fell within the normal range, although their performance was inferior to that of the full-terms. This difference between the groups was not found at 9 and 19 years of age. Within the preterm group there was no correlation between the test results and birthweight, gestational age, prenatal or perinatal optimality scores. Full-terms had better scholastic performance at the end of compulsory schooling, while there was no difference at 19 years of age. At 19 years of age, about 1/3 of the children in both groups rated themselves as having had attention deficits during their childhood and adolescence. In this group of moderately immature, low-risk children, preterm birth without major physical or mental disabilities poses a developmental risk that seems to have the greatest impact during the preschool years and then gradually attenuates.
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| 7. |
- Tideman, Eva, et al.
(författare)
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Longitudinal follow-up of preterm children: the mother-and child relationship at 9 and 19 years of age
- 2002
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Ingår i: Journal of Reproductive and Infant Psychology. - : Informa UK Limited. - 0264-6838 .- 1469-672X. ; 20:1, s. 43-56
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Tidskriftsartikel (refereegranskat)abstract
- In this longitudinal prospective study, 2 groups of children, 39 preterms and 23 fullterms, were followed up regarding the mother-child relationship at 9 and 19 years of age. Information was obtained from both the children and their mothers. A self-report scale was utilized for the assessment of the conscious attachment model, and percept-genetic tests displaying pictorial mother-child themes were utilized as a method of evaluating the uncon¬scious attachment model. A questionnaire was used to measure the degree of expressed emotion in the mother-child relationship. Percept-genetic tests show that at 9 years of age, the preterm children and their mothers differed significantly from the full-terms in their reports of the mother-child theme, and that at age 19, the preterms differed significantly from the full-terms in their perceptions of the attachment and separation themes. A greater degree of expressed emotion was found among the preterm mother-child dyads. The results indicate that preterm children may harbor emotional vulnerability regarding attachment and separation as young adults.
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