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What leads to coordinated attention in parent–toddler interactions? Children's hearing status matters.

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Title: What leads to coordinated attention in parent–toddler interactions? Children's hearing status matters.
Authors: Chen, Chi‐hsin (AUTHOR), Castellanos, Irina (AUTHOR), Yu, Chen (AUTHOR), Houston, Derek M. (AUTHOR)
Source: Developmental Science. May2020, Vol. 23 Issue 3, p1-14. 14p.
Subjects: Deafness, Cognitive development, Attention, Gaze
Abstract: Coordinated attention between children and their parents plays an important role in their social, language, and cognitive development. The current study used head‐mounted eye‐trackers to investigate the effects of children's prelingual hearing loss on how they achieve coordinated attention with their hearing parents during free‐flowing object play. We found that toddlers with hearing loss (age: 24–37 months) had similar overall gaze patterns (e.g., gaze length and proportion of face looking) as their normal‐hearing peers. In addition, children's hearing status did not affect how likely parents and children attended to the same object at the same time during play. However, when following parents' attention, children with hearing loss used both parents' gaze directions and hand actions as cues, whereas children with normal hearing mainly relied on parents' hand actions. The diversity of pathways leading to coordinated attention suggests the flexibility and robustness of developing systems in using multiple pathways to achieve the same functional end. [ABSTRACT FROM AUTHOR]
Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: What leads to coordinated attention in parent–toddler interactions? Children's hearing status matters.
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  Data: <searchLink fieldCode="AR" term="%22Chen%2C+Chi‐hsin%22">Chen, Chi‐hsin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Castellanos%2C+Irina%22">Castellanos, Irina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Yu%2C+Chen%22">Yu, Chen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Houston%2C+Derek+M%2E%22">Houston, Derek M.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Developmental+Science%22">Developmental Science</searchLink>. May2020, Vol. 23 Issue 3, p1-14. 14p.
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  Data: <searchLink fieldCode="DE" term="%22Deafness%22">Deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Gaze%22">Gaze</searchLink>
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  Data: Coordinated attention between children and their parents plays an important role in their social, language, and cognitive development. The current study used head‐mounted eye‐trackers to investigate the effects of children's prelingual hearing loss on how they achieve coordinated attention with their hearing parents during free‐flowing object play. We found that toddlers with hearing loss (age: 24–37 months) had similar overall gaze patterns (e.g., gaze length and proportion of face looking) as their normal‐hearing peers. In addition, children's hearing status did not affect how likely parents and children attended to the same object at the same time during play. However, when following parents' attention, children with hearing loss used both parents' gaze directions and hand actions as cues, whereas children with normal hearing mainly relied on parents' hand actions. The diversity of pathways leading to coordinated attention suggests the flexibility and robustness of developing systems in using multiple pathways to achieve the same functional end. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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