Siste publikasjoner

• Yang, Junyi; Bratlie, Siri Steffensen & Zhang, Wenjie (2026). Profiles of home literacy environments and their associations with language and literacy skills in Chinese preschool children. Early Child Development and Care. ISSN 0300-4430. doi: 10.1080/03004430.2026.2736195. Fulltekst i vitenarkiv Vis sammendrag

  This study used a person-centered approach to examine variation in preschool children’s home literacy environments (HLE) and associations with family demographics and children’s language and literacy skills. A total of 235 Chinese children (48% girls; M age = 5 years) from urban, mid-SES families in a central Chinese city participated. Parents reported on traditional and digital home literacy practices and resources, and children were assessed on receptive vocabulary, listening comprehension, story comprehension, and character recognition. Latent profile analysis identified three profiles: low HLE (21.2%), high HLE (21.8%), and traditional, informal HLE (57.0%). Children from high HLE families scored higher than those from low HLE families in language and literacy skills, and higher than children from traditional, informal HLE families in literacy skills. Children from traditional, informal HLE families showed stronger vocabulary skills than those from low HLE families. Findings highlight meaningful heterogeneity among urban, mid-SES Chinese families in children’s home literacy experiences.

• Karstensen, Steinar; Lahn, Leif Christian; Berntsen, Svanhild Kristine & Aakernes, Nina (2026). AI-Mediated Vocational Pedagogy in Transition: Experiences From an Exploratory Study in Norwegian VET. VETNET Conference Series. 9, s. 249–249. doi: 10.21240/vetcon/2026/ecer/69. Fulltekst i vitenarkiv Vis sammendrag

  Context: Generative AI has diffused into vocational education and training (VET) faster than teacher education systems have developed institutional strategies for pedagogically meaningful integration. While individual AI pioneers drive innovation, collective institutional capacity has not kept up, and pedagogical configuration, not access, emerges as the critical moderator of learning outcomes. Approach: An exploratory case study purposively selected pioneering teachers in the Norwegian upper-secondary Information Technology and Media Production (ITMP) programme across two schools. Data sources include semi-structured interviews (N=5), field observations and documentary material, analysed using an abductive thematic approach. In this paper we reflect critically on the empirical study and outline a study protocol for the AIVOCPED research project and its intersection with the National Network for AI in VET (NAIVET). Findings: Five interlocking patterns emerge: AI-mediated vocational didactics with project- and production-oriented learning environments; reconfigured assessment practices shifting from product to process; teacher roles in transition towards facilitation and co-learning; ethical and epistemic challenges requiring integration with field-specific didactics; and individualised teacher competence development against weak institutional support. Pedagogical design emerges as the analytical core distinguishing strengthening from inefficient uses of AI. Conclusions: Sustainable AI-mediated vocational pedagogy requires institutional anchoring across levels and must involve teacher professional communities. Eight principles for a participatory, design-based and longitudinal AIVOCPED–NAIVET study protocol are proposed. With Article 4 of the EU AI Act entering enforcement on 3 August 2026, the loop from research to collective practice must be shortened.

• Sundqvist, Pia (2026). Digital gaming and young L2 learners. I Farr, Fiona & Murray, Liam (Red.), The Routledge handbook of language learning and technology. Routledge. ISSN 9780415837873. s. 431–445. doi: 10.4324/9781003412212-38. Fulltekst i vitenarkiv Vis sammendrag

  This chapter examines digital gaming and young language learners. The focus is mainly on the relationship between playing digital games in English and learning English as a foreign or second (henceforth L2) language. Young learners are defined as children in primary school between the age of five and 12. Whereas the starting age of formal L2 English instruction may vary between countries, due to the status of English as a global language, many young learners already know some English when it is introduced in school and playing digital games may very well be one reason why this is the case. It is well known that children tend to rely heavily on implicit learning mechanisms and it is thus possible that children pick up language through playing digital games. Teachers, then, need to be familiar with the world of their learners, perhaps more now than ever, because several studies have shown a relationship between digital gaming and aspects of L2 proficiency (see below). Thus, it is essential that we study the role of gaming for language learning not only among adult or teenage learners (see Chapters 29 and 30 in this volume), but also among young learners. In addition, artificial intelligence (AI) in games is creating new avenues for L2 learning.

• Arnseth, Hans Christian; Silseth, Kenneth; Steier, Rolf & Domanchin, Morgane (2026). Learning Across Virtual and Real Bodies: Analysing Students Meaning Making of Anatomy Models. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. 42(6). doi: 10.1002/jcal.70346. Fulltekst i vitenarkiv Vis sammendrag

  Background We explore how digital three‐dimensional (3D) representations support students' rich, multimodal meaning making and embodied interaction with the physical and digital environment in the context of sports science. While research shows that 3D representations may improve students' understanding, we lack knowledge about how and why they support meaning making and learning. Objectives Our primary objective is to provide a detailed analysis of how students make meaning of muscles and movement by combining digital 3D representations with other cultural tools. Methods We provide analyses of 3 dyads of upper secondary students' (16–17‐year olds) collaborative problem solving. The pedagogical design emerged through teacher‐researcher collaboration, and we apply interaction analysis to video data collected during its implementation. We used a sociocultural approach as an analytical framework focusing on learning as meaning making mediated by material and cultural tools. Results and Conclusions We found that students shift between using the digital 3D representation and their own bodies as resources for meaning making about the human body conceived as both a biomechanical system and a lived experience. The mobilisation of a whole range of cultural resources as well as the teacher's facilitation enables the students to engage in rich meaning making of the human body and its functioning.

• Nordtug, Maja; Johannessen, Dagny Adriaenssen; Mannsåker, Ida Krag-Rønne; Velvin, Gry; Misund, Aud Ragnhild & Nilsen, Hanne Synnøve Skedsmo [Vis alle 7 forfattere av denne artikkelen] (2026). Digital interventions in public health social work: A narrative synthesis. Qualitative Health Communication (QHC). doi: 10.7146/qhc.157585. Fulltekst i vitenarkiv
• Tonholm, Trude & Dahle, Dag Yngve (2026). Social competence among gaming girls; a scoping review. Computers in Human Behavior Reports. 24. doi: 10.1016/j.chbr.2026.101371. Fulltekst i vitenarkiv Vis sammendrag

  Gender differences in gaming behavior have long been in the research spotlight. Girls appear to have more positive outcomes of gaming than boys, but a few years ago, findings indicated that the influence of gaming on social competence is gendered, working in disfavor of girls. Findings seem to be mixed, which initiated this scoping review of research on the links between gaming and social competence among female gamers. The review investigates if there is empirical evidence of gendered differences in gaming's influence on social competence. Based on a selection of 52 contributions published after 2000, the analysis uncovered a lack of set standards for measuring social competence and gaming habits. Yet, we found no support of claims that gaming impairs the social development of girls.

• Peters, Elke; Prophète, Elien; Puimège, Eva & Sundqvist, Pia (2026). Learning English outside of school: Young English language learners’ grammar knowledge and writing skills. Applied Linguistics. ISSN 0142-6001. doi: 10.1093/applin/amag093. Fulltekst i vitenarkiv
• Tondeur, Jo; Howard, Sarah K.; Bucchiarone, Antonio; Scherer, Ronny & Braak, Johan van (2026). How we study what we study: A methodological review of 50 years of educational technology research. Computers & Education. ISSN 0360-1315. doi: 10.1016/j.compedu.2026.105760. Fulltekst i vitenarkiv Vis sammendrag

  Research in educational technology has been extensively mapped in terms of what has been studied, but far less attention has been paid to how it has been studied. This paper reports a methodological review of fifty years of research in Computers & Education, covering a corpus of 5,516 articles published between 1976 and 2026, with the principal findings based on the post-1996 full-text corpus. Using an AI-assisted analysis, applied to full texts and abstracts, we traced the evolution of research paradigms, approaches, and methods across the journal's full publication history. The principal findings are based on the post-1996 full-text corpus. Pre-1996, full-text machine-readable files were not available for analysis. Analysis of pre-1996 abstracts was possible and are included to provide context for trends observed post-1996. The findings show that quantitative approaches and questionnaire-based data collection have constituted the field's sustained methodological centre of gravity. Within this dominant pattern, two shifts stand out: 1) the rise of systematic reviews as a recognised approach, and 2) a computational turn. The range of methods used in research has grown steadily, suggesting a gradual broadening of the field's repertoire. These patterns are only visible across multiple decades. Findings reveal that quantitative dominance is not a recent development but a persistent structural feature, and that the computational surge is better understood as a second wave following a peak in the mid-2000s. These findings have implications for what kinds of knowledge educational technology research is equipped to produce. The study argues that understanding a field's methodological history is a prerequisite for extending it.

• Aref, Lara; Wittek, Anne Line & Stensaker, Bjørn (2026). The paradox of supervision - A study of students’ agentic opportunities. International Journal of Educational Research. ISSN 0883-0355. 141, s. 1–11. doi: 10.1016/j.ijer.2026.103130. Fulltekst i vitenarkiv Vis sammendrag

  The current study offers a framework for analysing systematic efforts to foster graduate student agency. The framework identifies key agentic opportunities during students’ research process. Based on qualitative interviews with graduate thesis supervisors in three very different cultural, social and institutional contexts, findings show considerable shared normative assumptions and taken-for-granted practices related to the supervision process as embedded in a research logic—despite attempts to structure and professionalise supervision as an educational process. A key feature in our data were the many opportunities that existed for students’ agency, the high level of flexibility shown by supervisors in the process and their willingness to be adaptive to student needs. In the discussion, a paradox related to supervision is identified, addressing how the qualities associated with developing student agency are inevitably linked to the quality risks of a less efficient and streamlined supervision process.

• Morgana, Valentina; Costa, Francesca; Sundqvist, Pia & Sylvén, Liss Kerstin (2026). Digital practices in CLIL across Romance- and Germanic-language contexts: a teacher survey with complementary student data. Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632. s. 1–25. doi: 10.1080/01434632.2026.2722151. Fulltekst i vitenarkiv
• Aashamar, Peter Nicolai; Selling, Alexander Jonas Viktor & Klette, Kirsti (2026). Too Much or Too Little? Connecting to the World beyond the Classroom in Lower-Secondary Mathematics and Social Studies Lessons in Norway and Sweden. I Kilbrink, Nina; Stolare, Martin; Brennan, Aimie & Scott, Ann (Red.), Teacher Education and Knowledge Transformation in Times of Change. De Gruyter Brill. ISSN 9789004731547. s. 173–192. doi: 10.1163/9789004731554_010. Fulltekst i vitenarkiv
• Sixtus, Elena; Lonnemann, Jan; Yan, Song; Li, Peng & Göbel, Silke Melanie (2026). Language-dependency of the left-digit effect in number line estimation and the role of number word inversion. Scientific Reports. 16(1). doi: 10.1038/s41598-026-54579-w. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Language plays a critical role in shaping cognitive processes. The present study focuses on the impact of language-dependent number representations, specifically examining the effects of number word inversion and the left-digit effect across different linguistic groups. Number word inversion is a phenomenon where in certain languages, such as in German, spoken two-digit numbers start with the unit preceding the decade (e.g., for 91, literally “one-and-ninety” rather than the Arabic numeral order “ninety-one”). Previous studies employing various numerical tasks indicate that the inversion effect—where the unit digit exerts a disproportionate impact on how the total magnitude of a two-digit number is perceived—influences children’s performance. This study addresses the inversion effect in adults by comparing German-speakers to English- and Mandarin-speakers in a number line estimation task. Linear regression slope analyses of estimated positions conducted across decades identified the inversion effect, demonstrating that German-speakers provided comparatively higher estimates for numbers with larger unit digits compared to the other language groups. Additionally, the left-digit effect, which conversely is characterised by the smaller impact of the unit digit on perceived number magnitudes, became evident in all three language groups. This left-digit effect is further modulated by membership of a specific language group. The structure of Mandarin number words is discussed as a significant factor contributing to the pronounced amplification of the effect. Our findings suggest that language plays a pivotal role in persistently shaping the cognitive processing of numbers.

• Nomat, Dilman; Rydland, Veslemøy & Grøver, Vibeke (2026). Bilingual parent–child dyads' language use and code-switching during shared reading: exploring variations across labeling and word explanations. Frontiers in Language Sciences. doi: 10.3389/flang.2026.1934991. Fulltekst i vitenarkiv
• Solum, Tove Bring; Falck, Andreas; Andreassen, Kaia Ringstad & Nielsen, Guri Engernes (2026). Tinnitus, hyperacusis and somatic complaints in a diverse Norwegian clinical population: implications for assessment and rehabilitation. Annals of Medicine. ISSN 0785-3890. 58(1). doi: 10.1080/07853890.2026.2696613. Fulltekst i vitenarkiv Vis sammendrag

  Objectives Patients with tinnitus often have somatic complaints, a reality that is understudied in the broader literature on tinnitus. This study aims to characterize tinnitus patients with somatic complaints, investigate associations between somatic complaints and tinnitus, hyperacusis, and symptoms of anxiety and depression, and to compare patient profiles across genders and healthcare services. Design A cross-sectional study with a digital questionnaire consisting of Tinnitus Sample Case History Questionnaire (TSCHQ), Tinnitus Handicap Inventory (THI), Hyperacusis Questionnaire (HQ), Hospital Anxiety and Depression Scale (HADS) and Generalized Anxiety Disorder-7 (GAD-7). The somatic complaints investigated were Headaches, Dizziness, Temporomandibular Dysfunction (TMD), Neck pain and Pain Syndromes, as measured using the TSCHQ. Study sample A total of 144 participants with tinnitus were sampled, from four hearing clinics and two rehabilitation centres in Norway. Results Several positive associations were observed between somatic complaints and higher levels of tinnitus, hyperacusis, depression and anxiety. Moreover, somatic complaints were more common among women, and those recruited from rehabilitation centres. Conclusions Tinnitus patients, with or without comorbid hyperacusis, have several psychological and somatic complaints that need to be mapped thoroughly. An interdisciplinary approach should be considered for patients with tinnitus and comorbid somatic symptoms.

• Schwitzgebel, David; Falck, Andreas; Decroix, Jérémy; Strickland, Brent; Papeo, Liuba & Wittenberg, Eva (2026). Encapsulation of the visual perception of social events from semantic priming. Journal of Experimental Psychology: Human Perception and Performance. ISSN 0096-1523. 52(8), s. 1000–1013. doi: 10.1037/xhp0001438. Fulltekst i vitenarkiv Vis sammendrag

  Social event cognition draws on both higher level semantic processes and lower level mechanisms in visual perception. However, the interaction between these levels has not yet been precisely characterized. The present article investigates whether the visual perception of social events is encapsulated from the direct, top-down influence of semantic information. To test this, we leverage a phenomenon reflecting the visual perception of social relations: the two-body inversion effect. Across a series of experiments conducted on French-speaking participants (N = 373), we identified a novel semantic priming effect: Verbs (as opposed to nouns) selectively enhance responses to socially relevant stimuli. However, the two-body inversion effect itself was not influenced by this priming effect, suggesting that the visual perception of social events is encapsulated from higher level semantic processes.

• Carson, Alexis Christine; Zidan, Mahmoud; Olstad, Emilie Willoch; Gervin, Kristina; Galesloot, Tessel E. & Scholte, Iris [Vis alle 9 forfattere av denne artikkelen] (2026). Genetically Informed Research Designs in Perinatal Pharmacoepidemiology: A Methodological Overview. Drug Safety. ISSN 0114-5916. 49(7), s. 761–773. doi: 10.1007/s40264-026-01647-9. Fulltekst i vitenarkiv Vis sammendrag

  Despite the widespread use of medications during pregnancy, ethical and methodological barriers to clinical trials make observational studies necessary for evaluating medication safety in this population. Observational studies are prone to biases that often limit their validity due to the lack of randomization; integrating genetic information through discordant sibling designs, polygenic scores, and Mendelian randomization can address several confounding issues. However, application of these three approaches in perinatal pharmacoepidemiology has been limited. Complementing traditional designs with these genetically informed research designs can tackle common biases and strengthen causal inference. This paper focuses on applying genetically informed research designs to child outcomes in perinatal pharmacoepidemiology by reviewing various methods, discussing their strengths and limitations, and examining their application to date, as well as considerations for implementing them in future research. Such considerations include the availability of genetic data, the complexity of integrating genetic data with existing epidemiological data, and selection of appropriate genetic instruments for analyses. Incorporating causal inference in perinatal pharmacoepidemiology can ultimately contribute to enhancing safe medication use during pregnancy.

• Ystrom, Eivind (2026). Editorial: When children also shape the family environment. JCPP Advances. 6(2). doi: 10.1002/jcv2.70136. Fulltekst i vitenarkiv Vis sammendrag

  Family research in child and adolescent mental health has often been framed as if influence runs mainly from adults to children. Bjørndal et al. provide a timely corrective. Using longitudinal network models that separate within‐person from between‐person associations, they show that adolescent mental health difficulties and family dynamics are interrelated over time, and that emotional symptoms may precede later hyperactivity/inattention and sibling problems. Their findings also point to reinforcing loops within the family system, particularly between low family support and negative feelings towards the family. This matters because family members are not merely environmental exposures; they are genetically correlated social environments, and children can shape parental and sibling dynamics as well as be shaped by them. Distinguishing between variables with stronger outgoing and ingoing influence may help refine which intervention hypotheses should be prioritized, and which should be discarded or treated more cautiously.

• Ødegaard, Marianne; Karlsen, Solveig; Kerstilng, Magdalena; Kjærnsli, Marit; Olufsen, Magne & Suhr, Mai Lill (2026). Searching for high-quality teaching in science classrooms. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 22(2), s. 325–325. doi: 10.5617/nordina.11833. Fulltekst i vitenarkiv Vis sammendrag

  Science education research has a long tradition of exploring the relationship between instructional methods and student outcomes. This article presents the framework of a large research project, a video study of science lessons in primary and lower secondary schools. The study aimed to develop a knowledge base for understanding classroom practices as for instance different forms of inquiry instruction and how they were connected to students’ achievement in science. Hence, the study offers an evidence-based framework for exploring relations between students’ opportunities for learning and teachers’ instruction in science, with a special focus on inquiry activities. The research design is built on previous national video studies and consisted of two whole-class cameras and two head cameras. Twenty classes were included, with four science lessons each. The video analyses in this study reveal empirical examples of how the framework can be used to search for quality teaching through observational studies; both the occurrence of single quality indications and connections between these. We pay special attention to inquiry-based learning activities.

• Martin, Andrew J.; Malmberg, Lars-Erik; Holliman, Andrew J.; Teig, Nani; Putwain, David W. & Collie, Rebecca J. [Vis alle 10 forfattere av denne artikkelen] (2026). Academic buoyancy and adaptability: A multisample study of reciprocal effects. Journal of Educational Psychology. ISSN 0022-0663. doi: 10.1037/edu0001073. Fulltekst i vitenarkiv Vis sammendrag

  Students’ capacity to effectively respond to academic challenge (buoyancy) and change (adaptability) is important for their academic and social-emotional well-being. To date, buoyancy and adaptability have been operationalized as correlated predictors of well-being outcomes, with no empirical consideration given to their potential influence on each other over time. Harnessing conservation of resources theory and data from six two-wave studies totaling 5,931 school students, we investigated this question via six cross-lagged panel analyses (one for each study). Across the six analyses, findings demonstrated reciprocal effects such that buoyancy and adaptability mutually reinforced each other over time. In addition to offering further conceptual and empirical clarification of buoyancy and adaptability, the findings suggest that practice efforts to support students’ buoyancy and adaptability will not only benefit these constructs directly but also mutually reinforce each other over time.

• Hoyos, Lucía de; Schlag, Fenja; Jahagirdar, Sanjeevan; Corfield, Elizabeth Claire; Allegrini, Andrea G. & Admiraal, Danielle [Vis alle 95 forfattere av denne artikkelen] (2026). Genome-wide analysis of social behaviour across social domains, reporters and developmental stages: a meta-regression approach. Nature Human Behaviour. doi: 10.1038/s41562-026-02551-z. Fulltekst i vitenarkiv Vis sammendrag

  Social behaviour is a heritable trait linked to well-being and mental health, yet it varies across social context, including social domains, informants and development, which may shape its underlying genomic architecture. Here, we conducted a genome-wide meta-regression meta-analysis of social behaviour from infancy to early adulthood, studying ~500,000 repeated measures in European-ancestry cohorts ( N  = 73,321). We modelled heterogeneity in single-variant associations across social domains (low prosocial behaviour and peer/social difficulties), multiple informants (parents, teachers and self-reports) and ages (2–29 years), identifying 6 associated loci, including variation within CADM2 ( P  = 2.51 × 10 −9 ). Single nucleotide polymorphism-based heritability ranged from 2% to 7%, and the genetic architecture comprised 4 factors reflecting differences in either social domains or informants. Polygenic scores ( N  = 16,305) accurately predicted contextual variation in independent cohorts, with some cross-ancestry transferability. Context-specific patterns of genetic correlations, particularly when estimating the developmental onset of associations, offer opportunities to disentangle shared trajectories linking social behaviour with later-life and mental health outcomes.

• Tjønn, Henrik; Ludvigsen, Sten Runar & Mørch, Anders (2026). Exploring variations in teacher modelling and scaffolding through chatbot interactions in middle school classrooms. I Rosé, Carolyn; Gweon, Gahgene; Asterhan, Christa & Keune, Anna (Red.), Proceedings of the 19th International Conference on Computer-Supported Collaborative Learning - CSCL 2026. International Society of the Learning Sciences (ISLS). ISSN 9798990698062. s. 61–69. doi: 10.22318/cscl2026.941552. Fulltekst i vitenarkiv Vis sammendrag

  In this paper, we develop new insights into how teachers can model, scaffold and coach students when using tailored chatbots in a school subject. Our interaction analysis, based on a cognitive apprenticeship framework, shows how teachers affirm student statements regarding the chatbot's lack of knowledge structures. We identify a few instances of teacher elaboration on the chatbots' subject-specific knowledge structures during classroom interactions. Teachers mainly provide concrete scaffolding support for the tasks and confirm students' questions and claims about inaccuracies in chatbot outputs. Our analysis also indicates that the balance between modelling and scaffolding depends on how specific sequences in teaching and learning activities are executed.

• Gunnulfsen, Ann Elisabeth & Abrahamsen, Hedvig Neerland (2026). Middle leadership and reform work in schools in Norway: coupling agents, gatekeepers, and door openers. Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–15. doi: 10.1080/00313831.2026.2727854. Fulltekst i vitenarkiv Vis sammendrag

  This paper explores the role of middle leaders in realizing the reform intentions of the Norwegian national curriculum, “Læreplanverket for Kunnskapsløftet 2020” (LK20). The study focuses on how middle leaders navigate the complex interplay of central policy demands while fostering collaboration within the school system. The concept of loose coupling is employed as an analytical framework to highlight the connectivity within school organizations. Through qualitative data collection, including interviews and observations, the findings indicate that middle leaders function as both door openers and gatekeepers at the school level, enhancing the professional actors’ realization of policy demands. Middle leaders serve as coupling agents between school authorities, principals, teachers, students, and parents, playing a key role in interpreting policy expectations and functioning as drivers for reform work. Their ability to inspire and facilitate understanding among teachers is crucial in addressing the complexities of national policy intentions in a curriculum reform.

Se alle arbeider i NVA

• Rydland, Veslemøy (2027). Prinsessen. doi: https:/www.uv.uio.no/iped/tjenester/publikum/spraksterk/om/boker/. Fulltekst i vitenarkiv Vis sammendrag

  Språksterk ved Universitet i Oslo har inngått et samarbeid med meg om å utvikle viselle fortellinnger som styrker barns leseopplevelser. Forskningsprosjektet undersøker hvordan barnehager i flerspråklige områder kan bidra til en god språkutvikling for alle barn. Prosjektet er et samarbeid mellom barnehageeiere i flere bydeler og Pedagogisk-psykologisk tjeneste i Oslo Kommune, samt Institutt for pedagogikk og Naturfagsenteret ved Universitetet i Oslo. Språksterk har så langt benyttet historiene om “Kongen” i prosjektet. Sammen skal vi utvikle flere viseulle historier.

• Holmen, Frida Johanne; Idsøe, Thormod; Falkum, Ingrid Lossius & Næss, Kari-Anne Bottegård (2026). Inference-Making Among 4-5-Year-Old First- and Second-Language Learners in Norwegian Early Childhood Education and Care. Fulltekst i vitenarkiv
• Nordtug, Maja; Jacobsen, Ragnhild Irene & Reiersen, Håkon (2026). Glokal forskning — global deling og lokal tilgjengelighet. Fulltekst i vitenarkiv Vis sammendrag

  Hvis forskning reelt skal være tilgjengelig for studenter og allmennheten, må kunnskapen vi skaper og publiserer internasjonalt også beskrives og utgis på norsk. Vi foreslår to løsninger som kan bidra til såkalt «glokal» forskning.

• Nerland, Monika (2026). Emerging Technologies, Education, and Reflections on Future Competencies. Fulltekst i vitenarkiv
• Lunde, Ida Martinez & Nerland, Monika (2026). Making Novel Technology Work: Analysing Emerging Human–Technology Configurations in Primary Care. Fulltekst i vitenarkiv
• Brandmo, Christian (2026). En skole for alle? En studie av ungdomsskoleelevers læring, motivasjon og trivsel. Fulltekst i vitenarkiv Vis sammendrag

  Sluttseminar for EVA2020-prosjektet - Skolefrokost: Skolen i møte med fagfornyelsen: Hva nå?

• Brandmo, Christian (2026). Motivasjon og mening for elever i en fagfornyet skole. Fulltekst i vitenarkiv
• Brandmo, Christian (2026). Motivasjon og mening for elever i en fagfornyet skole. Fulltekst i vitenarkiv
• Brandmo, Christian; Olsen, Kathrin; Hesjedal, Elisabeth; Herlofsen, Camilla; Hallaråker, Helene & Tveitnes, Marianne Sandvik [Vis alle 7 forfattere av denne artikkelen] (2026). Does Educational Background Matter? Perceived Trust, Self-Efficacy, and Competence Needs Among Educational Psychology Counsellors. Fulltekst i vitenarkiv
• Wang, Mari Vaage; Brandmo, Christian; Bjørnebekk, Gunnar; Olsen, Rolf Vegar & Fjellrik, Sadiyah Ehsan (2026). Coping With Academic Stress: Perceived Control and Peer Resources in Adolescence. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Blikstad-Balas, Marte; Korbøl, Karsten; Eiene, Sarah Margrethe Øverlie; Stordrange, Guro & Stave, Åse Eikill [Vis alle 8 forfattere av denne artikkelen] (2026). Skolens tilstand: Digital lesing i en analog skole? Hva sier ny forskning om det digitales plass i skolen, og hvordan kan skolen ta ansvar for både lesing, læring og digital danning? Fulltekst i vitenarkiv Vis sammendrag

  PC, mobil, KI og internett er blitt en del av elevenes hverdag, både i og utenfor skolen. Samtidig vokser ønsket om å skjerme klasserommet fra det digitale, av hensyn til konsentrasjon, læring og trivsel. Vi har på kort tid gjort en kraftig u-sving i det offentlige og politiske ordskiftet. Fra et ønske om én-til-én dekning og heldigitale læremidler, tar mange nå til orde for at det digitale skal begrenses og at mye lesing og læring skal skje analogt. I det femte møtet i Skolens tilstand stiller vi spørsmål om hva som er i ferd med å skje med ambisjonene om digital kompetanse og leseferdigheter som er relevante også i en hverdag der mye skal leses på skjerm. Hvis skolen lukker døren for digitale verktøy, hvem skal da lære elevene å forstå og håndtere dem? Hva krever dagens læreplaner når det kommer til digital teknologi og digital lesing?

• Sanchez, Daniel; Damsa, Crina I.; Carrillo, Gina Paola; Heyn, Lena & Olesen, Susanne (2026). Multimodal Data-supported Debriefing: Enabling collaborative sense-making through video, transcripts and physiological data in Nursing education. Fulltekst i vitenarkiv
• Rydland, Veslemøy & Lekhal, Ratib (2026). Profesjonsutvikling for å støtte språk i barnehagen. Fulltekst i vitenarkiv
• Rydland, Veslemøy (2026). Lek i begynneropplæringen. Fulltekst i vitenarkiv
• Øksendal, Elise; Rydland, Veslemøy & Lekhal, Ratib (2026). Exploring associations between teacher-rated and individ ual assessments of language skills in Norwegian ECEC class rooms. Fulltekst i vitenarkiv
• Lekhal, Ratib; Bratlie, Siri Steffensen; Karlsen, Lisa-Marie; Ovati, Tone Sofie Røsholt; Øksendal, Elise & Wilhelmsen, Tiril [Vis alle 7 forfattere av denne artikkelen] (2026). Oslo Early Education Study (OEES): Enhancing Interaction Quality through Practice-Based Professional Development in Early Childhood Education and Care. Fulltekst i vitenarkiv
• Larsson, Tove; Kaatari, Henrik; Wang, Ying; Kim, Taehyeong & Sundqvist, Pia (2026). Assessing the impact of self-initiated reading and gaming on intermediate level L2 student writers’ grammatical complexity. Fulltekst i vitenarkiv
• Sjøberg, Mari Heum; Bjerknes, Anne-Line; Burner, Tony; Enqvist-Jensen, Cecilie; Lange, Thomas de & Sandberg, Magnus Henrik [Vis alle 12 forfattere av denne artikkelen] (2026). Forskning og følelser - NRK. Fulltekst i vitenarkiv Vis sammendrag

  Det er flott at kjendiser engasjerer seg. Men de kan ikke erstatte fagkunnskap.

• Jørstad, Oscar Skovdahl (2026). Elaborative feedback benefits struggling readers’ literal and inferential comprehension. doi: https:/www.earli.org/events/sig-2-biennial-conference-2026. Fulltekst i vitenarkiv Vis sammendrag

  We examined whether elaborative feedback predicts literal and inferential comprehension for struggling readers, and whether these relationships changed over time. A cluster randomized trial study was designed, where 410 secondary school students participated in a computer-assisted intervention. Participants read one text per week and then responded to comprehension tasks. Students were given two attempts on each task and were given immediate feedback on their performance. If the first attempt was incorrect, students in the treatment condition were given information about what process the student should engage in (elaborative). In the control condition, participants received feedback which simply informed them about their incorrect response (corrective). Results reveal that elaborative feedback positively predicts inferential and literal comprehension. These relationships were moderated by pre-test reading comprehension skills, where elaborative feedback was especially beneficial for struggling readers. Further, we found that patterns of task performance for struggling and skilled readers remained stable over time in both feedback conditions.

• Smajlagic, Dinka; Sunde, Hans Fredrik; Valenza-Troubat, Noemie; Kelly, Kristen; Lyu, Xuanyu & Sapin, Emmanuel [Vis alle 12 forfattere av denne artikkelen] (2026). Estimating assortative mating using haplotype-specific polygenic scores across physiological, psychological, and social traits in the Norwegian MoBa Cohort. doi: https:/s3.amazonaws.com/ClubExpressClubFiles/971921/documents/BGA_2026_Final_Program_1883376854.pdf?AWSAccessKeyId=AKIA6MYUE6DNCQ7GISON&Expires=1790839847&response-content-disposition=inline%3B%20filename%3DBGA_2026_Final_Program.pdf&Signature=nfauyWIWzAanx8Du1HeYli1Hi0Q%3D. Fulltekst i vitenarkiv
• Madhavan, Vaishnavi K; Demange, Perline Aline Delle; Ayorech, Ziada; Hottenga, Jouke Jan; Bartels, Meike & Ystrom, Eivind [Vis alle 8 forfattere av denne artikkelen] (2026). Bipolar Disorder and Education: Deciphering a Complex Relationship using Genetic and Sibling Differences. doi: https:/s3.amazonaws.com/ClubExpressClubFiles/971921/documents/BGA_2026_Final_Program_1883376854.pdf?AWSAccessKeyId=AKIA6MYUE6DNCQ7GISON&Expires=1790839847&response-content-disposition=inline%3B%20filename%3DBGA_2026_Final_Program.pdf&Signature=nfauyWIWzAanx8Du1HeYli1Hi0Q%3D. Fulltekst i vitenarkiv
• Melby-Lervåg, Monica; Sandsør, Astrid Marie Jorde; Rege, Mari & Markussen, Simen (2026). Lærdommen fra Pisa? Norge trenger bedre nasjonale målinger, ikke færre. Fulltekst i vitenarkiv
• Melby-Lervåg, Monica; Hagen, Åste Mjelve; Lervåg, Arne & Rogde, Kristin (2026). Tidlig innsats er ikke nok: Effekten av språkstimulering i barnehage er av begrenset varighet. [Journal]. FORSKNING.NO. Fulltekst i vitenarkiv
• Melby-Lervåg, Monica & Wandem, Fredrik Solli (2026). Hva om arbeidsminnet ikke finnes? [Journal]. FORSKNING.NO. Fulltekst i vitenarkiv
• Melby-Lervåg, Monica (2026). Når bør vi gripe inn hvis barn sliter med å lære? [Journal]. FORSKNING.NO. Fulltekst i vitenarkiv
• Melby-Lervåg, Monica (2026). Hanne Finstad / Forskerfabrikken Podkast. Fulltekst i vitenarkiv
• Melby-Lervåg, Monica (2026). Reading Disorders and genetics: Effects and transfer effects from language and reading interventions. Fulltekst i vitenarkiv
• Melby-Lervåg, Monica; Hulme, Charles; snowling, maggie; west, gillian; Crane, claudine & Campos, Diego Gonzalez (2026). The efficacy of early language intervention on reading: an individual participant data (IPD) analysis. Fulltekst i vitenarkiv
• Heie, Magnus; Hansebakken, Guro Sollie & Rindal, Ulrikke (2026). Norske 12-åringer: – Britisk-engelsk er «cringe» - Forskningsnytt. [Internet]. Universitetet i Oslo nettsider. doi: https:/www.uio.no/english/research/research-news/articles/2026/british-english-cringe.html. Fulltekst i vitenarkiv Vis sammendrag

  Amerikansk-engelsk er blitt det normale. – Dette påvirker hvordan unge mennesker snakker engelsk, og hva de selv tenker om det engelske språket, sier forsker Ulrikke Rindal.

• Sandsør, Astrid Marie Jorde (2026). Den akademiske arven. [Journal]. Forskerforum. doi: https:/www.forskerforum.no/reportasje/fodt-og-oppvokst-i-akademia-hvor-mye-har-det-a-si/. Fulltekst i vitenarkiv
• Sandsør, Astrid Marie Jorde (2026). Sosial bakgrunn og akademiske karriereløp. Fulltekst i vitenarkiv
• Anmarkrud, Øistein (2026). FOX NEWS: Is your smartphone making your kid dumber? What a new study found. [Journal]. FOX NEWS. doi: https:/www.livenowfox.com/news/your-smartphone-use-making-kid-dumber-study. Fulltekst i vitenarkiv Vis sammendrag

  A new study of nearly 750 Norwegian children found that higher smartphone use by a child’s primary parent was associated with slower growth in receptive vocabulary, while owning a digital device at ages 4 to 5 was associated with lower language scores at the start of the study.

• Yang, Junyi (2026). Scrolling on your phone in front of a child is worse for their brain than giving them a screen, study finds | Daily Mail Online. Fulltekst i vitenarkiv Vis sammendrag

  Just an hour of scrolling on your phone can wreck a child's language skills, research has suggested.

• Yang, Junyi (2026). Welche Smartphonezeit dem Wortschatz von Kindern wirklich schadet - Mensch - derStandard.at › Wissenschaft. Fulltekst i vitenarkiv Vis sammendrag

  Eine neue Studie legt nahe, dass die Sprachentwicklung von 5- bis 7-Jährigen weniger unter deren Bildschirmzeit als jener der Betreuungsperson leiden dürfte

• Yang, Junyi (2026). Excess Smartphone Use by Parents Might Lead to Language Delays in Kids. Fulltekst i vitenarkiv Vis sammendrag

  Spending too much time on a smartphone can lead to slower vocabulary growth in children, except that it was parental smartphone overuse that was linked with the language delays.

• Yang, Junyi (2026). MSN.com - Scrolling on your phone in front of a child is worse for their brain than giving them a screen. [Internet]. MSN.com. Fulltekst i vitenarkiv Vis sammendrag

  Mums and dads who spend more than an hour a day scrolling on their phones could be making their child less intelligent, a study has suggested. Parents' screen time had a greater effect on children's speech than how much youngsters used devices, while five-year-olds who owned tablets or phones were found to have poorer language skills than those who didn't.

• Yang, Junyi (2026). Skjermbruken til foreldra blir knytt til svakare språkutvikling hos barn. [Journal]. Utdanningnytt. Fulltekst i vitenarkiv Vis sammendrag

  Ein ny norsk studie viser at mobilbruken til foreldra og dei digitale einingane barna eig sjølve, har meir å seie for språket til barna enn skjermtida deira.

• Sandsør, Astrid Marie Jorde (2026). The genetic lottery goes to school. Fulltekst i vitenarkiv
• Yang, Junyi (2026). Fant at foreldres skjermbruk er relatert til barns språkutvikling. [Journal]. Barnehage.no. Fulltekst i vitenarkiv Vis sammendrag

  Den nylig publiserte studien antyder at sammenhengen mellom skjermbruk og barns språk ikke bare handler om barnets egen skjermtid, men om familiens digitale hverdag som helhet.

• Yang, Junyi (2026). Skjermbruk, Skjermtid | Foreldres skjermtid kan påvirke barns språkutvikling. [Journal]. Nettavisen. Fulltekst i vitenarkiv Vis sammendrag

  Norske forskere har fulgt 747 barn i to år og funnet at foreldrenes skjermbruk kan ha større betydning for barns språkutvikling enn barnets egen skjermtid.

• Yang, Junyi (2026). Foreldres skjermtid kan påvirke barns språkutvikling - adressa.no. [Journal]. Adresseavisen. Fulltekst i vitenarkiv Vis sammendrag

  Norske forskere har fulgt 747 barn i to år og funnet at foreldrenes skjermbruk kan ha større betydning for barns språkutvikling enn barnets egen skjermtid.

• Yang, Junyi (2026). Foreldres skjermtid kan påvirke barns språkutvikling - smp.no. [Journal]. Sunnmørsposten. Fulltekst i vitenarkiv Vis sammendrag

  Norske forskere har fulgt 747 barn i to år og funnet at foreldrenes skjermbruk kan ha større betydning for barns språkutvikling enn barnets egen skjermtid.

• Sandsør, Astrid Marie Jorde (2026). Hvordan kan skolen spille mer på lag med elevenes biologi, og slik legge bedre til rette for utvikling og læring? Fulltekst i vitenarkiv
• Yang, Junyi (2026). Foreldres skjermtid kan påvirke barns språkutvikling. [Journal]. Bergens Tidende. Fulltekst i vitenarkiv Vis sammendrag

  Norske forskere har fulgt 747 barn i to år og funnet at foreldrenes skjermbruk kan ha større betydning for barns språkutvikling enn barnets egen skjermtid.

• Sandsør, Astrid Marie Jorde (2026). Fellesskolen – Hva nå? Fulltekst i vitenarkiv
• Anmarkrud, Øistein (2026). Foreldrenes skjermbruk bremser barnas ordlæring. [Journal]. Morgenbladet. Fulltekst i vitenarkiv Vis sammendrag

  Ny norsk studie: For hver ekstra time foreldre bruker smarttelefonen sin daglig, vokser barnets årlige ordforråd 3,6 prosent saktere, finner forskere ved fire norske universiteter.

• Sandsør, Astrid Marie Jorde (2026). The life cycle benefits of universal child care. Fulltekst i vitenarkiv
• Sandsør, Astrid Marie Jorde (2026). Unlocking potential – How the combination of administrative, survey and genetic data can inform research in education. Fulltekst i vitenarkiv
• Sandsør, Astrid Marie Jorde (2026). The genetic lottery goes to school: Better schools compensate for the effects of students’ genetic differences. Fulltekst i vitenarkiv
• Ferguson, Leila & Fossland, Trine (2026). Pracademic PhD candidates: Implications for supervisory practices in a Nordic context. doi: https:/www.slu.se/contentassets/09885292525247ae97f47a604cbf7e0d/book-of-abstracts-cophs-2026_28-sept.pdf. Fulltekst i vitenarkiv Vis sammendrag

  Across the Nordic region, mergers and revised accreditation regimes have expanded the number of “new” and prospective universities and intensified the demand for staff with PhDs (Norwegian Ministry of Education and Research, 2026; Skauge, 2018). Concurrently, doctoral cohorts are diversifying to include non-traditional candidates including pracademics—professionals who straddle professional settings and academia (Hunter & Carr, 2023; Posner, 2009). These candidates often carry heavy teaching loads, have limited research experience, and, without a PhD, may struggle for recognition from research-focused colleagues (Ferguson et al., 2026). Young universities may have limited research infrastructure and fewer supervisors experienced in supporting non-traditional trajectories and practice based inquiry. Accumulatively, such conditions can impede progress, contribute to fragmented academic identities and impostor syndrome, and reduced well-being in pracademic doctoral candidates. This stop and share presentation invites discussions about how institutions and supervisors can better support non-traditional Ph.D. candidates. Drawing on empirical examples based on narratives from Norway and inviting further Nordic perspectives, we will briefly map challenges and share promising practices, including supervisory teams that bridge practice and research; co-supervision across institutions and industry; recognition and assessment of professional knowledge within doctoral work; cohort-based supports and writing groups; and workload models that protect research time. We will situate these within holistic and relational supervisory approaches (Manathunga, 2005). The aim of the session is for participants to co-create actionable guidelines for supervisors of pracademic PhD candidates that may translate to feasible institutional goals transferrable across Nordic contexts.

• Wandem, Fredrik Solli; Gärtner, Anne Marie Lundemo; Omdal, Heidi & Fredriksen, Marte (2026). Marte fikk selektiv mutisme som barn: – Inni meg tenkte jeg at jeg var tullete og artig. [Internet]. Forskning.no. Fulltekst i vitenarkiv Vis sammendrag

  Hjemme pratet hun som en foss. Hun tulla, lo og krangla slik som alle barn gjør. Men i barnehagen var hun helt stille.

• Wandem, Fredrik Solli; Gärtner, Anne Marie Lundemo; Omdal, Heidi & Fredriksen, Marte (2026). Hva er egentlig selektiv mutisme? - Det virker! - En podkast om spesialpedagogikk | Podcast on Spotify. Fulltekst i vitenarkiv Vis sammendrag

  Listen to this episode from Det virker! - En podkast om spesialpedagogikk on Spotify. Da Marte Fredriksen var tre år gammel sluttet hun å snakke. Hjemme pratet hun som en foss. Hun tulla, lo og krangla slik som alle barn gjør. Men i barnehagen var hun helt stille.I denne episoden snakker vi om selektiv mutisme.Gjester i studio: Heidi Omdal, professor ved Institutt for pedagogikk på Universitetet i Agder, og Anne Marie Lundemo Gärtner, Spesialpedagogisk tjeneste for barnehage i Bærum kommune.Programleder og produsent: Fredrik Solli Wandem, kommunikasjonsrådgiver i SpedAims.Se YouTube-dokumentaren "Help Me To Speak", som Anne Marie snakker om: https://www.youtube.com/watch?v=gn3CIGSsyK0 

• Cappelen, Alexander Wright; Falch, Ranveig; Sørensen, Erik Ø. & Tungodden, Bertil (2026). How the World Responds to Men and Women Falling Behind. Fulltekst i vitenarkiv
• Cappelen, Alexander Wright; Sørensen, Erik Ø.; Falch, Ranveig & Tungodden, Bertil (2026). The moral acceptability of self-interested behavior. Fulltekst i vitenarkiv
• Sigstad, Hanne Marie Høybråten (2026). Fra lærekandidat til arbeidstaker med utviklingshemming. NAKU Kunnskapsbanken. Fulltekst i vitenarkiv Vis sammendrag

  Denne artikkelen handler om hvordan lærekandidatordningen i videregående skole kan være et relevant valg for elever med utviklingshemming; idet den ofte vil bidra til et mer inkluderende opplæringsløp med tanke på et fremtidig arbeidsliv. Fokus er derfor rettet mot hvordan et fullført lærekandidatløp kan gi flere muligheter til jobb, enten det er innen ordinære eller tilrettelagte bedrifter. Artikkelen har et spesielt fokus på elever med lett utviklingshemming. Mye av argumentasjonen kan likevel være relevant for andre elevgrupper, for eksempel elever med andre former for læringsutfordringer. Bakgrunnen for temaet blir aktualisert. Lærekandidatordningen som et opplæringsløp blir beskrevet. I artikkelen blir temaet eksemplifisert ved hjelp av en konkret case, Filip, en ungdomsskoleelev på 15 år som velger denne ordningen i sin videregående opplæring

• Cappelen, Alexander Wright; Falch, Ranveig; Sørensen, Erik Ø. & Tungodden, Bertil (2026). How the World Responds to Men and Women Falling Behind. Fulltekst i vitenarkiv
• Falch, Ranveig & Landaud, Fanny (2026). Peer Perceptions and Students' Investments in Schoolwork. Fulltekst i vitenarkiv
• Løvlie, Lars; Østerud, Svein; Larsen, Steen Nepper; Weiss, Michael & Helskog, Guro Hansen (2026). Bildung Conference Special. doi: https:/responsability.transistor.fm/episodes/30-bildung-conference-special-lars-lovlie-svein-osterud-steen-nepper-larsen. Fulltekst i vitenarkiv Vis sammendrag

  This special issue of the ResponsAbility Podcast was recorded at the Bildung Conference 2026 at the University of South-Eastern Norway. In this dialogue, we welcome three distinguished Nordic scholars in the field of Bildung and educational philosophy: Lars Løvlie, professor emeritus at the University of Oslo and one of the leading voices in Nordic Bildung theory; Svein Østtveit Østerud, professor emeritus in educational science and media pedagogy at the University of Oslo; and Steen Nepper Larsen, associate professor at Aarhus University, widely known for his critical and philosophical contributions to Bildung and contemporary education. Together, the conversation explores the relevance of Bildung in higher education and society, addressing questions of democracy, technology, existential formation, and the future of education in times of uncertainty and crisis. The episode also reflects the spirit of dialogue and philosophical inquiry that shaped the conference itself, which was mainly organized by our co-host Guro Hansen Helskog.

• Ystrom, Eivind & Torvik, Fartein Ask (2026). How to study GxE in schools. Fulltekst i vitenarkiv
• Ystrom, Eivind; Demange, Perline Aline Delle; Cheesman, Rosa Catherine Gillespie; McAdams, Thomas Andrew; Eilertsen, Espen Moen & Timpe, Clara Marie Fides [Vis alle 8 forfattere av denne artikkelen] (2026). Child Personality Polygenic Indices and Parental Distress: Evidence of Active Gene-Environment Correlations and Interactions from Parent–Offspring Trios. doi: https:/osf.io/fwaqp/overview. Fulltekst i vitenarkiv Vis sammendrag

  Child temperament and personality are conjectured to affect parental distress, and there are findings supporting such transactions. Yet, to date, there is no evidence for such evocative gene-environment correlations using exogenous within-family offspring genetic variation. Using 30 000 parent–offspring genotyped trios from the Norwegian Mother, Father and Child Cohort (MoBa), we test how child personality polygenic indexes (PGIs) independently affect maternal and paternal mental distress across the life course (age 16-60). The second longstanding hypothesis is that such child-to-parent transactions are non-additive due to gene-environment interactions. We will reveal the scope of this by estimating the expansion of within-person-timepoint parental mental distress over child personality PGIs. The third longstanding hypothesis is that the evocative effect is dependent on the parental personality, or the “goodness-of-fit”. We will examine moderation by parental Big Five PGIs to test if the effect of a child’s personality on parent depression depends on the parent’s own personality predispositions. This genetically controlled approach provides a novel and robust test of child- evoked effects across the life course. Results for both mothers and fathers will be presented, highlighting the power of child PGIs as a new tool to reveal intergenerational influences on parental mental distress.

• Ystrom, Eivind (2026). Disentangling Direct and Indirect Genetic Effects on Complex Traits: Insights from Two Large-Scale Family Studies. doi: https:/bga.org/docs.ashx?id=1781704. Fulltekst i vitenarkiv
• Ystrom, Eivind; Ayorech, Ziada; Bjørndal, Ludvig Daae; Timpe, Clara Marie Fides; Cheesman, Rosa Catherine Gillespie & Eilertsen, Espen Moen [Vis alle 8 forfattere av denne artikkelen] (2026). Child Personality Polygenic Indices and Parental Distress: Evidence of Active Gene- Environment Correlations and Interactions from Parent–Offspring Trios. doi: https:/bga.org/docs.ashx?id=1781704. Fulltekst i vitenarkiv
• Ystrom, Eivind (2026). Da Mette og Helle ble gravide, ble de en snakkis blant helsepersonell. [Journal]. Aftenposten. Fulltekst i vitenarkiv Vis sammendrag

  Dette er helt tilfeldig og ganske usannsynlig. Men de eneggede tvillingene Mette og Helle Bugge Bergsund (36) har selv fått hvert sitt par eneggede tvillinger i løpet av tre måneder.

• Ystrom, Eivind (2026). Are You Mostly Noise? Eivind Ystrøm on the Genetics of Personality. doi: https:/www.podbean.com/ew/pb-x24tj-1a9abb6. Fulltekst i vitenarkiv Vis sammendrag

  Personality psychologists were doing behavior genetics way before it was cool. In this episode, Rafael and Aysu sit down with Eivind Ystrøm, personality psychologist at the University of Oslo, to talk about what personality actually is, how heritable it turns out to be, and why the field was so far ahead of the rest of the social sciences in taking genetics seriously. They also dig into one of the most provocative findings in the field: the so-called "gloomy prospect" — the idea that a large chunk of what makes you you may come down to essentially random, non-systematic events that even siblings growing up in the same household don't share. What does this mean for the search for specific environmental causes of personality? And more importantly — what is the mysterious mutation that Eivind thinks he may have?

• Ystrom, Eivind & Ivanova, Anna (2026). Do reproductive factors shape depression stability? Early menarche, endometriosis and PMS in longitudinal registry data. doi: https:/2026.ehps.net/wp-content/uploads/2026/08/ehps26_final_program_27_08-1.pdf. Fulltekst i vitenarkiv Vis sammendrag

  Background: Menstrual and gynaecological conditions may increase depression risk, but it is unclear whether they relate to onset versus persistence. Methods: 85,637 women aged 14 to 72 from the Norwegian Mother, Father and Child Cohort Study (MoBa) contributed with 18,415,809 person-months of patient registry data (2006–2023) on primary-care depression diagnosis. Early menarche (before age 12), endometriosis, and Premenstrual Syndrome (PMS) was recorded by questionnaire. Log-binomial regression was used to estimate risk ratios (RR) for population average effects and conditioned on prior-month depression to additionally test condition*prior-depression (stability) interactions and condition*age interactions. Results: Depression was prevalent in 26.3% of women across the 18-year observation period and incident within 1.18% of the person-months. Early menarche, endometriosis, and PMS predicted higher depression risk RR=1.22 (95%CI 1.15-1.29), 1.19 (95%CI 1.04-1.36), and 1.68 (95%CI 1.61-1.75). Conditioning on prior month depression status, main effects were for early menarche RR=1.21 (95%CI 1.15-1.28), endometriosis RR=1.19 (95%CI 1.04-1.35), and PMS remained RR=1.70 (95%CI 1.63-1.77); indicating associations were primarily with transitions into depression rather than persistence. Early menarche RR=0.83 (95%CI 0.79-0.88), endometriosis RR=0.83 (95%CI 0.72-0.95), and PMS RR=0.59 (95%CI 0.56-0.61) all contributed to lower stability of depression. Furthermore, early menarche gave a diminishing risk for depression with older age. Conclusions: Early menarche, endometriosis, and PMS mark elevated depression burden. However, this appears to happen primarily through increased transitions into depression rather than chronicity. Hence, early age of menarche, endometriosis, and PMS may help identify women eligible for preventive mental health interventions rather than being fixed markers of life-course depression risk.

• Ystrom, Eivind (2026). No Link Between Acetaminophen in Pregnancy and Autism, a Study Finds. [Journal]. The New York Times. doi: https:/www.nytimes.com/2026/01/16/health/tylenol-autism-acetaminophen-study.html. Fulltekst i vitenarkiv Vis sammendrag

  The review looked at more than three dozen studies and found no evidence that acetaminophen increased the risk of neurodevelopmental disorders in children.

• Ystrom, Eivind & Madsen, Ole Jacob (2026). Fritt hjemme, strengt på skolen. [Internet]. forskning.no. Fulltekst i vitenarkiv Vis sammendrag

  Dagens foreldre skaper problemer på skolen, ifølge lærere. Professor mener vi overdriver effekten av foreldrestiler.

• Ystrom, Eivind (2026). Ny studie tilbakeviser Trumps Paracet-teori. [Internet]. tv2. Fulltekst i vitenarkiv Vis sammendrag

  USAs president påstod at risikoen for utvikling av autisme økte ved mors inntak av paracetamol.

• Chen, Jianan & Braeken, Johan (2026). Traditional Progressive Tests with Stopping Rules from Computerized Adaptive Testing: Do Potential Advantages Outweigh Added Complexity? Fulltekst i vitenarkiv
• Lopez-Pedersen, Anita (2026). HVa med 15-åringene som ekskluderes fra Pisa-undersøkelsen? Fulltekst i vitenarkiv
• Stadskleiv, Kristine; Lopez-Pedersen, Anita & Haukedal, Christiane (2026). Nevropsykologisk utredning av barn med lærevansker. Fulltekst i vitenarkiv
• Lopez-Pedersen, Anita & Amland, Tonje (2026). Matematikkvansker. Fulltekst i vitenarkiv
• Rognstad, Kristian; Halsøy, Øyvind; Mellblom, Anneli; Engell, Thomas; Helland, Siri Saugestad & Kvamme, Euryph Line Solheim [Vis alle 7 forfattere av denne artikkelen] (2026). Chickens, eggs, feelings and emotion regulation. Fulltekst i vitenarkiv Vis sammendrag

  Background. Emotion regulation (ER) can be defined as individuals’ influence of intensity, duration and expression of emotions (Gross, 1998). ER strategies have been labelled as mainly adaptive or maladaptive depending on their association with either mental health (Aldao et al. 2016; Schafer et al., 2017), and certain emotion regulation strategies have been linked to a general psychopathology factor (Helland et al., 2024). Several studies have shown that use of adaptive ER strategies can impact subsequent negative affect (e.g. Gross & John, 2003; Mauss et al., 2007) and some also finds a reciprocal effect between ER strategies and negative affect (Wang et al., 2024). Rumination, a maladaptive ER strategy, has also been shown to be both an antecedent and a result of negative emotion (Blanke et al. 2021). In these studies, less attention has been given to adaptive ER and positive emotions’ roles. Method. Based on daily dairy data over 90 days from youth participating in a preventive mental health intervention, we use dynamic structural equation modelling (DSEM) to consider how positive and negative emotions and adaptive and maladaptive ER strategies on one day are related to these constructs the day after. Results. All constructs show an autocorrelation from one day to the next. Maladaptive ER strategies were correlated with negative emotions the next day. Discussion. All constructs show a level of stability, adaptive ER strategies one day predict adaptive ER strategies the next, negative emotion on one day predicts more negative emotions the subsequent day, and so on. The only significant lagged effect in the current study was the influence from maladaptive ER strategies leading to more negative emotions the next day.

• Amland, Tonje; Rønneberg, Vibeke & Lopez-Pedersen, Anita (2026). Development of a mathematical language test: capturing math-specific vocabulary, a proximal language skill or math skills? doi: https:/www.helsinki.fi/en/conferences/earli-sig-15-conference-2026. Fulltekst i vitenarkiv
• Rønneberg, Vibeke; Amland, Tonje; Solheim, Oddny Judith; Lervåg, Arne; Melby-Lervåg, Monica & Ertesvåg, Sigrun K. [Vis alle 7 forfattere av denne artikkelen] (2026). Improving Reading And Mathematical Skills Through an Integrated Intervention: A Multi-site Randomized Trial. doi: https:/www.the-mcls.org/conferences/mcls-2026-padua. Fulltekst i vitenarkiv
• Zahl, Joakim Haugane; Fonn, Erik Kjos; Kristensen, Bjørn Dahl; Born, Victoria de Leon & Thomsen, Lotte (2026). Return the Favor: Preverbal Infants Represent and Emotionally Value Direct Reciprocity. Fulltekst i vitenarkiv Vis sammendrag

  The distribution of scarce resources, priority rights, help, and care are central dilemmas of human life. Seminal proposals hold that reciprocity is key for the evolution of cooperation among non-kin, and norms of reciprocity permeate human society. Yet, it remains unknown if human infants are prepared to represent and respond appropriately to direct reciprocity prior to extensive socialization. Here we show that preverbal infants (N=340) predict, postdict, and respond emotionally whether novel agents selectively donate scarce resources to former benefactors, triangulating measures of anticipatory-looking, violation-of-expectation, and emotional responses across six experiments. These results indicate that dedicated psychological coordination mechanisms for direct reciprocity form such basic building-blocks of the human mind that they help humans recognize and appropriately navigate reciprocal coordination already from preverbal infancy onwards.

• Lervåg, Arne; Wang, Lei & Melby-Lervåg, Monica (2026). Developmental Dynamics between Reading Comprehension, Word Reading and Vocabulary in Norwegian Second to Third Graders. Fulltekst i vitenarkiv Vis sammendrag

  Purpose — It is well established that language skills, such as vocabulary, are important precursors for word reading and reading comprehension. However, theories about reading development are not very specific about how different components impact reading during various developmental phases. This study examines the developmental relationship between reading comprehension, vocabulary, and word reading skills in an early phase of reading. Models, which separate variation within and between the children, and those that do not, are used. Method — 288 children, recruited 4 months after the start of formal reading instruction, were measured four times over 1.5 years. Different cross-lagged panel models were estimated to test the direction of influence between the development of reading comprehension, vocabulary skills, and word reading skills. Results — Models, separating within-person from between-person variation, clearly showed that changes in word-reading skills were associated with later reading comprehension skills. This was less clear in the models that mix up the within-person and between-person variation. Some, but fewer, dynamic relations were found for vocabulary and reading comprehension, and the ones found were in models that mix up the within-person and between-person variance. Conclusions — The findings provide important information about the developmental dynamics of reading in a relatively early phase of development. Further, the results inform us about the importance of choosing the appropriate model if we are interested in how a child’s reading skills develop over time.

• Drange, Nina; Zachrisson, Henrik Daae; Almås, Ingvild & Meghir, Costas (2026). Early Childcare Attendance and Cognitive skills in Adolescence. National Bureau of Economic Research. Fulltekst i vitenarkiv Vis sammendrag

  This paper examines the impact of early childcare on academic achievement for children in grade 5 and grade 9, based on a 2003 policy expansion that created quasi-random variation in slot availability for children aged 1–2. Starting childcare one year earlier increases math scores by 9.7% of a standard deviation (SD) in grade 9. Children whose mothers do not hold a high school diploma benefit by a significant 28% of a SD at grade 9, reducing the math achievement gap from children of higher-educated mothers by about one third. We also present evidence of strong improvements for children of immigrants.

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