Browsing by discipline "Psykologi"

Objective: There is known to be a strong connection between hand movements and speech in humans. This has emerged for example in experiments where subjects pronounce syllables and simultaneously move their arm either towards or away from their body. The subjects produce both the hand movement and the pronunciation of syllables the fastest when the direction of the movement and the syllable are congruent. The original explanation for this was that the sounds that are congruent with the push movement, like [i] and [t], are made by pushing the tongue forward as well. Likewise, the sounds that are congruent with the pull movement, like [a] and [k], are made by a pull movement of the tongue. The objective of this study is to take a more precise look at this so-called direction-sound effect. The aim is to examine whether the effect is really caused by the overlap of the motor representations of hand and tongue, like it was originally interpreted, or if it is caused by some properties of sounds other than their horizontal movement direction. Methods: The direction-sound effect was studied in five experiments. In each experiment the subjects were presented with two different syllables, from which the other was supposed to be congruent with push hand movements and the other with pull hand movements. The subjects read each syllable out loud and performed simultaneously either a push or pull movement with a joystick according to the colour of the syllable. Experiments 1 and 2 tested whether the direction-sound effect emerges with consonants. Experiments 3, 4, and 5 tested whether the effect emerges when the vowels differ in one of their properties. In experiment 3 the vowels differed in openness, in experiment 4 they differed in frontness, and in experiment 5 in roundedness. 19-20 subjects participated in each experiment. Results and conclusions. In experiments 3 and 4 the syllables pronounced by the subjects, and the direction of their hand movement, had a statistically significant interaction to the reaction times of both the hand movements and the pronunciation of the syllables. There was not a similar interaction in experiments 1, 2, or 5. According to the results, vowels [ø] and [i] are congruent with the push hand movement and vowels [o] ja [æ] with the pull hand movement. The direction-sound effect does not seem to emerge with consonants but only with vowels. With vowels the effect seems to emerge when the vowels differ in their frontness and possibly in openness, but not when they differ in roundedness. The results bring more knowledge about how the speech movements of different parts of the mouth are represented when pronouncing vowels and consonants. The results also shed more light on previous speculations about which kind of sounds are universally associated with words referring to different directions across different languages.

The hypnotic phenomena have long been debated. In scientific research, disagreements on the conceptual and methodological approach have led to controversial results and interpretations which heat up the debate. Additionally, hypnotic suggestibility is often measured only behaviourally, subjects are studied in masses and the role of individual responders is largely neglected. One way to reach beyond mere behaviour to the level of experience without losing the individual variability is by combining posthypnotic suggestions, self-reports, psychophysiological measurement techniques and a case study approach. The present study examined the effects of suggested changes in the visual colour perception of simple geometric shapes in the posthypnotic and the simulation condition as measured by self-reports, reaction times, error rates and event-related potentials (ERPs). The case study approach was chosen and the focus was set on two highly suggestible hypnotic responders. The comparative data for simulation were also obtained from a set of control subjects. Results indicated differences in processing between the posthypnotic and simulation condition seen in the behavioural performance and to a lesser extent in the posterior N2 and P3 peaks of the ERP waves. Evident dissimilarities were found also among highly suggestible hypnotic responders. These results support the occurrence of inimitable hypnotic modulations in some individuals and point out the need to examine hypnotic responders on a more individual basis.

Objectives. Previous research has found associations between both cognitive ability and anxiety and school performance and anxiety. The nature of these associations is not yet clear however. On one hand, it has been speculated that the optimal development of emotion regulation requires cognitive skills and that performing well at school could protect one from anxiety e.g. through increased feelings of competence. On the other hand, anxiety may interfere with cognitive performance by directing attention to negative thoughts and impair school performance e.g. through absences from school. The objective of this study was to investigate the associations between anxiety, cognitive ability and school performance in 12- and 17-year-old youth. Of additional interest were the longitudinal changes in anxiety and cognitive ability in a 5-year follow-up. Methods. The data in this study consisted of the youth who participated in the 12- and 17-year follow-ups (N = 451) of the longitudinal study of Glycyrrhizin in Licorice (GLAKU). Anxiety was assessed using an Achenbach Child Behavior Checklist (CBCL) questionnaire completed by parents when the participants were 12. When participants were 17, they completed an Achenbach Youth Self Report (YSR) questionnaire. The cognitive ability of the participants was assessed using two subtests of verbal reasoning and two subtests of visual reasoning of Wechsler Intelligence Scale. Information about school performance was gained from parent evaluations. The associations between anxiety, cognitive ability and school performance were examined with negative binomial, logistic and linear regression models. Results and conclusions. In accordance with the diverse and partly controversial results of previous research this study also found the complexity of the associations between cognitive ability and anxiety: On one hand, lower anxiety was associated with better cognitive ability in cross-sectional designs. On the other hand, higher anxiety at the age of 12 was associated with improved performance IQ in a 5-year follow up. However, this association was found only among girls and for boys anxiety had an impairing effect on the development of performance IQ. These results suggest that early support should be targeted especially towards boys with anxiety in order to protect their cognitive development.

Aims: Many factors during pregnancy, including mother's diet, can affect mental health of the developing child. Preliminary studies have shown that being exposed to glycyrrhizin in licorice during pregnancy is associated with shorter duration of gestation and externalizing symptoms and lower cognitive performance in children. The evidence is still scarce and more research is needed. This study investigated the associations between maternal licorice consumption during pregnancy and externalizing and internalizing symptoms and social competence in children at the age of 5 and 8. Study also investigated whether exposure to glycyrrhizin during pregnancy is associated with change in symptoms or in social competence from 5 to 8 years. Methods: This study is part of Glycyrrhizin in Licorice (Glaku) cohort study. This study sample consists of 232 mothers, 128 fathers and their children born in 1998. Mothers reported their licorice consumption during pregnancy in maternity wards. Follow-up studies were carried when children were 5 and 8 years old, and both parents were asked to fill the Social Competence and Behavior Evaluation –questionnaire (SCBE). SCBE gives information about child's behavior and functioning. Results and conclusions: Those 8-year olds, who were exposed to high amounts of glycyrrhizin (≥ 500 mg / week) during pregnancy, had higher risk for externalizing symptoms and lower social competence compared to those children, who were exposed to small amounts (0-249 mg / week) of glycyrrhizin during pregnancy. The heightened risk was not confounded by parental or neonatal parameters. Licorice consumption during pregnancy was not associated with mental health in 5-year old children. These results support the earlier findings that maternal licorice consumption during pregnancy has harmful effects on child's development. This evidence shows that avoiding licorice use during pregnancy could be of significant value when considering primary prevention of mental health problems.

The aim of the study: In research literature depressive symptoms in mothers have been associated with lower parental sense of competence. The developmental mechanisms responsible for this relation are poorly understood and there is a need for longitudinal study especially. The study of this master’s thesis explores the association of both postnatal and later depressive symptoms with parental sense of competence when the child is 1–5 years. It also explores whether demographic factors have an impact to the relation and does later depressive symptomology in mothers mediate the relation between postnatal depressive symptomology and later parental competence. Method: Data is part of the Finnish cohort of The Prediction and Prevention of Preeclampsia and Intrauterine Growth Restriction (PREDO) research. The sample includes 2255 mothers who gave birth between years 2006-2010. Mothers evaluated their depressive symptoms 2 weeks / 6 months after birth (Center for Epidemiologic Studies Depression Scale ) and at the follow-up when the child was between 1–5 years old (Beck´s Depression Inventory). Mothers also evaluated their parental sense of competence (Parenting Sense of Competence Scale) at the follow-up. Data was analysed using linear regression and mediation analysis. Results and Conclusion: Both postnatal and later depressive symptoms were associated to lower parental sense of competence when the child was 1–5 years and demographic background did not have any impact to the relations. A significant mediation model was found where later depressive symptomology in mothers partly mediated the relation between postnatal depressive symptomology and later parental competence. Therefore effective screening and early treatment of postnatal depressive symptoms are important. Evaluating parental competence could potentially be a valuable part of screening and treatment of depressive symptomology in mothers.

Attention Deficit and Hyperactivity Disorder (ADHD) has detrimental effects on one's course of life. Educational underachievement can be identified as one of the most salient disparities over time, and therefore studying the mediating mechanisms is crucial. In previous studies, comorbidities and above-average positive bias in self-evaluations have been demonstrated to be associated with poorer prognosis. However, there are only a few longitudinal studies extending over decades. This master's thesis investigates psychiatric symptoms and social competence reported by parents and youths themselves at 16 years of age. The study also examined how these and the bias in their reporting predict educational level at thirty years of age. The data consisted of persons born in Kätilöopisto (1971–1974) who experienced pre- and perinatal risks. In childhood, part of them (n=122) had diagnostic criteria fulfilling symptoms of attention deficits and hyperactivity. In the follow-up, a non-ADHD (n=738) and a healthy control group born in the same hospital during the same period of time (n=194) were also assessed and compared to an ADHD group (N=1054). Psychiatric symptoms and social competence were measured by the Child Behavior Checklist and the Youth Self-Report. Information regarding educational level in adulthood was available from 570 participants. The ADHD-group had more psychiatric symptoms and lower social competence in adolescence than other groups, according to self-reports and parental reports. Additionally, educational level in adulthood was lower. In this study, an ADHD-associated above-average positive bias was not found. The size of a bias predicted educational level when the effects of covariants were taken into account. However, the predictive power was weaker than for self-reports or parent reports only. Psychiatric symptoms and social competence explained 13–18 % of variance in educational level in the data. Investing in psychosocial interventions with adolescents suffering from ADHD could prevent underachievement in adulthood.

Objectives: Lateral ventricles (LVs) of the brain enlarge with age, and their size is also affected by e.g. shrinking of the brain as well as some perinatal risks. In adults, large size of LVs is assumed to indicate brain atrophy and it has been noticed to correlate with poorer cognitive performance especially in elderly. In the present study, the size of LVs and cognitive performance is studied in Finnish adults with perinatal risks. The focus of interest is in whether LVs are larger in those with perinatal risks compared to controls, whether there is a relationship between the size of LVs and cognitive performance, and if it is possible to estimate cognitive performance using the relative size of LVs. Methods: The present study is part of a larger longitudinal birth cohort research project examining children with perinatal risk factors. The present sample (n = 313) consists of those 39-45-year-old individuals who participated in the latest follow up study. Some of them were controls and some belonged to one of following perinatal risk groups: low birth weight (LBW), asphyxia or hyperbilirubinemia. LVs size variables (cm3) and VCR (ventricle to cranial ratio) were calculated from participants' MRI data using VolBrain software. Cognitive performance was measured using the scores of neuropsychological tests. Results and conclusions: According to the results, VCR of those in LBW group was larger compared to controls. In hyperbilirubinemia group both VCR and left LV were indicatively larger compared to controls. Nevertheless, overall differences in means were small. There were moderate correlations at most between the LV size variables and cognitive performance mainly in asphyxia and hyperbilirubinemia groups. Correlations indicated that there were association between larger LVs and poorer cognitive performance although exceptions were also found. Cognitive performance could be estimated using VCR only in two of seven examined variables in whole risk group. Present study offers preliminary results about the the size of LVs and its association to cognitive performance in groups with perinatal risks, which haven't been studied before. Based on the results it is possible to start formulating more focused questions e.g. about the neurocognitive aging or reasons behind larger LVs in perinatal risk groups. The answers to these questions could be found using longitudinal study designs.

People have had supernatural beliefs through the ages. Explanation for supernatural beliefs is sought in the thinking styles. Studies in this area have systematically reported that intuitive thinking style is positively related to supernatural beliefs, while findings about connections between analytical thinking and supernatural beliefs are more controversial. From standpoint of dual-process theory analytical and intuitive thinking consist several dimensions. Moreover, thinking styles have been conceptualized and assessed different ways in different studies. These might be the explanations for controversial results. Research questions were: How are thinking styles related to supernatural beliefs? Are components of analytical thinking related to supernatural beliefs in the same way? How are these components related to each other? What is the role of participant's sex and age in moderating the association between thinking styles and supernatural beliefs? Participants (n=3084) were recruited via internet discussion forums and electronic students mailing lists. Recruitment message provided a link to the online questionnaire. Thinking style was measured using CRT-, REIm- and AOT -scales. Religious and paranormal beliefs were assessed by questionnaires. This study replicated previous results in order that analytical thinking was inversely related, and intuitive thinking positively related to supernatural beliefs. When all the other sub dimensions of different thinking styles were controlled, it appeared that only actively open-minded thinking and intuitive thinking (when assessed by self-report questionnaire) showed unique effects on supernatural beliefs. Regarding sub dimensions of analytical thinking and their mutual connections, only need for cognition and ability to reflect were related to each other moderately. Ability to reflect and actively open-minded thinking, as well as need for cognition and actively open-minded thinking were connected to each other only quite weakly. Results showed that subject's sex and/or age moderated partially connections between thinking styles and supernatural beliefs: With men need for cognition was more strongly connected to paranormal beliefs, than with women. In case of actively open-minded thinking the situation was opposite. In cognitive reflection there was no such sex-differences. Respondent's sex and age moderated the association between actively open minded-thinking and paranormal beliefs. This connection didn't occur anymore with men in elder age group but with women it existed. Connection between intuitive thinking and paranormal beliefs was also moderated by subject's sex and age. With men intuitive thinking was more strongly associated to religious beliefs, than with women. The current study contributes new information concerning the moderating role of subject's sex and/or age in the association between thinking styles and supernatural beliefs.

Objectives: Autism spectrum disorder is characterized by social, communication, and behavioral deficits which are proposed to lie at the extreme end of a continuum of autistic traits. Milder manifestations of these traits are continuously distributed across the general population. A clear cut-off between subclinical traits and the clinical spectrum is found difficult to define. A broad range of early developmental abnormalities are associated with autism spectrum. Slow acquisition of social, language and motor skills are widely recognized in the clinical spectrum. This study aims to clarify if similar developmental difficulties is associated with milder autistic traits. Methods: This study is part of the Arvo Ylppö Longitudinal Study. The study cohort consisted from 2193 infants born between 1985 - 1986 in the Hospital District of Helsinki and Uusimaa. The majority of the cohort compromised of infants who needed to be admitted to the neonatal intensive care unit within 10 days of birth, and a smaller part of infants who were born between the same time period but did not need hospital care within 10 days of birth. The current sample was selected from participants who were assessed by Griffiths Mental Developmental Scales at the age of 20 months and who completed Autism Spectrum Quotient (AQ) at the follow-up between the ages of 24 - 27. Association between Griffiths sub-scales and autistic traits were analyzed using linear and logistic regression. Results and conclusions: An association was found between early social and language development and the amount of autistic traits at the follow-up in early adulthood. Lower performance in both sub-scales were associated with higher amount of autistic traits. No association were found between early fine or gross motor skills and autistic traits. The results indicates that early development of social and language skills are associated with mild autistic traits in adulthood in the general population.

Aims. There are two main frameworks to approach disengagement in studying: educational psychology and occupational psychology. Both frameworks have gathered analogous results on the problems in studying and their risks for low success, drop out and ill-being. However, there is no research on the hypothesis that these frameworks investigate same phenomena with different concepts. Thus, the main aim of this study was to construct a measurement model by combining two inventories: firstly, MED NORD (Medical Education in Nordic countries) from educational psychology framework measuring lack of interest and lack of regulation, and secondly, SBI (School Burnout Inventory) from occupational psychology framework measuring exhaustion, cynicism and inadequacy. Hypothesis was that a three-dimensional Study Problem Model (SPM) could be constructed, consisting of Lack of relevance combining MED NORD lack of interest and SBI cynicism, Lack of energy including SBI exhaustion and Lack of efficacy combining MED NORD lack of regulation and SBI inadequacy. To further validate the model, its' relations to academic success were investigated. Method. The participants (n=1254) were higher education students from Helsinki area (mean age 23.78, 65.1 % female, 94.4 % first or second year students). The data were collected by questionnaire as a part of Mind the Gap research project, and achievement data (ECTS and GPA per year) for 1064 of the participants were gathered from the universities' archives. To find the latent structure of problems in studying and to cross- validate the results, EFA and CFA were used on two different randomly divided subsamples (for both, n=627), and based on these results the SPM was constructed. After this SEM was used on the whole data to look at the relationships between the SPM and academic achievement. Results and conclusions. The results suggested that a three-factor model would fit the data best, and the three dimensions of SPM emerged as follows: 1) Lack of relevance as hypothesized, 2) Lack of energy as hypothesized and 3) Lack of regulation consisting of MED NORD lack of regulation. The SBI inadequacy items were leaved out of the model as they didn't load coherently on any of the dimensions. SEM results showed, as hypothesized, both Lack of relevance and Lack of regulation to be related lower achievement, whereas lack of energy was related to higher achievement. The strongest association was between Lack of relevance and ECTS. Altogether, the relations of SPM were stronger for ECTS than GPA. SPM supports both frameworks' views on study disengagement/burnout, capturing the experiences of meaninglessness, exhaustion and lack of adequate studying skills. The different consequences of the SPM dimensions on achievement reflect their compositions: Lack of relevance being related the strongest to slower proceeding of studies, Lack of regulation being related the strongest to poor grades and Lack of energy being, rather interestingly, related to higher achievement. In future research, especially the last-mentioned should be looked at more precisely, as the association could be caused by for example reverse causality or the fact that lack of energy indicates commitment rather than disengagement. The results could be utilized for designing ways to promote efficient studying and student well-being.