Infant joint attention, temperament, and social competence in preschool children.
Infant joint attention, temperament, and social competence in preschool children.
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DOI：
10.1111/j.1467-8624.2007.00985.x
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发表时间：
2007
影响因子：
4.6
通讯作者：
Amy Vaughan Van Hecke;P. Mundy;C. F. Acra;Jessica Block;Christine F. Delgado;Meaghan V Parladé;Jessica A. Meyer;A. Neal;Yuly Pomares
中科院分区：
文献类型：
--
作者：
Amy Vaughan Van Hecke;P. Mundy;C. F. Acra;Jessica Block;Christine F. Delgado;Meaghan V Parladé;Jessica A. Meyer;A. Neal;Yuly Pomares
据观察，婴儿的共同注意与高危儿童的社会情绪结果有关。为了解决这种关系在典型发育儿童中是否也很明显，52名儿童在12个月、15个月、24个月和30个月时进行了测试，以检查婴儿共同注意与社会结果之间的关系。12个月的启动和对共同注意的反应与30个月的社交能力和外化行为有关，即使考虑了15个月的气质评级、24个月的认知和语言以及人口统计学变量。这些结果表明，除了与语言和认知有关外，婴儿的共同注意还反映了健康发展的各个方面，这与儿童时期社会和行为能力出现的个体差异有关。
Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and responding to joint attention were related to 30-month social competence and externalizing behavior, even when accounting for 15-month temperament ratings, 24-month cognition and language, and demographic variables. These results suggest that, in addition to associations with language and cognition, infant joint attention reflects robust aspects of development that are related to individual differences in the emergence of social and behavioral competence in childhood.