Digital media, such as cellphones and tablets, are a common part of our daily lives and their usage has changed the communication structure within families. Thus, there is a risk that the use of DM might result in fewer opportunities for interactions between children and their parents leading to fewer language learning moments for young children. The current study examined the associations between children’s language development and early DM exposure.Participants: Ninety-two parents of 25months olds recorded their home sound environment during (...) a typical day [Language ENvironment Analysis ] and participated in an online questionnaire consisting of questions pertaining to daily DM use and media mediation strategies, as well as a Swedish online version of the MacArthur Communicative Development Inventory, which includes a vocabulary scale as well as a grammar and pragmatics scale.Results: Through correlations and stepwise regressions three aspects of language were analyzed. The child’s vocabulary was positively associated with interactional turn-taking. The child’s vocabulary and grammar were negatively associated with the likelihood of parent’s device use during everyday child routines and the amount of TV watched by the child. The child’s pragmatic development was also positively associated with the parent’s device use in child routines but also with the parent’s joint media engagement, as well as the child’s gender.Conclusion: Our study confirms that specific aspects of the 2-year old’s DM environment are associated with the child’s language development. More TV content, whether it is viewed on a big screen or tablet, is negatively associated with language development. The likelihood of parents’ use of DM during everyday child routines is also negatively associated with the child’s language development. Positive linguistic parental strategies such as interactional turn-taking with the child, JME, and book reading, on the other hand, are positively associated with the child’s language development. (shrink)

This article compares two science advisory organizations: the Intergovernmental Panel for Climate Change (IPCC) and the International Council for the Exploration of the Seas (ICES), with a special focus on how their respective policy systems absorb the knowledge delivered for use in decision processes. The science-policy processes of these two organizations differ in important respects; ICES delivers highly specified knowledge to a specified uptake mechanism, while the IPCC produces unspecified knowledge for an unspecified uptake mechanism. Since both environmental governance areas (...) are criticized for lack of needed action, a comparison is of interest asking how this might relate to the organization of science advice. As theoretical resources for this explorative comparison we utilize two approaches from the field of science and technology studies: the co-production approach, which focuses on the entanglements of scientific and political processes, and the systems-theory-oriented multiple-worlds model, which assumes a clear difference in institutional logics between the scientific and the political field. Since the IPCC has been critically analysed by several studies utilizing resources from the two approaches, we contribute with new insights by bringing in ICES, which is a much less studied organization exposing a different science-policy structure. One important finding is that the two theoretical approaches focus on different aspects, exposing ‘links’ and ‘integration’, both of which we argue are important for analysing and assessing science advisory organizations. Moreover, these aspects can be advantageously integrated into a single theoretical framework. (shrink)

This accessible book introduces students to perspectives from the field of science and technology studies. Putting forward the thesis that science and democracy share important characteristics, it shows how authority cannot be taken for granted and must continuously be reproduced and confirmed by others. At a time when fundamental scientific and democratic values are being threatened by sceptics and populist arguments, an understanding of the relationship between them is much needed. This is an invaluable resource for all who are interested (...) in the role of scientific knowledge in governance, societal developments and the implications for democracy, concerned publics and citizen engagement. (shrink)

ObjectiveThe objective of this study was to explore Swedish managers’ and HR-officers’ experiences and perceptions of skills training including a development and implementation of an alcohol policy.MethodsSemi-structured interviews were conducted with Swedish managers and HR-officers from nine different organizations whom had received skills training and an organizational policy implementation. The interviews were analyzed using thematic analyses.ResultsIn total, nine themes were identified as: The prevalence of alcohol problems: a wake-up call; a reminder to intervene immediately; an altered view of the responsibility (...) of the employer; initiating conversations about alcohol: a useful toolbox; an imprecise, yet positive, memory; increased awareness of issues related to alcohol culture; I have not heard a word about a new alcohol policy; the alcohol policy: a mere piece of paper; and alcohol problem prevention: hardly a low-hanging fruit. Participants’ experiences of the skills training were positive overall.ConclusionVarious aspects of the skills training were appreciated by managers and HR-officers, including insight of prevalence statistics and employer responsibilities. Participants emphasized the value of repeated skills training occasions for retaining knowledge. Future research may investigate further in what way skills training may affect managers’ willingness to engage in workplace alcohol prevention. Since the implementation of any policy had gone unnoticed to participants, a reason for which could be related to the notion of the existing policy as “good enough” in its current condition, implementation and organizational issues, or a reluctance to address alcohol-related matters unless necessary; future research may focus on investigating in what manner alcohol policies are in fact utilized within organizations. (shrink)

The study investigates to what degree two different joint media engagement strategies affect children’s learning from two-dimensional -media. More specifically, we expected an instructed JME strategy to be more effective than a spontaneous, non-instructed, JME strategy. Thirty-five 2-year old children saw a short video on a tablet demonstrating memory tasks together with a parent. The parents were randomized into two groups: One group was instructed to help their child by describing the actions they saw on the video while the other (...) group received no specific instruction besides “do as you usually do.” The parents in the instructed group used significantly more words and verbs when supporting their child but both groups of children did equally well on the memory test. In a second step, we compared the performance of the two JME groups with an opportunistic comparison group tested with half of the memory tasks live and half of the tasks on 2D without any JME support. Results showed that the JME intervention groups received significantly higher recall scores than the no JME 2D comparison group. In contrast, the three-dimensional comparison group outperformed both JME groups. In sum, our findings suggest that JME as implemented here is more effective in promoting learning than a no JME 2D demonstration but less so than the standard 3D presentation of the tasks. (shrink)