Anders Højen
Biographic Data
| ID | 1016711 |
|---|---|
| NAME | Anders Højen |
| GIVEN NAMES | Anders |
| FAMILY NAME | Højen |
| SIGNATURE | HØJEN A |
| AFFILIATIONS | Aarhus University |
| ORCID | 0000-0003-2923-5084 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Greater Sharing of Child Autobiographical Memories at Age 4 Anticipates Decreasing Parent Elaborations at Age 6
The present study examined longitudinal bidirectional associations from ages 4–6 between parent elaborations and child autobiographical memories in a parent-child reminiscing context. Danish-speaking parent-child dyads ( N = 179) participated twice in a shared reminiscing task, when children were, on average, 4.2 and 6.3 years old. Video recordings were transcribed and coded for parent elaborative utterances and child autobiographical memories. D…
Effects of an Infant/Toddler Intervention at 1-Year Follow-Up
We Learn Together is a 20-week, low-cost infant/toddler school-readiness intervention developed to provide instructional content and supportive tools for teachers to be more explicit and intentional in interactions with children to support early development. Short-term effects were established in a previously published real-world effectiveness randomized controlled trial. In the present quasi-experimental study, we examined the extent to which th…
How Does Representational Mind‐Mindedness Translate Into Observable Parenting Behaviors Among Parents of Six‐Year‐Olds
Mind‐Mindedness reflects parents' capacity to treat their child as an individual with a mind of their own. Research is lacking on how Representational Mind‐Mindedness (RMM) translates into observable parenting behaviours beyond infancy. The present study examined how RMM was associated with parents' Acknowledging Behaviour (AB) and use of Mental State Talk (MST), and whether these associations were moderated by parents' educational level. The sam…
Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs
Infants and toddlers frequently participate in either center- or family-based childcare programs. However, little is known about the efficacy of early learning interventions introduced in these two types of programs, in particular family-based programs. The present work builds upon findings of a recent experimental trial demonstrating that a 20-week infant-toddler intervention supporting center- and family-based teachers to be more explicit and i…
Direct and indirect effects from parenting self-efficacy and parenting practices to social-emotional adjustment in 3- to 5-year-old children
Parenting self-efficacy has been tied to myriad child outcomes during middle childhood and adolescence, directly and indirectly through parenting practices. The present study examines contemporaneous associations between parenting self-efficacy, parenting practices, and child outcomes during the preschool years in a community sample of 1455 Danish parents (76.7 % mothers) of 3-5-year-old children (49 % girls). Parents (M = 39.2 years old) complet…
Unequal home literacy environments between preschool-age boys and girls predict unequal language and preliteracy outcomes
A favorable home literacy environment for preschool-aged children is related to higher language and preliteracy skills, which, in turn, predict later literacy skills and broader life outcomes. The quality of the home literacy environment is associated with socioeconomic indicators, but some previous research has indicated that also gender differences-favoring girls-exist in children's home literacy environments. The purpose of the present study w…
Early childhood educator's implementation readiness and intervention fidelity
Research has indicated that early educators’ intervention fidelity is a significant predictor of children's responsiveness to classroom interventions. To improve understanding of predictors of intervention fidelity in early childhood settings, this study adopted a person-centered approach to identify profiles of “implementation readiness” in 1,192 Danish educators, and to examine relations with implementation fidelity. Multilevel latent profile a…
Implementing toddler interventions at scale
The first years of life are characterized by rapid learning in several school readiness domains, including language, math, and social-emotional skills, all of which are important for later childhood outcomes and academic achievement in school. In this research, we investigate the effects of an early-stage evidence-based school readiness intervention and add-on elements to support teachers’ implementation under real-life circumstances to explore t…
The relation of home literacy environments to language and preliteracy skills in single- and dual-language children in Danish childcare
Danish as a Window Onto Language Processing and Learning
It is often assumed that all languages are fundamentally the same. This assumption has been challenged by research in linguistic typology and language evolution, but questions of language learning and use have largely been left aside. Here we review recent work on Danish that provides new insights into these questions. Unlike closely related languages, Danish has an unusually reduced phonetic structure, which seemingly delays Danish-learning chil…
When Too Many Vowels Impede Language Processing
Research has suggested that Danish-learning children lag behind in early language acquisition. The phenomenon has been attributed to the opaque phonetic structure of Danish, which features an unusually large number of non-consonantal sounds (i.e., vowels and semivowels/glides). The large number of vocalic sounds in speech is thought to provide fewer cues to word segmentation and to make language processing harder, thus hindering the acquisition p…
Does mixing age groups in early childhood education settings support children’s language development
As early childhood education programming expands across the globe, there is an increased need to understand how features of these programs influence children’s development. The composition of children’s age within a classroom is one such feature, although it is much less studied than other features. Theoretical and empirical evidence suggests that children’s development may be influenced by the age range of their classmates. This study examines t…
Predictors of bilinguals' speaking rates
Segmentation of Highly Vocalic Speech Via Statistical Learning
Research has shown that contoids (phonetically defined consonants) may provide more robust and reliable cues to syllable and word boundaries than vocoids (phonetically defined vowels). Recent studies of Danish, a language characterized by frequent long sequences of vocoids in speech, have suggested that the reduced occurrence of contoids may make speech in it intrinsically harder to segment than in closely related languages such as Norwegian. We …
Effective language and literacy instruction
Early productive vocabulary predicts academic achievement 10 years later
We use a longitudinal design to examine associations for a diverse sample of 2,120 Danish 16- to 30-month-old children between early expressive vocabulary and later reading and math outcomes in the sixth grade. Educational outcomes, in particular decoding and reading comprehension, can be predicted from an early vocabulary measure as early as 16 months with effect sizes (in proportion of variance accounted for) comparable to 1 year's mean growth …
The effects of language- and literacy-focused professional development on early educators and children
The effects of language- and literacy-focused professional development on early educators and children
Effective language and literacy instruction
The relation of home literacy environments to language and preliteracy skills in single- and dual-language children in Danish childcare
Segmentation of Highly Vocalic Speech Via Statistical Learning
Research has shown that contoids (phonetically defined consonants) may provide more robust and reliable cues to syllable and word boundaries than vocoids (phonetically defined vowels). Recent studies of Danish, a language characterized by frequent long sequences of vocoids in speech, have suggested that the reduced occurrence of contoids may make speech in it intrinsically harder to segment than in closely related languages such as Norwegian. We …
Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs
Infants and toddlers frequently participate in either center- or family-based childcare programs. However, little is known about the efficacy of early learning interventions introduced in these two types of programs, in particular family-based programs. The present work builds upon findings of a recent experimental trial demonstrating that a 20-week infant-toddler intervention supporting center- and family-based teachers to be more explicit and i…
Implementing toddler interventions at scale
The first years of life are characterized by rapid learning in several school readiness domains, including language, math, and social-emotional skills, all of which are important for later childhood outcomes and academic achievement in school. In this research, we investigate the effects of an early-stage evidence-based school readiness intervention and add-on elements to support teachers’ implementation under real-life circumstances to explore t…
When Too Many Vowels Impede Language Processing
Research has suggested that Danish-learning children lag behind in early language acquisition. The phenomenon has been attributed to the opaque phonetic structure of Danish, which features an unusually large number of non-consonantal sounds (i.e., vowels and semivowels/glides). The large number of vocalic sounds in speech is thought to provide fewer cues to word segmentation and to make language processing harder, thus hindering the acquisition p…
Early productive vocabulary predicts academic achievement 10 years later
We use a longitudinal design to examine associations for a diverse sample of 2,120 Danish 16- to 30-month-old children between early expressive vocabulary and later reading and math outcomes in the sixth grade. Educational outcomes, in particular decoding and reading comprehension, can be predicted from an early vocabulary measure as early as 16 months with effect sizes (in proportion of variance accounted for) comparable to 1 year's mean growth …
The effects of language- and literacy-focused professional development on early educators and children
Effective language and literacy instruction
Does mixing age groups in early childhood education settings support children’s language development
As early childhood education programming expands across the globe, there is an increased need to understand how features of these programs influence children’s development. The composition of children’s age within a classroom is one such feature, although it is much less studied than other features. Theoretical and empirical evidence suggests that children’s development may be influenced by the age range of their classmates. This study examines t…
Predictors of bilinguals' speaking rates
Segmentation of Highly Vocalic Speech Via Statistical Learning
Research has shown that contoids (phonetically defined consonants) may provide more robust and reliable cues to syllable and word boundaries than vocoids (phonetically defined vowels). Recent studies of Danish, a language characterized by frequent long sequences of vocoids in speech, have suggested that the reduced occurrence of contoids may make speech in it intrinsically harder to segment than in closely related languages such as Norwegian. We …
When Too Many Vowels Impede Language Processing
Research has suggested that Danish-learning children lag behind in early language acquisition. The phenomenon has been attributed to the opaque phonetic structure of Danish, which features an unusually large number of non-consonantal sounds (i.e., vowels and semivowels/glides). The large number of vocalic sounds in speech is thought to provide fewer cues to word segmentation and to make language processing harder, thus hindering the acquisition p…
Implementing toddler interventions at scale
The first years of life are characterized by rapid learning in several school readiness domains, including language, math, and social-emotional skills, all of which are important for later childhood outcomes and academic achievement in school. In this research, we investigate the effects of an early-stage evidence-based school readiness intervention and add-on elements to support teachers’ implementation under real-life circumstances to explore t…
The relation of home literacy environments to language and preliteracy skills in single- and dual-language children in Danish childcare
Danish as a Window Onto Language Processing and Learning
It is often assumed that all languages are fundamentally the same. This assumption has been challenged by research in linguistic typology and language evolution, but questions of language learning and use have largely been left aside. Here we review recent work on Danish that provides new insights into these questions. Unlike closely related languages, Danish has an unusually reduced phonetic structure, which seemingly delays Danish-learning chil…
Direct and indirect effects from parenting self-efficacy and parenting practices to social-emotional adjustment in 3- to 5-year-old children
Parenting self-efficacy has been tied to myriad child outcomes during middle childhood and adolescence, directly and indirectly through parenting practices. The present study examines contemporaneous associations between parenting self-efficacy, parenting practices, and child outcomes during the preschool years in a community sample of 1455 Danish parents (76.7 % mothers) of 3-5-year-old children (49 % girls). Parents (M = 39.2 years old) complet…
Unequal home literacy environments between preschool-age boys and girls predict unequal language and preliteracy outcomes
A favorable home literacy environment for preschool-aged children is related to higher language and preliteracy skills, which, in turn, predict later literacy skills and broader life outcomes. The quality of the home literacy environment is associated with socioeconomic indicators, but some previous research has indicated that also gender differences-favoring girls-exist in children's home literacy environments. The purpose of the present study w…
Early childhood educator's implementation readiness and intervention fidelity
Research has indicated that early educators’ intervention fidelity is a significant predictor of children's responsiveness to classroom interventions. To improve understanding of predictors of intervention fidelity in early childhood settings, this study adopted a person-centered approach to identify profiles of “implementation readiness” in 1,192 Danish educators, and to examine relations with implementation fidelity. Multilevel latent profile a…
Examining the effects of an infant-toddler school readiness intervention in center- and family-based programs
Infants and toddlers frequently participate in either center- or family-based childcare programs. However, little is known about the efficacy of early learning interventions introduced in these two types of programs, in particular family-based programs. The present work builds upon findings of a recent experimental trial demonstrating that a 20-week infant-toddler intervention supporting center- and family-based teachers to be more explicit and i…
Greater Sharing of Child Autobiographical Memories at Age 4 Anticipates Decreasing Parent Elaborations at Age 6
The present study examined longitudinal bidirectional associations from ages 4–6 between parent elaborations and child autobiographical memories in a parent-child reminiscing context. Danish-speaking parent-child dyads ( N = 179) participated twice in a shared reminiscing task, when children were, on average, 4.2 and 6.3 years old. Video recordings were transcribed and coded for parent elaborative utterances and child autobiographical memories. D…
Effects of an Infant/Toddler Intervention at 1-Year Follow-Up
We Learn Together is a 20-week, low-cost infant/toddler school-readiness intervention developed to provide instructional content and supportive tools for teachers to be more explicit and intentional in interactions with children to support early development. Short-term effects were established in a previously published real-world effectiveness randomized controlled trial. In the present quasi-experimental study, we examined the extent to which th…
How Does Representational Mind‐Mindedness Translate Into Observable Parenting Behaviors Among Parents of Six‐Year‐Olds
Mind‐Mindedness reflects parents' capacity to treat their child as an individual with a mind of their own. Research is lacking on how Representational Mind‐Mindedness (RMM) translates into observable parenting behaviours beyond infancy. The present study examined how RMM was associated with parents' Acknowledging Behaviour (AB) and use of Mental State Talk (MST), and whether these associations were moderated by parents' educational level. The sam…
Psychology (17 works) · Developmental psychology (12 works) · Early Childhood Education and Development (9 works) · Reading and Literacy Development (8 works) · Linguistics (7 works) · Mathematics education (6 works) · Medicine (6 works) · Computer Science (5 works) · Pedagogy (5 works) · Child and Adolescent Psychosocial and Emotional Development (4 works)