Andreas Falck

• 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.

• Hällström, Elin; Torkildsen, Janne von Koss; Sahlén, Birgitta; Falck, Andreas; Lyxell, Björn & Wass, Malin (2026). The Relationship Between Morphological Knowledge and Decoding Ability for Swedish Children with Typical Reading Development and Children with Reading Difficulties. Scientific Studies of Reading. ISSN 1088-8438. s. 20–20. doi: 10.1080/10888438.2026.2718137. Fulltekst i vitenarkiv Vis sammendrag

  Purpose This study investigated the contribution of morphological knowledge (MK) to decoding of multimorphemic words in Swedish children at an early stage of reading development. Method Participants were 299 children in Grade 2 (ages 8–9), including 185 with typical reading development (TRD) and 114 with reading difficulties (RD) (girls n = 156). Children were recruited from 12 schools varying in socioeconomic status and included both first-language (L1) and second-language (L2) learners of Swedish. Mixed-effects linear regression models with random intercepts for school examined the contribution of MK while controlling for working memory, rapid automatized naming, nonword repetition, and general word reading skills. Results For the full sample and TRD group, MK uniquely and significantly predicted decoding of multimorphemic words. Specifically, the ability to manipulate the morphological structure of words was a significant predictor. For children with RD, MK was not a significant predictor, whereas working memory significantly predicted decoding in addition to word reading skills. Conclusion These findings suggest that MK plays a significant role in decoding in Swedish – a semi-transparent orthography with rich morphology – particularly after children have mastered basic grapheme–phoneme correspondences.

• Andreassen, Kaia Ringstad; Falck, Andreas; Solum, Tove Bring & Nielsen, Guri Engernes (2025). Work absence and ability in tinnitus patients: the role of hyperacusis and tinnitus severity. International Journal of Audiology. ISSN 1499-2027. 64(11), s. 1146–1154. doi: 10.1080/14992027.2025.2477038. Fulltekst i vitenarkiv Vis sammendrag

  Objective Identify factors predicting work capacity among patients with tinnitus and hyperacusis. Design and study sample This study employed a cross-sectional design, collecting data from four Norwegian audiology clinics (N = 80) and two Norwegian rehabilitation centres (N = 47). The patients in this study were invited to complete a web-based questionnaire. Results This study found significant positive correlations between levels of tinnitus, hyperacusis, and mental distress (rs in the range .51 − .74). Logistic regression models showed that reduced work capacity was predicted by both tinnitus (OR = 1.07) and hyperacusis (OR = 1.13), and that hyperacusis predicted work absence (OR = 1.08). Conclusion The findings demonstrate a moderate association between tinnitus and hyperacusis (r = .51), with both conditions affecting the work capacity of more than 50% of participants in the study. Moreover, the results indicate that the severity of tinnitus and hyperacusis is directly related to impaired work capacity and higher rates of work absence.

• Krog, Eirin; Falck, Andreas & Nielsen, Guri Engernes (2024). Preliminary validation of the Norwegian version of the Berlin Misophonia Questionnaire Revised (BMQ-R-NOR). Scandinavian Journal of Psychology. ISSN 0036-5564. doi: 10.1111/sjop.13030. Fulltekst i vitenarkiv Vis sammendrag

  Objective To perform a psychometric evaluation of a Norwegian version of the Berlin Misophonia Questionnaire Revised (BMQ-R-NOR). Design Participants completed online versions of the self-report questionnaire BMQ-R-NOR on two occasions and MQ-NOR on one occasion. Convergent validity was assessed through Spearman's correlation between BMQ-R-NOR and MQ-NOR. Internal consistency was evaluated with McDonald's omega and Cronbach's alpha. Test–retest reliability was evaluated using Cohen's weighted kappa and intraclass correlation. Study sample 82 participants with self-reported misophonia took part in the study at T1, and 53 of these participated at T2. However, only 41 of them were included in the test–retest analyses due to 12 participants being in treatment between T1 and T2. Results Subscales from the BMQ-R-NOR and MQ-NOR were significantly positively correlated, indicating evidence of convergent validity (rs = 0.22*–0.74**). The BMQ-R-NOR showed overall good internal consistency (omega = 0.72–0.93; alpha = 0.70–0.93) and satisfactory test–retest reliability (ICC = 0.35–0.92). Conclusion The psychometric properties of the BMQ-R-NOR are considered satisfactory. However, it is advised to exercise caution when using it until further comprehensive validation studies are conducted to ensure robustness and reliability in clinical practice.

• Gander, Pierre; Szita, Kata; Falck, Andreas & Lowe, Robert (2023). Memory of Fictional Information: A Theoretical Framework. Perspectives on Psychological Science. ISSN 1745-6916. 104(17). doi: 10.1177/17456916231202500. Fulltekst i vitenarkiv Vis sammendrag

  Much of the information people encounter in everyday life is not factual; it originates from fictional sources, such as movies, novels, and video games, and from direct experience such as pretense, role-playing, and everyday conversation. Despite the recent increase in research on fiction, there is no theoretical account of how memory of fictional information is related to other types of memory or of which mechanisms allow people to separate fact and fiction in memory. We present a theoretical framework that places memory of fiction in relation to other cognitive phenomena as a distinct construct and argue that it is an essential component for any general theory of human memory. We show how fictionality can be integrated in an existing memory model by extending Rubin’s dimensional conceptual memory model. By this means, our model can account for explicit and implicit memory of fictional information of events, places, characters, and objects. Further, we propose a set of mechanisms involving various degrees of complexity and levels of conscious processing that mostly keep fact and fiction separated but also allow information from fiction to influence real-world attitudes and beliefs: content-based reasoning, source monitoring, and an associative link from the memory to the concept of fiction.

• Gander, Pierre; Szita, Kata; Falck, Andreas & Thompson, William Hedley (2023). Taking the unreal seriously: enriching cognitive science with the notion of fictionality. Frontiers in Psychology. 14. doi: 10.3389/fpsyg.2023.1205891. Fulltekst i vitenarkiv Vis sammendrag

  Fictionality and fictional experiences are ubiquitous in people’s everyday lives in the forms of movies, novels, video games, pretense and role playing, and digital technology use. Despite this ubiquity, though, the field of cognitive science has traditionally been dominated by a focus on the real world. Based on the limited understanding from previous research on questions regarding fictional information and the cognitive processes for distinguishing reality from fiction, we argue for the need for a comprehensive and systematic account that reflects on related phenomena, such as narrative comprehension or imagination embedded into general theories of cognition. This is important as incorporating cognitive processing of fictional events into memory theory reshapes the conceptual map of human memory. In this paper, we highlight future challenges for the cognitive studies of fictionality on conceptual, neurological, and computational levels. Taking on these challenges requires an interdisciplinary approach between fields like developmental psychology, philosophy, and the study of narrative comprehension. Our aim is to build on such interdisciplinarity and provide conclusions on the ways in which new theoretical frameworks of fiction cognition can aid understanding human behaviors in a wide range of aspects of people’s daily lives, media consumption habits, and digital encounters. Our account also has the potential to inform technological innovations related to training intelligent digital systems to distinguish fact and fiction in the source material.

• Falck, Andreas; Labouret, Ghislaine; Izard, Véronique; Wertz, Annie E.; Keil, Frank C. & Strickland, Brent (2020). Core cognition in adult vision: A surprising discrepancy between the principles of object continuity and solidity. Journal of experimental psychology. General. ISSN 0096-3445. doi: 10.1037/xge0000785. Fulltekst i vitenarkiv
• Karjalainen, Suvi; Sahlén, Birgitta; Falck, Andreas; Brännström, K. Jonas & Åhlander, Viveka Lyberg (2019). Implementation and evaluation of a teacher intervention program on classroom communication. Logopedics, Phoniatrics, Vocology. ISSN 1401-5439. doi: 10.1080/14015439.2019.1595131. Fulltekst i vitenarkiv
• Psouni, Elia; Falck, Andreas; Boström, Leni; Persson, Martin; Sidén, Lisa & Wallin, Maria (2018). Together I Can! Joint Attention Boosts 3- to 4-Year-Olds’ Performance in a Verbal False-Belief Test. Child Development. ISSN 0009-3920. doi: 10.1111/cdev.13075. Fulltekst i vitenarkiv
• Falck, Andreas; Brinck, Ingar & Lindgren, Magnus (2014). Interest contagion in violation-of-expectation-based false-belief tasks. Frontiers in Psychology. doi: 10.3389/fpsyg.2014.00023. Fulltekst i vitenarkiv

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• Falck, Andreas; Kristensen, Jarl Kleppe; Grothe, Amund & Torkildsen, Janne von Koss (2026). Does digital collaboration enhance vocabulary learning? The role of “leading” and “advising” in collaborative exchanges. Fulltekst i vitenarkiv Vis sammendrag

  Purpose Morphological knowledge, the understanding of how words can consist of multiple meaningful parts, is a predictor of vocabulary and reading comprehension. Individualized morphology interventions have been shown to improve morphological knowledge, but it is unclear whether collaboration provides additional benefits. This study examined whether collaboration supports morphological learning in third graders, and whether specific collaborative roles (leading vs. advising) differentially affect learning. We also explored whether effects of collaboration interact with children’s reading and attention-control skills. Methods A total of 192 Norwegian third-graders played the digital morphology learning game ‘Captain Morph’ in three within-subject conditions, across six 40-minute sessions: individually, or collaboratively in either a leading or an advising role. Morphological learning was assessed through receptive and productive measures pre- and post-training. In addition, children were tested with the Test of Word Reading Efficiency, and teachers rated the children’s ability to control attention on a six-item scale. Results Children’s knowledge of morphology improved on all measures and in all conditions. Contrary to our expectations, the advising role produced the most learning, while the leading role produced the least. This pattern was accentuated for children who scored lower on either attention control or reading, with these two scores contributing independently to the differences. Moreover, children with problems controlling attention had a distinct learning advantage from playing individually. Conclusions Collaboration is not always beneficial for learning: learning gains depend on the role taken and on individual differences. These findings suggest that digital morphology interventions should be adapted to the learners’ cognitive profiles to maximize gains.

• Falck, Andreas; Kristensen, Jarl Kleppe; Grothe, Amund & Torkildsen, Janne von Koss (2025). Does digital collaboration enhance vocabulary learning? The role of “leading” and “advising” in collaborative exchanges. Fulltekst i vitenarkiv Vis sammendrag

  Is collaboration a useful tool for language learning in third graders, and if so, why? Here, we employ an app-based vocabulary learning program to investigate whether collaboration is more effective for learning vocabulary compared to working alone, and to provide insights into which aspects of a collaborative exchange may promote learning. To this end, we use an adaptation of the language learning app Captain Morph, designed to support vocabulary acquisition for primary grade students by training morphology. The app trains derivational affixes, such as “-ist” in cyclist or “re-” in reuse, by exposing children to tasks about how such affixes change the meaning of words (e.g. “cycle” vs “cyclist”). In a recent randomized controlled trial with 717 Norwegian second graders, the app demonstrated durable effects on word knowledge, including untrained words containing trained morphemes. For the present study, we expanded the single-player version of Captain Morph to include a multiplayer mode. In this mode, students collaborate on solving morphological tasks while alternating roles as “game leader” and “game advisor” in an experimentally controlled fashion. This setup allows investigation of whether collaboration yields better learning outcomes than working alone, as well as effects of different roles in the collaboration. Do students learn more from solving a collaborative task when having a leading role, or when giving advice to others’ solutions? We present preliminary data from a withinsubject experiment including approximately 190 Norwegian third graders, in which we investigated whether being either the leader or advisor in a collaborative exchange enhanced learning compared to solo play. We also investigated whether the potential added value of collaboration (compared to solo play) differed between students who score lower or higher on language or attention measures. Outcome measures included both receptive and productive vocabulary on three sets of test items: trained words, untrained words including trained morphemes, and newly invented words including trained morphemes (e.g. “If ‘over-sing’ was a word, what would it mean?”). On the group level, students improved between pre- and posttest on all measures. When it comes to the effectiveness of collaboration and of the different roles of leader and advisor, results were mixed: collaboration was not always more effective than solo play, and the advisor role seemed the most effective for learning (counter to our initial expectations). However, rich process data collected by the app (still being analyzed at the time of abstract submission) may provide additional insights on the circumstances under which a collaborative setting improves learning.

• Falck, Andreas; Hartveit, Charlotte Trosby; Heimli, Amalie Skrefsrud & Torkildsen, Janne von Koss (2025). Measuring patterns of agreement and disagreement during app-based collaborative learning. Fulltekst i vitenarkiv
• Torkildsen, Janne von Koss; Kristensen, Jarl Kleppe; Grothe, Amund & Falck, Andreas (2025). Captain Morph: an app-based morphology intervention. Fulltekst i vitenarkiv
• Torkildsen, Janne von Koss; Falck, Andreas; Grothe, Amund; Kristensen, Jarl Kleppe; Karlsen, Jannicke & Monsrud, May-Britt [Vis alle 7 forfattere av denne artikkelen] (2025). Seminar for lærere og skoleledere om Kaptein Morf. Fulltekst i vitenarkiv
• Torkildsen, Janne von Koss; Kristensen, Jarl Kleppe; Grothe, Amund & Falck, Andreas (2025). Enhancing Vocabulary through Morphological Training: Insights from Two App-Based Interventions​. Fulltekst i vitenarkiv
• Torkildsen, Janne von Koss; Kristensen, Jarl Kleppe; Grothe, Amund & Falck, Andreas (2025). The Captain Morph vocabulary app – single and multiplayer modes [app demo]. Fulltekst i vitenarkiv
• Torkildsen, Janne von Koss; Kristensen, Jarl Kleppe; Grothe, Amund & Falck, Andreas (2025). Enhancing Vocabulary Learning with Captain Morph: A Single player and Multiplayer Morphology App. Fulltekst i vitenarkiv
• Falck, Andreas & Torkildsen, Janne von Koss (2024). An educational multiplayer game as a tool for studying effects of collaboration on language learning. Fulltekst i vitenarkiv
• Fargier, Raphael Stephane; Falck, Andreas; Hovland, Tine; Bayar, Hakan & Torkildsen, Janne von Koss (2022). The influence of contextual variability on word learning: does the type of variability matter? Fulltekst i vitenarkiv
• Fargier, Raphael Stephane; Falck, Andreas; Hovland, Tine; Bayar, Hakan & Torkildsen, Janne von Koss (2022). The influence of contextual variability on word learning: does the type of variability matter? Fulltekst i vitenarkiv
• Falck, Andreas & Torkildsen, Janne von Koss (2022). The Leader Learns it All? Adapting the “Captain Morph” tablet game to investigate learning consequences of leading and following attention. Fulltekst i vitenarkiv
• Falck, Andreas & Boyer, Kurtis (2022). Online filters and social trust: why we should still be concerned about Filter Bubbles. Fulltekst i vitenarkiv

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