Here are some selected publications concerning the Gothenburg AMBLE research:

Koch, F.S, Sundqvist, A., Herbert, J., Tjus, T. & Heimann M. (2018) Changes in infant visual attention when observing repeated actions. Infant Behavior and Development, Vol, 50, February, 189-197.

Heimann, M., Nordqvist, E., Strid, K., Connant Almrot, J. & Tjus, T. (2016). Children with autism respond differently to spontaneous, elicited and deferred imitation. Journal of Intellectual Disability Research, 5, 491-501.

Bunketorp Käll L, Malmgren H, Olsson E, Lindén T, Nilsson M (2015) Effects of a curricular Physical Activity Intervention on Children´s School Performance, Wellness and Brain Development. J of School Health. Aug. 85(10):704-13.

Gustafsson, J.-E. & Wolff, U. (2015). Measuring fluid intelligence at age four. Intelligence, 50, 175-185.

Wolff, U. & Gustafsson, J.-E. (2015). Structure of phonological ability at age four. Intelligence, 53, 108-117.

Rudner, M., Andin, J., Rönnberg, J., Heimann, M., Hermansson, A., Nelson, K.E., & Tjus, T. (2015). Training literacy skills through sign language. Deafness & Education International, 17(1), 8-18.

Sterner, G. & Helenius, O. (2014, forthcoming). Number, Reasoning and Representation. The Design and Theory of an Intervention program for Preschool Class in Sweden. In Development of mathematics teaching: Design, Scale, Effects. Skrifter från SMDF nr 10.

Morgan, G., Meristo, M., Mann, W., Hjelmquist, E., Surian, L., Siegal, M. (2014) Mental state language and quality of conversational experience in deaf and hearing children. Cognitive Development, 29, 41-49.

Meristo, M., Falkman, K.W., Hjelmquist, E., Tedoldi, M., Surian, L., & Siegal, M. (2014). Language access and theory of mind reasoning: Evidence from deaf children in bilingual and oralist environments . In A. Antonietti, E. Confalonieri, & A. Marchetti (Eds.), Reflective Thinking in Educational Settings: A cultural framework. Cambridge: Cambridge University Press.

Nyberg J, Åberg M, Schiöler L, Nilsson M, Wallin A, Torén K, Kuhn G. (2014) Cardiovascular and cognitive fitness at age 18 and risk of early onset dementia. Brain 137 (Pt 5): 1514-23.

Strid, K., Heimann, M., Smith, L., Gillberg, C. &. Tjus, T. (2013). Deferred imitation and social communication in speaking and non-speaking children with autism. Focus on Autism and Other Developmental Disabilities, 28 (4), 230-240.

Strid, K., Heimann, M. & Tjus, T. (2013). Pretend play, deferred imitation and parent-child interaction in speaking and non-speaking children with autism. Scandinavian Journal of Psychology, 54 (1), 26-32.

Fälth, L., Tjus, T., Gustafson, S., Heimann, M., & Svensson, I. (2013). Computer-Assisted Interventions targeting Reading Skills of Children with Reading Disabilities – A longitudinal study. Dyslexia, 19 (1), 37-53.

Meristo, M., Morgan, G., Geraci, A., Iozzi, L., Hjelmquist, E., Surian, L., & Siegal, M. (2012). Belief attribution in deaf and hearing infants. Developmental Science, 15, 633-640.

Meristo, M., Hjelmquist, E., & Morgan, G. (2012). How access to language affects cognitive development. In M. Siegal & L. Surian (Eds.), Access to Language and Cognitive Development (pp. 41-66). Oxford: Oxford University Press.

Åberg M, Waern M, Nyberg J, Pedersen N, Berg Y, Åberg D, Nilsson M, Kuhn G, Torén K (2012). Cardiovascular fitness in males at age 18 and risk of serious depression in adulthood: a prospective population-based study. British Journal of Psychiatry 201(5):352-9.

Wolff U. (2011) Effects of a randomised reading intervention study: an application of structural equation modelling. Dyslexia. Nov;17(4):295-311.

Svensson, I., Nilsson, S., Wahlström, J., Jernås, M., Carlsson, L.M., & Hjelmquist, E. (2011). Familial dyslexia in a large Swedish family: A whole genome linkage scan. Behavior Genetics, 41, 43-49.

Gustafson, S., Fälth, L., Svensson, I., Tjus, T., & Heimann, M. (2011). Effects of Three Interventions on the Reading Skills of Children with Reading Disabilities in Grade 2, Journal of Learning Disabilities, 44 (2), 123-135.

Helland, T., Tjus, T., Hovden, M., Ofte, S., & Heimann, M. (2011). Effects of a Bottom-up and a Top-down Intervention Principle in Emergent Literacy in Children at Risk of Developmental Dyslexia. A Longitudinal Study. Journal of Learning Disabilities, 44 (2), 105-122.

Siegal, M., Frank, C.K., Surian, L., & Hjelmquist, E. (2011). Theory of mind and bilingual cognition. In Cook, V., & Bassetti, B. (Eds.), Language and Bilingual Cognition (431-452). London. Routledge/Psychology Press.

Aberg MA, Pedersen NL, Torén K, Svartengren M, Bäckstrand B, Johnsson T, Cooper-Kuhn CM, Aberg ND, Nilsson M, Kuhn HG. (2009) Cardiovascular fitness is associated with cognition in young adulthood. Proceedings of the National Academy of Sciences of the United States of America. Nov 30;106(49):20906-11.

Draganski B, Gaser C, Kempermann G, Kuhn HG, Winkler J, Buchel C, May A (2006) Temporal and spatial dynamics of brain structure changes during extensive learning. J Neurosci 26:6314-6317.