• E-mailArve.Asbjornsen@uib.no
  • Phone+47 55 58 90 84
  • Visitor Address
    Jonas Lies vei 91
  • Postal Address
    Postboks 7807
    5020 BERGEN
  • Statistical and implicit learning of language
  • Neurocognitive functions in learning impairments


  • Professional issues in speech-language therapy/logopedics
  • Evidence Based Practice
  • Research methodology
  • Show author(s) 2020. Prisoners' academic motivation, viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners. International Review of Education. 551-574.
  • Show author(s) 2020. MAIN: Kartleggingsverktøy for narrative ferdigheter hos flerspråklige. / Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Bohnacker, U. & Walters, J. (2019). MAIN: Multilingual Assessment Instrument for Narratives - Revised. Materials for use. ZAS Papers in Linguistics, 63. Norwegian version. Translated and adapted by Asbjørnsen, A. and Rodina, Y. . ZAS Papers in Linguistics.
  • Show author(s) 2019. Utdanning i fengsel. 21 pages.
  • Show author(s) 2019. How can prisoners be motivated to start and complete an education?
  • Show author(s) 2018. Why do not prisoners participate in adult education? An analysis of Barriers to education in Norwegian prisons. International Review of Education. 1-23.
  • Show author(s) 2018. Selvrapporterte leseferdigheter blant unge voksne i Norge. Psyke & Logos. 114-132.
  • Show author(s) 2017. The Beliefs about Voices Questionnaire - Revised: A factor structure from 450 participants. Psychiatry Research. 95-103.
  • Show author(s) 2017. Participation of foreign national prisoners in prison activities: Research insights from Belgium and Norway.
  • Show author(s) 2017. Norske innsette: Mangelfull utdanning og risiko for utanforskap. Spesialpedagogikk. 49-60.
  • Show author(s) 2017. Norske innsatte: Kartlegging av lesevansker og oppmerksomhetsvansker 2015. Kan vi kartlegge slike vansker på en kostnadseffektiv måte?
  • Show author(s) 2017. Norske innsatte: Kartlegging av lesevansker og oppmerksomhetsvansker 2015. .
  • Show author(s) 2017. Innsette i fengsel under 25 år: Tek utdanning, men har vanskar med lesing, skriving, rekning og ADHD. Bedre Skole. 32-39.
  • Show author(s) 2017. Innsatte fra Albania, Litauen og Polen: Utdanning, arbeid, ønske og planer. .
  • Show author(s) 2017. Barriers that hinder prisoners from taking part in education: Research insights from Belgium and Norway.
  • Show author(s) 2017. An fMRI study of implicit language learning in developmental language impairment. NeuroImage: Clinical. 277-285.
  • Show author(s) 2016. The relationship between prisoners' academic self-efficacy and participation in education, previous convictions, sentence length, and portion of sentence served. Journal of Prison Education and Reentry (JPER). 106-120.
  • Show author(s) 2016. Spørreskjema om voksnes lesing (SLV) som screeninginstrument for leseferdigheter : erfaringer fra bruk i en surveyundersøkelse blant norske innsatte. Norsk tidsskrift for logopedi. 14-25.
  • Show author(s) 2016. Psychophysiological responses to an executive task in refugees with chronic PTSD and comorbid depression. Nordic Psychology. 177-194.
  • Show author(s) 2016. Norske innsette: Utdanningsmotivasjon og hinder for utdanning i fengsel. .
  • Show author(s) 2016. Norske innsette: Utdanning, arbeid, ønske og planar. .
  • Show author(s) 2016. En undersøkelse av lese- og skriveferdigheter blant unge voksne : skiller innsatte seg fra andre med sammenlignbart utdanningsnivå? Spesialpedagogikk. 53-67.
  • Show author(s) 2016. Cross-linguistic patterns in the acquisition of quantifiers. Proceedings of the National Academy of Sciences of the United States of America. 9244-9249.
  • Show author(s) 2015. The nature of the language input affects brain activation during learning from a natural language. Journal of Neurolinguistics. 17-34.
  • Show author(s) 2015. Language lateralization shifts with learning by adults. Laterality: Asymmetries of Body, Brain and Cognition. 306-325.
  • Show author(s) 2015. Input variability facilitates unguided subcategory learning in adults. Journal of Speech, Language and Hearing Research. 826-839.

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