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- Morton, Ference, et al.
(författare)
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Inlärning och Omvärldsuppfattning : en bok om den studerande människan
- 1999. - 2
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Inlärning och omvärldsuppfattning är en bok om och för den studerande människan. Den bygger på ett omfattande forskningsarbete, utfört av bokens författare på Pedagogiska institutionen vid Göteborgs universitet. Det centrala temat är den typ av inlärning som påverkar och modifierar vår bild av omvärlden - därav bokens titel.Andra frågor som tas upp är: Vad är det man lär sig? Vad minns man av det man lärt sig? Hur bär man sig åt vid inlärningen? Hur kan man påverka inlärningsförmågan? Vad är sambandet mellan inlärning och undervisningen?Denna titel har tidigare givits ut av Norstedts men ingår numera i Studentlitteraturs sortiment
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| 2. |
- Näslund, Johan, 1954-
(författare)
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Kurt Lewins socialpsykologi och dynamisk gruppsykologi : En jämförelse och diskussion om ledarens betydelse för förändring av en grupps arbete
- 1996
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This paper presents field theory and group perspective by Kurt Lewin. It also presents psychodynamic theory of small groups. Leadership and the leaders role in group change is in focus. In recent years there has been a renewed interest in Lewinian field theory. This paper argues that there are many similarities between Lewinian social psychology and psychodynamic theory about small groups. From a field theoretical perspective you can say that different fields (eg Lewinian social psychology and dynamic theory) are positive against a new gestalt.The paper also tries, with help from above presented theories, to answer the question; are leaders, or gatekeepers, capable of changing small groups? Both Lewinian and group dynamic theory says yes, but under different circumstances. Group dynamic theory focus is on the "life space" while focus in Lewinian field theory is on the "life space" and the "social space".
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| 5. |
- Heimann, Mikael, 1951-, et al.
(författare)
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Increasing reading and communication skills in children with autism through an interactive multimedia computer program.
- 1995
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Ingår i: Journal of autism and developmental disorders. - : Springer. - 0162-3257 .- 1573-3432. ; 25:5, s. 459-80
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on the effect of using an interactive and child-initiated microcomputer program (Alpha) when teaching three groups of children (N = 30) reading and communications skills: (a) 11 children with autism (M chronological age, CA = 9:4 years), (b) 9 children with mixed handicaps (M CA = 13:1), and (c) 10 normal preschool children (M CA = 6:4 years). Their mental age varied from 5:8 years to 6:9 years and all children received computer instruction supplementary to their regular reading and writing activities. Tests of reading and phonological development were carried out at the onset of the training (Start), at the end (Post 1), and at a follow-up evaluation (Post 2). In addition, video observations of the childrens' verbal and nonverbal communication were added at Start and Post 1. The children with autism increased both their word reading and their phonological awareness through the use of the Alpha program. Clearly significant gains were observed during the intervention, but none during the follow-up period. A similar but weaker pattern is observed for the children with mixed handicaps. In contrast, the normal preschool children increased their scores regardless of the program. Analyses of the children's classroom behavior indicate that the intervention succeeded in stimulating verbal expressions among the children with autism and mixed handicap. A significant increase in enjoyment was also noted for the children with autism. It is concluded that the intervention with a motivating multimedia program might stimulate reading and communication in children with various developmental disabilities, but that such interventions must be individually based and include both detailed planning and monitoring from teachers, and parents, as well as from clinicians in charge.
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| 6. |
- Hylander, Ingrid
(författare)
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Handledning och konsultation : jämförelse mellan två professionella psykologiska processer
- 1995
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This report adresses the two concepts of Supervision and Consultation.Consultation is defined according to the tradition within Human Service Consultation and particularly to Gerald Caplans`Mental Health Consultation. It is proposed that Gerald Caplans` way of differentiating between 4 types of consultation, can be used in a more general way to include various types of consultationmodels from other traditions. For consultation 5 main criteras are synthezised from different definitons of consultation. For supervision, an overview of different types of supervision is presented. A comparison in regard to the main criterias is made between the two processes most difficult to separate, i.e. psychological (consultee centered case) consultation and "on the job supervision", when the supervisor has no administrative power. Two concepts salient to the supervison process, learning alliance and educational diagnoses are also discussed.It is proposed that analyzing the basic function of the relation between the client and the consultee, in real life, is always prior to defining the indirect helping process e. g. separating the process of supervision from the process of consultation.Finally a third process named "role structuring" is presented, separate from both supervision and psychological consultation. Role structuring is used when the relation between client and consultee is semi professional, or when the professional limits of this relation is only vaguely defined .
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| 9. |
- Tjus, Tomas, 1954, et al.
(författare)
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Gains in Literacy through the Use of a Spcially Developed Multimedia Computer Strategy Positive Findings from 13 Children with Autism
- 1998
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Ingår i: Autism. - : SAGE Publications. - 1362-3613 .- 1461-7005. ; 2:2, s. 139-156
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Tidskriftsartikel (refereegranskat)abstract
- The present study investigates the use of a specially developed multimedia program for enhancing language and reading development in children with autism. Thirteen children with autism(mean chronological age 9:8 years, mental age 7:3 years and language age 5:2 years) participated in the study. All the children used the program as a supplement to their ordinary reading and language training. A quasi-experimental design that included measures of reading and phonological awareness during baseline, treatment, and follow-up phases was used throughout. Highly significant gains were observed for both reading and phonological awareness during the treatment phase. A significant effect was also observed for phonology at follow-up, but not for reading. A response time index also revealed that reading became more rapid following intervention. It is concluded that the intervention improved reading and language development and that children with autism with various cognitive abilities might benefit from a strategy that combines a motivating multimedia program with focused and positive interactions with the teacher.
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