Tuomo Häikiö
Biographic Data
| ID | 4595097 |
|---|---|
| NAME | Tuomo Häikiö |
| GIVEN NAMES | Tuomo |
| FAMILY NAME | Häikiö |
| SIGNATURE | HÄIKIÖ T |
| AFFILIATIONS | University of Turku |
| ORCID | 0000-0001-6272-0255 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The Effect of Relevance on Children's Multiple Text Reading
We examined how Finnish children read and integrate information across multiple expository texts when given an inquiry task. We were interested in how task‐relevance of text information affects readers' eye movements and whether the eye movements are connected to the quality of an essay written after reading. We were also interested in differentiating between the effects of technical reading skill and reading comprehension in respect to these pro…
Curiosity and evidence quality affect information seeking and eye movements during reading
Curiosity is critical for learning and selective information processing, but it is unclear how it affects eye-movement patterns during reading. We tracked participants' (n=56) eye movements in a task with 18 health-related questions. Each question was followed by up to 15 statements from three quality categories: scientific relevant (SR), scientific irrelevant (SI), and non-scientific relevant (NR). The statements were concealed in three boxes ac…
Learning Irony in School
Irony comprehension requires going beyond literal meaning of words and is challenging for children. In this pre-registered study, we investigated how teaching metapragmatic knowledge in classrooms impacts written irony comprehension in 10-year-old Finnish-speaking children ( n = 41, 21 girls) compared to a control group ( n = 34, 13 girls). At pre-test, children read ironic and literal sentences embedded in stories while their eye movements were …
Science capital
This study examined science capital among Finnish adults ( N = 1572), who responded to 37 survey items assessing science capital. Factor analysis suggested four science capital dimensions: visiting science-related places, science attitudes, science-related self-efficacy, and early support for studying natural sciences. Higher education and higher parental education were linked to higher science capital across all dimensions. Older participants ex…
Who gets it? Explaining variability in children’s written irony comprehension
Understanding verbal irony involves detecting that the speaker's intended meaning contrasts with the literal meaning. This is challenging for children as the underlying skills required to understand irony may not be fully developed. We investigated how 10-year-olds' working memory, empathy skills, and gender were related to their processing and comprehension of written irony. Data from two previous eye-tracking experiments with 97 children (46 gi…
Reciprocal relationships between a child’s engagement with faces and mother–child interaction at 8, 30, and 60 months
Prioritized attention to faces can be viewed as an early-developing marker of social engagement. This behavior is closely linked with early interactions, but there has been little research examining the longitudinal associations between social engagement and parent-child interaction. We examined the reciprocal relations between mother-child interaction and child engagement with faces from infancy to preschool age. Participants of this study were …
Impact of awe on topic interest and recognition memory for information in planetarium films
131) were recruited among science centre visitors who were going to view one of the films shown in the science centre's planetarium. Participants responded to questions about prior knowledge, topic-specific interest in the film and background information before viewing one of the three planetarium films. After the film, they completed the topic-specific interest scale, epistemically-related emotion scales, situation-specific awe scale, critical t…
Eye movements unveil sensitivity of naïve listeners to iconicity of Russian onomatopoeic words
Iconicity between form and meaning of words is considered to be instrumental in relating linguistic forms to sensorimotor experience. Some Russian onomatopoeic words (e.g. bac ‘bang’) depict sounds and indicate action connected to these sounds. This study investigated how sensitive adult Finnish L1 speakers with no prior knowledge of Russian are to the iconicity of spoken onomatopoeic words in Russian. First, an iconicity rating test was used to …
Children's processing of written irony
Ironic language is challenging for many people to understand, and particularly for children. Comprehending irony is considered a major milestone in children's development, as it requires inferring the intentions of the person who is being ironic. However, the theories of irony comprehension generally do not address developmental changes, and there are limited data on children's processing of verbal irony. In the present pre-registered study, we e…
Attention biases for emotional facial expressions during a free viewing task increase between 2.5 and 5 years of age
The normative, developmental changes in affect-biased attention during the preschool years are largely unknown. To investigate the attention bias for emotional versus neutral faces, an eye-tracking measurement and free viewing of paired pictures of facial expressions (i.e., happy, fearful, sad, or angry faces) and nonface pictures with neutral faces were conducted with 367 children participating in a Finnish cohort study at the age of 2.5 years a…
Individual differences in pupil dilation to others’ emotional and neutral eyes with varying pupil sizes
Sensitivity to others’ emotional signals is an important factor for social interaction. While many studies of emotional reactivity focus on facial emotional expressions, signals such as pupil dilation which can indicate arousal, may also affect observers. For example, observers’ pupils dilate when viewing someone with dilated pupils, so-called pupillary contagion. Yet it is unclear how pupil size and emotional expression interact as signals. Furt…
The stability of early developing attentional bias for faces and fear from 8 to 30 and 60 months in the FinnBrain Birth Cohort Study
Most infants exhibit an attentional bias for faces and fearful facial expressions. These biases reduce toward the third year of life, but little is known about the development of the biases beyond early childhood. We used the same methodology longitudinally to assess attention disengagement patterns from nonface control pictures and faces (neutral, happy, and fearful expressions) in a large sample of children at 8, 30, and 60 months ( N = 389/393…
Behavioral Regulatory Problems Are Associated With a Lower Attentional Bias to Fearful Faces During Infancy
To investigate the role of early regulatory problems (RP), such as problems in feeding, sleeping, and calming down during later development, the association between parent-reported RP at 3 months (no-RP, n = 110; RP, n = 66) and attention to emotional faces at 8 months was studied. Eight-month-old infants had a strong tendency to look at faces and to specifically fearful faces, and the individual variance in this tendency was assessed with eye tr…
Maternal Depressive Symptoms During the Pre- and Postnatal Periods and Infant Attention to Emotional Faces
We examined how infants’ attentional disengagement from happy, fearful, neutral, and phase-scrambled faces at 8 months, as assessed by eye tracking, is associated with trajectories of maternal depressive symptoms from early pregnancy to 6 months postpartum (decreasing n = 48, increasing n = 34, and consistently low symptom levels n = 280). The sample (mother–infant dyads belonging to a larger FinnBrain Birth Cohort Study) was collected between 5/…
Infant fecal microbiota composition and attention to emotional faces
The gut microbiota has been suggested to influence neurodevelopment in rodents. Preliminary human studies have associated fecal microbiota composition with features of emotional and cognitive development as well as differences in thalamus-amygdala connectivity. Currently, microbiota-gut-brain axis studies cover heterogenous set of infant and child brain developmental phenotypes, while microbiota associations with more fine-grained aspects of brai…
Acquisition of Finnish derivational morphology
The current study examined how morpho-semantic processing of derivational morphology develops from later childhood through adolescence to adulthood in Finnish. Finnish is a synthetic language rich both in derivation and inflection. It has been suggested that children gradually acquire the ability to process morphologically complex word structures. However, this development could be delayed because of the complex derivational morphology in Finnish…
Syllables and inflectional morphemes in early Finnish readers
Finnish is a language with simple syllable structure but rich morphology. It was investigated whether syllables or morphemes are preferred processing units in early reading. To this end, Finnish first- and second-grade children read sentences with embedded inflected target words while their eye-movements were registered. The target words were either in essive or inessive/adessive (i.e., locative) case. The target words were either non-hyphenated,…
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Syllables and inflectional morphemes in early Finnish readers
Finnish is a language with simple syllable structure but rich morphology. It was investigated whether syllables or morphemes are preferred processing units in early reading. To this end, Finnish first- and second-grade children read sentences with embedded inflected target words while their eye-movements were registered. The target words were either in essive or inessive/adessive (i.e., locative) case. The target words were either non-hyphenated,…
Acquisition of Finnish derivational morphology
The current study examined how morpho-semantic processing of derivational morphology develops from later childhood through adolescence to adulthood in Finnish. Finnish is a synthetic language rich both in derivation and inflection. It has been suggested that children gradually acquire the ability to process morphologically complex word structures. However, this development could be delayed because of the complex derivational morphology in Finnish…
Maternal Depressive Symptoms During the Pre- and Postnatal Periods and Infant Attention to Emotional Faces
We examined how infants’ attentional disengagement from happy, fearful, neutral, and phase-scrambled faces at 8 months, as assessed by eye tracking, is associated with trajectories of maternal depressive symptoms from early pregnancy to 6 months postpartum (decreasing n = 48, increasing n = 34, and consistently low symptom levels n = 280). The sample (mother–infant dyads belonging to a larger FinnBrain Birth Cohort Study) was collected between 5/…
Infant fecal microbiota composition and attention to emotional faces
The gut microbiota has been suggested to influence neurodevelopment in rodents. Preliminary human studies have associated fecal microbiota composition with features of emotional and cognitive development as well as differences in thalamus-amygdala connectivity. Currently, microbiota-gut-brain axis studies cover heterogenous set of infant and child brain developmental phenotypes, while microbiota associations with more fine-grained aspects of brai…
Behavioral Regulatory Problems Are Associated With a Lower Attentional Bias to Fearful Faces During Infancy
To investigate the role of early regulatory problems (RP), such as problems in feeding, sleeping, and calming down during later development, the association between parent-reported RP at 3 months (no-RP, n = 110; RP, n = 66) and attention to emotional faces at 8 months was studied. Eight-month-old infants had a strong tendency to look at faces and to specifically fearful faces, and the individual variance in this tendency was assessed with eye tr…
Individual differences in pupil dilation to others’ emotional and neutral eyes with varying pupil sizes
Sensitivity to others’ emotional signals is an important factor for social interaction. While many studies of emotional reactivity focus on facial emotional expressions, signals such as pupil dilation which can indicate arousal, may also affect observers. For example, observers’ pupils dilate when viewing someone with dilated pupils, so-called pupillary contagion. Yet it is unclear how pupil size and emotional expression interact as signals. Furt…
The stability of early developing attentional bias for faces and fear from 8 to 30 and 60 months in the FinnBrain Birth Cohort Study
Most infants exhibit an attentional bias for faces and fearful facial expressions. These biases reduce toward the third year of life, but little is known about the development of the biases beyond early childhood. We used the same methodology longitudinally to assess attention disengagement patterns from nonface control pictures and faces (neutral, happy, and fearful expressions) in a large sample of children at 8, 30, and 60 months ( N = 389/393…
Eye movements unveil sensitivity of naïve listeners to iconicity of Russian onomatopoeic words
Iconicity between form and meaning of words is considered to be instrumental in relating linguistic forms to sensorimotor experience. Some Russian onomatopoeic words (e.g. bac ‘bang’) depict sounds and indicate action connected to these sounds. This study investigated how sensitive adult Finnish L1 speakers with no prior knowledge of Russian are to the iconicity of spoken onomatopoeic words in Russian. First, an iconicity rating test was used to …
Children's processing of written irony
Ironic language is challenging for many people to understand, and particularly for children. Comprehending irony is considered a major milestone in children's development, as it requires inferring the intentions of the person who is being ironic. However, the theories of irony comprehension generally do not address developmental changes, and there are limited data on children's processing of verbal irony. In the present pre-registered study, we e…
Attention biases for emotional facial expressions during a free viewing task increase between 2.5 and 5 years of age
The normative, developmental changes in affect-biased attention during the preschool years are largely unknown. To investigate the attention bias for emotional versus neutral faces, an eye-tracking measurement and free viewing of paired pictures of facial expressions (i.e., happy, fearful, sad, or angry faces) and nonface pictures with neutral faces were conducted with 367 children participating in a Finnish cohort study at the age of 2.5 years a…
Science capital
This study examined science capital among Finnish adults ( N = 1572), who responded to 37 survey items assessing science capital. Factor analysis suggested four science capital dimensions: visiting science-related places, science attitudes, science-related self-efficacy, and early support for studying natural sciences. Higher education and higher parental education were linked to higher science capital across all dimensions. Older participants ex…
Who gets it? Explaining variability in children’s written irony comprehension
Understanding verbal irony involves detecting that the speaker's intended meaning contrasts with the literal meaning. This is challenging for children as the underlying skills required to understand irony may not be fully developed. We investigated how 10-year-olds' working memory, empathy skills, and gender were related to their processing and comprehension of written irony. Data from two previous eye-tracking experiments with 97 children (46 gi…
Reciprocal relationships between a child’s engagement with faces and mother–child interaction at 8, 30, and 60 months
Prioritized attention to faces can be viewed as an early-developing marker of social engagement. This behavior is closely linked with early interactions, but there has been little research examining the longitudinal associations between social engagement and parent-child interaction. We examined the reciprocal relations between mother-child interaction and child engagement with faces from infancy to preschool age. Participants of this study were …
Impact of awe on topic interest and recognition memory for information in planetarium films
131) were recruited among science centre visitors who were going to view one of the films shown in the science centre's planetarium. Participants responded to questions about prior knowledge, topic-specific interest in the film and background information before viewing one of the three planetarium films. After the film, they completed the topic-specific interest scale, epistemically-related emotion scales, situation-specific awe scale, critical t…
The Effect of Relevance on Children's Multiple Text Reading
We examined how Finnish children read and integrate information across multiple expository texts when given an inquiry task. We were interested in how task‐relevance of text information affects readers' eye movements and whether the eye movements are connected to the quality of an essay written after reading. We were also interested in differentiating between the effects of technical reading skill and reading comprehension in respect to these pro…
Curiosity and evidence quality affect information seeking and eye movements during reading
Curiosity is critical for learning and selective information processing, but it is unclear how it affects eye-movement patterns during reading. We tracked participants' (n=56) eye movements in a task with 18 health-related questions. Each question was followed by up to 15 statements from three quality categories: scientific relevant (SR), scientific irrelevant (SI), and non-scientific relevant (NR). The statements were concealed in three boxes ac…
Learning Irony in School
Irony comprehension requires going beyond literal meaning of words and is challenging for children. In this pre-registered study, we investigated how teaching metapragmatic knowledge in classrooms impacts written irony comprehension in 10-year-old Finnish-speaking children ( n = 41, 21 girls) compared to a control group ( n = 34, 13 girls). At pre-test, children read ironic and literal sentences embedded in stories while their eye movements were …
Psychology (15 works) · Developmental psychology (9 works) · Linguistics (7 works) · Cognition (5 works) · Cognitive psychology (5 works) · Facial expression (5 works) · Language, Metaphor, and Cognition (4 works) · Neuroscience (4 works) · Reading and Literacy Development (4 works) · Social Psychology (4 works)