| 1. |
- Champoux-Larsson, Marie-France, et al.
(author)
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Identification of facial expressions of emotion by 4-year-old children from different linguistic environments
- 2019
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In: International Journal of Bilingualism. - : SAGE Publications. - 1367-0069 .- 1756-6878. ; 23:5, s. 1208-1219
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Journal article (peer-reviewed)abstract
- The current study investigated the identification of facial expressions of emotion, a socio-emotional task that has not previously been examined in children from different linguistic environments. Eighty-four 4-year-olds growing up in one of three linguistic environments (monolingual, dominant bilingual, balanced bilingual) performed a task where they identified facial expressions (happiness, anger, sadness, fear). Accuracy was analysed with a mixed-design analysis of variance using group (monolinguals, dominant bilinguals and balanced bilinguals) and emotion (happy, angry, sad and scared) as between- and within-group variables, respectively. Our results showed a main effect of emotion, but there was no main effect of group. This suggests that 4-year-olds’ linguistic environment does not affect performance on an identification of facial expressions task. This study was the first to investigate the identification of facial expressions of emotion in children coming from different linguistic environments. As the socio-emotional development of bilinguals is not yet well understood, especially regarding the visual perception of emotions, this study is amongst the first to contribute to this area of research. Our results are therefore of significance as a building block for additional studies that should explore the visual perception of emotions in other types of tasks and populations.
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| 2. |
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| 3. |
- Gabrielsson, Alf, et al.
(author)
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Children's perception and performance of emotion in singing and speech
- 2002
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In: Proceedings of the 10th International Conference of the Early Childhood Commission of the International Society for Music Education, 5-9 August 2002, Copenhagen, Denmark. ; , s. 75-79
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Conference paper (other academic/artistic)abstract
- Children’s ability to perceive and to express emotion in song and speech was investigated with 48 children, 16 children at each of three ages (4, 7, and 10 years), equally distributed in gender. In the perception experiment children judged which of four e
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| 4. |
- Gredebäck, Gustaf, et al.
(author)
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The development of reactive saccade latencies
- 2006
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In: Experimental Brain Research. - : Springer Science and Business Media LLC. - 0014-4819 .- 1432-1106. ; 173:1, s. 159-164
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Journal article (peer-reviewed)abstract
- Saccadic reaction time (SRT) of 4-, 6- and 8-month-old infants' was measured during tracking of abruptly changing trajectories, using a longitudinal design. SRTs decreased from 595 ms (SE=30) at 4 months of age to 442 ms (SE=13) at 8 months of age. In addition, SRTs were lower during high velocities (comparing 4.5 and 9 degrees/s) and vertical (compared to horizontal) saccades.
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| 5. |
- Hreinsdottir, Jonina, et al.
(author)
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Ophthalmological outcome and visuospatial ability in very preterm children measured at 2.5 years corrected age
- 2013
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In: Acta Paediatrica. - : Wiley. - 0803-5253 .- 1651-2227. ; 102:12, s. 1144-1149
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Journal article (peer-reviewed)abstract
- Aim To investigate the ophthalmological outcome of very preterm children at 2.5 years corrected age (CA) and perform a test of visuospatial and cognitive abilities. Methods A population-based, prospective study (LOVIS study) in Uppsala County, Sweden, comprised 111 very preterm children (<32 w gestational age [GA]) born between 1 January 2004 and 31 December 2007. Ophthalmic evaluations were undertaken in 98/109 children (89.9%) alive at 2.5 years. Spatial cognition was investigated with a test of five alternative blocks in 48 preterm and 25 term-born children. Results Visual impairment, strabismus or refractive errors, were found in 12% of the children. None of the children were blind in both eyes. Logistic regression analyses revealed significant associations between strabismus and periventricular leucomalacia/ intraventricular haemorrhage (OR 9.6, p = 0.025) and between refractive errors and severe retinopathy of prematurity (OR 9.8, p = 0.011) and GA (OR 0.763, p = 0.034). Oval and rectangular blocks were significantly more difficult to insert into a box for preterm than full-term children (p = 0.048 and 0.013, respectively). There was a significant correlation between total scores for the five blocks and GA at birth (p = 0.035). Conclusion Eye and visual problems were found in 12% of the preterm children at 30 months CA. Preterm children had difficulties with blocks of complex shapes. ©2013 Foundation Acta Pædiatrica. Published by John Wiley & Sons Ltd.
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| 6. |
- Shutts, Kristin, et al.
(author)
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Young Children’s Representations of Spatial and Functional Relations Between Objects
- 2009
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In: Child Development. - : Wiley. - 0009-3920 .- 1467-8624. ; 80:6, s. 1612-1627
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Journal article (peer-reviewed)abstract
- Three experiments investigated changes from 15 to 30 months of age in children's (N = 114) mastery of relations between an object and an aperture, supporting surface, or form. When choosing between objects to insert into an aperture, older children selected objects of an appropriate size and shape, but younger children showed little selectivity. Further experiments probed the sources of younger children's difficulty by comparing children's performance placing a target object in a hole, on a 2-dimensional form, or atop another solid object. Together, the findings suggest that some factors limiting adults' object representations, including the difficulty of comparing the shapes of positive and negative spaces and of representing shapes in 3 dimensions, contribute to young children's errors in manipulating objects.
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| 7. |
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| 8. |
- Örnkloo, Helena, et al.
(author)
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Fitting Objects into Holes : On the Development of Spatial Cognition Skills
- 2007
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In: Developmental Psychology. - : American Psychological Association (APA). - 0012-1649 .- 1939-0599. ; 43:2, s. 404-416
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Journal article (peer-reviewed)abstract
- The authors examined 14- to 26-month-old infants' understanding of the spatial relationships between objects and apertures in an object manipulation task. The task was to insert objects with various cross-sections (circular, square, rectangular, ellipsoid, and triangular) into fitting apertures. A successful solution required the infant to mentally rotate the object to be fit into the aperture and use that information to plan the action. The object was presented standing up in half of the trials; in the other half, it was lying down. The results showed that infants solved the problem consistently from age 22 months and that a successful solution was associated with appropriate preadjustments before the hand arrived with the block to the aperture. No sex differences were found.
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| 9. |
- Örnkloo, Helena, 1973-
(author)
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Fitting Objects Into Holes : On the Development of Spatial Cognition Skills
- 2007
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Doctoral thesis (other academic/artistic)abstract
- Children’s ability to manipulate objects is the end-point of several important developments. To imagine objects in different positions greatly improves children’s action capabilities. They can relate objects to each other successfully, and plan actions involving more than one object. We know that one-year-olds can insert an object into an aperture. Earlier research has focused on the start and goal of such actions, but ignored the way in between. This thesis shows that children are unable to fit an object into an aperture unless they can imagine the different projections of the object and rotate it in advance. The problem of how to proceed with an object-aperture matching was studied in 14- to 40-month-old children with a box, different holes and a set of fitting wooden blocks. Study I focused on how to orient a single object to make it fit. Studies II and III added a second object or aperture, introducing choice. In Study I there was a huge difference between 18 and 22 months in solving the fitting problem. Successful insertion was related to appropriate pre-adjustments. The older children pre-adjusted the object orientation before arriving at the aperture(s). The younger used a feedback strategy and that did not work for this task. To choose was more difficult than expected; one must not only choose one alternative, but also inhibit the other. Fifteen-month-olds were unable to choose between sizes and shapes, 20-month-olds could choose between sizes, 30-month-olds could choose between sizes and shapes, but not even 40-month-olds could choose between objects with different triangular cross-sections. Finally, the relationships between an object and an aperture, supporting surface or form were investigated. When comparing tasks requiring relationships between an object’s positive and an aperture’s negative form, between a 3D and a 2D, and between two 3D-forms, we found that the main difficulties is relating positive and negative form.
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| 10. |
- Örnkloo, Helena, et al.
(author)
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Young Children’s Ability to Solve Spatial Problems Involving a Choice
- 2009
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In: European Journal of Developmental Psychology. - : Informa UK Limited. - 1740-5629 .- 1740-5610. ; 6:6, s. 685-704
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Journal article (peer-reviewed)abstract
- When do young children become able to make an adequate choice between two alternatives based on spatial information? Children of 20, 30, and 40 months of age were either presented with two objects with different cross-sections and one aperture, or one object and two different apertures. In each trial there was one object-aperture match and the task was to find that match and insert the object. All the children understood the task and tried to solve the problems but the 20-month-olds performed randomly and not even the 40-month-olds chose all the correct correspondences consistently. The results also showed that it is easier to choose between apertures than objects. This contrasts with the ability to solve the insertion problem once the choice was made. When choosing the correct object or aperture, the 40-month-olds inserted the triangle successfully in 85% of the cases. The boys and girls were equally good at solving the task, but the boys did it faster. The results show that making a choice adds significantly to the difficulty of solving spatial problems. It requires systematic examination of the objects and apertures involved, a working memory that can handle at least three items at a time, and an ability to inhibit an incorrect choice. Such executive functions are typically found in older preschool children but the present task shows that with an appropriate setup their development can be traced from a much earlier age.
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