Joint attention and disorganized attachment status in infants at risk

2002 ◽  
Vol 14 (2) ◽  
pp. 279-291 ◽  
Author(s):  
ANGELIKA H. CLAUSSEN ◽  
PETER C. MUNDY ◽  
SANGEETA A. MALLIK ◽  
JENNIFER C. WILLOUGHBY
Keyword(s):  
At Risk ◽  
Joint Attention ◽  
Significant Contribution ◽  
Social Cognitive ◽  
Disorganized Attachment ◽  
Group Differences ◽  
Social Emotional ◽  
Attention Skills ◽  
Emotional Outcomes ◽  
Status Theory

The development of joint attention skills is a major milestone of infancy. Recent research suggests that the development of these skills may be affected by disorganized (D) attachment. This hypothesis was examined in a longitudinal study of attachment and joint attention skill development in a sample of infants at risk for developmental–behavioral morbidity. The results revealed that toddlers with D classifications initiated joint attention with an experimenter significantly less often than did secure, or even other insecure, toddlers. However, no group differences in the capacity to respond to the joint attention bids of others were observed in this study. These data suggest that a disturbance in the tendency to initiate episodes of joint attention with others may be indicative of early social–cognitive and social–emotional disturbance among infants affected by disorganized attachment status. Theory and research is reviewed to suggest that an early impairment in joint attention facility may make a significant contribution to risk for negative cognitive and emotional outcomes among these infants.

scholarly journals Sharing Experiences in Infancy: From Primary Intersubjectivity to Shared Intentionality

2021 ◽  
Vol 12 ◽  
Author(s):  
Henrike Moll ◽  
Ellyn Pueschel ◽  
Qianhui Ni ◽  
Alexandra Little
Keyword(s):  
Joint Attention ◽  
Social Cognitive ◽  
Empirical Work ◽  
Social Referencing ◽  
Social Emotional ◽  
Shared Intentionality ◽  
Face To Face ◽  
Relational Capacity ◽  
Young Infants ◽  
Collaborative Activities

We contrast two theses that make different assumptions about the developmental onset of human-unique sociality. The primary intersubjectivity thesis (PIT) argues that humans relate to each other in distinct ways from the beginning of life, as is shown by newborns' participation in face-to-face encounters or “primary intersubjectivity.” According to this thesis, humans' innate relational capacity is the seedbed from which all subsequent social-emotional and social-cognitive developments continuously emerge. The shared intentionality thesis (SIT) states that human-unique forms of interaction develop at 9–12 months of age, when infants put their heads together with others in acts of object-focused joint attention and simple collaborative activities. According to this thesis, human-unique cognition emerges rapidly with the advent of mind-reading capacities that evolved specifically for the purpose of coordination. In this paper, we first contrast the two theses and then sketch the outlines of an account that unifies their strengths. This unified account endorses the PIT's recognition of the fundamental importance of primary intersubjectivity. Any act of sharing experiences is founded on the communicative capacity that is already displayed by young infants in primary intersubjectivity. At the same time, we question the PIT's interpretation that dyadic encounters have the triadic structure of joint attention. Lastly, we draw on empirical work on the development of joint attention, imitation, and social referencing that serves as evidence that primary intersubjectivity continuously unfolds into the capacity for triadic joint attention.

scholarly journals Quality of life in children with congenital heart disease after cardiac surgery

2018 ◽  
Vol 57 (6) ◽  
pp. 285
Author(s):  
Sindy Atmadja ◽  
Tina Christina Tobing ◽  
Rita Evalina ◽  
Sri Sofyani ◽  
Muhammad Ali
Keyword(s):  
Quality Of Life ◽  
At Risk ◽  
Congenital Heart Disease ◽  
Cardiac Surgery ◽  
Heart Disease ◽  
Congenital Heart ◽  
Case Group ◽  
Healthy Children ◽  
Social Emotional

Background Major achievements in congenital heart disease (CHD) treatment over the past 20 years have altered the course and prognosis of CHD. Improvement of quality of life (QoL) is now a major goal of CHD treatment.Objective To assess the QoL in children after cardiac surgery for CHD.Methods A cross-sectional study was performed in children aged 2 to 18 years. The case group had 20 children with a history of corrective heart surgery in the 12 months prior to the study. The control group had 20 healthy children, age-matched  to the case group. The QoL of both groups was assessed by Pediatric Quality of Life Inventory (PedsQL) Generic Core Scales. The same post-operative children were also assessed with the PedsQL Cardiac Module. Data were analyzed using T-test with P < 0.05 as the level of significance.Results This study recruited 40 subjects: 20 post-operative and 20 healthy children. PedsQL Generic Core Scales assessment showed significant differences between groups in the physical function parameter of QoL (P<0.05) in children aged 13-18 years, but there were no significant differences in the social, emotional, and school function parameters. In children aged 2-12 years, there were no significant differences in physical, social, emotional, or school parameters. The PedsQL Cardiac Module assessment revealed that 35% of post-operative children was at risk for physical appearance problems, 80% was at risk for anxiety problems, 40% was at risk for cognitive problems, and 80% was at risk for communication problems.Conclusion Thirteen to 18-year-old children with non complex CHD have poorer physical function than healthy children. Post operative children are at risk for physical appearance, anxiety, cognitive, and communication problems.

Cyber Victimization in High School: Measurement, Overlap With Face-to-Face Victimization, and Associations With Social–Emotional Outcomes

2017 ◽  
Vol 46 (3) ◽  
pp. 288-303 ◽  
Author(s):  
Christina Flynn Brown ◽  
Michelle Kilpatrick Demaray ◽  
Jaclyn E. Tennant ◽  
Lyndsay N. Jenkins
Keyword(s):  
High School ◽  
Cyber Victimization ◽  
Social Emotional ◽  
Face To Face ◽  
Emotional Outcomes ◽  
Social Emotional Outcomes

scholarly journals Chapter 9 - Theory of Mind and Joint Attention - The Handbook on Socially Interactive Agents

2021 ◽  
Author(s):  
Jairo Pérez-Osorio ◽  
Eva Wiese ◽  
Agnieszka Wykowska
Keyword(s):  
Theory Of Mind ◽  
Joint Attention ◽  
Cognitive Neuroscience ◽  
Computational Models ◽  
Social Cognitive ◽  
Virtual Agents ◽  
Artificial Agents ◽  
Future Directions ◽  
Social Cognitive Neuroscience ◽  
Intelligent Virtual Agents

The present chapter provides an overview from the perspective of social cognitive neuroscience (SCN) regarding theory of mind (ToM) and joint attention (JA) as crucial mechanisms of social cognition and discusses how these mechanisms have been investigated in social interaction with artificial agents. In the final sections, the chapter reviews computational models of ToM and JA in social robots (SRs) and intelligent virtual agents (IVAs) and discusses the current challenges and future directions.

scholarly journals Selective Prevention for Anxiety and Resilience Promotion: Outcomes of an Anxiety Prevention and Resilience Program with Girls at Risk

2015 ◽  
Vol 11 (18) ◽  
pp. 11-23 ◽  
Author(s):  
Julia Gallegos-Guajardo ◽  
Norma Ruvalcaba-Romero ◽  
Audra Langley ◽  
Diana Villegas-Guinea
Keyword(s):  
At Risk ◽  
Low Socioeconomic Status ◽  
Coping Skills ◽  
Anxiety Symptoms ◽  
Self Concept ◽  
Social Emotional ◽  
Number Of Children ◽  
Anxiety Prevention ◽  
Post Test ◽  
Psychosocial Difficulties

Introduction: Research has shown that the number of children and adolescents experiencing emotional difficulties such as anxiety is escalating, especially for those groups at risk. Living in an orphanage has been considered a risk factor for delays in an individuals’ social, emotional and behavioral development. Objective: The aim of this study was to evaluate the effectiveness of the Spanish version of the FRIENDS program, a CBT-based resilience program, with 57 girls from low socioeconomic status (SES) background that were living in an orphanage. Method: Participants received the program for 10 consecutive weeks, and pre- and post-test measures were collected.  Measures evaluated participants’ anxiety symptoms, level of self-concept, hope, coping skills, and psychosocial difficulties. Social validity was also assessed. Results: Results showed positive changes, including a decrease in anxiety symptoms and psychosocial difficulties, as well as an increase in their proactive coping skills. Several subscales and items of the self-concept and hope outcome measures also reported statistically significant improvements. Conclusions: Participants and parents/caregivers reported that the program was both enjoyable and useful. Implications of the findings and directions for further research are discussed.

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