What leads to coordinated attention in parent–toddler interactions? Children's hearing status matters
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...
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| Veröffentlicht in: | Developmental science 2020-05, Vol.23 (3), p.e12919-n/a |
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| creator | Chen, Chi‐hsin Castellanos, Irina Yu, Chen Houston, Derek M. |
| description | 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.
The current study used head‐mounted eye‐trackers to investigate the effects of toddlers’ prelingual hearing loss on how they achieve coordinated attention with their hearing parents during free‐flowing object play. We found that 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, while children with normal hearing mainly relied on parents’ hand actions. |
| doi_str_mv | 10.1111/desc.12919 |
| format | Article |
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The current study used head‐mounted eye‐trackers to investigate the effects of toddlers’ prelingual hearing loss on how they achieve coordinated attention with their hearing parents during free‐flowing object play. We found that 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, while children with normal hearing mainly relied on parents’ hand actions.</description><identifier>ISSN: 1363-755X</identifier><identifier>ISSN: 1467-7687</identifier><identifier>EISSN: 1467-7687</identifier><identifier>DOI: 10.1111/desc.12919</identifier><identifier>PMID: 31680414</identifier><language>eng</language><publisher>England: Wiley-Blackwell</publisher><subject>Attention ; Child Development ; Child Development - physiology ; Child, Preschool ; Children ; Children & youth ; children with hearing loss ; Cognitive ability ; coordinated attention ; Cues ; Deafness ; Eye Movements ; eye‐tracking ; Female ; Fixation, Ocular ; gaze following ; Hand ; Hearing Impairments ; Hearing Loss ; Humans ; Infant ; Language ; Male ; Nonverbal Communication ; Parent Child Relationship ; Parent-Child Relations ; Parents & parenting ; parent–child interactions ; Preschool children ; Probability ; Toddlers</subject><ispartof>Developmental science, 2020-05, Vol.23 (3), p.e12919-n/a</ispartof><rights>2019 John Wiley & Sons Ltd</rights><rights>2019 John Wiley & Sons Ltd.</rights><rights>Copyright © 2020 John Wiley & Sons Ltd</rights><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4709-30a5d839fc7a7eb01cf01399f5b750e4e55a377a90938fc0b990796d87ffc7623</citedby><cites>FETCH-LOGICAL-c4709-30a5d839fc7a7eb01cf01399f5b750e4e55a377a90938fc0b990796d87ffc7623</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fdesc.12919$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fdesc.12919$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>230,314,780,784,885,1417,27924,27925,45574,45575</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1250171$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/31680414$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Chen, Chi‐hsin</creatorcontrib><creatorcontrib>Castellanos, Irina</creatorcontrib><creatorcontrib>Yu, Chen</creatorcontrib><creatorcontrib>Houston, Derek M.</creatorcontrib><title>What leads to coordinated attention in parent–toddler interactions? Children's hearing status matters</title><title>Developmental science</title><addtitle>Dev Sci</addtitle><description>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.
The current study used head‐mounted eye‐trackers to investigate the effects of toddlers’ prelingual hearing loss on how they achieve coordinated attention with their hearing parents during free‐flowing object play. We found that 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, while children with normal hearing mainly relied on parents’ hand actions.</description><subject>Attention</subject><subject>Child Development</subject><subject>Child Development - physiology</subject><subject>Child, Preschool</subject><subject>Children</subject><subject>Children & youth</subject><subject>children with hearing loss</subject><subject>Cognitive ability</subject><subject>coordinated attention</subject><subject>Cues</subject><subject>Deafness</subject><subject>Eye Movements</subject><subject>eye‐tracking</subject><subject>Female</subject><subject>Fixation, Ocular</subject><subject>gaze following</subject><subject>Hand</subject><subject>Hearing Impairments</subject><subject>Hearing Loss</subject><subject>Humans</subject><subject>Infant</subject><subject>Language</subject><subject>Male</subject><subject>Nonverbal Communication</subject><subject>Parent Child Relationship</subject><subject>Parent-Child Relations</subject><subject>Parents & parenting</subject><subject>parent–child interactions</subject><subject>Preschool children</subject><subject>Probability</subject><subject>Toddlers</subject><issn>1363-755X</issn><issn>1467-7687</issn><issn>1467-7687</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kc1u1DAUhS0Eou3Ahj3IEgsqpJTrOInjDQhNhxZUiQUg2Fke-2bGVSYebKeoO96BN-RJ8DRlBCzwxj_n87nXPoQ8YnDC8nhhMZoTVkom75BDVjWiEE0r7uY1b3gh6vrLATmK8RIAKg7sPjngrGmhYtUhWX1e60R71DbS5KnxPlg36ISW6pRwSM4P1A10q0Pe_Pz-I3lrewz5LGHQZqfHV3S-dr3NxLNI16iDG1Y0Jp3GSDc7mxAfkHud7iM-vJ1n5NObxcf5eXHx_uzt_PVFYSoBsuCga9ty2RmhBS6BmQ4Yl7Krl6IGrLCuNRdCS5C87QwspQQhG9uKLl9pSj4jLyff7bjcoDW56aB7tQ1uo8O18tqpv5XBrdXKXynBGoD8XzNyfGsQ_NcRY1IbFw32vR7Qj1GVnDFZlsBFRp_-g176MQz5eZlqZeakYJl6PlEm-BgDdvtmGKhdfmqXn7rJL8NP_mx_j_4OLAOPJwCDM3t58Y6VNbCbamzSv7ker_9TSp0uPsynor8AM4axpA</recordid><startdate>202005</startdate><enddate>202005</enddate><creator>Chen, Chi‐hsin</creator><creator>Castellanos, Irina</creator><creator>Yu, Chen</creator><creator>Houston, Derek M.</creator><general>Wiley-Blackwell</general><general>Wiley Subscription Services, Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QP</scope><scope>7TK</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>202005</creationdate><title>What leads to coordinated attention in parent–toddler interactions? Children's hearing status matters</title><author>Chen, Chi‐hsin ; Castellanos, Irina ; Yu, Chen ; Houston, Derek M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4709-30a5d839fc7a7eb01cf01399f5b750e4e55a377a90938fc0b990796d87ffc7623</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Attention</topic><topic>Child Development</topic><topic>Child Development - physiology</topic><topic>Child, Preschool</topic><topic>Children</topic><topic>Children & youth</topic><topic>children with hearing loss</topic><topic>Cognitive ability</topic><topic>coordinated attention</topic><topic>Cues</topic><topic>Deafness</topic><topic>Eye Movements</topic><topic>eye‐tracking</topic><topic>Female</topic><topic>Fixation, Ocular</topic><topic>gaze following</topic><topic>Hand</topic><topic>Hearing Impairments</topic><topic>Hearing Loss</topic><topic>Humans</topic><topic>Infant</topic><topic>Language</topic><topic>Male</topic><topic>Nonverbal Communication</topic><topic>Parent Child Relationship</topic><topic>Parent-Child Relations</topic><topic>Parents & parenting</topic><topic>parent–child interactions</topic><topic>Preschool children</topic><topic>Probability</topic><topic>Toddlers</topic><toplevel>online_resources</toplevel><creatorcontrib>Chen, Chi‐hsin</creatorcontrib><creatorcontrib>Castellanos, Irina</creatorcontrib><creatorcontrib>Yu, Chen</creatorcontrib><creatorcontrib>Houston, Derek M.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Calcium & Calcified Tissue Abstracts</collection><collection>Neurosciences Abstracts</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Developmental science</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Chen, Chi‐hsin</au><au>Castellanos, Irina</au><au>Yu, Chen</au><au>Houston, Derek M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1250171</ericid><atitle>What leads to coordinated attention in parent–toddler interactions? Children's hearing status matters</atitle><jtitle>Developmental science</jtitle><addtitle>Dev Sci</addtitle><date>2020-05</date><risdate>2020</risdate><volume>23</volume><issue>3</issue><spage>e12919</spage><epage>n/a</epage><pages>e12919-n/a</pages><issn>1363-755X</issn><issn>1467-7687</issn><eissn>1467-7687</eissn><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.
The current study used head‐mounted eye‐trackers to investigate the effects of toddlers’ prelingual hearing loss on how they achieve coordinated attention with their hearing parents during free‐flowing object play. We found that 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, while children with normal hearing mainly relied on parents’ hand actions.</abstract><cop>England</cop><pub>Wiley-Blackwell</pub><pmid>31680414</pmid><doi>10.1111/desc.12919</doi><tpages>14</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | Attention Child Development Child Development - physiology Child, Preschool Children Children & youth children with hearing loss Cognitive ability coordinated attention Cues Deafness Eye Movements eye‐tracking Female Fixation, Ocular gaze following Hand Hearing Impairments Hearing Loss Humans Infant Language Male Nonverbal Communication Parent Child Relationship Parent-Child Relations Parents & parenting parent–child interactions Preschool children Probability Toddlers |
| title | What leads to coordinated attention in parent–toddler interactions? Children's hearing status matters |
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