Attention in Early Development

Ruff, Holly A.; Rothbart, Mary K.

doi:10.1093/acprof:oso/9780195136326.001.0001

Cited by 247 publications

(308 citation statements)

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“…Several authors have shown that parental processes affect the child's attention (Fearon and Belsky 2004;Ruff and Rothbart 1996). In an observational study Main (1983) found that 3-year-olds with a secure attachment show longer attention spans.…”

Section: Development Of Joint Attention and Attachmentmentioning

confidence: 99%

“…Although the association between attachment and joint attention has hardly been empirically examined, it has often been indicated that the tendency of an infant to engage in social interaction is affected by the quality of the infantparent relationship (Claussen et al 2002;Flanagan et al 1994;Goldsmith and Rogoff 1997;Raver and Leadbeater 1995;Ruff and Rothbart 1996;Scholmerich et al 1997). Several authors have shown that parental processes affect the child's attention (Fearon and Belsky 2004;Ruff and Rothbart 1996).…”

Section: Development Of Joint Attention and Attachmentmentioning

confidence: 99%

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Joint Attention and Attachment in Toddlers with Autism

Naber

Swinkels

Buitelaar

et al. 2007

J Abnorm Child Psychol

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Joint attention is often referred to as a triadic relation between self, other and object. Young children with autism show deficiencies in the use of joint attention behaviors. Individual differences may be expected, and they may be determined by the children's cognitive development or the characteristics of the relationship of the child with the caregiver. Although most joint attention skills develop under the age of three, most studies of joint attention in children with autism involved children older than 3 years of age, due to difficulties in diagnosing autism under this age. In this study we investigated joint attention behaviors of 78 young children (mean age 25.7 months, SD 6.1) with autism spectrum disorders (n=20), other developmental delays (n=18), and typically developing children (n=40). Following the pertinent literature and confirmed by factor analysis, two types of joint attention behaviors were distinguished, Basic Joint Attention (BJA) and Associated Joint Attention (AJA). We found that cognitive delays and autistic symptoms-but not attachment insecurity or disorganization-were related to less joint attention. Already at the age of 2 years, children with more autistic symptoms show less joint attention, even after controlling for developmental level.

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Section: Development Of Joint Attention and Attachmentmentioning

confidence: 99%

Section: Development Of Joint Attention and Attachmentmentioning

confidence: 99%

Joint Attention and Attachment in Toddlers with Autism

Naber

Swinkels

Buitelaar

et al. 2007

J Abnorm Child Psychol

View full text Add to dashboard Cite

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“…Although aspects of focused, obligatory attention are evident in infancy, 66 there are marked developmental changes in the control of attention during the preschool years. 67,68 Ruff, Capozzoli, and Weissberg 69 conducted a series of seminal studies on the development of sustained visual attention in preschool children. Importantly, the set of studies attempted to determine developmental trends in attention in several different situations (i.e., free play, television viewing, and reaction time task), to assess attention, consistency within, and stability across situations.…”

Section: Attentionmentioning

confidence: 99%

Viewing Preschool Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder Through a Developmental Lens: What We Know and What We Need to Know

Chacko

Wakschlag

Hill

et al. 2009

Child and Adolescent Psychiatric Clinics of North America

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“…The role of the body, action, and self-generated experiences is not a well-studied domain within cognitive development, although there are increasing calls for and evidence showing the value of such an approach (e.g., Reiser, Lockman, & Nelson, 2005;Smith & Gasser, 2005;Thelen, 2000) and ample demonstrations of the importance of self-generated experiences in perceptual learning (e.g., Adolph & Berger, 2006;Bertenthal, Campos, & Kermoian, 1994;Gibson, 1969;Lockman, 1990;Ruff & Rothbart, 1996). The goal of this study is to specifically develop a method to study the first-person view-a view intimately tied to self-action-in a developmental period (18-24 months) and task context (toy play) important to language and category learning.…”

Section: Introductionmentioning

confidence: 99%

What's in View for Toddlers? Using a Head Camera to Study Visual Experience

Yoshida

Smith

2008

Infancy

183

179

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This article reports 2 experiments using a new method to study 18-to 24-month-olds' visual experiences as they interact with objects. Experiment 1 presents evidence on the coupling of head and eye movements and thus the validity of the head camera view of the infant's visual field in the geometry of the task context. Experiment 2 demonstrates the use of this method in the naturalistic context of toy play with a parent. The results point to the embodied nature of toddlers' attentional strategies and to importance of hands and hand actions in their visual experience of objects. The head camera thus appears to be a promising method that, despite some limitations, will yield new insights about the ecology and content of young children's experiences.Cognition depends on the kinds of experiences that come from having a body with particular perceptual and motor capabilities. (Thelen, 2000, p. 5) Developmental psychologists have long been interested in the nature of the input, in the everyday experiences that characterize early childhood and the role of those experiences in cognitive development. One method used by many (including is) is to record via a video camera the child's naturalistic interactions with toys and social partners in an effort to understand the structure and regularities inherent in these everyday interactions. There is, however, a potentially fundamental problem with this approach that is illustrated in Figure 1. The camera records a third-person view (Figure 1a), the view of an outside observer. This view is not the child's view, which might be more like that shown in Figure 1b. The thirdperson camera provides a fixed and broad view that is not at the body scale of a young child, and when coded by adults for the information present, is potentially biased by the adult's conceptualization of the structure of the larger scene. The purpose of this article is to present preliminary results on a new method, that although far from perfect, may enable researchers to gain new insights into the contents of visual experience from the young learner's point of view.This goal is consistent with a collection honoring themes in Esther Thelen's work because the input from the child's point of view is intimately tied to the child's body and to movement. The role of the body, action, and self-generated experiences is not a well-studied domain within cognitive development, although there are increasing calls for and evidence showing the value of such an approach (e.g., Reiser, Lockman, & Nelson, 2005;Smith & Gasser, 2005;Thelen, 2000) and ample demonstrations of the importance of self-generated experiences in perceptual learning (e.g., Adolph & Berger, 2006;Bertenthal, Campos, & Kermoian, 1994;Gibson, 1969;Lockman, 1990;Ruff & Rothbart, 1996). The goal of this study is to specifically develop a method to study the first-person view-a view intimately tied to self-action-in a developmental period (18-24 months) and task context (toy play) important to language and category learning. Ideally, we would like a dy...

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Attention in Early Development

Cited by 247 publications

References 0 publications

Joint Attention and Attachment in Toddlers with Autism

Joint Attention and Attachment in Toddlers with Autism

Viewing Preschool Disruptive Behavior Disorders and Attention-Deficit/Hyperactivity Disorder Through a Developmental Lens: What We Know and What We Need to Know

What's in View for Toddlers? Using a Head Camera to Study Visual Experience

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