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Failure to Detect Mismatches Between Intention and Outcome in a Simple Decision Task This is the final published version of: Johansson, P., Hall, L., Sikström, S., & Olsson, A. (2005). Failure to detect mismatches between intention and outcome in a simple decision task. Science (New York, N.Y.), 310(5745), 116–9. doi:10.1126/science.1111709 Abstract: A fundamental assumption of theories of decisio
ヒューマンインタフェースシンポジウム 原稿執筆の手引き Choice blindness and trust in the virtual world Petter Johansson*1*2, Lars Hall*3, Agneta Gulz*4, Magnus Haake*4 and Katsumi Watanabe*1*5 Abstract - Choice blindness is the experimental finding that people may miss changes to the outcome of their actions. This effect has been demonstrated in decision tasks concerning attractiveness of faces, as well as smell and taste o
https://www.lucs.lu.se/fileadmin/user_upload/lucs/2013/09/johansson_hall_gulz_haake_watanabe_report_2007.pdf - 2025-06-30
This article is the final published version of: Aardema, F., & Johansson, P. (2014). Choice Blindness, Confabulatory Introspection, and Obsessive-Compulsive Symptoms: A New Area of Investigation. International Journal of Cognitive Therapy, 7(1), 83–102. Abstract: The current study is the first to investigate confabulatory introspection in relation to clinical psychological symptoms utilizing the C
Auditory feedback of one's own voice is used for high-level semantic monitoring: the "self-comprehension" hypothesis Auditory feedback of one’s own voice is used for semantic monitoring This article is the final published version of: Lind, A., Hall, L., Breidegard, B., Balkenius, C., & Johansson, P. (2014). Auditory feedback of one’s own voice is used for high‐level, semantic monito
Pre Test Excerpt Modelling moral choice as a diffusion process dependent on visual fixations Philip Pärnamets (philip.parnamets@lucs.lu.se) Lund University Cognitive Science, Lund University, Kungshuset, Lundagård, 222 22, Lund, Sweden Daniel C. Richardson (dcr@eyethink.org) Cognitive, Perceptual and Brain Sciences, University College London, Gower Street, London, WC1E 6BT, UK Christian Balkenius
Pre Test Excerpt Memory distortions resulting from a choice blindness task Philip Pärnamets (philip.parnamets@lucs.lu.se) Lars Hall (lars.hall@lucs.lu.se) Lund University Cognitive Science, Lund University, Box 192, S-221 00, Lund, Sweden. Petter Johansson (petter.johansson@lucs.lu.se) Swedish Collegium for Advanced Study, Linneanum, Thunbergsvägen 2, S-752 38 Uppsala, Sweden. Lund University Cogn
Lasting Political Attitude Change Induced by False Feedback About Own Survey Responses David Sivén (david.siven@gmail.com) Thomas Strandberg (thomas.strandberg@lucs.lu.se) Lars Hall (lars.hall@lucs.lu.se) Lund University Cognitive Science, Lund University, Box 192, S-221 00, Lund, Sweden. Petter Johansson (petter.johansson@lucs.lu.se) Lund University Cognitive Science, Lund University, Box 192, S-
DAVID: An open-source platform for real-time transformation of infra-segmental emotional cues in running speech Behav Res DOI 10.3758/s13428-017-0873-y DAVID: An open-source platform for real-time transformation of infra-segmental emotional cues in running speech Laura Rachman1,2 · Marco Liuni1 · Pablo Arias1 · Andreas Lind3 · Petter Johansson3,4 · Lars Hall3 · Daniel Richardson5 · Katsumi Watanab
https://www.lucs.lu.se/fileadmin/user_upload/lucs/2018/03/Rachman-et-al-2017-Behavior-Research-Methods.pdf - 2025-06-30
Real‐time Speech Exchange indicates that we use auditory feedback to specify the meaning of what we say This article is the OnlineFirst version of: Lind, A., Hall, L., Breidegard, B., Balkenius, C., & Johansson, P. (2014). Speakers’ acceptance of Real‐Time Speech Exchange indicates that we use auditory feedback to specify the meaning of what we say. Psychological
https://www.lucs.lu.se/fileadmin/user_upload/project/lucs/CBL/pdf-lind-et-al-2014-first-online.pdf - 2025-06-30
HBL 14-12-2013 HBL 18-12-2013 HBL 23-12-2013
https://www.lucs.lu.se/fileadmin/user_upload/project/lucs/ETG-pub/etg2013-article-HBL.pdf - 2025-06-30
Microsoft Word - manusAxessAG_vers4.doc Meningsfullare utvärdering och bedömning för 20e århundradet med hjälp av digitala lärspel Av Agneta Gulz, professor i kognitionsvetenskap, verksam vid Lunds och Linköpings universitet Publicerad under rubriken ”Lärandet i den svarta boxen” i Axess, nr 2 2013 Inledning De senaste årens förändringar i den svenska skolan har bland annat inneburit en betoning p
https://www.lucs.lu.se/fileadmin/user_upload/project/lucs/ETG-pub/etg2013-article-axess.pdf - 2025-06-30
iva_poster_v2c_mh_print_nc.pdf Poster :: 13th Int. Conf. on Intelligent Virtual Agents (IVA 2013) :: 29-31 August 2013, Edinburgh, UK. M et te C la us en -B ru un , T ob ia s E k, & M ag nu s H aa ke LU C S (L un d U ni ve rsi ty C og ni tiv e S cie nc e) an d C C L (Th e L in ne au s C en tr e f or C og ni tio n, C om m un ica tio n & L ea rn in g) , L un d U ni ve rsi ty , S w ed en C or re sp o
https://www.lucs.lu.se/fileadmin/user_upload/project/lucs/ETG-pub/etg2013-conference-IVA-poster.pdf - 2025-06-30
2014-01-02 Inför digitala nationella prov | Brännpunkt | SvD www.svd.se/opinion/brannpunkt/infor-digitala-nationella-prov_8862904.svd 1/4 Inför digitala nationella prov Digitala system för pedagogisk bedömning öppnar nya möjligheter som inte finns med papper och penna. Dessutom frigörs tid för lärarna. Vi ber därför Skolverket att tillsätta en bred arbetsgrupp för att utveckla ett digitalt system
https://www.lucs.lu.se/fileadmin/user_upload/project/lucs/ETG-pub/etg2014-article-SvD.pdf - 2025-06-30
poster_CBL2014_update Poster design & graphics: Magnus Haake & Sebastian Gulz-Haake (2014) Learning Our results from three studies suggest that preschool children (3 to 5 years): – are not confused or disturbed by the pres- ence of a teachable agent, – are able keep their attention towards their TA when exposed to distractions, – exhibit quite a mature understanding of a TA as a social entity. Mag
https://www.lucs.lu.se/fileadmin/user_upload/project/lucs/ETG-pub/etg2014-conference-CBL-poster.pdf - 2025-06-30
45 Kapitel 3 Att stödja och utforska lärande med hjälp av digitala läromedel Agneta Gulz & Magnus Haake Inledning Det finns två huvudsakliga svar på frågan varför forskning och utveckling, F&U, i området digitala läromedel är viktig. Det första är relativt uppenbart: Det produce- ras idag allt fler digitala läromedel som används i ökad utsträckning i skolan. För att kunna ta fram digitala läromede
https://www.lucs.lu.se/fileadmin/user_upload/project/lucs/ETG-pub/etg2014a-chapter-LU.pdf - 2025-06-30
Measuring the noticing of an unexpected event in Magical Garden with a Teachable Agent using Eye-Tracking Measuring preschoolers’ noticing of an unexpected event in Magical Garden with a Teachable Agent using Eye-Tracking Ludvig Londos Div. of Cognitive Science, Lund University 1. Anticipate 2. Look back at 3. Look at button / Look at thought-bubble 4. Look at TA Eye movements of interests Unexpec
https://www.lucs.lu.se/fileadmin/user_upload/project/lucs/ETG-pub/etg2015-conference-SweCog-poster.pdf - 2025-06-30
No child behind nor singled out! Adaptive instruction combined with inclusive pedagogy in early math software Why early math intervention and why via adaptive instruction? A child that is weak in early numeracy at school start is likely to continue to stay be- hind all through school. More children than we think are too weak in early numeracy and lack the concep- tual foundations for numbers at sc
https://www.lucs.lu.se/fileadmin/user_upload/project/lucs/ETG-pub/etg2015a-conference-AIED-poster.pdf - 2025-06-30
“thesisx” — 2016/5/2 — 17:07 — page i — #1 Faculty of Arts and Sciences FiF No. 118 Adding Challenge to a Teachable Agent in a Virtual Learning Environment by Camilla Kirkegaard Department of Computer and Information Science Linköping University SE-581 83 Linköping, Sweden Linköping 2016 “thesisx” — 2016/5/2 — 17:07 — page ii — #2 This is a Swedish Licentiate’s Thesis Swedish postgraduate educatio
https://www.lucs.lu.se/fileadmin/user_upload/project/lucs/ETG-pub/etg2016-thesis-IDA-LiU.pdf - 2025-06-30
• The behavior of the agent did not affect how the students experienced it. • The strong correlation between per- ceived intelligence and the protégé effect does, however, indicate that either there is an underlying cause or that they strengthen each other reci- procally. The underlying cause might however just be the students´ general attitude towards the agent or the setting. • This correlati
https://www.lucs.lu.se/fileadmin/user_upload/project/lucs/ETG-pub/etg2017-conference-SweCog-poster.pdf - 2025-06-30
posterAIED2018_kmmh_v2 • The behavior of the agent did not affect how the students experienced it. • The strong correlation between per- ceived intelligence and the protégé effect indicates that either there is an common underlying cause or that they strengthen each other reciprocally. The underlying cause might, however, only be the students´ general attitude to- wards the agent or the setting. •
https://www.lucs.lu.se/fileadmin/user_upload/project/lucs/ETG-pub/etg2018-conference-AIED-poster.pdf - 2025-06-30
