Joint attention in deaf and hearing 22 month-old children and their hearing mothers
References (24)
- et al.
The development of shared attention during infancy
- et al.
Coordinating attention to people, objects, and language
- et al.
Joint attention, affect, and culture
- et al.
Joint attention and symbols at the end of infancy
- et al.
Coordinating attention to people and objects in mother-infant and peer-infant interaction
Child Development
(1984) - et al.
Observing interaction: An introduction to sequential analysis
(1997) Understanding the link between joint attention and language
Nature and uses of immaturity
American Psychologist
(1972)- et al.
Technical manual for the MacArthur Communicative Development Inventory
(1993) - et al.
Learning to look in the right place: A comparison of attentional behavior in deaf children with deaf and hearing mothers
Journal of Deaf Studies and Deaf Education
(1997)
Language use in mother-child and mother-child-sibling interactions
Child Development
The impact of deafness on mother-child and peer relationships
Cited by (57)
Making sense of sensory language: Acquisition of sensory knowledge by individuals with congenital sensory impairments
2022, NeuropsychologiaCitation Excerpt :Blind children of course cannot see an object offered to them, and typically exhibit delays in reaching for objects relative to sighted children (Bigelow, 1986), thereby delaying the acquisition of tactile joint attention. Taken together, the literature suggests that while modality and language experience influence the timeline of joint attention, blind, deaf, and typically-sighted/hearing children do exhibit joint attention within the first two years of life (Prezbindowski et al., 1998; Bigelow, 2003; Lieberman et al., 2014). In typically-developing children, while joint attention is viable for concrete objects, it is harder to coordinate attention to something abstract.
The interplay between early social interaction, language and executive function development in deaf and hearing infants
2021, Infant Behavior and DevelopmentCitation Excerpt :The second type of joint attention is a later development, emerging between 18–36 months. Here, children are more able to jointly attend to objects and to manipulate language and symbolic gestures related to those objects (Cejas, Barker, Quittner, & Niparko, 2014; Prezbindowski et al., 1998). A final aspect of social-interaction is turn-taking where adult and child are in synchrony (Feldman, 2012).
Revisiting how we operationalize joint attention
2021, Infant Behavior and DevelopmentCitation Excerpt :These researchers characterized this as a form of social feedback that the initiator of joint attention uses to verify the outcome of his or her behavior. The requirement of such verification is also documented in research with children who are deaf or hard-of-hearing (Nowakowski et al., 2009; Prezbindowski et al., 1998) Finally, Striano and Stahl (2005) argued that previous assessments of joint attention were lacking the “monitoring component” (their term for verification of a bid’s success or failure). This criterion is relevant to both the parent and the child as initiator too, a view that is consistent with other domains of research, such as that employing the Still-Face Paradigm (Cohn & Tronick, 1983), in which infants demonstrate themselves to be sensitive to relevant social cues in a triadic interaction.
The influence of infant characteristics and attention to social cues on early vocabulary
2016, Journal of Experimental Child PsychologyHearing Loss in Children
2023, Health And Hearing