THE ABILITY OF PRESCHOOLERS TO SEPARATE INTENTIONS AS A BASIS OF COORDINATED MODELS OF BEHAVIOR AND DEVELOPMENT OF SOCIAL SKILLS
Keywords:
attention, joint attention, social cognition, age development, preschool age, theory of mind, mental model, mental retardation, autism, hearing loss.
Abstract
The article discusses the relationship between the development of joint attention and the social and cognitive development of the child. Based on the analysis of previous studies of typically developing children demonstrating internal participation and responsiveness to fundamental social characteristics (for example, the direction of sight), the goal was to identify manifestations of atypical shared attention when a child does not take into account which object (event) or which aspects of this object (event) are the focus of the interlocutor. On a sample of 90 preschoolers with typical development, mental retardation, hearing impairment and visual impairment, “primary psychological” characteristics of atypical development of the child were identified, putting disruption of social communication in the first place. It has been found that secondary deviations in the development of social cognition are specific for a particular primary defect. The limited flow of information in case of violation of one or several analyzers creates unusual conditions in the accumulation in children of the experience of social interaction necessary to form a mental model.
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References
Список литературы:
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26. Loveland K., Landry S. Joint attention and language in autism and developmental language delay. Journal of Autism and Developmental Disorders. 1986. Vol. 16. P. 335–349
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28. Moore C., Corkum V. Social understanding at the end of the first year of life. Developmental Review. 1994. Vol. 14. P. 349–372.
29. Moore C., Dunham P., Hillsdale N.J. Joint Attention: Its Origins and Role in Development // Lawrence Erlbaum Associates. 1995. 294 p.
30. Morales M., Mundy P., Crowson M., Neal R., Delgado C. Individual differences in infant attention skills, joint attention, and emotion regulation behavior. International Journal of Behavioral Development. 2005. Vol. 29. P. 259–263.
31. Mundy P., Block J., Delgado C., Pomares Y., Van Hecke A.V., Parlade M.V. Individual differences and the development of joint attention in infancy. Child Dev. 2007. Vol. 78 (3). P. 938–954.
32. Mundy P., Sigman M. Joint attention, social competence and developmental psychopathology. In: Cicchetti D., Cohen D., editors. Developmental psychopathology, 2nd ed., Vol. 1: Theory and methods methods. Hoboken, NJ : Wiley. 2006. P. 293–332.
33. Mundy P., Vaughan Van Hecke A. Neural systems, gaze following and the development of joint attention. In: Nelson C, Luciana M, editors. Handbook of developmental cognitive neuroscience. New York : Oxford University Press. 2007. P. 17–51.
34. Mundy P. 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.
35. Nation K., Penny S. Sensitivity to eye gaze in autism: Is it normal? Is it automatic? Is it social? Development and Psychopathology. 2008. Vol. 20. P. 79–97.
36. Nichols K.E., Fox N., Mundy P. Joint attention, self-recognition and neurocognitive functioning. Infancy. 2005. Vol. 7. P. 35–51.
37. Perner J., Frith U., Leslie A.M., Leekam S. Exploration of the autistic child's theory of mind: knowledge, belief and communication // Child Development. 1989.
38. Russell T., Sharma T. Social cognition at the neural level: Investigations in autism, psychopathy and schizophrenia // The Social Brain. Evolution and Pathology / C. Brune, M. Ribbert, H. Schiefenhovel (Eds.). UK, 2003. P. 253–276.
39. Scaife M., Bruner J. The capacity for joint visual attention in the infant. Nature. 1975. Vol. 253. P. 265–266.
40. Seibert J.M., Hogan A.E., Mundy P.C. Assessing interactional competencies: The early social-communication scales. Infant Mental Health Journal. 1982. Vol. 3. P. 244–258.
41. Sheinkopf S., Mundy P., Claussen A., Willoughby J. Infant joint attention skill and preschool behavioral outcomes in at-risk children. Development and Psychopathology. 2004. Vol. 16. P. 273–293.
42. Sigman M., Ruskin E. Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Monographs of the Society for Research in Child Development. 1999. 64 р.
43. Smith L., Ulvund L. The role of joint attention in later development among preterm children: Linkages between early and middle childhood. Social Development. 2003. Vol. 1. P. 222–234.
44. Tomasello M., Carpenter M., Call J., Behne T., Moll H. Understanding sharing intentions: The origins of cultural cognition. Brain and Behavior Sciences. 2005. 28. P. 675–690.
45. Tomasello M., Todd J. Joint attention and lexical acquisition style. First Language. 1983. Vol. 4. P. 197–211.
46. Tomasello M. Joint attention as social cognition. In: Moore C, Dunham P, editors. Joint attention: Its origins and role in development. Hillsdale, NJ : Lawrence Erlbaum, 1995. P. 103–130.
47. Williams J. Self-other relations in social development and autism: Multiple roles for mirror neurons and other brain bases. Autism Research. 2008. Vol. 1. P. 73–90.
48. Zelazo P., Qu L., Muller U. Hot and cool aspects of executive function: Relations in early language development. In: Schneider W., Schumann-Hegsteler R., Sodian B., editors. Young children’s cognitive development: Interrelations among executive functioning, working memory, verbal ability and theory of mind. Mahwah, NJ : Lawrence Erlbaum Associates, 2005. P. 71–93.
1. Adamson L., Bakeman R., Dekner D. The development of symbol infused joint engagement. Child Development. 2004. Vol. 75. P. 1171–1187.
2. Baldwin D. Understanding the link between joint attention and language. In: Moore C., Dunham P., editors. Joint attention: Its origins and role in development. Hillsdale, NJ : Erlbaum; 1995. P. 131–158.
3. Baron-Cohen S. The autistic child’s theory of mind: a case of specific developmental delay // Journal of Child Psychology and Psychiatry. 1989. Vol. 30. P. 285–297.
4. Baron-Cohen S., Leslie A.M., Frith U. Mechanical, behavioural and intentional understanding of picture stories in autistic children // British Journal of Developmental Psychology. 1986. Vol. 4. P. 113–125.
5. Bates E., Thal D., Whitesell K., Fenson L. Integrating language and gesture in infancy. Developmental Psychology. 1989. Vol. 25. P. 1004–1019.
6. Bora E., Pantelis C. Theory of mind impairments in first-episode psychosis, individuals at ultra-high risk for psychosis and in first-degree relatives of schizophrenia: systematic review and meta-analysis // Schizophrenia research. 2013. Vol. 144 (1). P. 31–36. doi:10.1016/j.schres.2012.12.013
7. Bora E., Yucel M., Pantelis C. Theory of mind impairment in schizophrenia: Metaanalysis // Schizophrenia Research. 2009. Vol. 109. P. 1–9. doi:10.1016/j.schres.2008.12.020.
8. Bretherton I. Intentional communication and the development of an understanding of mind. In: Frye D, Moore C, editors. Children’s theories of mind: Mental states and social understanding. Hillsdale, NJ : Lawrence Erlbaum Associates Inc. 1991. P. 49–75.
9. Brooks R., Meltzoff A. The development of gaze following and its relations to language. Developmental Science. 2005. Vol. 8. P. 535–543.
10. Bruner J. Child’s talk: Learning to use language. New York : Norton; 1985.
11. Carpenter M., Nagell K., Tomasello M. Social cognition, joint attention, and communicative competence from 9- to 15-months of age. Monographs of the Society for Research in Child Development. 1998. 63 p.
12. Charman T., Swettenham J., Baron-Cohen S., Baird G., Cox A., Drew A. Testing joint attention, imitation, and play as infancy precursors to language and theory of mind. Cognitive Development. 2001. Vol. 15. P. 481–498.
13. Charwarska K., Klin A., Volkmar F. Automatic attention cuing through eye movement in 2-year-old-children with autism. Child Development. 2003. Vol. 74. P. 1108–1122.
14. Corkum V., Moore C. Origins of joint visual attention in infants. Developmental Psychology. 1998. Vol. 34. P. 28–38.
15. Dawson G., Munson J., Estes A., Osterling J., McPartland J., Toth K., et al. Neurocognitive function and joint attention ability in young children with autism spectrum disorder versus developmental delay. Child Development. 2002. Vol. 73. P. 345–358.
16. Delgado C., Mundy P., Crowson M., Markus J., Yale M., Schwartz H. Responding to joint attention and language development: A comparison of target locations. Journal of Speech, Language and Hearing Research. 2002. Vol. 45. P. 1715–1719.
17. Frith C.D., Corcoran R. Exploring ‘theory of mind’ in people with schizophrenia // Psych. Med. 1996. Vol. 26. P. 521–530.
18. Gopnik A., Capps L., Meltzoff A. Early theories of mind: what the theory can tell us about autism? // Understandingother minds. Perspectives from developmental cognitive neuroscience / eds. S. Baron Cohen, H. Tagerlusberg, D.J. Cohen. Oxford : Oxford University press, 2000. P. 50–72.
19. Happe F. Parts and whole, meaningand minds: central coherence and its relation to «Theory of Mind» // Understandingother minds. Perspectives from developmental cognitive neuroscience / eds. S. Baron Cohen., H. Tager Flusberg, D.J. Cohen. NY : Oxford University press, 2000. P. 201–221.
20. 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.
21. 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.
22. Koegel L., Carter C., Koegel R. Teaching children with autism self-initiations as a pivotal response. Topics in Language Disorders. 2003. Vol. 23. P. 134–145.
23. Kylliainen A., Hietanen J. Attention orienting by another’s gaze direction in children with autism. Journal of Child Psychology and Psychiatry. 2004. Vol. 45. P. 435–444.
24. Landry S., Miller-Loncar C., Smith K. Individual differences in the development of social communication competency in very low birthweight children. In: Molfese D, Molfese V, editors. Developmental variations in learning: Applications to social, executive function, language, and reading skills. Mahwah, NJ : Lawrence Erlbaum. 2002. P. 81–112.
25. Leslie A.M., & Frith U. Autistic children's understanding of seeing, knowing and believing // British Journal of Developmental Psychology. 1988. Vol. 4. P. 315–324.
26. Loveland K., Landry S. Joint attention and language in autism and developmental language delay. Journal of Autism and Developmental Disorders. 1986. Vol. 16. P. 335–349
27. Mazza M., Costagliola C., Di Michele V. et al. Deficit of social cognition in subjects with surgically treated frontal lobe lesions and in subjects affected by schizophrenia // Eur. Arch. Psychiatr. Clin. Neurosci. 2007. Vol. 257, № 1. P. 12–22.
28. Moore C., Corkum V. Social understanding at the end of the first year of life. Developmental Review. 1994. Vol. 14. P. 349–372.
29. Moore C., Dunham P., Hillsdale N.J. Joint Attention: Its Origins and Role in Development // Lawrence Erlbaum Associates. 1995. 294 p.
30. Morales M., Mundy P., Crowson M., Neal R., Delgado C. Individual differences in infant attention skills, joint attention, and emotion regulation behavior. International Journal of Behavioral Development. 2005. Vol. 29. P. 259–263.
31. Mundy P., Block J., Delgado C., Pomares Y., Van Hecke A.V., Parlade M.V. Individual differences and the development of joint attention in infancy. Child Dev. 2007. Vol. 78 (3). P. 938–954.
32. Mundy P., Sigman M. Joint attention, social competence and developmental psychopathology. In: Cicchetti D., Cohen D., editors. Developmental psychopathology, 2nd ed., Vol. 1: Theory and methods methods. Hoboken, NJ : Wiley. 2006. P. 293–332.
33. Mundy P., Vaughan Van Hecke A. Neural systems, gaze following and the development of joint attention. In: Nelson C, Luciana M, editors. Handbook of developmental cognitive neuroscience. New York : Oxford University Press. 2007. P. 17–51.
34. Mundy P. 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.
35. Nation K., Penny S. Sensitivity to eye gaze in autism: Is it normal? Is it automatic? Is it social? Development and Psychopathology. 2008. Vol. 20. P. 79–97.
36. Nichols K.E., Fox N., Mundy P. Joint attention, self-recognition and neurocognitive functioning. Infancy. 2005. Vol. 7. P. 35–51.
37. Perner J., Frith U., Leslie A.M., Leekam S. Exploration of the autistic child's theory of mind: knowledge, belief and communication // Child Development. 1989.
38. Russell T., Sharma T. Social cognition at the neural level: Investigations in autism, psychopathy and schizophrenia // The Social Brain. Evolution and Pathology / C. Brune, M. Ribbert, H. Schiefenhovel (Eds.). UK, 2003. P. 253–276.
39. Scaife M., Bruner J. The capacity for joint visual attention in the infant. Nature. 1975. Vol. 253. P. 265–266.
40. Seibert J.M., Hogan A.E., Mundy P.C. Assessing interactional competencies: The early social-communication scales. Infant Mental Health Journal. 1982. Vol. 3. P. 244–258.
41. Sheinkopf S., Mundy P., Claussen A., Willoughby J. Infant joint attention skill and preschool behavioral outcomes in at-risk children. Development and Psychopathology. 2004. Vol. 16. P. 273–293.
42. Sigman M., Ruskin E. Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Monographs of the Society for Research in Child Development. 1999. 64 р.
43. Smith L., Ulvund L. The role of joint attention in later development among preterm children: Linkages between early and middle childhood. Social Development. 2003. Vol. 1. P. 222–234.
44. Tomasello M., Carpenter M., Call J., Behne T., Moll H. Understanding sharing intentions: The origins of cultural cognition. Brain and Behavior Sciences. 2005. 28. P. 675–690.
45. Tomasello M., Todd J. Joint attention and lexical acquisition style. First Language. 1983. Vol. 4. P. 197–211.
46. Tomasello M. Joint attention as social cognition. In: Moore C, Dunham P, editors. Joint attention: Its origins and role in development. Hillsdale, NJ : Lawrence Erlbaum, 1995. P. 103–130.
47. Williams J. Self-other relations in social development and autism: Multiple roles for mirror neurons and other brain bases. Autism Research. 2008. Vol. 1. P. 73–90.
48. Zelazo P., Qu L., Muller U. Hot and cool aspects of executive function: Relations in early language development. In: Schneider W., Schumann-Hegsteler R., Sodian B., editors. Young children’s cognitive development: Interrelations among executive functioning, working memory, verbal ability and theory of mind. Mahwah, NJ : Lawrence Erlbaum Associates, 2005. P. 71–93.
Published
2019-04-01
How to Cite
1. Смирнова Я. THE ABILITY OF PRESCHOOLERS TO SEPARATE INTENTIONS AS A BASIS OF COORDINATED MODELS OF BEHAVIOR AND DEVELOPMENT OF SOCIAL SKILLS // Bulletin of Psychology and Pedagogy of Altai State University, 2019. № 1. P. 98-118. URL: http://bppasu.ru/article/view/5401.
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