What Leads to Coordinated Attention in Parent-Toddler Interactions? Children's Hearing Status Matters

Autor/inn/en	Chen, Chi-hsin; Castellanos, Irina; Yu, Chen; Houston, Derek M.
Titel	What Leads to Coordinated Attention in Parent-Toddler Interactions? Children's Hearing Status Matters
Quelle	In: Developmental Science, 23 (2020) 3, (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12919
Schlagwörter	Attention; Parent Child Relationship; Child Development; Eye Movements; Hearing Impairments; Play; Probability; Cues; Nonverbal Communication; Toddlers + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindesentwicklung; Augenbewegung; Hearing impairment; Hörbehinderung; Spiel; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Stichwort; Non-verbal communication; Nonverbale Kommunikation; Infant; Infants; Toddler; Kleinkind
Abstract	Coordinated attention between children and their parents plays an important role in their social, language, and cognitive development. The current study used head-mounted eye-trackers to investigate the effects of children's prelingual hearing loss on how they achieve coordinated attention with their hearing parents during free-flowing object play. We found that toddlers with hearing loss (age: 24-37 months) had similar overall gaze patterns (e.g., gaze length and proportion of face looking) as their normal-hearing peers. In addition, children's hearing status did not affect how likely parents and children attended to the same object at the same time during play. However, when following parents' attention, children with hearing loss used both parents' gaze directions and hand actions as cues, whereas children with normal hearing mainly relied on parents' hand actions. The diversity of pathways leading to coordinated attention suggests the flexibility and robustness of developing systems in using multiple pathways to achieve the same functional end. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01