| 111. |
- Sin, Samantha
(författare)
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An investigation of practitioners' and students' conceptions of accounting work
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims at exploring conceptions heJd of accounting work by students and practitioners. The findings are useful for informing accounting education and the cmTiculum and thus enhance accounting graduate readiness for work. This thesis addresses three research questions:What are practi tioners' conceptions of accounting work?What are accounting students' conceptions of accounting work?What are the similarities and differences between practitioners'and students' conceptions of accounting work?Phenomenographic findings revealed a common awareness of thefunctional aspects of accounting work; but students possessed onlyvery inchoate understandings of social and ethical issues.Practitioners' conceptions of such issues suggest that accountinggraduates will face significant challenges as they enter a professionwhich has undergone significant changes in recent times.
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| 112. |
- Sjögren, Björn, 1986-
(författare)
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Bystander behaviors in peer victimization : Associations with moral disengagement, efficacy beliefs, and student-teacher relationship quality
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- När elever blir utsatta för kränkningar finns ofta andra elever närvarande som åskådare. Dessa åskådare kan anta olika sociala roller: de kan assistera eller förstärka de som utsätter, försvara de som blir utsatta eller förbli passiva. Syftet med den här avhandlingen var att undersöka hur elevers åskådarbeteenden vid kränkningssituationer hänger samman med moraliskt disengagemang, elev-lärarrelationer och tillit till sin egen och klassens förmåga att försvara de som blir utsatta. Självrapporterade enkätdata samlades in från elever i årskurs 4–8 och analyserades med hjälp av olika statistiska metoder såsom flernivåanalys och strukturella ekvationsmodeller. Resultaten visar att de tre åskådarbeteendena hänger samman med faktorer på både individ- och klassnivå. Att assistera och förstärka de som utsätter hade starkast samband (positivt) med moraliskt disengagemang. Att försvara de som blir utsatta och att förbli passiv hade starkast samband (positivt respektive negativt) med självtillit. Resultaten pekar också på att det positiva sambandet mellan att försvara utsatta och självtillit går åt båda håll: försvararbeteenden predicerar självtillit och självtillit predicerar försvararbeteenden. I enlighet med socialkognitiv teori visar den här avhandlingen på betydelsen av att beakta ett komplicerat mönster av faktorer på olika nivåer när man studerar elevers åskådarbeteenden.
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| 113. |
- Skagenholt, Mikael, 1992-
(författare)
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Neurocognitive Foundations of Child and Adult Number Processing : Neural Correlates and Functional Circuits Across Typical Development
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The ability to mentally represent the exact numerosity of up to four perceived objects, as well as approximately estimating differences in numerical magnitude, appears to constitute a core-cognitive number sense. Symbolic representations of number (e.g., “two” and “2”) have been argued to gain meaning through a mapping against the analog nonsymbolic numerical magnitude representation (e.g., ••). Alternatively, symbolic number processing abilities may develop independently of nonsymbolic numerical cognition, instead dependent on learning the order and content of the verbal count-list (i.e., 1, 2, 3, …). This thesis aimed to determine which of these proposals best correspond to the brain’s processing of numerical information, with implications for the development of mathematics curricula.Four neuroimaging studies provide biomarkers for typical numerical cognition. Results indicate that symbolic numbers increasingly acquire semantic reference from other symbols; nonsymbolic quantities are processed in an asemantic visuospatial manner; neural correlates reach adult-level maturity at 11 years of age; numerical order and magnitude recruit independent mechanisms; and that maturation of executive functions and lexico-semantics is key for symbolic number processing. These results support the view of increasingly independent mechanisms for symbolic and nonsymbolic numerical cognition across development.
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| 114. |
- Skagerlund, Kenny
(författare)
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Magnitude Processing in Developmental Dyscalculia : A Heterogeneous Learning Disability with Different Cognitive Profiles
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Developmental dyscalculia (DD) is a learning disability that is characterized by severe difficulties with acquiring age-appropriate mathematical skills that cannot be attributed to insufficient education, language skills, or motivation. The prevalence rate is estimated at 3-6%, meaning that a substantial portion of the population struggles to learn mathematics to such a large degree that it affects overall well-being and academic prospects. However, our understanding of the etiology of DD is incomplete and there are competing hypotheses regarding the characteristics of DD and its underlying causal factors. The purpose of the current thesis is to contribute to our understanding of DD from the perspective of cognitive psychology and cognitive neuroscience. To this end, we identify children with DD to identify the cognitive determinants of DD that hamper their ability to learn basic mathematics. It is believed that human beings are endowed with an innate ability to represent numerosities, an ability phylogenetically shared with other species. We investigate whether the purported innate number system plays a role in children with DD insofar as failures in this system may undermine the acquisition of symbolic representations of number. Although some researchers believe DD is a monolithic learning disability that is genetic and neurobiological in origin, the empirical support for various hypotheses suggests that DD may be shaped by heterogeneous characteristics and underlying causes. The present thesis, and the studies presented therein, provides support for the notion that DD is indeed heterogeneous. We identify at least two subtypes of DD that are characterized by specific deficits in number processing, and one subtype that could more aptly be labelled as a mathematical learning disability, the causal factors of which are likely limited to deficits in non-numerical abilities. In addition, we locate candidate neurocognitive correlates that may be dysfunctional in DD.
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| 115. |
- Solís Marcos, Ignacio, 1984-
(författare)
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Challenges in Partially Automated Driving : A Human Factors Perspective
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The technological development in recent years is currently reflected in the implementation of more and more advanced driver assistance systems (ADAS). A clear example is found in the automated driving systems being marketed today. Some of these systems are capable of controlling crucial driving tasks such as keeping the vehicle within the lane or maintaining speed and the distance with the front vehicle constant. While this technology is still not mature enough to allow fully autonomous driving, current systems allow partially automated driving, or Level 2 (SAE, 2016). Level 2 automation enables feet-free, and for short periods hands-free driving, under specific situations. Yet, the driver is still expected to monitor the road and the system and be ready to intervene when required by the system. Regarding this, studies from the driving and other domains have warned about potential performance problems associated with placing operators in such monitoring role. Factors such as vigilance decrements or proneness to engage in other activities have been proposed to explain these problems; however, their role in the context of Level 2 automation remains to be further investigated.In this context, the main aims of this thesis were to understand the attentional effects of monitoring a Level 2 automated system and to investigate drivers’ strategies to integrate additional tasks while using such system. In particular, the following research questions were established: 1) Does monitoring a Level 2 system affect driver attention after short driving periods?; 2) Does Level 2 automation facilitate the performance of additional tasks?; 3) How do drivers integrate additional tasks into their monitoring responsibilities, and how is that influenced by automation trust and experience?. A complementary aim of this thesis was to explore the applicability of the event-related potentials (ERPs) technique to detect the effects of different types of ADAS, i.e. Level 2 automation and a visual in-vehicle information system (IVIS), on drivers’ attention and on specific processing resources.Three studies were conducted to address the aforementioned research questions. In Study I and III, the participants were asked to drive Level 2 automated and manually while performing an auditory oddball task (Study I) or a visuomotor task (Study III). In Study II, the participants were instructed to perform a computer tracking task with or without the support of an artificial visual IVIS while executing a secondary auditory oddball task. Measurements included performance indicators from the primary and secondary tasks, as well as subjective and psychophysiological measures. ERPs (N1 and P3 amplitude and latencies) elicited by the auditory oddball task were used to assess the participants’ attentional resource allocation. Glance behaviour was also recorded to analyse drivers’ visual monitoring strategies in Study III. In addition, subjective measures of mental workload, vigilance or automation trust were collected. Last, driving parameters such as speed, time spent on the left lane or number overtakings were used to account for driving strategies to integrate an additional task while driving Level 2 automated or manually (Study III).As hypothesized, monitoring a Level 2 automated system for short periods led to lower perceived demands and to reductions in the allocation of attentional resources to the auditory oddball task, as shown by lower amplitudes in the P3 component (Study I). In Study III, driving Level 2 automated led to worse performances on an additional visuomotor task, compared to when driving manually, which contradicted our expectations. Additionally, when the system was active, drivers tended to look less to the road and more to the dashboard; however, only drivers with automation experience or who perceived the system as more robust increased their visual attention to the additional task. Furthermore, the results from Study II showed that some specific ERPs parameters, namely N1 latency and P3 amplitude, were also sensitive to the demands of IVIS while performing the tracking task.Based on previous studies (Young and Stanton, 2002), the lower attentional resource allocation observed in Study I could reflect a cognitive underload effect induced by the Level 2 automated driving. Cognitive underload is proposed as one of the explaining mechanisms for the observed worse performances in the additional visuomotor task during the automated conditions in Study III. However, other effects such as overload or task interferences could also explain this. Finally, the results revealed by the ERPs in Studies I and II suggest that this could be a useful technique to detect alterations in drivers’ attention due to the excessive high or low demands placed by different ADAS. ERPs also showed a greater diagnosticity than other measures in the detection of specific task requirements of perceptual and cognitive resources. Thus, ERPs may be useful as a complementary tool to other mental workload measures.Given that drivers need to remain attentive at all times while interacting with a Level 2 automated vehicle, the use of countermeasures to mitigate the negative attentional effects reported in this thesis is highly recommended. Specific training programs enhancing drivers’ knowledge of the system or the implementation of systems that inform about the system reliability or detect inadequate driver states could be promising solutions.
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| 116. |
- Strindberg, Joakim
(författare)
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”Why Do We Even Bully?” : Exploring the Social Processes of Bullying in Two Swedish Elementary Schools
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to explore and deepen the understanding of pupils’ experiences of bullying and their reflections on why bullying may occur and be maintained in school, despite pupils’ understanding that bullying is wrong. This aim is examined in four articles. The results highlight how pupils emphasise the importance of the social perception of individual pupils. Pupils may thus assume different participant roles in bullying situations to emphasise, maintain, or protect their own social position in the group, but also in an effort to reduce the risk of being bullied. The participating pupils raise the importance of social stigmatisation as a significant social process in bullying and highlight social stigmatisation processes as closely related to social perceptions of “normality” and “difference”. Social stigmatisation is, in turn, related to processes of inclusion and exclusion. The results point to the importance of the institutional constraints of the school setting in the occurrence and maintenance of bullying, not least in how pupils relate these constraints to social status, friendship, and bullying. In conclusion, the results of the dissertation highlight the importance of understanding bullying as a socially intertwined phenomenon and part of a social ecology. Not only do societal norms shape pupils’ perceptions of how pupils “should” be as a girl or boy in school, but the social contexts of schools and classrooms are also significant for what is socially valued or rejected. The results of the dissertation underline that the social ecology of bullying is closely linked to pupils’ experiences of social marginalisation, loneliness, and bullying.
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| 117. |
- Sveider, Cecilia, 1974-
(författare)
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Representationer av tal i bråkform : En studie om matematikundervisning på mellanstadiet
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Syfte med avhandlingen är att skapa förståelse för lärares undervisning om tal i bråkform på mellanstadiet. Avhandlingen består av två delstudier. I delstudie I studeras hur lärare och elever använder laborativa material för att representera tal i bråkform. Delstudie II fokuserar på hur lärare använder olika representationer för att representera tal i bråkform och hur dessa kopplas samman. I båda delstudierna studeras vad eleverna ges möjlighet att erfara om tal i bråkform. Totalt har 33 olika matematiklektioner videofilmats. Materialet har analyserats genom en växelverkan mellan empirin, variationsteorin och begrepp från tidigare forskning. Resultatet visar att när lärarna undervisar riktar de uppmärksamheten mot och varierar olika aspekter av ett lärandeobjekt, vilket innebär att eleverna ges olika möjligheter att erfara lärandeobjektet. En variation av hur lärarna handlar i undervisningssituationen som har betydelse för vad eleverna ges möjlighet att lära har uppmärksammats vad gäller olika sätt att synliggöra kunnandet. Tre mönster avseende på lärares handlande som framträtt är: (a) variation av innehållet, (b) användningen av representationer, dels utifrån vilka representationer som används, dels utifrån hur olika representationer kopplas samman och (c) val av exempel.
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| 118. |
- Söderberg Gidhagen, Ylva, 1951-
(författare)
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Psychological treatment of outpatients with substance use disorders in routine care : attachment style, alliance, and treatment outcome
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Background: Substance use disorder is one of the most important threats to health and welfare in the world. More knowledge is needed about the outcomes of treatments in routine care for patients with substance use disorders (SUDs). These patients often suffer from psychological distress in addition to substance use disorders.Aims: To evaluate the effects of community-based psychological treatment on SUD outpatients’ psychological distress and substance use, and also to analyze the importance of their attachment style and the alliance with regard to treatment outcome.Methods: Patients who were referred or self-referred to a social worker or a psychotherapist at three outpatient treatment centers for SUD were invited to participate in the study. At each session the patients filled out an instrument measuring psychological distress, the Clinical Outcomes in Routine Evaluation – Outcome Measure (CORE-OM) and to evaluate the alliance to the therapist the Working Alliance Inventory – short form revised (WAI-SR). At treatment start and end the patient filled out the Alcohol Use Disorders Identification Test (AUDIT), the Drug Use Disorders Identification Test including the extended version (DUDIT/DUDIT-E) and the Experiences in Close Relationships – short form (ECR-S) categorizing attachment style. Therapists filled out the CORE Therapy Assessment form at treatment start and the End of Therapy form at treatment termination. After each session, they also filled out the Working Alliance Inventory – short form for therapists (WAI-S).Results: Of the 119 patients who agreed to participate in the study, there were 100 patients who filled out two or more CORE-OM and WAI-SR forms. Outcome on substance use as measured with AUDIT-C and DUDIT-C was collected for 63 patients. The analyses showed that CORE-OM mean scores were significantly improved. In total 14% of the patients were recovered, 10% improved and 5% deteriorated. AUDIT-C and DUDIT-C mean scores were significantly improved for patients using alcohol and for patients using illicit drugs, respectively.An insecure attachment style was more common among the patients in this research project, compared to non-clinical groups. The patients with a fearful attachment style scored higher on psychological distress than the patients with a secure attachment style. The associations between the attachment dimensions and psychological distress were stronger than those between attachment and SUD. The causal relationship between attachment style and psychological distress is, however, not clear and can likely go in both directions. Significantly more patients had a secure attachment style at treatment end.Previous studies have found that the associations between alliance and outcome for SUD patients may be weaker than for other clinical groups, which was confirmed in this thesis. Three moderators of the alliance-outcome association – type of substance use, attachment style and treatment orientation – were assessed. None of the potential moderators tested showed any effect on the association between alliance and psychological distress. The variance among the therapies concerning the session-to-session alliance-outcome association was considerable, indicating that other moderating variables might be found.Conclusions: Routine psychological treatment had positive effects on psychological distress as well as on reduction of substance use. However, a substantial number of patients remained unchanged, particularly regarding psychological distress. Among patients with SUD there seems to be a strong relationship between attachment style and psychological distress. Knowledge of the patient’s attachment style may help the therapist to tailor the treatment to the patient’s needs. A change from an insecure to a secure attachment style can be an important goal for SUD treatment, as it may prevent the patient from using strategies involving substance use for regulating emotions and interpersonal relationships. This thesis confirms and strengthens the finding of a weaker association between alliance and outcome for SUD patients, compared to other clinical groups. A challenge for further research is to find factors that contribute to the alliance-outcome association among SUD patients.Studies with larger patient groups, additional instruments and methods are needed to develop treatments for SUD patients in routine care.
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| 119. |
- Thorsten, Anja
(författare)
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Berättelseskrivande i skolan : Att studera, beskriva och utveckla ett kunnande
- 2018
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med avhandlingen är att bidra med kunskap om hur kunnandet att skriva berättelser kan bli undervisningsbart. Detta belyses ur två infallsvinklar, svenskdidaktiskt och metodologiskt. Avhandlingens empiriska underlag består av elevintervjuer, filmade lektioner, elevtexter, fältanteckningar, mötesprotokoll och reflektionsanteckningar som samlades in under genomförandet av en Learning study om berättelseskrivande i årskurs 3 och 4. I en Learning study undersöker en forskargrupp, med forskande lärare, iterativt hur undervisningen kan läggas upp för att eleverna ska utveckla ett avsett kunnande.Med hjälp av narratologi, fenomenografi och variationsteori analyserades elevers kunnande, elevers lärande och undervisningen. Resultatet visar att när kunnandet att skriva berättelser ska göras undervisningsbart, behöver eleverna få möjlighet att urskilja (a) vad ett läsarperspektiv innebär samt (b) hur berättelsers struktur kan byggas upp med problem och lösning. Dessa båda aspekter specificeras i några andra aspekter, till exempel det utrymme olika delar i berättelsen får samt övergångarna mellan berättelsens ingående delar. I den här avhandlingen analyseras också hur lärares erfarenhetsbaserade kunskap samverkar med variationsteori i en Learning study, med utgångspunkt i Polanyis begrepp tyst kunskap och teoretiska resonemang om hur erfarenhet påverkar hantering, tolkning och bedömning av yrkesspecifika situationer. Resultatet visar att när lärares erfarenhet och variationsteorin kombineras i en iterativ modell finns förutsättningar för en kunskapsgenererande forskningsprocess. Lärarnas erfarenhetsbaserade kunskap påverkar valet av forskningsområde och gör att fokus riktas mot relevanta delar i analysprocessen. Variationsteorin bidrar med teoretiska redskap i analysen och leder till att lärandeobjektets innebörd och synliggörande är i fokus i hela processen.
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| 120. |
- Topooco, Naira, 1980-
(författare)
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Blended cognitive behavior therapy : efficacy and acceptability for treating depression in the adult and adolescent population
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Depression is the most burdensome disorder worldwide in terms of health loss. The potential of internet and technologies to scale up psychological treatment resources is substantial. A blended treatment approach, reducing therapist time and combining sessions with online self-help components, could enhance availability of psychological treatment, while maintaining and possibly enhancing effect of treatment. The aim of this thesis was to develop and investigate the blended treatment approach, in terms of acceptance among key stakeholders, and clinical effect in treatment of depression in the adult and adolescent population.Study I investigated acceptance of the blended treatment approach among mental health care stakeholders by means of a European survey. The results demonstrated that the majority readily accepted blended treatment for management of mild and moderate depression.Study II evaluated blended treatment compared to standard face-toface psychotherapy in treatment of adult depression in a controlled non-inferiority trial. The results showed a similar decrease in depression from both interventions at post-treatment, with decreased levels maintained over six months. Non-inferiority for the blended treatment could not be statistically established.Study III was a controlled non-inferiority trial evaluating blended treatment compared to treatment as usual. The results indicated superiority for the blended treatment at post-treatment and partly at six months. After twelve months the outcomes in the two conditions were similar.Study IV evaluated blended treatment for adolescent depression in a controlled superiority trial, where the therapist time was not reduced, but sessions delivered via chat for improved reach and efficiency. Compared to attention control, the blended treatment significantly reduced depression symptoms, with effects indicated to be maintained over six months.Study V was a controlled superiority trial, evaluating an improved version of the blended treatment used in Study IV to similar methods and in a similar population. In comparison to minimal attention control, the blended treatment significantly reduced depression symptoms at post-treatment, corresponding to a large treatment effect.Across Study II to V, estimates indicated that the amount of therapist time that could be saved in blended treatment, compared to standard psychological treatment, was around 40%.In conclusion, a gradual, blended integration of technology into psychological treatment i) performed well in treatment of adult and adolescent populations, ii) could substantially reduce therapist time in comparison to standard face-to-face psychological treatment, and iii) was accepted by patients as well as other mental health care stakeholders.The thesis demonstrates the potentials of technology-assisted blended treatment models to deliver treatment of depression in the young and adult population in accordance with the current, urgent need to increase availability of psychological treatment as well as increase acceptance of technology-assisted mental health interventions.
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