Sökning: "theory-of-mind"

Visar resultat 1 - 5 av 20 avhandlingar innehållade ordet theory-of-mind.

  1. 1. Deafblindness : Theory-of-mind, cognitive functioning and social network in Alström syndrome

    Författare :Hans-Erik Frölander; Claes Möller; Björn Lyxell; Erland Hjelmquist; Örebro universitet; []
    Nyckelord :MEDICIN OCH HÄLSOVETENSKAP; MEDICAL AND HEALTH SCIENCES; Alström syndrome; Deafblindness; Theory-of-mind; Communication; Verbal ability; Executive functions; Working memory; Health problems; Friendship; Social network; Handikappvetenskap; Disability Research;

    Sammanfattning : This thesis addresses young adults with Alström syndrome (AS). AS causes acquired deafblindness, a severe, progressive, combined auditory and visual impairment affecting daily life and self-reliance to a degree that full participation depends on help from others and society. LÄS MER

  3. 2. Theory of Mind Development in Swedish Preschoolers: Relations with Language, Executive function, Temperament, and the Social Environment

    Författare :Isac Sehlstedt; Göteborgs universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Theory of Mind; Executive function; Language development; Temperament; Socioeconomic status; Mental state talk;

    Sammanfattning : Understanding others in social situations is a cornerstone of any lifespan. A part of social understanding comes from appreciating other’s intentions, desires, and knowledge, which can be called an understanding of others’ Theory of Mind. LÄS MER

  4. 3. Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

    Författare :Emil Holmer; Mikael Heimann; Mary Rudner; Ruth Campbell; Linköpings universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; HUMANIORA; HUMANITIES; MEDICIN OCH HÄLSOVETENSKAP; MEDICAL AND HEALTH SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Deaf and hard-of-hearing; intervention; sign language; reading development; word reading; reading comprehension; working memory; imitation; Theory of Mind; Döva och hörselskadade barn; intervention; teckenspråk; läsutveckling; ordläsning; läsförståelse; arbetsminne; imitation; Theory of Mind;

    Sammanfattning : Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. The work in the present thesis investigates reading development in DHH children who use sign language, attend Regional Special Needs Schools (RSNS) in Sweden and are learning to read. LÄS MER

  5. 4. Cognitive capacities and composite cognitive skills in individuals with Usher syndrome type 1 and 2

    Författare :Cecilia Henricson; Björn Lyxell; Claes Möller; Björn Lidestam; Håkan Alm; Linköpings universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Usher syndrome; Cognition; Phonological skills; Lexical Access; Working memory; Reading; Theory of Mind; Deafblindness; Ushers syndrom; Kognition; Fonologisk förmåga; Lexikal access; Arbetsminne; Läsning; Theory of Mind; Dövblindhet;

    Sammanfattning : The present thesis belongs to the research area disability research and deal with specific aspects of cognition in individuals with Usher syndrome type 1 and 2. The subject has been investigated and is discussed within an interdisciplinary framework, though the theories applied and described are derived from the area of cognitive psychology. LÄS MER

  7. 5. Preschoolers' peer competence : Developmental perspectives on prosocial behavior, aggression, and social cognition

    Författare :Gun Persson; Institutionen för psykologi; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Psychology; naturalistic observation; longitudinal study; cognitive bias; theory of mind; social cognition; proactive aggression; reactive aggression; altruistic behavior; prosocial behavior; Social competence; peer interactions; Psykologi;

    Sammanfattning : This doctoral thesis explored three broad aspects of preschoolers’ social competence: prosocial behavior, aggression, and social cognition. The longitudinal study followed forty-four children (initially 22-40 months), who were observed in natural peer interactions at their daycare centers during a two-month period in each of three con-secutive years. LÄS MER