THE ABILITY OF PRESCHOOLERS TO DETERMINE THE DIRECTION OF VIEWS FOR COMBINING THE FOCUS OF ATTENTION
Keywords:
attention, joint attention, social cognition, orienting basis of action, age development, preschool age, theory of mind, eye contact, autism, gaze aversion.
Abstract
The article deals with the interaction of attention and the formation of cognitive functions. It has been revealed that children with limited joint attention may experience difficulties in acquiring a wide range of developmental skills, as well as the ability to use the direction of views or indicate that they should direct attention to other functions with the development of management functions. On a sample of 317 preschool children, a methodology was tested that assessed the understanding of children. A decrease in the accuracy of determining the direction in a group of children with a differential in the control functions was revealed. It was found that the differences are typical for children and children with lower education that can be knitted so that children who participate in joint attention may be available to expand access to training. Changes in the courses that demonstrate the dynamics of cognitive development of the child, which in comparison makes it possible to assess the characteristic differences not only in pathology, but also in reducing the level of the overall level of age development.
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References
Список литературы:
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34. Trevarthen C., Aitken K. Infant intersubjectivity: Research, theory, and clinical applications // Journal of child psychology and psychiatry, and allied disciplines. 2001. Vol. 42. P. 309–428.
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1. Adamson L.B. Communication development during infancy. Madison, WI : Brown and Benchmark Publishers, 1996. 256 р.
2. Baldwin D.A. Understanding the link between joint attention and language / eds. C. Moore, P.J. Dunham // Joint attention: Its origins and role in development. Hillsdale, NJ : Erlbaum. 1995. Р. 131–158.
3. Baron-Cohen S. Mind Blindness. Cambridge, MA : MIT Press, 1995. 198 р.
4. Baron-Cohen S., Leslie A.M., Frith U. Does the autistic child have a «theory of mind»? // Cognition. 1985. № 21. P. 37–46.
5. Bates E. Language and context: The acquisition of performatives. New York : Academic Press, 1976. 375 р.
6. Bergman P., Escalona S. Unusual sensitivities in very young children // Psychoanalytic study of the child. 1949. № 3–4. Р. 333–352.
7. Bruner J. Child's talk: Learning to Use Language. New York, 1985. 144 р.
8. De Jaegher H., Di Paolo E., Gallagher S. Can social interaction constitute social cognition? // Trends cognitive sciences. 2010. Vol. 14, № 10. P. 441–447. doi: 10.1016/j.tics.2010.06.009.
9. Charman T. Testing joint attention, imitation, and play as infancy precursors to language and theory of mind // Cognitive Development. 2001. Vol. 15. P. 481–498.
10. Davies M.S. Neural bases of gaze and emotion processing in children with autism spectrum disorders // Brain Behavior. 2011. Vol. 1 (1). P. 1–11. doi: 10.1002/brb3.6.
11. Dawson G., Levy A. Arousel, attention, and socioemotional impairments of individual with autism // Autism, nature, diagnosis and treatment / ed. G. Dawson. New York : The Guilford press, 1989. Р. 49–74.
12. Goswami U.C. Cognitive development: The Learning Brain. New York : Psychology, 2008. 480 p.
13. Heal J. Joint attention and understanding the mind // Joint attention: Communication and other minds / ed. J. Roessler. Oxford : Oxford University Press, 2005. Р. 34–44.
14. Hobson R.P. What puts the jointness in joint attention? / Joint attention: Communication and other minds / ed. J. Roessler. Oxford : Oxford University Press, 2005. P. 185–204.
15. Hobson R.P. Beyond Cognition: A Theory of Autism // Autism, nature, diagnosis and treatment / ed. G. Dawson. New York : The Guilford press, 1989. Р. 22–48.
16. Hobson R.P. Understanding persons: the role of affect // Understanding other minds; perspectives from autism / eds. S Baron-Cohen, H. Tager-Flusberg, D.J. Cohen. Oxford : Oxford University Press, 1993. Р. 204–227.
17. Kasari C. 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.
18. MacPherson A.C., Moore C. Attentional control by gaze cues in infancy // Gaze-Following: Its Development and Significance / eds. R. Flomm, K. Lee, D. Muir. Mahwah, NJ : Lawrence Erlbaum Associates, 2007. P. 53–76.
19. Moore C., Dunham P., Hillsdale N.J. Joint Attention: Its Origins and Role in Development: Lawrence Erlbaum Associates, 1995. 294 p.
20. Jennifer M. Moriuchi M.A., Ami Klin, W. Jones. Mechanisms of diminished attention to eyes in autism // American Journal of Psychiatry. 2016. Vol. 174, № 1. P. 26–35. doi: 10.1176/appi.ajp.2016.15091222.
21. Mumme D. Infants' use of gaze cues to interpret others' actions and emotional reactions // Gaze-Following: Its Development and Significance / eds. R. Flomm, K. Lee, D. Muir. Mahwah, NJ : Lawrence Erlbaum Associates, 2007. P. 143–170.
22. Mundy P. A manual for the Abridged Early Social Communication Scales (ESCS). Miami : University of Miami Psychology Department, 2003. 65 р.
23. Mundy P., Sullivan L., Mastergeorge A.M. A parallel and distributed-processing model of joint attention, social cognition, and autism // Autism research. 2009. Vol. 2. P. 2–21. doi: 10.1002/aur.61.
24. Mundy P., Sigman M. Specifying the Nature of the Social Impairment in Autism / ed. G. Dawson. New York : The Guilford press, 1989. P. 3–22.
25. Mundy P. Annotation: the neural basis of social impairments in autism: the role of the dorsal medial-frontal cortex and anterior cingulate system // Journal of child psychology and psychiatry, and allied disciplines. 2003. Vol. 44. P. 793–809.
26. Nowakowski M.E., Tasker S.L., Schmidt L.A. Establishment of joint attention in dyads involving hearing mothers of deaf and hearing children and its relation to adaptive social behavior // American Annals of the Deaf. 2009. Vol. 154 (1). P. 15–29. doi: 10.1353/aad.0.0071.
27. Ozonoff S. Components of executive function in autism and other disorders // Autism as an executive disorder / ed. J. Russell. Oxford : Oxford University Press, 1997. P. 179–211.
28. Ozonoff S. Executive function deficits in high-functioning autistic children: relationship to theory of mind // Journal of child psychology and psychiatry, and allied disciplines. 1991. Vol. 32, № 7. P. 1081–1105.
29. Parlade M.V Anticipatory smiling: Linking early affective communication and social outcome // Infant behavior and development. 2009. Vol. 32. P. 33–43. doi: 10.1016/j.infbeh.2008.09.007.
30. Reddy V. Before the third element: Understanding attention to self // Joint attention: Communication and other minds / eds. N. Eilan, C. Hoerl, T. McCormack [et al.]. Oxford : Oxford University Press, 2005. P. 85–109.
31. Rossano F., Carpenter M., Tomasello M. One-Year-Old Infants Follow Others Voice Direction // Psychological Science. 2012. Vol. 23. P. 1298–1302.
32. Scaife M., Bruner J. The capacity for joint visual attention in the infant // Nature. 1975. Vol. 253. P. 265–266.
33. Tomasello M. Understanding and sharing of intentions: the origins of cultural cognition // Behavioral and Brain Sciences. 2005. Vol. 28. P. 675–735.
34. Trevarthen C., Aitken K. Infant intersubjectivity: Research, theory, and clinical applications // Journal of child psychology and psychiatry, and allied disciplines. 2001. Vol. 42. P. 309–428.
35. Hecke Van A.V. Infant Joint Attention, Temperament, and Social Competence in Preschool Children // Child Development. 2007. Vol. 78. P. 53–69.
36. Woodward A. Infants understanding of the actions involved in joint attention // Joint attention: communication and other minds / eds. N. Eilan, C. Hoerl, T. McCormack [et al.]. Oxford : Oxford University Press, 2005. P. 110–128.
Published
2019-04-01
How to Cite
1. Смирнова Я. THE ABILITY OF PRESCHOOLERS TO DETERMINE THE DIRECTION OF VIEWS FOR COMBINING THE FOCUS OF ATTENTION // Bulletin of Psychology and Pedagogy of Altai State University, 2019. № 1. P. 76-97. URL: http://bppasu.ru/article/view/5399.
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