Abstract
Abstract: Introduction. The transitional status of a sample of children with hearing impairment after cochlear implantation expands the possibilities of studying the consequences of violations of individual sensory systems affecting the joint attention deficit. The method of registering eye movement has advantages in studying the difficulties of learning processes in children with hearing impairment. The novelty of the study lies in the synchronous tracking of eye movements with superimposed gaze paths of two experimental participants (an adult and a child with hearing impairment) in a learning situation and the use of a time marker of simultaneous fixations as an indicator of joint attention. Based on the data of oculomotor activity during the independent and synchronous performance of an educational task with an adult, the specifics of visual attention that hinder the learning of children with hearing impairment can be identified. Methods. Study sample: 16 preschoolers with hearing impairment (sensorineural hearing loss, class H90 according to ICD-11) and 16 typically developing children. Experimental situations of independent and synchronous performance of an educational task with an adult are involved. The leading method was to register eye movement with a portable PLabs eye tracker. Results. When performing a task synchronously with an adult in oculomotor activity in children with hearing impairment, the number of fixations indicating constant joint attention increases (from 300 milliseconds), there is greater relevance of fixations and an increase in the duration of maintaining visual attention to educational samples, as a result, a decrease in errors. Compared to typically developing children, the speed of information processing and the allocation of targeted stimuli changes in children with hearing impairment. Discussion. In episodes of joint attention in a learning situation, the synchronicity of interaction between a child with hearing impairment and an adult is achieved through fixations lasting from 300–500 and above 500 milliseconds (ms). However, the ability to maintain this joint attention in children with hearing impairment is less than in typically developing peers.
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