Attention to the Mouth and Gaze Following in Infancy Predict Language Development

Autor/inn/en	Tenenbaum, Elena J.; Sobel, David M.; Sheinkpof, Stephen J.; Malle, Bertram F.; Morgan, James L.
Titel	Attention to the Mouth and Gaze Following in Infancy Predict Language Development
Quelle	In: Journal of Child Language, 42 (2015) 6, S.1173-1190 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000914000725
Schlagwörter	Child Language; Infants; Longitudinal Studies; Attention; Human Body; Eye Movements; Infant Behavior; Child Development; Age Differences; Interpersonal Communication; Language Acquisition; Monolingualism; English; Parent Surveys; Check Lists; Cues; Experiments + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Infant; Toddler; Toddlers; Kleinkind; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Aufmerksamkeit; Menschlicher Körper; Augenbewegung; Kindesentwicklung; Age; Difference; Age difference; Altersunterschied; Interpersonale Kommunikation; Sprachaneignung; Spracherwerb; English language; Englisch; Checkliste; Stichwort; Erprobung
Abstract	We investigated longitudinal relations among gaze following and face scanning in infancy and later language development. At 12 months, infants watched videos of a woman describing an object while their passive viewing was measured with an eye-tracker. We examined the relation between infants' face scanning behavior and their tendency to follow the speaker's attentional shift to the object she was describing. We also collected language outcome measures on the same infants at 18 and 24 months. Attention to the mouth and gaze following at 12 months both predicted later productive vocabulary. The results are discussed in terms of SOCIAL ENGAGEMENT, which may account for both attentional distribution and language onset. We argue that an infant's inherent interest in engaging with others (in addition to creating more opportunities for communication) leads infants to attend to the most relevant information in a social scene and that this information facilitates language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01