Attention, Joint Attention, and Social Cognition

Mundy, Peter; Newell, Lisa C.

doi:10.1111/j.1467-8721.2007.00518.x

Cited by 636 publications

(594 citation statements)

References 19 publications

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“…In the current paper, we study joint attention (JA), a basic yet fundamental mechanism of social interaction that is used by humans to coordinate and communicate intentions and information as well as guiding others' attention in a nonverbal way, especially through eye gaze (12). JA is of considerable interest both for cognitive and clinical neuroscience because it arises early in development, preceding and shaping the emergence of symbolic communication and higher-order social functions such as representational theory of mind (13,14).…”

mentioning

confidence: 99%

Information flow between interacting human brains: Identification, validation, and relationship to social expertise

Bilek¹,

Ruf

Schäfer³

et al. 2015

Proc. Natl. Acad. Sci. U.S.A.

137

131

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Social interactions are fundamental for human behavior, but the quantification of their neural underpinnings remains challenging. Here, we used hyperscanning functional MRI (fMRI) to study information flow between brains of human dyads during real-time social interaction in a joint attention paradigm. In a hardware setup enabling immersive audiovisual interaction of subjects in linked fMRI scanners, we characterize cross-brain connectivity components that are unique to interacting individuals, identifying information flow between the sender's and receiver's temporoparietal junction. We replicate these findings in an independent sample and validate our methods by demonstrating that cross-brain connectivity relates to a key real-world measure of social behavior. Together, our findings support a central role of human-specific cortical areas in the brain dynamics of dyadic interactions and provide an approach for the noninvasive examination of the neural basis of healthy and disturbed human social behavior with minimal a priori assumptions.fMRI | hyperscanning | joint attention H uman social interactions have likely shaped brain evolution and are critical for development, health, and society. Defining their neural underpinnings is a key goal of social neuroscience. Interacting dyads, the simplest and fundamental form of human interaction, have been examined with behavioral setups that used real movement interactions during communication in real time as a proxy (1-4), providing mathematical models representing human interaction, goal sharing, mutual engagement, and coordination. To identify the neural systems supporting these behaviors, neuroimaging would be the tool of choice, but studying dyadic interactions with this method is both experimentally and analytically challenging. Consequently, the neural processes underlying human social interactions remain incompletely understood.Experimentally, studying dyads with neuroimaging technology that allows only one participant per scanner provides challenges that have been addressed in the literature in one of two ways. First, the audiovisual experiences of human social contact have been simulated using stimuli such as photographs, recorded videos, or computerized avatars in the absence of human interaction (5-7), or, recently, immersive audiovisual linkups have been used with one of the two participants being scanned (8, 9). Secondly, pioneering neuroimaging experiments have coupled two scanner sites over the Internet, a setup called hyperscanning, enabling subjects to observe higher-level behavioral responses such as choices made to accept or reject an offer in real time while in the scanners (10, 11). In the current study, we aimed to combine the advantages of these experimental approaches by enabling two humans to see (and possibly hear) each other in a hyperscanning framework, enabling an immersive social interaction while both participant's brains are imaged. To do so, we implemented a setup with delay-free data transmission and precisely synchronized data acquisitio...

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mentioning

confidence: 99%

Information flow between interacting human brains: Identification, validation, and relationship to social expertise

Bilek¹,

Ruf

Schäfer³

et al. 2015

Proc. Natl. Acad. Sci. U.S.A.

137

131

View full text Add to dashboard Cite

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“…This skill is, therefore, considered precursor to the development of the language. Studies point important deficits on this skill in GDD children, which must also be related to the severity of the social symptoms shown by these children 16,17 . Other works point that, even with the joint-attention severely compromised and being used as an early marker of these cases, it is not completely absent 18 .…”

Section: Resultsmentioning

confidence: 99%

Intervenção fonoaudiologica baseada na perspectiva comportamental em transtorno global do desenvolvimento (tgd): relato de caso

Nicolielo

Gonçalves

Arruda³

et al. 2014

Rev. CEFAC

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O objetivo deste trabalho foi descrever um processo de intervenção fonoaudiológica focado na adequação das habilidades linguísticas, sociais e cognitivas de uma criança com Distúrbio de Linguagem como parte de um Transtorno Global do Desenvolvimento (TGD), sob a perspectiva comportamental. A criança em questão era do gênero feminino e foi diagnosticada numa clínica-escola de Fonoaudiologia e encaminhada ao diagnóstico neurológico aos 2 anos de idade. Logo após o diagnóstico iniciou-se a intervenção fonoaudiológica individual, com base numa perspectiva comportamentalista de base mais tradicional; no entanto, ao longo do processo, houve mudanças no direcionamento da intervenção, sendo aqui relatados os dois primeiros anos de intervenção e apresentados dados da reavaliação fonoaudiológica no início do terceiro ano de intervenção. Como resultado da intervenção, houve melhora da linguagem receptiva e expressiva, sendo que a criança apresentou evolução quanto ao aspecto comportamental e aquisição de habilidades comunicativas, associando respostas verbais à ações. Além disso, houve aumento do contato ocular e do tempo de atenção e de aspectos relacionados ao simbolismo. O caso foi descrito com a preocupação de deixar claro que nem sempre é fácil a identificação da melhor abordagem terapêutica para essas crianças logo no início do processo, sendo que as decisões acerca da abordagem adequada devem ser repensadas constantemente não somente em decorrência do diagnóstico em si, mas também das manifestações da sintomatologia geral e específica – que variam conforme o desenvolvimento da criança e a evolução do processo de intervenção. Essas decisões devem ser pautadas na experiência do profissional, mas também na expectativa e no limite de cada família.

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“…Ainsi, l'enseignante prend part à l'activité en ajustant son action à l'aide du matériel à portée de main. Ces particularités constituent des indices formels de la manière dont l'élève a amorcé l'attention conjointe et la manière dont l'institutrice y a répondu (Mundy et Newell 2007). Il apparaît une organisation complexe des différentes actions et un agencement très spécifique dépendant des situations de classe.…”

Section: Les éLèves Produisent Un « Tour » Avant De Prendre La Paroleunclassified

Suivre les actions de l'autre

Voilmy

2013

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Les salles de classe se caractérisent par des pratiques organisationnelles établies et sont des environnements riches en technologies matérielles. Un outil tel que le tableau soutient l’activité en classe, et est l’objet vers lequel les participants à l’événement que constitue la classe coordonnent leur attention mutuelle. L’organisation locale de l’interaction en classe est accomplie à la fois par le parler et par les regards, les gestes, la posture corporelle. De quelle manière la conduite incarnée est-elle rendue observable pour la gestion endogène (émique) de l’activité ? Comment le fait de pouvoir suivre et comprendre les gestes des autres permet-elle la co-orientation vers un même moment interactionnel ? Cet article examine un moment de transition entre deux activités avec le tableau interactif pendant lequel l’institutrice manipule l’outil et interroge les élèves concernant la consigne et l’utilisation du tableau pour l’activité future. Cette situation concrète d’enseignement a été enregistrée selon la perspective de l’analyse vidéo de l’ordre local en classe, dont l’exigence de base est de préserver les ressources exploitées et mobilisées par les participants à l’interaction. Nous nous intéressons à la manière dont les élèves suivent les différentes actions de l’institutrice, lèvent la main pour se présélectionner, commencent à répondre pour attirer l’attention, et pointent vers le tableau de manière publiquement intelligible. Nous interrogeons la manière dont, à travers leur conduite incarnée (verbale et gestuelle), les enfants montrent leurs orientations vers, et leur capacité à gérer, l’observabilité de leur conduite en classe.

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Attention, Joint Attention, and Social Cognition

Cited by 636 publications

References 19 publications

Information flow between interacting human brains: Identification, validation, and relationship to social expertise

Information flow between interacting human brains: Identification, validation, and relationship to social expertise

Intervenção fonoaudiologica baseada na perspectiva comportamental em transtorno global do desenvolvimento (tgd): relato de caso

Suivre les actions de l'autre

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