How the hands control attention during early word learning

Rader, Nancy; Zukow-Goldring, Patricia

doi:10.1075/bct.39.05rad

Cited by 18 publications

(28 citation statements)

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“…In fact, even the directional motion of adults’ gaze shifts can compel infants’ attention shifts, and is critical for early ‘gaze‐following’ (Deák, ; Farroni, Johnson, Brockbank, & Simion, ; Moore, Angelopoulos, & Bennett, ). The movement of adults’ object handling is also salient to infants (Brand, Baldwin, & Ashburn, ; Deák et al., ; Rader & Zukow‐Goldring, ; Yu & Smith, ) and tends to attract their attention. It seems that infants’ attention is not drawn by adults’ hands per se (Deák et al., ; Frank, Vul, & Johnson, ), but by hands manipulating objects.…”

Section: What Actions Precede Shared Attention? Maternal Cues and Infmentioning

confidence: 99%

“…Infants tend to look at a talking adult's mouth (e.g., Hillairet de Boisferon, Tift, Minar, & Lewkowicz, ; Hunnius & Gueze, ), suggesting that vocal signaling attracts infants’ attention. However, in naturalistic social contexts infants show more complex responses such as looking from the adult's mouth to an object she is holding, if speech and object motion are synchronized (Gogate, Bolzani, & Betancourt, ; Rader & Zukow‐Goldring, , ). There are regularities of speech/action timing during parents’ interactions with infants (e.g., Chang, de Barbaro, & Deák, ; Tamis‐LeMonda, Kuchirko, & Tafuro, ).…”

Section: What Actions Precede Shared Attention? Maternal Cues and Infmentioning

confidence: 99%

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What Leads To Shared Attention? Maternal Cues and Infant Responses During Object Play

Deák

Krasno

Jasso

et al. 2017

Infancy

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Attention sharing provides an important context for infant learning, but it is not fully understood how infants respond to parents' isolated or combined actions to shift from nonsharing to attention-sharing states. To investigate this, we recorded unscripted toy-play interactions of infants (3 to 11 months old, N = 35) and mothers at home, and coded attention-related behaviors. These included infants' and mothers' visual fixations, and mothers' attention-directing actions including gaze shifts, pointing gestures, object manipulations, verbalizations, and object sounds. In addition, dyadic attention was continuously classified into one of seven states of shared or nonshared attention. Results showed that mothers usually produced a combination of attention-directing cues within the 7 sec. before infants shifted their attention to match the mother's focus. Mothers' cue combinations usually included object manipulation and either a gaze shift or a verbalization. Infants seldom looked at mothers' faces and followed a very small proportion of isolated gaze shifts or pointing gestures. However, infants frequently shifted attention to watch mothers manipulate objects. The results indicate that during toy play, combinations of maternal attention-specifying actions selectively elicit infants' attention following.

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Section: What Actions Precede Shared Attention? Maternal Cues and Infmentioning

confidence: 99%

Section: What Actions Precede Shared Attention? Maternal Cues and Infmentioning

confidence: 99%

What Leads To Shared Attention? Maternal Cues and Infant Responses During Object Play

Deák

Krasno

Jasso

et al. 2017

Infancy

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“…While these studies conceive of the infant primarily as an observer of the tutor's action presentation, Zukow-Goldring (2006, 2012 suggests that the caregiver's and the infant's perceiving and acting may be dynamically coupled in 'assisted imitation': When a child attempts (and partially fails) to reproduce an observed action, the tutor helps the child by guiding her body, and eventually reproduces her action presentation resulting in a set of repeated, slightly modified versions (see also De Léon, 2008). As a result, such an interactional perspective points to the relevance of guiding the infant's attention (Zukow-Goldring & Ferko, 1994;Zukow-Goldring, 1996, 1997, 2001Rader & Zukow-Goldring, 2010), how the task can be integrated into the sequential structure of explaining actions and that tutors modify their actions in repeated presentations. However, they do not address the variability in the tutors' 'motionese' behavior as it emerges on-line.…”

Section: Tutoring In Adult-child Interactionmentioning

confidence: 99%

Tutoring in adult-child interaction

Pitsch¹,

Vollmer²,

Rohlfing³

et al. 2014

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Research of tutoring in parent-infant interaction has shown that tutors -when presenting some action -modify both their verbal and manual performance for the learner ('motherese', 'motionese'). Investigating the sources and effects of the tutors' action modifications, we suggest an interactional account of 'motionese'. Using video-data from a semi-experimental study in which parents taught their 8 to 11 month old infants how to nest a set of differently sized cups, we found that the tutors' action modifications (in particular: high arches) functioned as an orienting device to guide the infant's visual attention (gaze). Action modification and the recipient's gaze can be seen to have a reciprocal sequential relationship and to constitute a constant loop of mutual adjustments.Implications are discussed for developmental research and for robotic 'Social Learning'.We argue that a robot system could use on-line feedback strategies (e.g. gaze) to proactively shape a tutor's action presentation as it emerges.

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“…Early gesture use has been found to be important for language processing [62], attention control in early word learning [63], and early pointing gestures have been found to be connected to both word and sign development [64]. Gesture use is suggested to be an early connection between language and thought, in that infants from their earliest pointings share common conceptual contexts with their parents [33,53,65].…”

Section: Gesturesmentioning

confidence: 99%

A Literature Analysis of Themes in Paediatric Cochlear Implant Research

Hendar

Dammeyer²

2015

Commun Disord Deaf Stud Hearing Aids

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Research on children with cochlear implants (CI) has documented positive outcomes, but also that many still experience language delays. The aim of this article is to explore how research on children with cochlear implants cover topics of early language development compared to research on children with typical hearing and children with hearing impairment without CI. Published research in the period 1990-2013 on language development was analysed with respect to frequency of selected search terms reflecting different language acquisition themes among children with typical hearing, children with hearing impairment without CI, and children with CI, respectively. Results showed a relatively lower number of articles which included themes such as pre-verbal language (imitation, joint attention and gestures), extra lingual abilities (social interaction), and later language skills (semantic, syntactic, grammar and pragmatic) in research on children with cochlear implants compared to research in children with typical hearing. A need for more research with focus on pre-lingual themes in language acquisition is discussed.

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How the hands control attention during early word learning

Cited by 18 publications

References 0 publications

What Leads To Shared Attention? Maternal Cues and Infant Responses During Object Play

What Leads To Shared Attention? Maternal Cues and Infant Responses During Object Play

Tutoring in adult-child interaction

A Literature Analysis of Themes in Paediatric Cochlear Implant Research

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