VISUAL SOCIAL ATTENTION OF HEARING IMPAIRED CHILDREN
Результаты исследований получены при финансовой поддержке гранта РНФ 21-78-00029 «Айтрекинг-исследование трудностей обучения детей с нарушением слуха».
Abstract
The article presents an analysis of the joint attention deficit of preschoolers with hearing impairment. The aspect of the difficulty of synchronously maintaining visual attention in children with hearing impairment to objects during interaction with an adult that hinders the child's learning and development is considered. On a sample of 32 preschoolers 5-7 years old with sensorineural hearing loss with cochlear implants and a sample of 32 typically developing preschoolers, an eye-tracking study of the visual attention features of children with hearing impairment in play and learning conditions was carried out. The features of the visual attention of children with hearing impairment are highlighted, which reduce the effectiveness of the exchange of information related to an object or event within the general system of interaction with an adult. It is shown that in interaction with an adult, the deficit of visual attention in children with hearing impairment is characterized by: difficulty in recognizing the partner's gaze; incorrect adjustment of the focus of attention after changing the direction of the partner's gaze to detect his intentions; difficulty in synchronously changing the focus of attention, as well as coordinating joint visual attention; delayed orientation of visual-spatial attention to the target object; a decrease in the duration of visual concentration on the target object; the predominance of "ascending" joint attention, which affects the synchronicity and stability of maintaining joint visual attention with an adult.
Downloads
References
1. Baron-Cohen S., Richler J., Bisarya D., Gurunathan N., Wheelwright S. The systemising quotient (SQ): An investigation of adults with Asperger syndrome or high-functioning autism, and normal sex differences // Philosophical Transactions of the Royal Society of London, Series B. 2003. P 361–374.
2. Birmingham E., Kingstone A. Human social attention // Prog Brain Res. 2009. Vol. 176. Р. 309–20.
3. Chen C., Castellanos I., Yu C., Houston D.M. Effects of children’s hearing loss on the synchrony between parents’ object naming and children’s attention // Infant Behavior and Development. 2019. Vol 57. P. 101322
4. Chen C.‐h., Castellanos I, Yu C., Houston D.M. What leads to coordinated attention in parent–toddler interactions? Children's hearing status matters // Dev Sci. 2020. Vol. 23. Р. e12919. URL: https://doi.org/10.1111/desc.12919
5. Chen C.‐h., Castellanos I., Yu C., Houston D.M. Parental Linguistic Input and Its Relation to Toddlers’ Visual Attention in Joint Object Play: A Comparison Between Children with Normal Hearing and Children With Hearing Loss // Infancy. 2019. Vol. 24. P. 589–612.
6. Dunn J., Brophy M. Communication, relationships,and individual differences in children's understanding ofmind. In J. W. Astington & J. A. Baird (Eds.). Why languagematters for theory of mind. New York, NY : OxfordUniversity Press. 2005. P. 50–69.
7. Hobson R.P. What puts the jointness in joint attention? / Joint attention: Communication and other minds (ed.) J. Roessler // Oxford: Oxford University Press. 2005. Р. 185–204.
8. Kasari C., Sigman M., Mundy P., Yirmiya N. Affective sharing in the context of joint attention interactions of normal, autistic, and mentally retarded children // Journal of Autism and Developmental Disorders. 1990. Vol. 20. P. 87–100.
9. Meltzoff A., Brooks R. Self-experiences a mechanism for learning about others: a training study in social cognition // Dev. Psychol. 2008. Vol. 44. P. 1–9.
10. Mundy P, Jarrold W. Infant joint attention, neural networks and social cognition. Neural Netw. 2010. Vol. 23(8-9). P. 985–997.
11. Mundy P. A Review of Joint Attention and Social-Cognitive Brain Systems in Typical Development and Autism Spectrum Disorder // European Journal of Neuroscience. 2017. Vol. 47.
12. Peterson C.C. Telling the story of theory of mind :Deaf and hearing children’s narrativesand mental state understanding // Slaughter British Journal of Developmental Psychology. 2006. Vol. 24. P. 151–179.
13. Rincover, A., & Ducharme, J. M. Variables influencing stimulus overselectivity and "tunnel vision" in developmentally delayed children // American Journal of Mental Deficiency. 1987. Vol. 91(4). P. 422–430.
14. Townsend J., Courchesne E., Egaas B. Slowed orienting of covert visual-spatial attention in autism: Specific deficits associated with cerebellar and parietal abnormality // Development and Psychopathology. 2009. Vol. 8(3). P. 563-584.
15. Van Hecke V.A., Mundy P., Block J.J. Infant responding to joint attention, executive processes, and self-regulation in preschool children // Infant Behav Dev. 2011. Vol. 35(2). P. 303–11.
16. Vuilleumier P. Perceived gaze direction in faces and spatial attention: A study in patients with parietal damage and unilateral neglect // Neuropsychologia. 2002. Vol. 40. P. 1013–1026.
17. Wainwright J.A., Bryson S.E. Visual-spatial orienting in autism // J Autism Dev Disord. 1996. Vol. 26. P. 423–438.
18. Williams J. Self-other relations in social development and autism: Multiple roles for mirror neurons and other brain bases // Autism Research. 2008. Vol. 1. Р. 73–90.
19. Yu C., Chen C., Castellanos I., Houston D.M. What leads to coordinated attention in parent–toddler interactions? Children's hearing status matters // Developmental Science. 2020. Vol. 23(3). P. e12919.
20. Yu C., Smith L.B. Hand–Eye Coordination Predicts Joint Attention // Child Development. 2017. Vol. 88(6). P. 2060–2078
Bulletin of Psychology and Pedagogy of Altai State University is a golden publisher, as we allow self-archiving, but most importantly we are fully transparent about your rights.
Authors may present and discuss their findings ahead of publication: at scientific conferences, on preprint servers, in public databases, and in blogs, wikis, tweets, and other informal communication channels.
Bulletin of Psychology and Pedagogy of Altai State University allows authors to deposit manuscripts (currently under review or those for intended submission) in non-commercial, pre-print servers such as ArXiv.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
