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On the interaction of speakers' voice quality, ambient noise and task complexity with children's listening comprehension and cognition

Frontiers in psychology, 2015-06, Vol.6, p.871-871

2015

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Listening Comprehension and Listening Effort in the Primary School Classroom

Frontiers in psychology, 2018-07, Vol.9 (JUN), p.1193-1193

2018

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The Contribution of Bilingualism, Parental Education, and School Characteristics to Performance on the Clinical Evaluation of Language Fundamentals: Fourth Edition, Swedish

Frontiers in psychology, 2019-07, Vol.10 (1586), p.1586-1586

2019

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Nonword repetition--a clinical marker for specific language impairment in Swedish associated with parents' language-related problems

PloS one, 2014-02, Vol.9 (2), p.e89544

2014

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Semantic Processing in Deaf and Hard-of-Hearing Children: Large N400 Mismatch Effects in Brain Responses, Despite Poor Semantic Ability

Frontiers in psychology, 2016, Vol.7 (1146), p.1146-1146

2016

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Enhancing teachers’ classroom communication skills – Measuring the effect of a continued professional development programme for mainstream school teachers

Child language teaching and therapy, 2022-06, Vol.38 (2), p.166-179

2022

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Editorial: Children Listen: Psychological and Linguistic Aspects of Listening Difficulties During Development

Frontiers in psychology, 2020-10, Vol.11, p.584034-584034

2020

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Brain Measures of Toddlers' Shape Recognition Predict Language and Cognitive Skills at 6-7 Years

Frontiers in psychology, 2019, Vol.10 (AUG), p.1945-1945

2019

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Children’s experiences of their learning environment: Psychometric properties of a questionnaire evaluating classroom environment, activities and interactions

Child language teaching and therapy, 2022-02, Vol.38 (1), p.59-77

2022

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Word definition skills in elementary school children - The contribution of bilingualism, cognitive factors, and social factors

International journal of speech language pathology, 2022-12, Vol.24 (6), p.596-606

2022

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How Children Perceive the Acoustic Environment of Their School

Noise & health, 2017-03, Vol.19 (87), p.84-94

2017

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Latent Semantic Analysis Discriminates Children with Developmental Language Disorder (DLD) from Children with Typical Language Development

Journal of psycholinguistic research, 2019-06, Vol.48 (3), p.683-697

2019

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The slower the better? Does the speaker's speech rate influence children's performance on a language comprehension test?

International journal of speech language pathology, 2014-04, Vol.16 (2), p.181-190

2014

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Is children's listening effort in background noise influenced by the speaker's voice quality?

Logopedics, phoniatrics, vocology, 2018-07, Vol.43 (2), p.47-55

2018

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Computer-assisted reading intervention for children with hearing impairment using cochlear implants: Effects on auditory event-related potentials and mismatch negativity

International journal of pediatric otorhinolaryngology, 2020, Vol.137, p.110229-110229, Article 110229

2020

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Phonological processing, grammar and sentence comprehension in older and younger generations of Swedish children with cochlear implants

Autism & developmental language impairments, 2017-02, Vol.2, p.1

2017

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Making space for singing in the 21st century classroom – A focus group interview study with primary school music teachers in Sweden

British journal of music education, 2023, Vol.41 (2), p.209-223

2023

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Computer-assisted reading intervention for children with sensorineural hearing loss using hearing aids: Effects on auditory event-related potentials and mismatch negativity

International journal of pediatric otorhinolaryngology, 2019, Vol.117, p.17-25

2019

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Using a multi‐feature paradigm to measure mismatch responses to minimal sound contrasts in children with cochlear implants and hearing aids

Scandinavian journal of psychology, 2017-10, Vol.58 (5), p.409-421

2017

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The Effect of Background Noise, Bilingualism, Socioeconomic Status, and Cognitive Functioning on Primary School Children's Narrative Listening Comprehension

Journal of speech, language, and hearing research, 2024-03, Vol.67 (3), p.1-973

2024

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Description and prediction of reading decoding skills in Swedish children with Developmental Language Disorder

Logopedics, phoniatrics, vocology, 2022-04, Vol.47 (2), p.84-91

2022

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Culturally and linguistically diverse children’s retention of spoken narratives encoded in quiet and in babble noise

Journal of experimental child psychology, 2025-01, Vol.249, p.106088, Article 106088

2025

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‘It depends on who I'm with’: How young people with developmental language disorder describe their experiences of language and communication in school

International journal of language & communication disorders, 2023-07, Vol.58 (4), p.1168-1181

2023

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Are children with stronger cognitive capacity more or less disturbed by classroom noise and dysphonic teachers?

International journal of speech language pathology, 2015-11, Vol.17 (6), p.577-588

2015

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Listening effort and fatigue in native and non-native primary school children

Journal of experimental child psychology, 2021-10, Vol.210, p.105203-105203, Article 105203

2021

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On the interaction of speakers' voice quality, ambient noise and task complexity with children's listening comprehension and cognition

Listening Comprehension and Listening Effort in the Primary School Classroom

The Contribution of Bilingualism, Parental Education, and School Characteristics to Performance on the Clinical Evaluation of Language Fundamentals: Fourth Edition, Swedish

Nonword repetition--a clinical marker for specific language impairment in Swedish associated with parents' language-related problems

Semantic Processing in Deaf and Hard-of-Hearing Children: Large N400 Mismatch Effects in Brain Responses, Despite Poor Semantic Ability

Enhancing teachers’ classroom communication skills – Measuring the effect of a continued professional development programme for mainstream school teachers

Editorial: Children Listen: Psychological and Linguistic Aspects of Listening Difficulties During Development

Brain Measures of Toddlers' Shape Recognition Predict Language and Cognitive Skills at 6-7 Years

Children’s experiences of their learning environment: Psychometric properties of a questionnaire evaluating classroom environment, activities and interactions

Word definition skills in elementary school children - The contribution of bilingualism, cognitive factors, and social factors

How Children Perceive the Acoustic Environment of Their School

Latent Semantic Analysis Discriminates Children with Developmental Language Disorder (DLD) from Children with Typical Language Development

The slower the better? Does the speaker's speech rate influence children's performance on a language comprehension test?

Is children's listening effort in background noise influenced by the speaker's voice quality?

Computer-assisted reading intervention for children with hearing impairment using cochlear implants: Effects on auditory event-related potentials and mismatch negativity

Phonological processing, grammar and sentence comprehension in older and younger generations of Swedish children with cochlear implants

Making space for singing in the 21st century classroom – A focus group interview study with primary school music teachers in Sweden

Computer-assisted reading intervention for children with sensorineural hearing loss using hearing aids: Effects on auditory event-related potentials and mismatch negativity

Using a multi‐feature paradigm to measure mismatch responses to minimal sound contrasts in children with cochlear implants and hearing aids

The Effect of Background Noise, Bilingualism, Socioeconomic Status, and Cognitive Functioning on Primary School Children's Narrative Listening Comprehension

Description and prediction of reading decoding skills in Swedish children with Developmental Language Disorder

Culturally and linguistically diverse children’s retention of spoken narratives encoded in quiet and in babble noise

‘It depends on who I'm with’: How young people with developmental language disorder describe their experiences of language and communication in school

Are children with stronger cognitive capacity more or less disturbed by classroom noise and dysphonic teachers?

Listening effort and fatigue in native and non-native primary school children

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