Mielialan havainnoinnin, tunnistamisen ja säätelyn yhteydet työuupumuksen ryhmähoidon tuloksellisuuteen.

Työuupumus on kolmitahoinen stressioireyhtymä, jolle on tyypillistä uupumusasteinen väsymys, kyynistyneisyys ja ammatillisen itsetunnon heikkeneminen. Balanssi-hanke perustettiin tutkimaan ja kehittämään ryhmähoitomuotoa vakavaan työuupumukseen. Projektin tavoitteena on selvittää kahden eri ryhmähoitomuodon vaikuttavuutta ja sellaisia yksilöön liittyviä tekijöitä, joilla saattaa olla vaikutusta ryhmähoidon tuloksellisuuteen. Tässä tutkimuksessa selvitettiin mielialan havainnoinnin, tunnistamisen ja säätelyn (Trait Meta-Mood) yhteyksiä työuupumuksen laskuun ryhmähoitojen aikana ja kuuden kuukauden pituisella seurantajaksolla. Emootioilla on useiden eri teorioiden mukaan yksilön sopeutumista edistävä signaalitehtävä. Mieliala kertoo yksilön sisäisestä tilasta, ja sitä voidaan kuvata miellyttävänä, epämiellyttävänä, kiihtyneenä tai rauhallisena. Mielialaa voi tarkastella mielialakokemuksen tai mielialan säätelyn tasolla. Mielialan säätelyn tasolla tarkoitetaan ajatuksia mielialasta. Tällä reflektiivisellä tasolla mielialaa havainnoidaan, tunnistetaan ja säädellään. Oletettiin, että jos mieliala tunnistetaan hyvin ja mielialaa säädellään tehokkaasti, työuupumus vähenee eli työuupumuksen ryhmähoito on tuloksellista. Lisäksi tutkittiin missä vaiheessa mahdolliset yhteydet ilmenevät ja eroavatko yhteydet psykoanalyyttisessä ja toiminnallisessa hoitoryhmässä. Tutkimusaineisto kerättiin 1999-2000. Koehenkilöt (n=99) olivat 31-59-vuotiaita valtion laitosten ja valtion yritysten työuupumuksesta kärsiviä työntekijöitä, miehiä oli 24 ja naisia 75. Lisäksi kerättiin ei-uupuneiden kontrolliryhmä (n = 26, ikä 37 - 58 vuotta), jota hyödynnettiin tässä tutkimuksessa vain uupuneiden ja ei-uupuneiden vertailuihin ennen hoidon alkua. Molempina vuosina uupuneet henkilöt satunnaistettiin toiminnallisiin ja psykoanalyyttisiin hoitoryhmiin. Työuupumus mitattiin 9 kuukautta kestäneen hoidon alussa, lopussa ja puoli vuotta hoidon päättymisen jälkeen. Mielialan havainnointi, tunnistaminen ja säätely mitattiin hoidon alussa, lopussa ja puoli vuotta hoidon päättymisen jälkeen. Tulokset osoittivat, että mielialan tunnistamisen korkea taso ja mielialan säätelyn korkea taso olivat yhteydessä työuupumuksen voimakkaampaan laskuun koko tutkimusjakson ajan. Yhteydet olivat erilaiset eri ryhmähoidoissa hoidon aikana ja seurantajaksolla. Hoidon aikana psykoanalyyttisessä hoitoryhmässä mielialan havainnoinnin lisääntyminen ja mielialan säätelyn tehokkuus olivat yhteydessä työuupumuksen voimakkaampaan laskuun. Toiminnallisessa hoitoryhmässä sen sijaan mielialan tunnistamisen taito oli yhteydessä työuupumuksen voimakkaampaan laskuun hoidon aikana. Seurantajaksolla molemmissa hoitoryhmissä mielialan tunnistamisen taito oli yhteydessä työuupumuksen voimakkaampaan laskuun. Kontrolliryhmässä ei todettu mielialan havainnoinnin, tunnistamisen ja säätelyn taitojen ja työuupumuksen vähenemisen välistä yhteyttä. Tutkimuksen tulokset antavat uutta tietoa sellaisista yksilöllisistä tekijöistä, joilla on työuupumuksen ryhmähoitoprosessia moderoiva rooli. Mielialan hyvin tunnistaminen ja mielialan tehokas säätely saattavat olla sellaisia ryhmäterapiassa opittuja yksilöllisiä voimavaroja, joita työuupumuksesta toipumisessa tarvitaan hoidon päättymisen jälkeen. Koska mielialan hyvin tunnistamisen, mielialan tehokkaan säätelyn ja työuupumuksen ryhmähoidon tuloksellisuuden väliset yhteydet todettiin molemmissa ryhmähoitomenetelmissä, voi olettaa, että molemmat ryhmähoitomenetelmät ovat vakavaa työuupumusta vähentäviä hoitomenetelmiä. Ryhmähoidon aikana opitut mielialan tunnistamisen ja säätelyn taidot auttavat ylläpitämään terapian aikana alkanutta hyvinvoinnin kasvua. Avainsanat: työuupumus, toiminnallinen ryhmäterapia, psykoanalyyttinen ryhmäterapia, mielialan havainnointi, mielialan tunnistaminen, mielialan säätely, työuupumuksen ryhmähoidon tuloksellisuus

Liikkumisen ja kokemusten yhteys virtuaaliympäristöissä

The aim of this study was to build a model and analyze how users move in a virtual environment and to explore the experiential dimensions connected with different ways of moving. Due to the lack of previous research on this subject, this was an explorative study. This study also aimed to identify different ways how users move in virtual environments and the background variables connected to them. It was hypothesized that fluent movement in virtual environments is connected to high presence, skill and challenge assessments. Test participants (n = 68) were mostly highly educated young adults. A virtual environment was built using a CAVE -type virtual reality interface. The task was to search for objects that do not belong into a normal house. The participants movement in the virtual house was recorded on a computer. Movement was modelled using a cluster analysis of information entropy based movement measurements, acceleration, amount of stops and time spent being stationary. The experiential dimensions were measured using the EVEQ -questionnaire. We were able to identify four different ways of moving in virtual environments. In respect of background variables, the four groups differed only in the amount of weekly computer usage. However, fluent movement in virtual environments was connected to a high sense of presence. Furthermore, participants who moved fluently in the environment assessed their skills as being high and regarded the use of virtual environment as challenging. The results indicate that different ways of moving affects how people experience virtual environments. Consequently the participants assessment of their skills and level of challenge have an impact on the affective evaluation of the situation at hand. Entropy measures have not been previously applied when studying movement, and in addition the role of movement on the experiential dimensions of virtual environments is an unexplored subject. The movement analysis method introduced here is applicable to other research problems. Finally, this study expands on our knowledge of the special characteristics connected with the experiential dimensions of virtual environments.

Tarinakontekstin vaikutus sanojen muistamiseen kompleksisessa työmuistitehtävässä

Objectives. The sentence span task is a complex working memory span task used for estimating total working memory capacity for both processing (sentence comprehension) and storage (remembering a set of words). Several traditional models of working memory suggest that performance on these tasks relies on phonological short-term storage. However, long-term memory effects as well as the effects of expertise and strategies have challenged this view. This study uses a working memory task that aids the creation of retrieval structures in the form of stories, which have been shown to form integrated structures in longterm memory. The research question is whether sentence and story contexts boost memory performance in a complex working memory task. The hypothesis is that storage of the words in the task takes place in long-term memory. Evidence of this would be better recall for words as parts of sentences than for separate words, and, particularly, a beneficial effect for words as part of an organized story. Methods. Twenty stories consisting of five sentences each were constructed, and the stimuli in all experimental conditions were based on these sentences and sentence-final words, reordered and recombined for the other conditions. Participants read aloud sets of five sentences that either formed a story or not. In one condition they had to report all the last words at the end of the set, in another, they memorised an additional separate word with each sentence. The sentences were presented on the screen one word at a time (500 ms). After the presentation of each sentence, the participant verified a statement about the sentence. After five sentences, the participant repeated back the words in correct positions. Experiment 1 (n=16) used immediate recall, experiment 2 (n=21) both immediate recall and recall after a distraction interval (the operation span task). In experiment 2 a distracting mental arithmetic task was presented instead of recall in half of the trials, and an individual word was added before each sentence in the two experimental conditions when the participants were to memorize the sentence final words. Subjects also performed a listening span task (in exp.1) or an operation span task (exp.2) to allow comparison of the estimated span and performance in the story task. Results were analysed using correlations, repeated measures ANOVA and a chi-square goodness of fit test on the distribution of errors. Results and discussion. Both the relatedness of the sentences (the story condition) and the inclusion of the words into sentences helped memory. An interaction showed that the story condition had a greater effect on last words than separate words. The beneficial effect of the story was shown in all serial positions. The effects remained in delayed recall. When the sentences formed stories, performance in verification of the statements about sentence context was better. This, as well as the differing distributions of errors in different experimental conditions, suggest different levels of representation are in use in the different conditions. In the story condition, the nature of these representations could be in the form of an organized memory structure, a situation model. The other working memory tasks had only few week correlations to the story task. This could indicate that different processes are in use in the tasks. The results do not support short-term phonological storage, but instead are compatible with the words being encoded to LTM during the task.

Kouluvalinta vai koulun valinta? : Oppilaiden valikoituminen yläkouluihin Espoossa keväällä 2006

Changes in governance in the public sector made it possible to give the power to the level of service production. In Finland schools were diversified. They wanted to be as attractive as possible. In her dissertation (2006) Piia Seppänen studied parental choice and schools choice policies in Espoo, in Kuopio, in Lahti, inTurku and in some levels in Helsinki too. After her study was done there has been some changes in school choise policy in Espoo. The catchments areas changed radically; earlier every school did have its own catchment area. But now three or even five school has the same catchment area. On the base of the Seppänen’s dissertation I wondered who’s choice it really were? Is the choice maker customer or producer of the service? In my study I tried to understand those processes where pupils were selected for the 7th grade in lower secondary schools in the spring in 2006. To make the picture clear, I have to study the history of pupil selection and the changes of it in the 21st century. I also have to study the geography of the town which is quite special in comparison with the normal cities with one central area. This has its own effects on the pupil selection system as well as in the whole study. In my study I try to present what kind of process the pupil selection is in Espoo and how it was done actually in the spring of 2006. The empirical data of my study were statistical data, documents of different kind, conversations with principals, local authorities and politicians. I also interviewed one politician and observed a few information meetings about the pupil selection process. Based on this large variety of data I tried to draw a picture of the way of speaking (writing) about the ability of the choice. Furthermore, how this pupil selection is done in reality. The ability to apply to special instruction in f. e. music, graphic arts or maths and sciences or to language based instruction (bilingual and immersion teaching) depends on the district you live. Because there is one catchment area which has no special or language based instruction available. Also the poor public transport system might have some effects on the parental choice. According to my study, 20 % of the 7th grade pupils were selected with criteria of different kind to special classes. Because the ability to get special or language based instruction depends on your district, there is a big risk for a selection based on the pupils' socio-economic background.

Verkkokeskustelu asiantuntijuuden kehittämisessä : Johtamisen erikoisammattitutkintoon valmistavan koulutusohjelman verkkokeskustelut dialogi-teorian näkökulmasta

Tämän tutkimuksen tarkoituksena oli dialogi-teorian näkökulmasta tarkastella verkkokeskusteluissa tapahtuvaa asiantuntijuuden kehittämistä. Tutkimuksen metodinen lähestymistapa on lähinnä keskustelunanalyyttinen ja siinä keskitytään pääasiallisesti verkkokeskustelujen dialogisen rakenteen ja etenemisen selvittämiseen.Dialogia keskustelumuotona käsittelevät teoriat sekä dialogin kehittymistä kuvaava neljän keskustelukentän teoria muodostavat tutkimuksen teoriataustan. Tutkimuksella pyrittiin vastaamaan seuraaviin kysymyksiin: 1. Missä keskustelukentissä asiantuntijuuden kehittäminen tapahtuu verkkokeskusteluissa? 2. Miten siirtyminen keskustelukenttien välillä tapahtuu? 3. Mitä dialogisia toimintatapoja verkkokeskusteluissa esiintyy? 4. Miten dialogin symmetria toteutuu verkkokeskusteluissa? 5. Minkälaisia tiimienvälisiä eroja verkkokeskusteluissa esiintyy keskustelukenttien, dialogisten toimintatapojen, dialogin symmetrian suhteen? Tutkimuksessa käytetty tutkimusmenetelmä rakennettiin aikaisempien verkossa tapahtuvan dialogin tutkimiseen käytettyjen menetelmien sekä dialogin kehittymistä kuvaavan keskustelukenttäteorian pohjalle. Tutkimuksen aineisto kerättiin johtamisen erikoisammattitutkintoon valmistavaan koulutukseen kuuluvista verkkokeskusteluista. Tutkimushenkilöt olivat sivistystoimenjohtajia, opetuspäälliköitä ja rehtoreita (12 naista,12 miestä). Tutkimuksessa analysoitiin yhteensä 10 keskustelua, jotka sisälsivät 340 viestiä. Verkkokeskustelut jakautuivat koko koulutusryhmän keskusteluihin sekä koulutusryhmästä muodostettujen neljän eri tiiminkeskusteluihin. Tulokset osoittavat, että dialogin kehittymisen kannalta verkkokeskusteluissa eniten ongelmia aiheuttavat keskustelujen symmetrisyyden toteutuminen ja yhteisen ymmärryksen luominen. Erityisen vaikeaksi verkkokeskusteluissa osoittautui taustateorian mukaiseen luovaan, virtaavaan dialogiin pääseminen. Tutkimustulosten perusteella voidaan todeta, että asiantuntijuuden kehittämiseen pyrkivän, dialogi-teorianmukaisen verkkokeskustelun synnyttäminen on vaikeaa ja vaatii tietoista dialogin taitojen harjoittelemista.

Arvot intialaissyntyisten maahanmuuttajien akkulturaatioprosessissa

The study examined immigrants´ attitudes towards acculturation, in other words the social and cultural changes that take place in the adaptation process. The perspective of acculturation studies was also expanded by examining immigrants´ cultural values and their experiences of majority´s expectations. In addition, special interest was directed to the relations between acculturation attitudes and values and both factors´ relevance on psychological well-being. Indian born immigrants were selected as subjects as they are one of the fastest growing ethnic minorities in Finland. This minority has not been included in immigration studies previously. The seventy-five immigrants that participated as subjects represent a highly educated subgroup of Indian born immigrants. The study was carried out with posted questionnaires. Most of the subjects received an inquiry of their motivation to participate by e-mail or phone before the postal questionnaire. The results were in line with previous studies in Finland as the attitudes emphasising cultural integration were dominant. However, attitudes towards marriage, reflecting deeper and less flexible parts of culture, were dominated by separation motives. Immigrants´ perceptions of majority´s expectations reflected partly the real assimilation wishes demonstrated in previous studies. Against hypotheses, discrepancies between acculturation attitudes and experiences of majority´s expectations did not predict immigrants´ psychological well-being in a clear way. The highly educated Indian born immigrants emphasised self-direction and universalism in their values. This separates them from the traditional cultural values of India. The hypotheses made of the predictive relations between values and acculturation attitudes were partly confirmed. Also, the assumptions concerning both the stress buffering role of collectivistic values and the positive effect of achievement values on feelings of mastery were confirmed. Despite the limitations in the data, this study strengthens the view that cultural and personal values play a significant role in immigrants´ adaptation process. Information about values can benefit individuals making hard decisions and coping with cultural change as well as officials modifying Finnish immigration policy and planning the support system for immigrants.

Kehittäjä-interventionistien peiliaineistokäytännöt muutoslaboratoriohankkeissa : Narratiivit käyttäjätiedon välittäjänä

This research has its background on Knowledge Practices Laboratory (KP-Lab) research project. One of the aims of KP-Lab is to create virtual and technological tools to support the interventionist who use the Change Laboratory method as a developmental tool. In this research I studied the interventionists' mirror material practices which are context and theory bound and for that reason they pose challenges on the development of new tools. I focused on the gathering and working on the mirror material. The purpose of this study was to find out what kind of user knowledge does the research on narratives of mirror material practices in Change Laboratory provide to the developers of virtual tools? I answered this question by three sub questions: 1. What kind of mirror material the interventionists gather and analyze in different phases of developmental cycle of Change Laboratory project? 2. What kind of knowledge the different mirror materials contain and how is the knowledge transformed when the mirror material is analyzed and worked on? 3. What kind of tools the interventionists use and create when gathering and working on the mirror material? What wishes do the interventionists have on tools? I interviewed five interventionists in four different projects. I created narratives from the document supported interviews. Then I analyzed the narratives in three steps: first I placed the mirror materials in the developmental cycle. Secondly, I analyzed the mirror materials by placing them in a table by the form of the knowledge. Thirdly, I examined the tools the interventionists had used and created and what wishes they had on virtual tools. This research showed that different user groups of Change Laboratory method have different needs. All interventionists transform knowledge from one form to another so they seem to need especially tools by which they can analyze and transform knowledge. It seems that standardized model of gathering and analysing mirror material is not meaningful because mirror material is constructed in accordance with the object developed. This research also shows that the mirror material has a social function. This finding should be also noted when developing virtual tools together with actual users.

Konstruktiivisen linjakkuuden perusteita etsimässä : Systemaattinen analyysi John Biggsin esittämistä yliopisto-opetuksen lähtökohdista

The aim of this study is to explore by systematic textual analysis the crucial conceptions of constructive alignment and to reconstruct the concept of constructive alignment and examine the relation between conceptual relationships in John Biggs’s texts. In this study, I have also analyzed the presuppositions of the concept of constructive alignment and its possible implications. The research material includes Biggs’s (1996b; 2003) article entitled Enhancing Teaching through Constructive Alignment and book entitled Teaching for Quality Learning at University. The primary purpose of the systematic textual analysis is to reconstruct concepts and gain access to a new or more profound understanding of the concepts. The main purpose of the constructive alignment is to design a teaching system that supports and encourages students to adopt a deep approach learning. At the center of the constructive alignment are two concepts: constructivism in learning and alignment in teaching. A tension was detected between these concepts. Biggs assumes that students’ learning activities are primed by the teaching. Because of this it is not important what the teacher does. At the same time he emphasizes that teaching interacts with learning. The teacher’s task is to support student’s appropriate learning activities. On the basis of the analysis, I conclude these conceptions are not mutually exclusive. Interaction between teaching and learning has an effect on student’s learning activities. The most essential benefit of the model of constructive alignment is that Biggs brings together and considers teaching at the same level with learning. A weakness of Biggs’s model relates to the theoretical basis and positions of the concept of constructive alignment. There are some conflicts between conceptions of epistemology in Biggs’s texts. In addition, Biggs writes about constructivism also as conceptions of epistemology, but doesn’t consider implications of that position or what follows or doesn’t follow from that commitment. On the basis of the analysis, I suggest that constructivism refers in Biggs’s texts rather to constructivism in learning than philosophical constructivism. In light of this study, constructive alignment doesn´t lead to philosophical constructivism. That’s why constructive alignment stays out of idealism. Biggs’s way of thinking about teachers possibility to confronting students’ misconceptions and evaluate and assess students’ constructions support a realist purpose in terms of philosophical stance. Realism does not drift toward general problems of relativism, like lack of criteria for assessing or evaluate these constructions.

Psychophysiology of flow experience : An explorative study

This study explored the possibilities the psychophysiological methodology offer to flow research. Facial electromyography has often been used to index valence, and electrodermal activity to index arousal, the two basic dimensions of emotion. It was hypothesized that these measures can also be used to examine enjoyment, a basic component of flow experiment. A digital game was used to induce flow, and physiological activity of 32 subjects was measured continuously. Flow State Scale was used to assess flow. Activity of corrugator supercilii muscle, an index of negative valence, was negatively correlated with flow reports, as hypothesized. Contrary to hypothesis, skin conductance level, an index of arousal, was unrelated to self-reported flow. The results for association between flow and zygomaticus major and orbicularis oculi muscle activities, indices of positive valence, were inconclusive, possibly due to experimental design where only tonic measures were available. Psychophysiological methods are recommended for future studies of flow. Specifically, the time series approach may be particularly viable in examining the temporal aspects of flow, an area currently unexplored. Furthermore, it is suggested that digital game research would benefit from psychophysiological study of game-related flow.

Perhetaustan ja sukupuolen yhteys koulunkäyntiin

Finnish education policy has aimed at providing equal educational pathways that level educational opportunities and aims at the equity of participation. Combined with the Finnish welfare state it has succeeded in sustaining social mobility. Yet the adolescents do not necessarily have equal possibilities to achieve these educational positions. Socio-economic differences in Finland are persistent and both education and poverty are still partly inherited. This thesis concentrated on prevailing socio-economic differences on school attendance and on studying the associations between family backgrounds, gender and school attendance. The key question for this thesis was formulated as: What kind of differences in school attendance there can be found among 9th graders from Helsinki according to their family background and their gender? The core data was a school-based survey carried on in Helsinki in 2004. There were two thirds of the schools of Helsinki and 2381 respondents. The questionnaire included questions on young people s school-related experiences, school attendance, school performance and their family. The analysis had three steps: after describing the respondents the associations between school attendance and family background were analyzed using MCA (Multiple Classification Analysis). Finally the associations between school attendance, family and school environment were studied using logistic regression analysis. The results showed that schooling (school attendance) was a variety of attitudes and experiences. The analysis showed also that all the family background factors had an effect on school attendance. From the family background measurements, it seems that the perceived parental support varied most with school attendance. Apart from the school environment factors, each family-related factor is statistically significantly related to two or more school attendance factors, even when adjusted with the school environment factors. There was also a gender-related difference in school attendance. Girls seem to like school attendance more than boys; they do better at school, but are also more worried about school work. Especially the expected associations with the parental educational level, but also with perceived parental support, gender and school attendance, are important results. When they are combined with the support pupils get from firm family structure and employment status it is possible to point out some factors that are relevant when discussing the ways educational achievements are moved to next generations in good and worse.

Sovelletun rentoutuksen vaikutus psyykkiseen työhyvinvointiin ja sykevaihteluun

Research reveals that more than every fourth Finn experiences work-related exhaustion to some degree. Stress and exhaustion have psychological and physical expressions. The main physical factor in stress is the overloading of the autonomic nervous system, which can be measured for instance by variations of heart rate. Studies show that the work field, management and authority of the work, skill developmental possibilities, and social support inhibit stress overload. The practising of self-relaxation techniques possible inhibits working stress and exhaustion. In this study of preventive rehabilitation, the focus was on the effects of the training of applied relaxation on psychological and physiological variables of stress and empowerment of resources. Participants (n=73) were basically healthy and capable of working, 25-40 of age, workers from the field of mental work. They practised applied relaxation under group conduction for seven weeks. The aim was to learn to relax easily even in everyday occasions. The subjects were tested thirdly. After the first measurement, they were grouped into two groups, of which the first group started the relaxation training. The second group began practising half a year after the second measurement. The third measurement was done one year after the beginning of the study. It was hypothesised that the training of applied relaxation would significantly reduce stress on both psychological and physiological variables and that these variables would correlate positively. Results revealed that the training of applied relaxation reduced psychological stress symptoms rather modestly. The changes were more significant in women, who experienced a slight increase in self-directivity. Physical changes were slight decreases of the sympathetic activation. The correlations of psychological and physiological variables were modest. Some changes were reduced after the active training. There was a positive interrelation between experienced work-related demands of efficiency, insufficient social support and exhaustion. There was a tendency to significance between skill developmental possibilities and psychological stress symptoms. Further implications of the results were discussed.

Aivojen jännitevasteiden rekisteröinti useaan äänen piirteeseen yhdellä mittauskerralla terveillä musiikkileikkikoulua käyvillä kaksivuotiailla

The early detection of hearing deficits is important to a child's development. However, examining small children with behavioural methods is often difficult. Research with ERPs (event-related potentials), recorded with EEG (electroencephalography), does not require attention or action from the child. Especially in children's ERP research, it is essential that the duration of a recording session is not too long. A new, faster optimum paradigm has been developed to record MMN (mismatch negativity), where ERPs to several sound features can be recorded in one recording session. This substantially shortens the time required for the experiment. So far, the new paradigm has been used in adult and school-aged children research. This study examines if MMN, LDN (late discriminative negativity) and P3a components can be recorded in two-year-olds with the new paradigm. The standard stimulus (p=0.50) was an 80 dB harmonic tone consisting of three harmonic frequencies (500 Hz, 1000 Hz and 1500 Hz) with a duration of 200 ms. The loudness deviants (p=0.067) were at a level of +6 dB or -6 dB compared to the standards. The frequency deviants (p=0.112) had a fundamental frequency of 550 or 454.4 Hz (small deviation), 625 or 400 Hz (medium deviation) or 750 or 333.3 Hz (large deviation). The duration deviants (p=0.112) had a duration of 175 ms (small deviation), 150 ms (medium deviation) or 100 ms (large deviation). The direction deviants (p=0.067) were presented from the left or right loudspeaker only. The gap deviant (p=0.067) included a 5-ms silent gap in the middle of the sound. Altogether 17 children participated in the experiment, of whom the data of 12 children was used in the analysis. ERP components were observed for all deviant types. The MMN was significant for duration and gap deviants. The LDN was significant for the large duration deviant and all other deviant types. No significant P3a was observed. These results indicate that the optimum paradigm can be used with two-year-olds. With this paradigm, data on several sound features can be recorded in a shorter time than with the previous paradigms used in ERP research.

Laadukasta yliopisto-opetusta kehittämässä : Laadukkaan yliopisto-opetuksen kehittäminen ja yliopistopedagogisen koulutuksen yhteys opetuksen kehittämiseen Helsingin yliopiston opettajilla

Objectives. The purpose of this study was to examine the development of high-quality university teaching among the teachers of the University of Helsinki. Furthermore, the relation of university pedagogical training to development of teaching was analyzed. This study introduces a new perspective to the research of quality of university teaching by considering quality from the teaching development perspective. The individual level examination was done from teacher's perspective. The development of high-quality university teaching was approached through three factors of teaching development defined by Biggs (2003). These factors are 1) the level of thinking about teaching on which the teaching development is based on (can also be called the quality model), 2) the methods for and 3) the impediments to teaching development. The research of Trigwell and Prosser (1996), Lindblom-Ylänne, Nevgi and Postareff (2004) and Postareff, Lindblom-Ylänne and Nevgi (2007) and the ideas of Ramsden (1992) have been central sources to this study. Methods. This study was a survey study. The data was collected with an electronic questionnaire in the spring of 2007. The sample consisted of 655 person of which some had and some had not university pedagogical training. Total of 251 answered the study. The data was mainly analyzed with SPSS statistical programme. Item analysis, principal component analysis, nonparametric Kruskal-Wallis and Mann-Whitney tests, correlation and crosstabulation were the methods used to analyze the data. Results and conclusions. According to the results it seems that the teachers of the University of Helsinki have good basis for developing high-quality university teaching. The 3rd level of thinking about teaching, which emphasizes student-centred features, could be identified on majority of the teachers. The use of teaching development methods was comprehensive. Most frequently used methods were related to the enhancement of content knowledge. In general the impediments to teaching development were not considered to be very significant. The most significant impediments were the factors related to lack of appreciation of teaching and factors related to lack of time meant for the planning and developing of teaching. Differences were found according to sex, teaching experience, degree, position and faculty. This study also showed that university pedagogical training seems to have a positive relation to the development of high-quality university teaching among the teachers of University of Helsinki. According to the results when the amount of teachers university pedagogical training increased, the 3rd level of thinking about teaching could be identified more often. Teachers also used more often teaching development methods related to cooperation and active participation and enhancement of pedagogical skills. Furthermore, they considered the factors related to lack of pedagogical skills and motivation to be lesser impediments to teaching development.