| 71. |
- Fridell, Mats, et al.
(author)
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Paradontit och psyke.
- 2001
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In: Odontologi 2001.. - Köpenhamn : Minksgaard. ; , s. 97-114
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Book chapter (other academic/artistic)
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| 72. |
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| 73. |
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| 74. |
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| 75. |
- Frischer, Josef, 1948, et al.
(author)
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The Learning Alliance: Relational Aspects to the Development of Competence
- 2000
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In: Work Values and Organizational Behavior Toward the New Millennium: Proceedings, from the 7th Bi-Annual ISSWOV conference in Jerusalem, June 25-28, 2000. ; , s. 165-172
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Conference paper (peer-reviewed)abstract
- The purpose of this paper is to present a model, which can serve as a framework for developing and analyzing relationships conducive to learning between supervisors and doctoral students. It specifically sets out to explore the extent to which standardization of the relationship can support the competence development process. A central concept in the model is the Learning Alliance and the focus is on the development of a mutual platform for the supervisor and doctoral student to work on. The learning alliance can be manifested in a contract that includes mutual agreement on goals, on tasks, and on process to reach the goals. In order to realize the full potential of a learning alliance, especially when it comes to developing more tacit elements of competence, it has shown to be essential to develop a relationship built on mutual trust. In order to make sure that strong learning relationships are being developed between doctoral students and their supervisors, academic institutions can develop routines. These routines could provide guidance into what to consider and how to proceed when aiming at establishing a learning alliance. By introducing a more standardized way of entering into a good working relationship, these routines can provide a means of limiting variations between different supervisor/doctoral student pairs. The organizational culture and the presence of role models can as well influence the establishment of a learning alliance. However, the organizational culture provides guidance in a less explicit way than do standardized routines.It has been found that the absence of Learning Alliances has been the main contributor to the poor outcomes in the doctoral process. However, the Learning Alliance does not happen spontaneously or naturally. In fact, the Learning Alliance requires substantial time and effort, in order to be created and maintained. And, most supervisors are not naturally skilled in creating the conditions and contracts needed.In response to these shortcomings, it is important to first develop a common understanding, among supervisors and doctoral students, of what a "good learning relationship" could look like. A new model illustrating the essential components of a Learning Alliance has now been offered as a tool. Another response to the missing skills, is the suggestion of specific methods and processes to establish Learning Alliances. Such methods include the introduction of routines and standard procedures. One clear example of this is the routine of regularly scrutinizing the Learning Alliance itself. Another method is to influence the working climate in the organization.
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| 76. |
- Golias, John, et al.
(author)
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Dealing with lack of exposure data in road accident analysis
- 2001
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In: Proceedings of the conference Traffic Safety on Three Continents. - Linköping : Statens väg- och transportforskningsinstitut. ; , s. 607-616
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Conference paper (other academic/artistic)abstract
- Ten professional truck drivers participated in this simulated driving experiment. The purpose of the experiment was to identify symptoms of fatigue in a prolonged morning drive among drivers that had a full night sleep and were not sleep deprived. Two aspects of the prolonged drive were examined: (a) changes in driving-performance measures, physiological measures and subjective measures over the course of time, and (b) within the drive, variability among three different types of inter-urban road segments with different levels of attentional demands: winding road, two-lane undivided straight road, and a four lane divided highway. Three conclusions can be drawn from this study: (a) task-induced fatigue can occur even for drivers who are not tired or sleep deprived at the beginning of the drive, hence the driving task itself induces fatigue. (b) Individual differences have a major influence on specific fatigue related symptoms and on when (if at all) drivers fall asleep at the wheel. (c) Drivers are active in the way they handle their performance decrement and they can adjust their fatigue-coping strategy to the demands and conditions of the drive.
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| 77. |
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| 78. |
- Granhag, Pär-Anders, 1964, et al.
(author)
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Deception Detection: Interrogators’ and Observers’ Decoding of Consecutive Statements
- 2001
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In: The journal of psychology - Interdisciplinary and applied. - 0022-3980. ; 135:6, s. 603-620
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Journal article (peer-reviewed)abstract
- This study is an examination of two forensically important but previously neglected issues in interpersonal deception. First, which cues do lie catchers—who have access to repeated interrogations—pay attention to in order to detect deception? Second, do face-to-face interacting interrogators differ from noninteracting observers in terms of how they perceive a suspect? After watching a staged event, 24 suspects (12 liars and 12 truth tellers) were interrogated three times over a period of 11 days. After the final interrogation, the veracity of each suspect was assessed by his or her interrogator and by 6 observers who had watched the interrogations on video only. The results of the experiment showed that consistency over time was by far the most commonly used cue for justifying veracity judgments. Critically, the predictive accuracy for this cue was alarmingly low. As opposed to results from previous research, the interrogators used verbal cues to a significantly greater extent than did the observers. Furthermore, a probing effect was shown (i.e., probed suspects were perceived as significantly more honest than nonprobed suspects). Finally, limited support for a previously reported honesty effect was obtained (i.e., that interrogators perceive suspects to be more honest than do observers).
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| 79. |
- Granhag, Pär-Anders, 1964, et al.
(author)
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Repeated Interrogations: Verbal and Non-verbal Cues to Deception
- 2002
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In: Applied Cognitive Psychology. - 0888-4080 .- 1099-0720. ; 16, s. 243-257
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Journal article (peer-reviewed)abstract
- The major aim of this study was to investigate to what extent verbal and non-verbal features of liars’ and truth-tellers’ behaviour change during the course of repeated interrogations. After seeing a staged event, 24 suspects (12 liars and 12 truth-tellers) were interrogated three times over a period of 11 days. In terms of the non-verbal features, and in line with our prediction, we found that the liars displayed significantly fewer smiles, self-manipulations, pauses, and less gaze aversion than truthtellers. Furthermore, over time the initial differences between liars’ and truth-tellers’ non-verbal behaviour increased for smiles, gaze aversion and pauses. In addition, we found that the cue ‘richness of detail’—the most indicative verbal marker for truth as given in previous research—had no discriminative power at any of the interrogation sessions. Finally, and in contrast to beliefs held by supposed expert lie-catchers (e.g. judges and police officers), truthful and deceptive statements were found to be equally consistent over time. The psycho-legal implications of the above findings are discussed.
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| 80. |
- Gustafsson, Susanne
(author)
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Mobile Phone use while Driving in Sweden
- 2003
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In: Driver Behaviour and Training. - : Ashgate. - 9780754638353 - 9781315197067 ; , s. 293-306
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Book chapter (other academic/artistic)
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