| 1. |
- Allwood, Jens, 1947, et al.
(författare)
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Kognitiva funktioner hos barn med autism
- 2012
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Ingår i: Kognitionsvetenskap / redaktörer: Jens Allwood, Mikael Jensen. - Lund : Studentlitteratur. - 9789144051666 ; , s. 369-382
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Bokkapitel (refereegranskat)
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| 2. |
- Gulz, Agneta, et al.
(författare)
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Lärande och kognition
- 2012
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Ingår i: Kognitionsvetenskap. - Lund : Studentlitteratur. - 9789144051666
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Ivković-Jensen, Maja M., et al.
(författare)
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Comparing the rates and the activation parameters for the forward reaction between the triplet state of zinc cytochrome c and cupriplastocyanin and the back reaction between the zinc cytochrome c cation radical and cuproplastocyanin
- 1999
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Ingår i: Biochemistry. - : American Chemical Society (ACS). - 0006-2960 .- 1520-4995. ; 38:5, s. 1589-1597
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Tidskriftsartikel (refereegranskat)abstract
- This is a comparative study of the photoinduced (so-called forward) electron-transfer reaction 3Zncyt/pc(II) --> Zncyt+/pc(I), between the triplet state of zinc cytochrome c (3Zncyt) and cupriplastocyanin [pc(II)], and the thermal (so-called back) electron-transfer reaction Zncyt+/pc(I) --> Zncyt/pc(II), between the cation (radical) of zinc cytochrome c (Zncyt+) and cuproplastocyanin [pc(I)], which follows it. Both reactions occur between associated (docked) reactants, and the respective unimolecular rate constants are kF and kB. Our previous studies showed that the forward reaction is gated by a rearrangement of the diprotein complex. Now we examine the back reaction and complare the two. We study the effects of temperature (in the range 273.3-302.9 K) and viscosity (in the range 1.00-17.4 cP) on the rate constants and determine enthalpies (DeltaH), entropies (DeltaS), and free energies (DeltaG) of activation. We compare wild-type spinach plastocyanin, the single mutants Tyr83Leu and Glu59Lys, and the double mutant Glu59Lys/Glu60Gln. The rate constant kB for wild-type spinach plastocyanin and its mutants markedly depends on viscosity, an indication that the back reaction is also gated. The activation parameters DeltaH and DeltaS show that the forward and back reactions have similar mechanisms, involving a rearrangement of the diprotein complex from the initial binding configuration to the reactive configuration. The rearrangements of the complexes 3Zncyt/pc(II) and Zncyt+/pc(I) that gate their respective reactions are similar but not identical. Since the back reaction of all plastocyanin variants is faster than the forward reaction, the difference in free energy between the docking and the reactive configuration is smaller for the back reaction than for the forward reaction. This difference is explained by the change in the electrostatic potential on the plastocyanin surface as Cu(II) is reduced to Cu(I). It is the smaller DeltaH that makes DeltaG smaller for the back reaction than for the forward reaction.
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| 4. |
- Ivković-Jensen, Maja M., et al.
(författare)
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Effects of single and double mutations in plastocyanin on the rate constant and activation parameters for the rearrangement gating the electron-transfer reaction between the triplet state of zinc cytochrome c and cupriplastocyanin
- 1998
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Ingår i: Biochemistry. - : American Chemical Society (ACS). - 0006-2960 .- 1520-4995. ; 37:26, s. 9557-9569
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Tidskriftsartikel (refereegranskat)abstract
- The unimolecular rate constant for the photoinduced electron-transfer reaction 3Zncyt/pc(II) --> Zncyt+/pc(I) within the electrostatic complex of zinc cytochrome c and spinach cupriplastocyanin is kF. We report the effects on kF of the following factors, all at pH 7.0: 12 single mutations on the plastocyanin surface (Leu12Asn, Leu12Glu, Leu12Lys, Asp42Asn, Asp42Lys, Glu43Asn, Glu59Gln, Glu59Lys, Glu60Gln, Glu60Lys, Gln88Glu, and Gln88Lys), the double mutation Glu59Lys/Glu60Gln, temperature (in the range 273.3-302.9 K), and solution viscosity (in the range 1. 00-116.0 cP) at 283.2 and 293.2 K. We also report the effects of the plastocyanin mutations on the association constant (Ka) and the corresponding free energy of association (DeltaGa) with zinc cytochrome c at 298.2 K. Dependence of kF on temperature yielded the activation parameters DeltaH, DeltaS, and DeltaG. Dependence of kF on solution viscosity yielded the protein friction and confirmed the DeltaG values determined from the temperature dependence. The aforementioned intracomplex reaction is not a simple electron-transfer reaction because donor-acceptor electronic coupling (HAB) and reorganizational energy (lambda), obtained by fitting of the temperature dependence of kF to the Marcus equation, deviate from the expectations based on precedents and because kF greatly depends on viscosity. This last dependence and the fact that certain mutations affect Ka but not kF are two lines of evidence against the mechanism in which the electron-transfer step is coupled with the faster, but thermodynamically unfavorable, rearrangement step. The electron-transfer reaction is gated by the slower, and thus rate determining, structural rearrangement of the diprotein complex; the rate constant kF corresponds to this rearrangement. Isokinetic correlation of DeltaH and DeltaS parameters and Coulombic energies of the various configurations of the Zncyt/pc(II) complex consistently show that the rearrangement is a facile configurational fluctuation of the associated proteins, qualitatively the same process regardless of the mutations in plastocyanin. Correlation of kF with the orientation of the cupriplastocyanin dipole moment indicates that the reactive configuration of the diprotein complex involves the area near the residue 59, between the upper acidic cluster and the hydrophobic patch. Kinetic effects and noneffects of plastocyanin mutations show that the rearrangement from the initial (docking) configuration, which involves both acidic clusters, to the reactive configuration does not involve the lower acidic cluster and the hydrophobic patch but involves the upper acidic cluster and the area near the residue 88.
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| 5. |
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| 6. |
- Jensen, Mikael, 1969
(författare)
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Auditory imagery: A review and challenges ahead.
- 2005
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This article is a review of the research on auditory imagery during the last three decades. The purpose is to present and summarize the central findings. The research field of auditory imagery is related to research on visual imagery and it is also very close to the field of auditory perception. Though a lot has been done since the 1970s it is still a fairly small field of research, which is a little strange, since both speech and music are central to most of our lives. Relevant research can be found in psychology, neuroscience and cognitive science, which means that today it is possible to get a relatively broad understanding of the phenomenon of auditory imagery. The findings reveal where in the brain auditory perception and auditory imagery probably are processed and show us what areas are common to these processes. They also tell us something about the character of auditory images, and their relationship to working memory. Three major fields will be presented in the review: (1) auditory imagery and environmental sounds, (2) musical imagery, and (3) inner speech (or speech imagery) and subvocalization. The review ends with a discussion and some suggestions for future research that needs to be done.
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| 7. |
- Jensen, Mikael, 1969-
(författare)
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Barn, konflikter och konflikthantering
- 2013
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Ingår i: Barns livsvillkor - i mötet med skola och fritidshem. - Lund : Studentlitteratur. - 9789144090924 ; , s. 173-192
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Bokkapitel (refereegranskat)
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| 8. |
- Jensen, Mikael, 1969
(författare)
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Barn lär av barn i leken
- 2011
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Ingår i: Förskoletidningen. - 1402-7135. ; :2, s. 18-25
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Jensen, Mikael, 1969
(författare)
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Barns och ungas lärande under den fria tiden – dilemmat med att leda den som inte vill bli ledd
- 2024
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Ingår i: Fritidsdidaktiska dilemman. - Stockholm : Natur & Kultur. - 9789127466135 ; , s. 303-317
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Bokkapitel (refereegranskat)abstract
- Fritidshemsverksamheten är en av de pedagogiska verksamheter där individen förväntas ha ett relativt stort inflytande över den egna tiden. Även om begreppet undervisning har letat sig in i denna verksamhet, trots att den ska komplettera skolan och förskoleklassen, så är det en lös beskrivning av undervisning som lämnar många val till ”eleven” själv. Hur ska man då som personal och vuxen leda individer och grupper under sådana villkor?
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| 10. |
- Jensen, Mikael, 1969
(författare)
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Communication competence among leaders – a cultural comparison
- 2016
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Ingår i: NIC 2016, 23rd Nordic Intercultural Communication Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Mike Myatt, leadership advisor to Fortune 500 CEOs and a Forbes columnist, wrote: “It is simply impossible to become a great leader without being a great communicator.” So what does it mean to be a great communicator? What specific communication competences are leaders expected to have and how do they relate to culture? Are the needs and demands universal or culture specific? The communication competence tradition has been around for decades and a lot of focus has been directed towards intercultural competence, but very few have studied communication competence among leaders. The purpose of such investigation is to find out which communication competences a leader is expected to have based on a multicultural group of participants. To achieve the aim of the study a questionnaire was used and distributed to 301 participants from a variety of cultures. On the questionnaire the participants were asked to assess 29 statements on a Likert-scale (1-7) about leader communication competence and agree (1) or disagree (7). The data was analyzed statistically with t-tests. In the analysis the participants were grouped based on cultural similarity (e.g. participants from high context cultures together) and compared with other groups. The top five ranked competences in general are: 1.Clear oral communication 2. Clear instructions 3. Effectiveness 4. Appropriateness 5. Listening (being an attentive, mindful listener that gives feedback) There are no significant differences between cultural groups when it comes to clear oral communication or effectiveness. These are truly the main communication competences that leaders around the world are expected to have. The importance of clear instructions, appropriateness, listening and several other competences differ when comparing some cultural groups. The outcome and meaning of this result, particularly what clarity and effectiveness mean from a cultural point of view, can be discussed.
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| 11. |
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| 12. |
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| 13. |
- Jensen, Mikael, 1969-
(författare)
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Defining lifestyle
- 2007
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Ingår i: Environmental Sciences. - : Taylor & Francis. - 1744-4225 .- 1569-3430. ; 4:2, s. 63-73
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Tidskriftsartikel (refereegranskat)abstract
- The concept of lifestyle is commonly used as something that needs to be changed if we want to achieve a sustainable development. But what does the concept of lifestyle mean? How is it defined? Educators and politicians, among others, need a definition to use the concept and understand how it is related to sustainable development. This paper suggests a plural definition based on a level analysis. There are four levels, from individual to global, on which lifestyle can be understood. There is also an alternative definition on the individual level from a cognitive science perspective. We need to understand the concept of lifestyle at these levels to analyse the relationship to sustainable development problems. Perhaps we should not look at lifestyle as a problem per se, but at the problems used to elaborate a lifestyle.
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| 14. |
- Jensen, Mikael, 1969-
(författare)
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Den fria tidens lärande
- 2011
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Lärande är centralt i det mesta vi gör. Kanske särskilt under vår fritid. Den här boken handlar huvudsakligen om hur vi människor lär oss och tar samtidigt med tiden som en väsentlig faktor för lärande. Vårt sätt att förhålla oss till tid påverkar hur vi lär. Det som kallas den fria tiden skapar förutsättningar för lärande som skiljer sig från lärande inom ramen för mer styrd tid. Relaterade begrepp som informellt och formellt lärande diskuteras. Flera teorier om lärande beskrivs. Författaren använder en mängd exempel för att illustrera olika sätt att se på tid och lärande. De mest centrala delarna berör barns lärande inom fritidshem, förskola och skola, men även lärande i hemmiljö och platser där barn befinner sig på sin fritid. Boken vänder sig i första hand till lärare och andra professionella som arbetar med barn under deras fritid. Fritidshemmet diskuteras i ett eget kapitel men alla delar av boken är relevanta för fritidshemsverksamhet.
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| 15. |
- Jensen, Mikael, 1969
(författare)
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Hjärnan lär sig att sluta härmas
- 2009
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Ingår i: Forskning och Framsteg. - : Stiftelsen Forskning och Framsteg. - 0015-7937. ; 44:7, s. 18-21
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Människans tanke- och handlingsförmåga är unik. Men det är också hennes förmåga att avstå från vissa tankar och handlingar.
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| 16. |
- Jensen, Mikael, 1969-
(författare)
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Informellt lärande i fritidshemmet
- 2011
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Ingår i: Fritidspedagogik - fritidshemmets teorier och praktiker. - Stockholm : Liber. - 9789147100934 ; , s. 95-114
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Bokkapitel (refereegranskat)
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| 17. |
- Jensen, Mikael, 1969, et al.
(författare)
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Integrated Communication Systems and Kinesic Code-Switching in Interpersonal Interaction
- 2016
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Ingår i: Journal of Studies in Social Sciences. - 2201-4624. ; 14:2, s. 127-165
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Tidskriftsartikel (refereegranskat)abstract
- Abstract: The purpose of the study is to find support for the integrated communication systems hypothesis. To find support for this hypothesis a specific group of participants were selected: bicultural and bilingual individuals that were tested in four different conditions. A new and highly reliable motion capture system together with special software was used to measure gesture velocity. Two working hypothesis were formulated. The secondary hypothesis was verified: the bicultural and bilingual participants change their gestural pattern depending on what language they speak. We call this a kinesic code-switching. The tendency is somewhat stronger in the face-to-face condition compared to the audio only condition. The primary hypothesis was supported in competition with alternative hypotheses: the only hypothesis that can fit all the results in this study, all four test conditions, is the integrated systems hypothesis. The participants most likely use two intertwined communication systems when they communicate in an interpersonal situation.
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| 18. |
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| 19. |
- Jensen, Mikael, 1969, et al.
(författare)
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Kinesic code-switching among bi-culturals
- 2015
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Ingår i: NIC 2015 Nordic Intercultural Communication Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 20. |
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| 21. |
- Jensen, Mikael, 1969
(författare)
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Kognitiv utveckling och låtsaslekens mysterier : Cognitive development and the mysteries of pretend play
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- What kind of cognitive capacity must a human child develop to be able to join pretend play? This is the main question of the dissertation. To get a fair answer a great part of the background discusses what pretend play and human cognition is. Homo sapiens sapiens seems to be the only now living animal that is capable of pretense. That indicates, not only that humans have a special cognition, but also, that pretend play is a very complex activity that demands a complex cognitive capacity. To get a better understanding of what pretend play is for preschool children an experiment was carried out. Children from two to five years of age were included in the test. Two main groups, with three-year-olds and five-year-olds, were compared. The test material consisted of video clips with children acting. In some of the clips they were acting like in a real everyday situation. In other clips children were pretend playing. The video clips were designed to vary in certain ways to find out whether the test groups were affected by this in their decision making. They were supposed to tell what kind of activity they saw and if it was for real or pretense. The results suggest that children are influenced by several factors: play signals (smile, sound effect, different timing in movement), play objects (replications, strange objects, fictive objects) the number of actors (in this case one or two) and violations of everyday rules/laws. It was a clear difference between three-year-olds and five-yearolds with respect to what sense they could make of a scene and what they were influenced by. Five year old children are more capable of telling what intention an actor (playmate) has during complex pretend play even when the indicating factors are few. Three year old children cannot always understand the full intention behind a pretense scene. They depend strongly on play signals and certain objects to tell if the scene is a real or a pretend play scene. Also they do not understand what a scene is about if the actors use fictive objects. Differences between test groups are in many cases statistically significant suggesting that the cognitive capacity differs from three to five years of age. The cognition of a five year old is generally more redundant and robust in understanding pretend play.
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| 22. |
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| 23. |
- Jensen, Mikael, 1969
(författare)
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Kommunikation i klassrummet
- 2022
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Kommunikation är centralt i nästan alla mänskliga aktiviteter. I klassrummen är kommunikation en nödvändighet för att skapa ett positivt fysiskt och socialt klimat som grund för samspel och lärande. Det är dock möjligt att kommunicera på många olika sätt och forskningen, framför allt den internationella, kan nu visa vilka sätt att kommunicera som ger bäst resultat. Trots att kommunikation är så centralt i undervisning har ytterst få böcker på svenska tagit ett helhetsgrepp om detta intressanta och viktiga ämne. Boken behandlar bl.a.: • kommunikationsmönster i klassrummet • känslors betydelse för kommunikation och lärande • gruppkommunikation och lärande • multimodal kommunikation i klassrummet • hur frågor används på ett optimalt sätt • hur tydlighet och visualisering fungerar som hjälpmedel. Boken vänder sig till blivande och verksamma lärare inom grund- och gymnasieskolan samt andra yrkesgrupper med intresse för kommunikation och lärande inom utbildning.
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| 24. |
- Jensen, Mikael, 1969
(författare)
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Kommunikativa perspektiv på undervisning och lek
- 2013
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Ingår i: Mångfald och differentiering. Inkludering i praktisk tillämpning. Thomas Barow (red.). - Lund : Studentlitteratur. - 9789144071985 ; , s. 127-144
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 25. |
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