Learning to Look for Language: Development of Joint Attention in Young Deaf Children.
Learning to Look for Language: Development of Joint Attention in Young Deaf Children.
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DOI：
10.1080/15475441.2012.760381
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发表时间：
2014-01-01
期刊：
影响因子：
--
通讯作者：
Mayberry RI
中科院分区：
文献类型：
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作者：
Lieberman AM;Hatrak M;Mayberry RI
听力正常的儿童和他们的看护者之间的共同注意力通常是在成人提供与儿童当前的视觉注意力焦点相关的口头、听觉语言输入时实现的。通过手语进行互动的聋儿必须学会在人与物之间不断切换视觉注意力，以实现听力正常的幼儿典型的联合注意力特征。本研究探讨了手语二人组在单一模态下实现联合注意的机制。四个聋哑儿童，年龄1;9至3;7，观察自然互动与他们的聋哑母亲。孩子们进行频繁和有意义的目光转移，并高度敏感的一系列母亲的线索。在这个样本中，儿童对凝视的控制主要是在两岁时发展起来的。在聋儿中观察到的凝视模式在听力正常的对照组中没有观察到，这表明当父母与婴儿的互动语言发生在视觉模式中时，出现了特定于模态的联合注意行为模式。
Joint attention between hearing children and their caregivers is typically achieved when the adult provides spoken, auditory linguistic input that relates to the child’s current visual focus of attention. Deaf children interacting through sign language must learn to continually switch visual attention between people and objects in order to achieve the classic joint attention characteristic of young hearing children. The current study investigated the mechanisms used by sign language dyads to achieve joint attention within a single modality. Four deaf children, ages 1;9 to 3;7, were observed during naturalistic interactions with their deaf mothers. The children engaged in frequent and meaningful gaze shifts, and were highly sensitive to a range of maternal cues. Children’s control of gaze in this sample was largely developed by age two. The gaze patterns observed in deaf children were not observed in a control group of hearing children, indicating that modality-specific patterns of joint attention behaviors emerge when the language of parent-infant interaction occurs in the visual mode.