Initiation of joint attention by mothers and toddlers in semi-structured play setting: individual differences and relevant factors

Experiential factors such as long-term deliberate practice are powerful and necessary conditions for outstanding achievement. Nevertheless, to be able to reject the role of biology based individual differences (including genetic ones) in the manifestation of talent requires designs that expose heterogeneous samples to so-called testing-the-limits conditions, allowing asymptotic levels of performance to be analyzed comparatively. When such research has been conducted, as in the field of lifespan cognition, individual differences, including biology based ones, come to the fore and demonstrate that the orchestration of excellence requires joint attention to genetic–biological and experiential factors.

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Individual Differences in Infants’ Joint Attention Behaviors With Mother and a New Social Partner

Infancy ◽

10.1111/j.1532-7078.2010.00065.x ◽

2011 ◽

Vol 16 (6) ◽

pp. 587-610 ◽

Cited By ~ 14

Author(s):

Elizabeth Meins ◽

Charles Fernyhough ◽

Bronia Arnott ◽

Lucia Vittorini ◽

Michelle Turner ◽

...

Keyword(s):

Individual Differences ◽

Joint Attention ◽

Social Partner

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Individual differences in infant attention skills, joint attention, and emotion regulation behaviour

International Journal of Behavioral Development ◽

10.1080/01650250444000432 ◽

2005 ◽

Vol 29 (3) ◽

pp. 259-263 ◽

Cited By ~ 5

Author(s):

Michael Morales ◽

Peter Mundy ◽

Mary Crowson ◽

A. Rebecca Neal ◽

Christine Delgado

Keyword(s):

Emotion Regulation ◽

Individual Differences ◽

Joint Attention ◽

Attention Skills ◽

Infant Attention

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Exaggeration is Harder Than Understatement, but Practice Makes Perfect!

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000114 ◽

2011 ◽

Vol 58 (6) ◽

pp. 464-472 ◽

Cited By ~ 27

Author(s):

Jessica Röhner ◽

Michela Schröder-Abé ◽

Astrid Schütz

Keyword(s):

Individual Differences ◽

Implicit Association Test ◽

Self Esteem ◽

Implicit Association ◽

Baseline Assessment ◽

Complex Interplay ◽

Factors Influencing ◽

Individual Strategies ◽

Relevant Factors ◽

Do So

Previous research on the fakeability of the Implicit Association Test (IAT) yielded inconsistent results. The present study simultaneously analyses several relevant factors: faking direction, type of instructions, and practice. Furthermore, it takes baseline individual differences into account. After a baseline assessment in a self-esteem IAT without faking instructions (t0), participants in the faking conditions then (t1) faked high or low scores without being provided with recommended strategies on how to do so (i.e., individual strategies). At t2 and t3, they were asked to fake the IAT after having received information on recommended faking strategies. At t4, faking direction was reversed. Without the recommended strategies, faking high scores was not possible, but faking low scores was. With the recommended strategies, participants needed additional practice to fake high scores. When faking directions were reversed, participants were successful without additional practice, suggesting a transfer in faking skills. In most of the faking attempts, faking success was moderated by individual differences in baseline implicit self-esteem. This suggests that the complex interplay of factors influencing faking success should be taken into account when considering the issue of fakeability of the IAT.

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Delay of gratification in preschoolers with and without autism spectrum disorder: Individual differences and links to executive function, emotion regulation, and joint attention

Autism ◽

10.1177/1362361319828678 ◽

2019 ◽

Vol 23 (7) ◽

pp. 1720-1731 ◽

Cited By ~ 3

Author(s):

Laudan B Jahromi ◽

Yanru Chen ◽

Andrew J Dakopolos ◽

Alice Chorneau

Keyword(s):

Autism Spectrum Disorder ◽

Emotion Regulation ◽

Executive Function ◽

Individual Differences ◽

Joint Attention ◽

Children With Autism ◽

Delay Of Gratification ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Behavioral Strategies

This study examined delay of gratification behaviors in preschool-aged children with and without autism spectrum disorder. Recent research has found that elementary-aged children with autism spectrum disorder showed challenges with delay of gratification and that there were individual differences in terms of children’s behaviors during the wait. We extend this work to a younger sample of children with autism spectrum disorder to understand whether these difficulties emerge by the preschool years. Moreover, we assessed whether individual differences in other key self-regulatory capacities (i.e. effortful control, emotion regulation, executive function, and joint attention) were related to delay of gratification wait durations or behavioral strategies. Findings revealed that preschoolers with autism spectrum disorder waited for a shorter duration, demonstrated more temptation-focused behaviors, and expressed less positive affect than their typical peers during the delay of gratification task. At the full-sample level, individual differences in children’s temptation-focused behaviors (i.e. visual attention and verbalizations focused on the temptation) were related to children’s executive function, joint attention, and parents’ ratings of emotion regulation. When we examined associations within groups, the associations were not significant for the autism spectrum disorder group, but for typically developing children, there was a positive association between temptation-focused behaviors and emotion regulation.

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Frontolimbic neural circuitry at 6 months predicts individual differences in joint attention at 9 months

Developmental Science ◽

10.1111/desc.12015 ◽

2012 ◽

Vol 16 (2) ◽

pp. 186-197 ◽

Cited By ~ 49

Author(s):

Jed T. Elison ◽

Jason J. Wolff ◽

Debra C. Heimer ◽

Sarah J. Paterson ◽

Hongbin Gu ◽

...

Keyword(s):

Individual Differences ◽

Joint Attention ◽

Neural Circuitry

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Individual Differences in Infant Skills as Predictors of Child‐Caregiver Joint Attention and Language

Social Development ◽

10.1111/1467-9507.00127 ◽

2000 ◽

Vol 9 (3) ◽

pp. 302-315 ◽

Cited By ~ 73

Author(s):

Jessica Markus ◽

Peter Mundy ◽

Michael Morales ◽

Christine E. F. Delgado ◽

Marygrace Yale

Keyword(s):

Individual Differences ◽

Joint Attention ◽

Child Caregiver

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DIR/FLOORTIME UNTUK MENINGKATKAN KOMUNIKASI ANTARA ANAK DENGAN AUTISME DAN IBU DENGAN PROFIL SENSORI BERBEDA

Journal of Psychological Science and Profession ◽

10.24198/jpsp.v3i3.23599 ◽

2019 ◽

Vol 3 (3) ◽

pp. 177

Author(s):

Ezra Dessabela Isnannisa ◽

Lia Mawarsari Boediman

Keyword(s):

Autism Spectrum Disorder ◽

Individual Differences ◽

Single Case ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Single Case Design ◽

Case Design ◽

Structured Play

Kesulitan menjalin komunikasi adalah salah satu fitur utama pada Autism Spectrum Disorder (ASD). Anak dengan ASD cenderung memiliki gangguan pemrosesan sensori yang berdampak pada defisit kemampuan komunikasi. Hal tersebut membuat anak membutuhkan bantuan pengasuh untuk meregulasi diri sebelum dapat menjalin komunikasi dengan orang lain. Salah satu intervensi yang membantu meningkatkan kemampuan komunikasi adalah Developmental, Individual Differences, Relationship (DIR)/Floortime. Intervensi ini mempertimbangkan keunikan profil sensori dan perkembangan functional emotional partisipan sebagai landasan pembuatan program, serta melibatkan pengasuh secara aktif. Secara lebih lanjut, penelitian ini bertujuan untuk mengevaluasi efektivitas DIR/Floortime untuk meningkatkan komunikasi antar anak usia 4 tahun 2 bulan dengan autisme dan ibu dengan profil sensori yang berbeda. Penelitian ini menggunakan single case design dan multiple baselines across situations untuk mengevaluasi penerapan DIR/Floortime pada situasi free dan semi-structured play. Lembar Observasi Circle of Communication (CoC) digunakan untuk menghitung jumlah komunikasi dua arah yang terjalin antara anak dan ibu. Skor kapasitas perkembangan functional emotional anak dan ibu juga diukur menggunakan Functional Emotional Assesment Scale untuk mengetahui kapasitas perkembangan yang melandasi kemampuan komunikasi. Hasil penelitian mengindikasikan bahwa DIR/Floortime efektif untuk meningkatkan jumlah dan kualitas komunikasi antara anak dan ibu. Setelah intervensi, anak lebih sering melakukan kontak mata, melakukan inisiasi dan respons verbal, serta tampak lebih engaged dalam berinteraksi bersama ibu. Keterlibatan aktif ibu dalam intervensi membuat ibu langsung merasakan perubahan positif pada anak saat berinteraksi. Hal tersebut memotivasi ibu yang sebelumnya cenderung pasif dalam berinteraksi untuk lebih dapat mengikuti minat dan tingkat keaktifan anak.

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Intergenerational transmission of somatization behaviour: 2. Observations of joint attention and bids for attention

Psychological Medicine ◽

10.1017/s0033291703001120 ◽

2004 ◽

Vol 34 (2) ◽

pp. 199-209 ◽

Cited By ~ 27

Author(s):

T. K. J. CRAIG ◽

I. BIALAS ◽

S. HODSON ◽

A. D. COX

Keyword(s):

Observational Study ◽

Intergenerational Transmission ◽

Joint Attention ◽

Somatoform Disorders ◽

Similar Rate ◽

Joint Involvement ◽

Cross Sectional ◽

Tentative Evidence ◽

Structured Play

Background. Somatoform disorders may have their roots in childhood through processes that involve an enhanced parental focus on health. The aim of this study was to test the hypothesis that somatizing mothers will show less joint involvement than other mothers during play but greater responsiveness when this play involves a ‘medical’ theme.Method. Cross-sectional observational study of 42 chronic somatizers, 44 organically ill and 50 healthy mothers and their 4–8 year-old children during structured play and a meal. Tasks comprised boxes containing tea-set items, ‘medical’ items and a light snack.Results. Somatizing mothers were emotionally flatter and showed lower rates of joint attention than other mothers during both play tasks. While the three groups had similar rate of bids for attention, somatizing mothers were more responsive to their child's bids during play with the medical box than at other times. In contrast, the children of somatizing mothers ignored a greater proportion of their mother's bids during play with the medical box than did children of other mothers or during play with a non-medical theme.Conclusion. The study has demonstrated tentative evidence in support of the hypothesis.

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