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Learning to Look for Language: Development of Joint Attention in Young Deaf Children

机译：学习寻找语言：共同注意发展年轻聋童

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摘要

Joint attention between hearing children and their caregivers is typically achieved when the adult provides spoken, auditory linguistic input that relates to the child’s current visual focus of attention. Deaf children interacting through sign language must learn to continually switch visual attention between people and objects in order to achieve the classic joint attention characteristic of young hearing children. The current study investigated the mechanisms used by sign language dyads to achieve joint attention within a single modality. Four deaf children, ages 1;9 to 3;7, were observed during naturalistic interactions with their deaf mothers. The children engaged in frequent and meaningful gaze shifts, and were highly sensitive to a range of maternal cues. Children’s control of gaze in this sample was largely developed by age two. The gaze patterns observed in deaf children were not observed in a control group of hearing children, indicating that modality-specific patterns of joint attention behaviors emerge when the language of parent-infant interaction occurs in the visual mode.
机译：通常，当成年人提供与孩子当前视觉关注点有关的口语，听觉语言输入时，听力儿童与其照料者之间的共同注意力通常会实现。通过手语互动的聋哑儿童必须学会不断地在人和物体之间切换视觉注意力，以实现听力正常的儿童的经典共同注意力特征。当前的研究调查了手语双联用于在单一模态中实现共同注意的机制。在与聋哑母亲进行自然互动时，观察到了四个聋哑儿童，年龄分别为1; 9至3; 7。孩子们频繁地进行有意义的注视，并且对一系列母亲的暗示高度敏感。在这个样本中，儿童对注视的控制在很大程度上是在两岁之前。在聋哑儿童中观察到的注视模式在听力正常儿童的对照组中未观察到，这表明当父母-婴儿互动的语言以视觉模式出现时，联合注意行为的形式特定模式会出现。

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