Brief Report: Analysis of the Relationship Between Turn Taking and Joint Attention for Toddlers with Autism

2019 ◽  
Vol 50 (7) ◽  
pp. 2633-2640 ◽  
Author(s):  
Kwangwon Lee ◽  
Hannah H. Schertz
Keyword(s):  
Joint Attention ◽  
Turn Taking ◽  
Report Analysis ◽  
The Relationship

Association of turn-taking functions with joint attention in toddlers with autism

Autism ◽  
2021 ◽  
pp. 136236132110399
Author(s):  
Kwangwon Lee ◽  
Hannah H Schertz
Keyword(s):  
Young Children ◽  
Joint Attention ◽  
Complex Form ◽  
Children With Autism ◽  
Video Data ◽  
Early Interventions ◽  
Turn Taking ◽  
Young Children With Autism ◽  
Relationship Of ◽  
The Relationship

Nonverbal turn taking, defined as back-and-forth exchanges, may be used to convey instrumental or social intent. It has been theorized that social turn taking is foundational to joint attention and, as such, it has been incorporated as a component of early interventions for children with autism, who often have challenges in joint attention competency. The purpose of this study was to analyze the relationships between two turn-taking functions and joint attention as observed during interactions between 20 toddlers with autism who received intervention and their caregivers. It was hypothesized that socially driven turn taking would be positively related to joint attention, but instrumentally motivated turn taking would not. Video analysis revealed a positive relationship between social turn taking and joint attention, but not between instrumental turn taking and joint attention. While not causal, the findings support the promotion of social content in intervention and the concept that social turn taking may be a precursory competency to joint attention. Lay abstract Back-and-forth interaction, or turn taking, may support later joint attention, a more complex form of interaction, when promoted in interventions for young children with autism, especially depending on the child’s intent when interacting. In the present study, we observed videos of 20 toddlers with autism engaging in turn taking with their caregivers during an intervention designed to support children’s joint attention. We sought to identify when the children displayed turn taking socially and when they were using it for nonsocial purposes in the intervention videos. We also observed videos after the intervention was complete to identify when children used joint attention when interacting with their caregivers. After these observations, we used these video data to explore the relationship of social turn taking to joint attention, and the relationship of nonsocial turn taking to joint attention. We found a significant relationship between social turn taking and joint attention, but not between nonsocial turn taking and joint attention. These findings support the importance of considering social turn taking in interactions between young children with autism and their caregivers.

scholarly journals The Relationship Between Turn-taking, Vocal Pitch Synchrony, and Rapport in Creative Problem-Solving Communication

2021 ◽  
Author(s):  
Takahiro Yokozuka ◽  
Hitoshi Miyamoto ◽  
Masatoshi Kasai ◽  
Yoshihiro Miyake ◽  
Takayuki Nozawa
Keyword(s):  
Problem Solving ◽  
Creative Problem Solving ◽  
Vocal Pitch ◽  
Turn Taking ◽  
Creative Problem ◽  
The Relationship

scholarly journals Significance of the Correlation in Turn-taking Dialogues

2013 ◽  
Vol 99 (1) ◽  
pp. 75-84
Author(s):  
Lourembam Surjit Singh ◽  
R.K. Brojen Singh
Keyword(s):  
Information Content ◽  
Significant Information ◽  
Information Functions ◽  
Amount Of Information ◽  
Turn Taking ◽  
Radio Play ◽  
The Relationship

Abstract This piece of work investigates the relation between characters in a play based on turntaking dialogues. As the dialogues are related to each other in the play, numbers of turn-taking are significant of the characters’ relationship and the utterances give indication about the information content of the interaction. In this Manipuri radio play, the sequence of turns taken by the characters convey different amount of information with different functions. Numbers of dialogues oscillate significantly with a period of 2 scenes during the play. The degree of oscillation present in turn-taking dialogues carries significant information functions. The nature of the relationship between the characters involved and the theme of the play may be characterised by calculations on turn-taking dialogues.

Conversation and Grammar

2006 ◽  
Vol 13 ◽  
pp. 235-261
Author(s):  
Haeyeon Kim
Keyword(s):  
Social Action ◽  
Reported Speech ◽  
Research Topics ◽  
Language Functions ◽  
Basic Assumptions ◽  
Turn Taking ◽  
Interactional Functions ◽  
The Relationship ◽  
Korean Linguistics ◽  
Order Variability

Abstract. The last decade has seen considerable research on conversation and grammar, influenced by the conversation-analytic research of Sacks et al. (1974). Inspired by that line of research, some Korean linguists have examined conversation by adopting the assumptions and methodology of conversation analysis (CA) into discourse analysis. This study introduces basic assumptions and research topics relating to CA, and explores the possibility of adopting CA methodology into dis-course analysis in Korean linguistics. This paper first provides a brief overview of basic assumptions, methodology, and major research topics of CA and the development of conversation-analytic dis-course studies. Then it provides a brief overview of some major findings and research topics in the interaction-based studies which have dealt with conversational data in Korean linguistics in terms of: (i) turn-taking, turn-constructional units, and turn increments, (ii) interactional functions of certain clausal connectives and sentence-ending suffixes, and (iii) other interaction-based studies on such topics as repair, demonstratives, reported speech, and so on. This research discusses how interaction-based research can provide a new way of viewing language functions; it explores: (i) turn-taking and co-construction; (ii) word-order variability, turn increments, repair, and retroactive elaboration; (iii) a conversation-analytic approach to the clausal connective -nuntey, and (iv) an interactional ap-proach to the verbal affixes -ese and -nikka in conversation, among others. Overall, this paper shows what has been, and needs to be, studied regarding the relationship between conversation, social action, and grammar in conversation in Korean linguistics.

Report Analysis: The Impact of Head Start

1970 ◽  
Vol 40 (1) ◽  
pp. 51-104 ◽  
Author(s):  
Marshall Smith ◽  
Joan Bissell
Keyword(s):  
Head Start ◽  
Urban Areas ◽  
Black Children ◽  
Policy Implications ◽  
Social Scientists ◽  
History Of ◽  
Report Analysis ◽  
Sampling Procedures ◽  
The Impact ◽  
The Relationship

The Westinghouse-Ohio national evaluation of Head Start evoked criticism from both social scientists and statisticians when it was issued last Spring. The authors present a history of Head Start and of the national evaluation. They raise serious questions about the sampling procedures used in the study, and they present the results of a re-analysis which suggest that some full-year Head Start centers were effective, particularly those with black children in urban areas. Policy implications discussed by the authors focus on the relationship between program evaluation and public policy.

scholarly journals Joint Attention and Sensitivity to Orienting Gaze in Children with Atypical Development

2020 ◽  
Vol 12 (1) ◽  
pp. 105-121
Author(s):  
Ya.K. Smirnova
Keyword(s):  
Joint Attention ◽  
Cognitive Abilities ◽  
Speech Disorders ◽  
Control Groups ◽  
Social Orienting ◽  
Mental Age ◽  
Age Related ◽  
Sensory Defect ◽  
Atypical Development ◽  
The Relationship

The article is devoted to the study of the relationship between the mechanism of joint attention and the subsequent normative and atypical development of the child. It is shown that the ability to establish joint attention based on the direction of the interlocutor's gaze is a precursor of the emergence of social and cognitive abilities. The study examined the differences between typical developmental children and atypical development control groups in their ability to be sensitive to social behavioral signals, namely the orientation direction of the interlocutor's gaze. On a sample of 120 children with typical development, mental retardation, hearing impairment, speech disorders and visual impairment, a number of tasks were developed to assess the ability to use the character's direction of sight in the picture to determine its intentions. The task measured such a skill of joint attention as the child’s ability to calculate and report what the other person was looking at and what he intended to choose. We also used tasks with a central hint with an explicit indication of an arrow and a peripheral hint to check the recognition of social and non-social orienting signals. Based on the comparison of contrasting groups, the variability of the formation and age-related changes in skills of joint attention, or rather the presence of differences in recognition, synthesis and interpretation orienting social information coming from eye contact. It was found that children with atpic development have a low level of "downward" joint attention. Impaired joint attention may be one of the earliest signs in children with atypical development at a later age. The results showed that deficiencies in the behavior of joint attention vary depending on mental age and level of development, a sensory defect, so the level of development can really affect the ability of children to joint attention.

scholarly journals Hearing Parents’ Use of Auditory, Visual, and Tactile Cues as a Function of Child Hearing Status

2018 ◽  
Vol 31 ◽  
Author(s):  
Allison Gabouer ◽  
John Oghalai ◽  
Heather Bortfeld
Keyword(s):  
Joint Attention ◽  
Free Play ◽  
Deaf Children ◽  
Auditory Cues ◽  
Hearing Parents ◽  
Hearing Status ◽  
Tactile Attention ◽  
Tactile Cues ◽  
The Relationship ◽  
Preverbal Children

Parent-child dyads in which the child is deaf but the parent is hearing present a unique opportunity to examine parents’ use of non-auditory cues, particularly vision and touch, to establish communicative intent. This study examines the multimodal communication patterns of hearing parents during a free play task with their hearing (N=9) or deaf (N=9) children. Specifically, we coded parents’ use of multimodal cues in the service of establishing joint attention with their children. Dyad types were compared for overall use of multimodal – auditory, visual, and tactile – attention-establishing cues, and for the overall number of successful and failed bids by a parent for a child’s attention. The relationship between multimodal behaviors on the part of the parent were tracked for whether they resulted in successful or failed initiation of joint attention. We focus our interpretation of the results on how hearing parents differentially accommodate their hearing and deaf children to engage them in joint attention. Findings can inform the development of recommendations for hearing parents of deaf children who are candidates for cochlear implantation regarding communication strategies to use prior to a child’s implantation. Moreover, these findings expand our understanding of how joint attention is established between parents and their preverbal children, regardless of children’s hearing status.

The Terminal Comma

2019 ◽  
pp. 189-220
Author(s):  
Oliver Morgan
Keyword(s):  
King Lear ◽  
The Other ◽  
Midsummer Night's Dream ◽  
Other Hand ◽  
A Midsummer Night's Dream ◽  
Turn Taking ◽  
The One ◽  
The Relationship

This chapter investigates the relationship between turn-taking and punctuation. On the one hand, punctuation seems to offer a way of resolving precisely those ambiguities over timing with which the second half of this book is concerned. On the other hand, the punctuation of Shakespeare’s texts is notoriously unreliable. No firm set of typographical conventions had yet evolved for the presentation of plays in print, and the punctuation they contain is more likely to be compositorial than authorial. In spite of these problems, the chapter argues for greater attention to punctuation at the ends of speeches and, in particular, to what it calls the ‘terminal comma’ in the early quartos of A Midsummer Night’s Dream and King Lear. Although largely ignored by editors and critics, these commas are often employed with a purpose and subtlety that is hard—but not impossible—to attribute to a compositor.

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