Joint Attention Paper

At this point we can begin to understand the limitations of body language, facial expression and gesture when language is not available. Although they allow for instant communication they cannot help a child to understand what is being seen or provide a way in which afterwards the child can communicate what she has seen. This means that children who only have the basic communication skills of body language, gesture and facial

First, to successfully engage in joint attention, one must meet the needs of their child by gaining their attention in a multimodal way. Engaging frequently in joint attention will, therefore, help the child transition out of the egocentric stage to engage in frequent language interactions with others. Research shows that “hearing children with hearing parents and d/Deaf parents with d/Deaf

At the age of a year to 17 month children start to get interested in looking through books for a small amount of time. They begin to follow simple directions and answer simple questions with gestures. Children this age recognise familiar objects ,people

Gestures. This can communicate feelings and helps people to be understood. Arms and hands are moved to accompany what people say and add emphasis to what is being said. Gestures can be emphatic or descriptive.

Walden and Ogan conducted a study to better understand the way infants engage in social referencing as a means of influencing their interpretations and responses to events, objects, and people. Social referencing was examined on infants as young as 6 months of age and indicated that they reference their parents and other persons by the end of the first year of life (Walden & Ogan,

seen and provide a way that afterwards the child can then understand and be able to communicate what they have seen effectively. These skills are all very crucial in helping children and young people to learn and manage how to listen and understand different concepts. They can then have a chance to develop their own opinions and ideas to then be able to participate in different decision making and problem solving in appropriate ways. Babies are nonverbal so to begin with they use sounds and facial expressions to communicate to adults expressing themselves and their needs (e.g. smiling, cooing and gurgling). Toddlers then start to have a small understanding and can use words and gestures to make connections to people and be able to develop their knowledge and understanding

An example of a child using contextualized language is a child telling a parent “Daddy, give me that” while pointing to the object the father (listener) has in his hands.

Gazing plays a central role in the social and cognitive development of a child. It is documented that from the age of 3 months, a child will begin to develop perceptual learning. An example of this hypothesis was tested with an actor holding a stuffed kitten in front a 1 year old. The 1 year old stared at the kitten longer, therefore the infant’s desire for what the actor was holding caused the infant to interpret the actor’s behavior as

Cherry, a British physiologist, has suggested the cocktail party effect for the first time about 60 years ago. It means that a person can attend to one speaker while ignoring others at the same time, and that is happened just by selective attention[2]. In many studies, it has been showed that during auditory selective attention, amplitude of some of the components of ERPs increase which causes new waves such as Nd and N2 with longer latency. These findings represent the role of higher processing in selecting the auditory stream. Hilyard in 1973 introduced an EEG-based auditory selective attention protocol to investigate the brain`s electrophysiological activity during the auditory attention. It has been demonstrated that N1 amplitude of the

Eyes intrigue young and old alike, as they give an insight into another’s complex mental state such as emotions, beliefs and desires (Frischen et al. 2007) and indicate where people attend which predicts future actions (Baron-Cohen, 1995). From infancy, eye contact plays a crucial role for healthy development. It aids healthy bonding and offers mother and child a rich source of information and a means to communicate. Developmental research suggests that gaze following plays a major role in the acquisition of language (Baldwin, 1995) and the development of a theory of mind (ToM) (Baron-Cohen, 1995; Gomez 2009), which is necessary to achieve successful social interactions. The study of visual attention (gaze cueing, gaze following

In 2009 Agnes Kovacs conducted a study on seven-month-old infants who were monolingual and (balanced) bilingual with the intention of finding a cognitive difference between the two groups by switching the sides on which a puppet would appear. Pre-switch, all infants were presented a verbal cue followed by a visual reward, the reward being puppet that would appear on a screen within a white square. The puppet would appear on the right side of the screen for half of the infants and on the left half of the screen of the other half of the infants in the study. All infants came to realize that the verbal cue meant the following of the puppet on the screen and would anticipate it

Joint attraction is when the child and caregivers jointly attend to an object or event, both parties share the same attentional focus. A joint attraction I saw using eye gaze and gestures is when Ms. F asked Nathaniel where does he want to play during center time. Nathaniel is an extremely shy boy who barely talks. He looked the way of the kitchen area and Ms. F also looked that way and later on Ms. F pointed to the kitchen area and said, “There? Kitchen area?” and both of them just stared at the kitchen area without saying anything. Within five seconds, Nathaniel nodded and said hat. (He was talking about the chef hat in the kitchen area). Joint attraction is very important because Nathaniel needed that one on one face interaction with Ms.

It is well known that speech perception has been tied to audio and visual modalities in early development. However, there has been a lack of a theoretical discussion about the sensorimotor influence on speech perception development. It is unclear whether an infants’ articulatory information is linked to speech perception, and if so, its relation to motor development. Yeung and Werker (2013) explore the relationship of the audiovisual (AV) speech perceptions and sensorimotor information in 4.5-month-old infants. Specifically, they test simple sensorimotor non-speech oral gestures in relation to AV speech processing. Infants were exposed to two side-by-side screens of a talking face saying either /i/ or /u with a synchronized audio matching one

Attention is the fundamental component involved in multiple aspects of cognitive performance (Hux, 2011). Deficits in attention often include problems with concentration, distractibility, and multitasking, which were reported by the client’s wife. These deficits can have profound effects on daily functions, including: difficulty maintaining or following the topic of conversation, socially inappropriate verbal output due to failure to attend to the social contextual cues that occur during conversation, and difficulty completing daily activities (e.g., driving; Hung, 2017).

When they (my elders) named some object, and accordingly moved towards something, I saw this and I grasped that the thing was called by the sound they uttered when they meant to point it out. Their intention was shewn by their bodily movements, as it were the natural language of all peoples: the expression of the face, the play of the eyes, the movement of other parts of the body, and the tone of voice which expresses our state of mind in seeking, having, rejecting, or avoiding something. Thus, as I heard these words repeatedly used in their proper places in various sentences, I gradually learnt to understand what objects they signified; and after I had trained my mouth to form these signs, I used them to express my own desires (PI 1).