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Lindfors, H., Hansson, K., Pakulak, E., Cohn, N. & Andersson, A. (2024). Semantic processing of verbal narratives compared to semantic processing of visual narratives: an ERP study of school-aged children. Frontiers in Psychology, 14
Open this publication in new window or tab >>Semantic processing of verbal narratives compared to semantic processing of visual narratives: an ERP study of school-aged children
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2024 (English)In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 14Article in journal (Refereed) Published
Abstract [en]

There is a misconception that pictures are easy to comprehend, which is problematic in pedagogical practices that include pictures. For example, if a child has difficulties with verbal narration to picture sequences, it may be interpreted as specific to spoken language even though the child may have additional difficulties with comprehension of visual narratives in the form of picture sequences. The purpose of the present study was therefore to increase our understanding of semantic processing in the pictorial domain in relation to semantic processing in the verbal domain, focusing on 9–13 years-old children with typical language development. To this end, we measured electrical brain responses (event related potentials, ERPs) in 17 children to (i) pictures (panels) that were predicted versus unpredicted in sequences of panels that conveyed visual narratives and (ii) words that were predicted versus unpredicted in sentences that conveyed verbal narratives. Results demonstrated similarities as there were no significant difference in the magnitude of the N400 effect across domains. The only difference between domains was the predicted difference in distribution, that is, a more posterior N400 effect in the verbal domain than in the pictorial domain. The study contributes to an increased understanding of the complexity of processing of visual narratives and its shared features with processing of verbal narratives, which should be considered in pedagogical practices. 

Keywords
semantic processing, narratives, pictures, comics, children, event related potentials, N400
National Category
General Language Studies and Linguistics Psychology (excluding Applied Psychology)
Research subject
Humanities, Swedish
Identifiers
urn:nbn:se:lnu:diva-126714 (URN)10.3389/fpsyg.2023.1253509 (DOI)
Projects
https://lnu.se/forskning/forskningsprojekt/projekt-sprakbearbetning-domangenerell-eller-domanspecifik/
Available from: 2024-01-15 Created: 2024-01-15 Last updated: 2024-02-06Bibliographically approved
Andersson, A., Sanders, L. D. & Coch, D. (2023). Auditory pseudoword rhyming effects in bilingual children reflect second language proficiency: An ERP study. Brain and Language, 240, Article ID 105265.
Open this publication in new window or tab >>Auditory pseudoword rhyming effects in bilingual children reflect second language proficiency: An ERP study
2023 (English)In: Brain and Language, ISSN 0093-934X, E-ISSN 1090-2155, Vol. 240, article id 105265Article in journal (Refereed) Published
Abstract [en]

This study investigated second language (L2-English) phonological processing in 31 Spanish-English bilingual, 6- to 8-year-old schoolchildren in an event-related potential (ERP) auditory pseudoword rhyming paradigm. In addition, associations between ERP effects and L2 proficiency as measured by standardized tests of receptive language and receptive vocabulary were explored. We found a classic posterior ERP rhyming effect that was more widely distributed in children with higher L2 proficiency in group analyses and was larger for children with better L2 proficiency in correlation analyses. In contrast, the amplitude of an early (75–125 ms) auditory pos- itivity was larger in children with lower L2 proficiency. This pattern suggests differential use of early and late auditory/phonological processing resources in the pseudoword rhyme task associated with L2 proficiency, which is consistent with the predictions of the lexical restructuring model in a bilingual context. 

Place, publisher, year, edition, pages
Elsevier, 2023
Keywords
rhyming, phonological processing, ERPs, bilingual, children, N450, second language proficiency, second language processing
National Category
General Language Studies and Linguistics
Research subject
Humanities, Linguistics
Identifiers
urn:nbn:se:lnu:diva-120445 (URN)10.1016/j.bandl.2023.105265 (DOI)000988691400001 ()37105005 (PubMedID)2-s2.0-85153569068 (Scopus ID)
Funder
Riksbankens Jubileumsfond, P17-0535:1
Available from: 2023-04-26 Created: 2023-04-26 Last updated: 2023-06-08Bibliographically approved
Farshchi, S., Andersson, A., van de Weijer, J. & Paradis, C. (2023). Brain responses to negated and affirmative meanings in the auditory modality. Frontiers in Human Neuroscience, 17, Article ID 1079493.
Open this publication in new window or tab >>Brain responses to negated and affirmative meanings in the auditory modality
2023 (English)In: Frontiers in Human Neuroscience, E-ISSN 1662-5161, Vol. 17, article id 1079493Article in journal (Refereed) Published
Abstract [en]

Negation is frequently used in natural language, yet relatively little is known about its processing. More importantly, what is known regarding the neurophysiological processing of negation is mostly based on results of studies using written stimuli (the word-by-word paradigm). While the results of these studies have suggested processing costs in connection to negation (increased negativities in brain responses), it is difficult to know how this translates into processing of spoken language. We therefore developed an auditory paradigm based on a previous visual study investigating processing of affirmatives, sentential negation (not), and prefixal negation (un-). The findings of processing costs were replicated but differed in the details. Importantly, the pattern of ERP effects suggested less effortful processing for auditorily presented negated forms (restricted to increased anterior and posterior positivities) in comparison to visually presented negated forms. We suggest that the natural flow of spoken language reduces variability in processing and therefore results in clearer ERP patterns.

 

Place, publisher, year, edition, pages
Frontiers Media S.A., 2023
Keywords
negation, sentence processing, ERP, N400, P600
National Category
General Language Studies and Linguistics Psychology (excluding Applied Psychology)
Research subject
Humanities, English; Humanities, Linguistics; Social Sciences, Psychology
Identifiers
urn:nbn:se:lnu:diva-118635 (URN)10.3389/fnhum.2023.1079493 (DOI)000921806100001 ()36742356 (PubMedID)2-s2.0-85147247815 (Scopus ID)
Available from: 2023-01-23 Created: 2023-01-23 Last updated: 2024-01-17Bibliographically approved
Andersson, A. & Fälth, L. (2023). How to think about preschool children with no knowledge of Swedish and low levels of motivation to learn the new language. In: : . Paper presented at Teacher Education for Democracy and Wellbeing, 19 Jan-20 Jan 2023, Kalmar, Sweden.
Open this publication in new window or tab >>How to think about preschool children with no knowledge of Swedish and low levels of motivation to learn the new language
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

At the heart of democracy is being able to be a part of the society at large which requires sharing the dominant language. In recent years, we have lectured on language learning and specifically second language learning and multilingualism for teachers in Sweden, from Malmö in the south to Umeå in the north. While teachers at all levels need to have knowledge of second language acquisition and learning it becomes apparent in discussions that teachers often meet children who are not motivated to learn Swedish. As a result, the children have not acquired the language used in, for instance the preschool curriculum, nor do they have the necessary skills in Swedish to acquire new knowledge when they start school. 

This means that the research we present to our teacher students and to practicing teachers is relevant to language learning but cannot fully address the challenges faced by the profession. Further knowledge and research are needed on how to work with Swedish as a second language, such as in the preschool context where 25% of children have another language besides Swedish as their first language (SCB, 2021) and, crucially, their motivation to learn the language is low. Language proficiency in preschool predicts subsequent grades in school in for instance math and reading (Murphy et al., 2016; Pace et al., 2019). Therefore, knowledge about how to motivate children (and parents) is a prerequisite for making a linguistic intervention so that children's Swedish skills are sufficient to absorb the education in preschool and later knowledge acquisition in school which is important for being a part of the society at large. 

 

We will present previous studies of motivation for language learning (Lamb et al., 2021) and our preliminary data from questionnaires and interviews with personnel in preschools and adult learners of Swedish as a second language focusing on motivation to learn the language. Against this background, we will introduce our ideas of “language learning motivation interventions” (LLMI) in school settings. We will claim that it is crucial for teachers to have a better grasp of how to motivate learning Swedish. This understanding can result in the inclusion of children and students in school and the society on equal bases for learning and thus for democracy in their current setting but also in future settings. 

 

 

References

 

Lamb, M., Csizer, K., Henry, A., & Ryan, S. (2021). The Palgrave Handbook of Motivation for Language Learning. Springer Nature Switzerland AG. 

Murphy, K. A., Farquharson, K., Language, & Reading Research, C. (2016). Investigating profiles of lexical quality in preschool and their contribution to first grade reading. Reading and Writing, 29(9), 1745-1770. https://doi.org/10.1007/s11145-016-9651-y 

Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, 112-125. https://doi.org/https://doi.org/10.1016/j.ecresq.2018.04.001 

Statistiska Central Byrån. (2021). Demografi: Antal personer med utländsk eller svensk bakgrund (fin indelning) efter region, ålder och kön (år 2002-2020). 

 

Keywords
preschoolers, second language acquisition, motivation, intervention
National Category
Specific Languages Learning
Research subject
Humanities, Linguistics; Social Sciences, Psychology; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-120668 (URN)
Conference
Teacher Education for Democracy and Wellbeing, 19 Jan-20 Jan 2023, Kalmar, Sweden
Projects
https://lnu.se/forskning/forskningsprojekt/projekt-moroten-hur-motiverar-vi-flersprakiga-barn-att-lara-sig-svenska/
Note

ULF-projekt

Available from: 2023-05-11 Created: 2023-05-11 Last updated: 2023-05-31Bibliographically approved
Andersson, A. & Fälth, L. (2023). On motivating children to learn a host language. In: : . Paper presented at European Early Childhood Education Research Association, 31st, Lisbon, Portugal.
Open this publication in new window or tab >>On motivating children to learn a host language
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Children immigrating to Sweden are not motivated to learn the host language Swedish and learn English instead. We gathered information on what positively or negatively affects children’s motivation to learn Swedish to develop a “motivation-intervention” in collaboration with early-childhood teachers. Previous intervention studies of children’s motivation typically focus on learning a foreign language in school (García & Pérez-Llantada, 2015). We need to gain a better understanding of the effects of motivational interventions on particularly immigrant children learning a host language in early childhood. Our interventions are based in the theory of self-determination and included but were not limited to activities such as goal setting, self-reflection, and self-evaluation, that previously showed positive effects on students' motivation and attitudes towards learning a foreign language (Dörnyei & Csizér, 1998; MacIntyre & Noels, 1994). Early-childhood teachers answered a questionnaire focusing on children's motivation to learn Swedish and factors affecting this motivation. Development of interventions were based on the results from this questionnaire. To reduce the concern that not all children have access to the effective intervention we will invite childcare personnel in the area to a presentation and discussion of results. The main finding was the importance of the caregivers as role models. If they acquired Swedish, and found the language acquisition important for their children, children would be more motivated and would also attend childcare more frequently. Including teachers into the development of interventions led to relevant interventions that easily can be integrated with the regular curriculum in contrast to intense researcher-implemented interventions.

 

Keywords
Second language acquisition, immigrant children, low SES, motivation, intervention
National Category
General Language Studies and Linguistics Learning Psychology (excluding Applied Psychology)
Research subject
Humanities, Swedish as a Second Language
Identifiers
urn:nbn:se:lnu:diva-120667 (URN)
Conference
European Early Childhood Education Research Association, 31st, Lisbon, Portugal
Projects
https://lnu.se/forskning/forskningsprojekt/projekt-moroten-hur-motiverar-vi-flersprakiga-barn-att-lara-sig-svenska/
Note

Ej belagd 20230907

ULF-projekt

Available from: 2023-05-11 Created: 2023-05-11 Last updated: 2023-09-06Bibliographically approved
Andersson, A. & Newman, A. (2023). The roles of age of acquisition, proficiency, and first language on second language processing. In: Aaron Newman, Giordana Grossi (Ed.), Changing Brains: Essays in Honor of Helen J. Neville (pp. 57-77). Routledge
Open this publication in new window or tab >>The roles of age of acquisition, proficiency, and first language on second language processing
2023 (English)In: Changing Brains: Essays in Honor of Helen J. Neville / [ed] Aaron Newman, Giordana Grossi, Routledge, 2023, p. 57-77Chapter in book (Other academic)
Abstract [en]

With current trends in population migration, international mobility, and connectedness, an understanding of the factors that lead to optimal second language acquisition is increasingly important. Based on Helen Neville’s work, this chapter discusses some of the neurocognitive research on second language processing with a focus on studies utilizing event-related potentials (ERP). The chapter is structured around phonology, semantics, and syntax. For each of these subsystems of language, there is a focus on three factors important for second language processing: age of acquisition (AoA), proficiency, and cross-linguistic influence. We argue for a shift in ERP research from a focus on AoA as a sole factor for describing differences in processing languages to a more comprehensive approach, including proficiency and cross-linguistic influence.

Place, publisher, year, edition, pages
Routledge, 2023
National Category
General Language Studies and Linguistics Psychology (excluding Applied Psychology)
Research subject
Social Sciences, Psychology; Humanities, Linguistics
Identifiers
urn:nbn:se:lnu:diva-118636 (URN)10.4324/9780429342356-8 (DOI)9780367358693 (ISBN)
Funder
Riksbankens Jubileumsfond, P17-0535:1
Available from: 2023-01-23 Created: 2023-01-23 Last updated: 2023-03-15Bibliographically approved
Andersson, A., Lindfors, H. & Hansson, K. (2022). Comprehending L2 Comprehension: A study of Arabic-Swedish bilingual preschoolers’ performance on a Swedish proficiency test. HumaNetten (48), 9-36
Open this publication in new window or tab >>Comprehending L2 Comprehension: A study of Arabic-Swedish bilingual preschoolers’ performance on a Swedish proficiency test
2022 (English)In: HumaNetten, E-ISSN 1403-2279, no 48, p. 9-36Article in journal (Refereed) Published
Abstract [en]

About a fifth of all children in Sweden learn the societal language Swedish outside of the home, i.e., they have Swedish as a second language (L2). Many of these children have lower socioeconomic status (SES) backgrounds, which predicts lower language proficiency. The aim of the present study is twofold: to contribute to a greater understanding of L2- Swedish proficiency in preschoolers with lower SES backgrounds, and to find out how proficiency tests should be adapted for bilingual children such that the tests are valid, i.e., unbiased to the language status (L1 or L2). We investigate test performance on a Swedish receptive language proficiency test (the Comprehension scale of The New Reynell Developmental Language Scales, NRDLS) which has a monolingual norming sample. The participants are 51 bilingual children (3-5-years of age) with Arabic as their L1, and who attend preschools in Swedish neighborhoods with lower SES. Results indicate that in contrast to the norming sample, bilingual children’s raw scores for subsections of the test are not progressively more difficult. Thus, we need to be aware that bilingual children’s high proficiency in a particular aspect of the language does not necessarily imply that they are proficient in aspects that would be considered easier from a monolingual perspective. In addition, there are indications that unfamiliarity with L2 lexical items, that are typically acquired early in L1, causes bilingual children to fail on tasks aimed at assessing syntactic skills, even though they appear to understand the syntactic pattern. We conclude with suggestions for special considerations and adaptations to assess individual L2- comprehension in preschoolers more accurately, such that practitioners in turn can support the children’s language development.

Place, publisher, year, edition, pages
Linnaeus University Press, 2022
Keywords
preschoolers, second language acquisition, language proficiency tests
National Category
General Language Studies and Linguistics
Research subject
Humanities, Swedish as a Second Language
Identifiers
urn:nbn:se:lnu:diva-114115 (URN)10.15626/hn.20224802 (DOI)
Funder
Marcus and Amalia Wallenberg Foundation, MAW 2016.0069
Available from: 2022-06-15 Created: 2022-06-15 Last updated: 2023-03-23Bibliographically approved
Andersson, A. & Gullberg, M. (2022). First Language Matters: Event-Related Potentials Show Crosslinguistic Influence on the Processing of Placement Verb Semantics. Frontiers in Psychology, 13, 1-19, Article ID 815801.
Open this publication in new window or tab >>First Language Matters: Event-Related Potentials Show Crosslinguistic Influence on the Processing of Placement Verb Semantics
2022 (English)In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 13, p. 1-19, article id 815801Article in journal (Refereed) Published
Abstract [en]

Second language (L2) learners experience challenges when word meanings differ across L1 and L2, and often display crosslinguistic influence (CLI) in speech production. In contrast, studies of online comprehension show more mixed results. Therefore, this study explored how L2 learners process fine-grained L2 verb semantics in the domain of caused motion (placement) and specifically the impact of having similar vs. non-similar semantics in the L1 and L2. Specifically, we examined English (20) and German (21) L2 learners of Swedish and native Swedish speakers (16) and their online neurophysiological processing and offline appropriateness ratings of three Swedish placement verbs obligatory for placement supported from below: satta "set," stalla "stand," and lagga "lay." The learners' L1s differed from Swedish in that their placement verbs either shared or did not share semantic characteristics with the target language. English has a general placement verb put, whereas German has specific verbs similar but not identical to Swedish, stellen "set/stand" and legen "lay." Event-related potentials (ERPs) were recorded while participants watched still frames (images) of objects being placed on a table and listened to sentences describing the event with verbs that either matched the image or not. Participants also performed an offline appropriateness rating task. Both tasks suggested CLI. English learners' appropriateness ratings of atypical verb use differed from those of both native Swedish speakers' and German learners, with no difference in the latter pair. Similarly, German learners' ERP effects were more similar to those of the native Swedish speakers (increased lateral negativity to atypical verb use) than to those of the English learners (increased positivity to atypical verb use). The results of this explorative study thus suggest CLI both offline and online with similarity between L1 and L2 indicating more similar processing and judgments, in line with previous production findings, but in contrast to previous ERP work on semantic L2 processing.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2022
Keywords
semantic processing, crosslinguistic influence (CLI), ERP, second language processing, N400, P600, placement verbs
National Category
General Language Studies and Linguistics
Research subject
Humanities, Swedish as a Second Language
Identifiers
urn:nbn:se:lnu:diva-115673 (URN)10.3389/fpsyg.2022.815801 (DOI)000829740800001 ()35874339 (PubMedID)2-s2.0-85134469186 (Scopus ID)
Available from: 2022-08-05 Created: 2022-08-05 Last updated: 2023-03-15Bibliographically approved
Sayehli, S., Gullberg, M., Newman, A. J. & Andersson, A. (2022). Native Word Order Processing Is Not Uniform: An ERP Study of Verb-Second Word Order. Frontiers in Psychology, 13, 1-22, Article ID 668276.
Open this publication in new window or tab >>Native Word Order Processing Is Not Uniform: An ERP Study of Verb-Second Word Order
2022 (English)In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 13, p. 1-22, article id 668276Article in journal (Refereed) Published
Abstract [en]

Studies of native syntactic processing often target phrase structure violations that do not occur in natural production. In contrast, this study examines how variation in basic word order is processed, looking specifically at structures traditionally labelled as violations but that do occur naturally. We examined Swedish verb-second (V2) and verb-third (V3) word order processing in adult native Swedish speakers, manipulating sentence-initial adverbials (temporal idag ‘today’, spatial hemma ‘at home’ and sentential kanske ‘maybe’) in acceptability judgements, in simultaneously recorded event-related potentials (ERP) to visually presented sentences and in a written sentence completion task. An initial corpus study showed that the adverbials differ in frequency in fronted position (idag > kanske > hemma), and although all occur mainly with V2 word order, kanske occurs more frequently with V3 in natural production than both idag and hemma. The experimental results reflected these patterns such that V2 sentences were overall more frequently produced and were deemed more acceptable than V3 sentences. The ERP results consisted of a biphasic N400/P600 response to V3 word order that indicated effects of word retrieval and sentence reanalysis. We also found consistent effects of adverbials. As predicted, V3 was produced more frequently and judged as more acceptable in Kanske sentences than in sentences with the other two adverbials. The ERP analyses showed stronger effects for idag and hemma with V3, especially regarding the P600. The results suggest that the naturally occurring word order ‘violation’, V3 with kanske, is processed differently than V3 with other adverbials where the V2 norm is stronger. Moreover, these patterns are related to individuals’ own production patterns. Overall, the results suggest a more varied native word order processing than previously reported.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2022
Keywords
sentence processing, ERP, N400, P600, word order, variability
National Category
General Language Studies and Linguistics Psychology (excluding Applied Psychology)
Research subject
Humanities, Swedish
Identifiers
urn:nbn:se:lnu:diva-111072 (URN)10.3389/fpsyg.2022.668276 (DOI)000788223900001 ()35432120 (PubMedID)2-s2.0-85128463088 (Scopus ID)
Funder
Swedish Research Council, 21-2010-2114Riksbankens Jubileumsfond, P17-0535:1
Available from: 2022-03-31 Created: 2022-03-31 Last updated: 2023-03-15Bibliographically approved
Lindfors, H., Hansson, K. & Andersson, A. (2022). Skolbarns bearbetning av semantik i bildserier och i auditivt presenterade meningar i berättelser: En ERP-studie. In: : . Paper presented at Nationell Konferens i Logopedi. Karolinska Institutet, Stockholm
Open this publication in new window or tab >>Skolbarns bearbetning av semantik i bildserier och i auditivt presenterade meningar i berättelser: En ERP-studie
2022 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Introduktion 

Genom att spela in händelserelaterade potentialer (ERP) har likartad bearbetning av semantik i bildserier och auditivt presenterade meningar påvisats hos vuxna och barn. Manfredi et al. (2020) jämförde barns bearbetning av isolerade treordsmeningar som avslutades med ett förväntat eller icke- förväntat ord (Paulo eats pasta/poem) med bearbetningen av bildserier som avslutades med en förväntad eller icke-förväntad bild. I båda villkoren eliciterades N400-effekten—centro-parietal distribution för ord och frontal distribution för bilder. Här replikeras jämförelsen, men den auditiva delen består nu av komplexa meningar i berättelser. 

Metod 

Föreliggande studie av tio 10-12-åringar med typisk språkutveckling är ett första steg i att undersöka om bearbetning av semantik (och senare struktur) i talat språk och bilder skiljer sig kvalitativt åt hos barn med språkstörning, vilket hade påvisat huruvida störningen är språkspecifik eller domängenerell. Barnen tittade på tecknade bildserier som presenterades sekventiellt på en datorskärm och lyssnade sedan på komplexa meningar i berättelser som spelades upp med tillhörande filmer medan kontinuerlig EEG spelades in. Amplituden av N400-effekterna mättes mellan 300–500 ms och 500–700 ms. 

Resultat 

Vi replikerade den centro-parietala N400-effekten för ord och den fronto-centrala N400-effekten för bilder. N400-effekten för ord började mellan 300-500 ms (F(1,9) = 6.65, p < .05, partial η2 = .43) men 

först mellan 500-700 ms (F(1,9) = 13.21, p < .01, partial η2 = .60) för bilder vilket indikerar en långsammare bearbetning av bilder. En stark positiv korrelation mellan effekterna (r = .61, p = .06), som påvisade att barn med en större N400-effekt för ord visade en större N400-effekt även för bilder var nära signifikans.SlutsatsResultaten visar således att 10-12-åringar med typisk språkutveckling bearbetar semantik i bildserier och i komplexa auditiva berättelser på kvalitativt liknande sätt, men med vissa kvantitativa skillnader i framförallt latens. Dessa N400-effekter kommer att jämföras med de som nu samlas in från barn med språkstörning. 

Place, publisher, year, edition, pages
Karolinska Institutet, Stockholm: , 2022
Keywords
meningsbearbetning, auditivt narrativ, visuellt narrativ, ERP, N400, semantik, skolbarn
National Category
Specific Languages Learning Psychology (excluding Applied Psychology)
Research subject
Humanities, Swedish; Social Sciences, Psychology
Identifiers
urn:nbn:se:lnu:diva-120669 (URN)
Conference
Nationell Konferens i Logopedi
Projects
https://lnu.se/forskning/forskningsprojekt/doktorandprojekt-sprakbearbetning-domangenerell-eller-domanspecifik/
Funder
Marcus and Amalia Wallenberg Foundation, MAW 2019.0083
Available from: 2023-05-11 Created: 2023-05-11 Last updated: 2023-06-26Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6731-1522

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