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Peter Clive Mundy - One of the best experts on this subject based on the ideXlab platform.
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Joint Attention in Preschool Children: Is it a Meaningful Measure?
International Journal of School and Cognitive Psychology, 2015Co-Authors: Lisa Sullivan, Peter Clive Mundy, Ann M. MastergeorgeAbstract:The goal of this study was to evaluate the degree to which measuring Joint Attention an aspect of social Attention, is meaningful for the learning and development of preschool children. Joint Attention refers to the executive capacity to coordinate visual Attention with another person. This pivotal skill begins to develop from 6 to 18 months of age and continues to be refined and coordinated throughout individual developmental trajectories. In this study Joint Attention was measured in forty-three 4 to 5-year-olds asked to coordinate their Attention with that of an unfamiliar adult during a social Attention word learning task. The results revealed that there were individual differences in Joint Attention for children in this age group which suggests that this may be a meaningful construct to measure. These data contribute to a small but growing literature on the potential utility of Joint Attention theory and measurement in preschool aged children to further our understanding of social Attention coordination in classroom contexts.
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Joint Attention, Social-Cognition, and Recognition Memory in Adults
Frontiers in Human Neuroscience, 2012Co-Authors: Peter Clive MundyAbstract:The early emerging capacity for Joint Attention, or socially coordinated visual Attention, is thought to be integral to the development of social-cognition in childhood. Recent studies have also begun to suggest that Joint Attention affects adult cognition as well, but methodological limitations hamper research on this topic. To address this issue we developed a novel virtual reality (VR) paradigm that integrates eye-tracking and virtual avatar technology to measure two types of Joint Attention in adults, Initiating Joint Attention (IJA) and Responding to Joint Attention (RJA). Distinguishing these types of Joint Attention in research is important because they are thought to reflect unique, as well as common constellations of processes involved in human social-cognition and social learning. We tested the validity of the differentiation of IJA and RJA in our paradigm in two studies of picture recognition memory in undergraduate students. Study 1 indicated that young adults correctly identified more pictures they had previously viewed in an IJA condition (67%) than in a RJA (58%) condition, η2 = .57. Study 2 controlled for IJA and RJA stimulus viewing time differences, and replicated the findings of Study 1. The implications of these results for the validity of the paradigm and research on the affects of Joint Attention on adult social-cognition are discussed.
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Self-referenced processing, neurodevelopment and Joint Attention in autism:
Autism, 2010Co-Authors: Peter Clive Mundy, Mary Gwaltney, Heather A. HendersonAbstract:This article describes a parallel and distributed processing model (PDPM) of Joint Attention, self-referenced processing and autism. According to this model, autism involves early impairments in the capacity for rapid, integrated processing of self-referenced (proprioceptive and interoceptive) and other-referenced (exteroceptive) information. Measures of Joint Attention have proven useful in research on autism because they are sensitive to the early development of the ‘parallel’ and integrated processing of self- and other-referenced stimuli. Moreover, Joint Attention behaviors are a consequence, but also an organizer of the functional development of a distal distributed cortical system involving anterior networks including the prefrontal and insula cortices, as well as posterior neural networks including the temporal and parietal cortices. Measures of Joint Attention provide early behavioral indicators of atypical development in this parallel and distributed processing system in autism. In addition it is...
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individual differences and the development of Joint Attention in infancy
Child Development, 2007Co-Authors: Peter Clive Mundy, Jessica Block, Christine E F Delgado, Yuly Pomares, Amy Vaughan Van Hecke, Meaghan V ParladeAbstract:This study examined the development of Joint Attention in 95 infants assessed between 9 and 18 months of age. Infants displayed significant test–retest reliability on measures of following gaze and gestures (responding to Joint Attention, RJA) and in their use of eye contact to establish social Attention coordination (initiating Joint Attention, IJA). Infants displayed a linear, increasing pattern of age-related growth on most Joint Attention measures. However, IJA was characterized by a significant cubic developmental pattern. Infants with different rates of cognitive development exhibited different frequencies of Joint Attention acts at each age, but did not exhibit different age-related patterns of development. Finally, 12-month RJA and 18-month IJA predicted 24-month language after controlling for general aspects of cognitive development.
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Joint Attention, Self-Recognition, and Neurocognitive Function in Toddlers
Infancy, 2005Co-Authors: Kate E. Nichols, Peter Clive MundyAbstract:Recent studies have attempted to understand the processes involved in Joint Attention because of its relevance to both atypical and normal development. Data from a recent study of young children with autism suggests that performance on a delay nonmatch to sample (DNMS) task associated with ventromedial prefrontal functions, but not an A-not-B/delayed response task associated with dorsolateral prefrontal cortex, was related to Joint Attention skills (Dawson et al., 2002). Recent research also suggests that Joint Attention is associated with dorsalmedial brain systems linked to self-monitoring (Mundy, 2003). This study investigated the relations among Joint Attention, DNMS, and self-recognition performance in a longitudinal study of 39 normally developing toddlers from 14 to 18 months. The results indicated that development on the DNMS and self-recognition tasks, but not a means end task, predicted Joint Attention at 18 months. Further analysis showed that the model was only significant for initiating Joint...
Minoru Asada - One of the best experts on this subject based on the ideXlab platform.
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How does an infant acquire the ability of Joint Attention?: A Constructive Approach
2020Co-Authors: Y. Nagai, Koh Hosoda, Minoru AsadaAbstract:This study argues how a human infant acquires the ability of Joint Attention through interactions with its caregiver from the viewpoint of a constructive approach. This paper presents a constructive model by which a robot acquires a sensorimotor coordination for Joint Attention based on visual Attention and learning with self-evaluation. Since visual Attention does not always correspond to Joint Attention, the robot may have incorrect learning situations for Joint Attention as well as correct ones. However, the robot is expected to statistically lose the data of the incorrect ones as outliers through the learning, and consequently acquires the appropriate sensorimotor coordination for Joint Attention even if the environment is not controlled nor the caregiver provides any task evaluation. The experimental results suggest that the proposed model could explain the developmental mechanism of the infant’s Joint Attention because the learning process of the robot’s Joint Attention can be regarded as equivalent to the developmental process of the infant’s one.
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Causality detected by transfer entropy leads acquisition of Joint Attention
2007 IEEE 6th International Conference on Development and Learning, 2007Co-Authors: Hidenobu Sumioka, Y. Yoshikawa, Minoru AsadaAbstract:Joint Attention, i.e., the behavior of looking at the same object another person is looking at, plays an important role in both human communication and human-robot communication. Previous synthetic studies have focused on modeling the developmental process of Joint Attention and have proposed learning methods without any explicit instructions for Joint Attention. The causal structure between a perception variable (the caregiver's face directions or individual objects) and an action variable (gaze shift to the caregiver's face or object locations) is given in advance to learn Joint Attention. However, such a structure is expected to be found by the robot through the interaction experiences. This paper investigates how the transfer entropy, that is an information theoretic measure, can be used to quantify the causality inherent in the face-to-face interaction. In the computer simulation of human-robot interaction, we examined which pair of perceptions and actions are selected as the causal pair and showed that the selected pairs can be used to learn a sensorimotor map for achieving Joint Attention.
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learning for Joint Attention helped by functional development
Advanced Robotics, 2006Co-Authors: Y. Nagai, Minoru Asada, Koh HosodaAbstract:Cognitive scientists and developmental psychologists have suggested that development in perceptual, motor and memory functions of human infants as well as adaptive evaluation by caregivers facilitate learning for cognitive tasks by infants. This article presents a robotic approach to understanding the mechanism of how learning for Joint Attention can be helped by such functional development. A robot learns visuomotor mapping needed to achieve Joint Attention based on evaluations from a caregiver. The caregiver adjusts the criterion for evaluating the robot's performance from easy to difficult as the performance improves. At the same time, the robot also gradually develops its visual function by sharpening input images. Experiments reveal that the adaptive evaluation by the caregiver accelerates the robot's learning and that the visual development in the robot improves the accuracy of Joint Attention tasks due to its well-structured visuomotor mapping. These results constructively explain what roles synchr...
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IROS - Joint Attention with strangers based on generalization through Joint Attention with caregivers
2004 IEEE RSJ International Conference on Intelligent Robots and Systems (IROS) (IEEE Cat. No.04CH37566), 2004Co-Authors: Akimichi Morita, Y. Yoshikawa, Koh Hosoda, Minoru AsadaAbstract:Joint Attention is supposed to be a basis of the competence of communication with others. The authors have been attacking the issue how to learn Joint Attention only through interactions with caregivers, in other words, without external task evaluation from a viewpoint of a constructivist approach towards both establishing a design principle of communicative robots and understanding the developmental process of human communication. This paper presents a method for quick learning of Joint Attention with unfamiliar persons based on a hybrid architecture that consists of (1) a quick but person-dependent learning module and (2) a slow but person-independent learning module. Experimental results show the effectiveness of the proposed method.
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Joint Attention with strangers based on generalization through Joint Attention with caregivers
2004 IEEE RSJ International Conference on Intelligent Robots and Systems (IROS) (IEEE Cat. No.04CH37566), 2004Co-Authors: Akimichi Morita, Y. Yoshikawa, Koh Hosoda, Minoru AsadaAbstract:Joint Attention is supposed to be a basis of the competence of communication with others. The authors have been attacking the issue how to learn Joint Attention only through interactions with caregivers, in other words, without external task evaluation from a viewpoint of a constructivist approach towards both establishing a design principle of communicative robots and understanding the developmental process of human communication. This paper presents a method for quick learning of Joint Attention with unfamiliar persons based on a hybrid architecture that consists of (1) a quick but person-dependent learning module and (2) a slow but person-independent learning module. Experimental results show the effectiveness of the proposed method.
Peter Mundy - One of the best experts on this subject based on the ideXlab platform.
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Infant Joint Attention, neural networks and social cognition.
Neural networks : the official journal of the International Neural Network Society, 2010Co-Authors: Peter Mundy, William JarroldAbstract:Neural network models of Attention can provide a unifying approach to the study of human cognitive and emotional development (Posner & Rothbart, 2007). In this paper we argue that a neural network approach to the infant development of Joint Attention can inform our understanding of the nature of human social learning, symbolic thought process and social cognition. At its most basic, Joint Attention involves the capacity to coordinate one's own visual Attention with that of another person. We propose that Joint Attention development involves increments in the capacity to engage in simultaneous or parallel processing of information about one's own Attention and the Attention of other people. Infant practice with Joint Attention is both a consequence and an organizer of the development of a distributed and integrated brain network involving frontal and parietal cortical systems. This executive distributed network first serves to regulate the capacity of infants to respond to and direct the overt behavior of other people in order to share experience with others through the social coordination of visual Attention. In this paper we describe this parallel and distributed neural network model of Joint Attention development and discuss two hypotheses that stem from this model. One is that activation of this distributed network during coordinated Attention enhances the depth of information processing and encoding beginning in the first year of life. We also propose that with development, Joint Attention becomes internalized as the capacity to socially coordinate mental Attention to internal representations. As this occurs the executive Joint Attention network makes vital contributions to the development of human symbolic thinking and social cognition.
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Infant Joint Attention, neural networks and social cognition
Neural Networks, 2010Co-Authors: Peter Mundy, William JarroldAbstract:Neural network models of Attention can provide a unifying approach to the study of human cognitive and emotional development (Posner & Rothbart, 2007). In this paper we argue that a neural network approach to the infant development of Joint Attention can inform our understanding of the nature of human social learning, symbolic thought process and social cognition. At its most basic, Joint Attention involves the capacity to coordinate one's own visual Attention with that of another person. We propose that Joint Attention development involves increments in the capacity to engage in simultaneous or parallel processing of information about one's own Attention and the Attention of other people. Infant practice with Joint Attention is both a consequence and an organizer of the development of a distributed and integrated brain network involving frontal and parietal cortical systems. This executive distributed network first serves to regulate the capacity of infants to respond to and direct the overt behavior of other people in order to share experience with others through the social coordination of visual Attention. In this paper we describe this parallel and distributed neural network model of Joint Attention development and discuss two hypotheses that stem from this model. One is that activation of this distributed network during coordinated Attention enhances the depth of information processing and encoding beginning in the first year of life. We also propose that with development, Joint Attention becomes internalized as the capacity to socially coordinate mental Attention to internal representations. As this occurs the executive Joint Attention network makes vital contributions to the development of human symbolic thinking and social cognition. © 2010 Elsevier Ltd.
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Attention, Joint Attention, and Social Cognition
Current directions in psychological science, 2007Co-Authors: Peter Mundy, Lisa NewellAbstract:Before social cognition there is Joint processing of information about the Attention of self and others. This Joint Attention requires the integrated activation of a distributed cortical network involving the anterior and posterior Attention systems. In infancy, practice with the integrated activation of this distributed Attention network is a major contributor to the development of social cognition. Thus, the functional neuroanatomies of social cognition and the anterior-posterior Attention systems have much in common. These propositions have implications for understanding Joint Attention, social cognition, and autism.
Stefanie Hoehl - One of the best experts on this subject based on the ideXlab platform.
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neural mechanisms of Joint Attention in infancy
European Journal of Neuroscience, 2006Co-Authors: Tricia Striano, Vincent M Reid, Stefanie HoehlAbstract:One of the key transitions in early cognitive development is from participating in face-to-face interactions to engaging in Joint Attention exchanges. It is known that the ability to Jointly attend with another person to an object is essential for the development of abilities such as language in later life. Strikingly, little is known about the function of Joint Attention in infants in the first year. We developed a novel interactive-live paradigm to assess the neural mechanisms of Joint Attention in 9-month-old infants. An adult interacted with each infant, and infants' electrical brain activity was measured in two contexts. In the Joint Attention context, a live adult gazed at the infants' face and then to a computer displayed novel object. In the non-Joint Attention context the adult gazed only to the novel object. We found that the negative component of the infant event-related potential (ERP), a neural correlate indexing Attentional processes, was enhanced in amplitude during the processing of objects when infants were engaged in a Joint Attention interaction compared to a non-Joint Attention interaction. These results suggest that infants benefit from Joint Attention interactions by focusing their limited Attentional resources to specific aspects of the surrounding environment.
Connie Kasari - One of the best experts on this subject based on the ideXlab platform.
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Brief Report: Longitudinal Improvements in the Quality of Joint Attention in Preschool Children with Autism
Journal of Autism and Developmental Disorders, 2011Co-Authors: Kathy Lawton, Connie KasariAbstract:Children with autism exhibit deficits in their quantity and quality of Joint Attention. Early autism intervention studies rarely document improvement in Joint Attention quality. The purpose of this study was to determine whether there was a change in Joint Attention quality for preschoolers with autism who were randomized to a Joint Attention intervention, symbolic play intervention, or a control group. Quality was defined as shared positive affect during Joint Attention as well as shared positive affect and utterances during Joint Attention. Interactions of group and time were found for both types of Joint Attention quality. During the follow up visits, the Joint Attention and symbolic play intervention groups produced more of these two types of Joint Attention quality than the control group.
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Joint Attention developmental level and symptom presentation in autism
Development and Psychopathology, 1994Co-Authors: Peter Clive Mundy, Marian Sigman, Connie KasariAbstract:Recent data suggest that a disturbance in the development of Joint Attention skills is a specific characteristic of young autistic children. This observation may have both theoretical and clinical significance. However, many pertinent issues remain to be addressed with regard to the parameters of Joint Attention disturbance in children with autism. This study attempted to address several of these issues. The study examines the effects of mental age and IQ on the Joint Attention skills of children with autism, mental retardation, and normal development. The study also examined the relation of Joint Attention behaviors to the parent's report of symptoms presented by children with autism. The results suggested that, differences in IQ and mental age may be related to differences in the type of Joint Attention skill deficits displayed by children with autism. The results also suggested that Joint Attention disturbance is associated with a circumscribed, but social cluster of symptoms observed among young autistic children by their parents. The implications of these findings for developmental models of autism are discussed.
