Аннотация
Введение. Переходный статус выборки детей с нарушением слуха после кохлеарной имплантации расширяет возможности изучения последствий нарушения отдельных сенсорных систем, влияющих на дефицит совместного внимания. Метод регистрации движения глаз имеет преимущества для изучения трудностей процессов обучения детей с нарушением слуха. Новизна исследования заключается в синхронном отслеживании движений глаз с наложенными путями взгляда двух участников эксперимента (взрослого и ребёнка с нарушением слуха) в ситуации обучения и использовании маркера времени одновременных фиксаций как показателя совместного внимания. На основании данных глазодвигательной активности при самостоятельном и синхронном со взрослым выполнении учебного задания может быть выделена специфика визуального внимания, препятствующие обучению детей с нарушением слуха. Методы. Выборка исследования: 16 дошкольников с нарушением слуха (сенсоневральной тугоухостью, класс H90 по МКБ-11) и 16 типично развивающихся детей. Задействованы экспериментальные ситуации самостоятельного и синхронного выполнения со взрослым учебного задания. Основным методом стал метод регистрации движения глаз портативным айтрекером PLabs. Результаты. В глазодвигательной активности у детей с нарушением слуха при синхронном со взрослым выполнении задания увеличивается количество фиксаций, свидетельствующих о постоянном совместном внимании (от 300 миллисекунд), наблюдаются большая релевантность фиксаций и увеличение продолжительности поддержания визуального внимания к учебным образцам, в результате – снижение ошибок. В сравнении с типично развивающимися детьми, у детей с нарушением слуха меняется скорость обработки информации и выделения целевых стимулов. Обсуждение результатов. В эпизодах совместного внимания в ситуации обучения синхронность взаимодействия ребенка с нарушением слуха и взрослого достигается за счет фиксаций длительностью от 300–500 и выше 500 миллисекунд (мс). Однако способность поддерживать такое совместное внимание у детей с нарушением слуха ниже, чем у типично развивающихся сверстников.
Библиографические ссылки
Abrahamson, D., & Sánchez-García, R. (2016). Learning is moving in new ways: The ecological dynamics of mathematics education. Journal of the Learning Sciences, 25(2), 203–239. https://doi.org/10.1080/10508406.2016.1143370
Adamson, L. B., Bakeman, R., Suma, K., & Robins, D. L. (2019). An expanded view of joint attention: Skill, engagement, and language in typical development and autism. Child Development, 90(1), e1–e18. https://doi.org/10.1111/cdev.12973
Bakeman, R., & Adamson, L. B. (1984). Coordinating attention to people and objects in mother-infant and peer-infant interaction. Child Development, 55(4), 1278–1289. https://doi.org/10.2307/1129997
Baron-Cohen, S., & Cross, P. (1992). Reading the eyes: Evidence for the role of perception in the development of a theory of mind. Mind & Language, 7(1–2), 172–186. https://doi.org/10.1111/j.1468-0017.1992.tb00203.x
Brooks, R., & Meltzoff, A. N. (2005). The development of gaze following and its relation to language. Developmental Science, 8(6), 535–543. https://doi.org/10.1111/j.1467-7687.2005.00445.x
Campbell, R., Elgar, K., Kuntsi, J., Akers, R., Terstegge, J., Coleman, M., & Skuse, D. (2002). The classification of ‘fear’ from faces is associated with face recognition skill in women. Neuropsychologia, 40(6), 575–584. https://doi.org/10.1016/S0028-3932(01)00164-6
Chen, C.-h., Castellanos, I., & Yu, C., & Houston, D. M. (2020). What leads to coordinated attention in parent-toddler interactions? Children’s hearing status matters. Development Science, 23(3). https://doi.org/10.1111/desc.12919
Chen, C.-h., Castellanos, I., Yu, C., & Houston, D. M. (2019). Effects of children’s hearing loss on the synchrony between parents’ object naming and children’s attention. Infant Behavior and Development, 57. https://doi.org/10.1016/j.infbeh.2019.04.004
Chen, C.-h., Houston, D. M., & Yu, C. (2021). Parent–child joint behaviors in novel object play create high-quality data for word learning. Child Development, 92(5), 1889–1905. https://doi.org/10.1111/cdev.13620
Dalmaso, M., Galfano, G., Tarqui, L., Forti, B., & Castelli, L. (2013). Is social attention impaired in schizophrenia? Gaze, but not pointing gestures, is associated with spatial attention deficits. Neuropsychology, 27(5), 608–613. https://doi.org/10.1037/a0033518
Dawson, G., Toth, K., Abbott, R., Osterling, J., Munson, J., Estes, A., & Liaw, J. (2004). Early social attention impairments in autism: Social orienting, joint attention, and attention to distress. Developmental Psychology, 40(2), 271–283. https://doi.org/10.1037/0012-1649.40.2.271
de Villiers, P. A. (2005). The role of language in theory-of-mind development: What deaf children tell us. In J. W. Astington & J. A. Baird (Eds.), Why language matters for theory of mind (pp. 266–297). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195159912.003.0013
Delgado, C. E. F., Peter, M., Crowson, M., Markus, J., Yale, M., & Schwartz, H. (2002). Responding to joint attention and language development: A comparison of target locations. Journal of Speech, Language, and Hearing Research, 45(4), 715–719. https://doi.org/10.1044/1092-4388(2002/057)
Duijzer, C. A. C. G., Shayan, S., Bakker, A., Van der Schaaf, M. F., & Abrahamson, D. (2017). Touchscreen tablets: Coordinating action and perception for mathematical cognition. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00144
Dunn, J., & Brophy, M. (2005). Communication, relationships, and individual differences in children’s understanding of mind. In J. W. Astington & J. A. Baird (Eds.), Why language matters for theory of mind (pp. 50–69). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195159912.003.0003
Fagan, M. K., Bergeson, T. R., & Morris, K. J. (2014). Synchrony, complexity and directiveness in mothers’ interactions with infants pre- and post-cochlear implantation. Infant Behavior and Development, 37(3), 249–257. https://doi.org/10.1016/j.infbeh.2014.04.001
Franco, F., & Butterworth, G. (1996). Pointing and social awareness: Declaring and requesting in the second year. Journal of Child Language, 23(2), 307–336. https://doi.org/10.1017/S0305000900008813
Johnson, D. W., & Johnson, R. T. (2005). New developments in social interdependence theory. Genetic, Social, and General Psychology Monographs, 131(4), 285–358. https://doi.org/10.3200/MONO.131.4.285-358
Langdon, R., Corner, T., McLaren, J., Ward, P. B., & Coltheart, M. (2006). Externalizing and personalizing biases in persecutory delusions: The relationship with poor insight and theory-of-mind. Behaviour Research and Therapy, 44(5), 699–713. https://doi.org/10.1016/j.brat.2005.03.012
Lohmann, H., & Tomasello, M. (2003). The role of language in the development of false belief understanding: A training study. Child Development, 74(4), 1130–1144. https://doi.org/10.1111/1467-8624.00597
Marotta, A., Román-Caballero, R., & Lupiáñez, J. (2018). Arrows don’t look at you: Qualitatively different attentional mechanisms triggered by gaze and arrows. Psychonomic Bulletin & Review, 25(6), 2254–2259. https://doi.org/10.3758/s13423-018-1457-2
Meadow-Orlans, K. P. (1997). Effects of mother and infant hearing status on interactions at twelve and eighteen months. The Journal of Deaf Studies and Deaf Education, 2(1), 26–36. https://doi.org/10.1093/oxfordjournals.deafed.a014307
Meins, E., Fernyhough, C., Wainwright, R., Das Gupta, M., Fradley, E., & Tuckey, M. (2002). Maternal mind–mindedness and attachment security as predictors of theory of mind understanding. Child Development, 73(6), 1715–1726. https://doi.org/10.1111/1467-8624.00501
Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding. Child Development, 78(2), 622–646. https://doi.org/10.1111/j.1467-8624.2007.01018.x
Morales, M., Mundy, P., Crowson, M. M., Neal, A. R., & Delgado, C. E. F. (2005). Individual differences in infant attention skills, joint attention, and emotion regulation behaviour. International Journal of Behavioral Development, 29(3), 259–263. https://doi.org/10.1177/01650250444000432
Mundy, P. (2018). A review of joint attention and social-cognitive brain systems in typical development and autism spectrum disorder. European Journal of Neuroscience, 47(6), 497–514.
Mundy, P., Block, J., Delgado, C., Pomares, Y., Van Hecke, A. V., & Parlade, M. V. (2007). Individual differences and the development of joint attention in infancy. Child Development, 78(3), 938–954. https://doi.org/10.1111/j.1467-8624.2007.01042.x
Musselman, C., & Churchill, A. (1992). The effects of maternal conversational control on the language and social development of deaf children. Journal of Childhood Communication Disorders, 14(2), 99–117. https://doi.org/10.1177/152574019201400201
Nichols, K. E., Fox, N., & Mundy, P. (2005). Joint attention, self-recognition, and neurocognitive function in toddlers. Infancy, 7(1), 35–51. https://doi.org/10.1207/s15327078in0701_4
Peterson, C., & Slaughter, V. (2003). Opening windows into the mind: Mothers’ preferences for mental state explanations and children’s theory of mind. Cognitive Development, 18(3), 399–429. https://doi.org/10.1016/S0885-2014(03)00041-8
Redcay, E., Kleiner, M., & Saxe, R. (2012). Look at this: The neural correlates of initiating and responding to bids for joint attention. Frontiers in Human Neuroscience, 6. https://doi.org/10.3389/fnhum.2012.00169
Richardson, D. C., Dale, R., & Kirkham, N. Z. (2007). The art of conversation is coordination. Psychological Science, 18(5), 407–413. https://doi.org/10.1111/j.1467-9280.2007.01914.x
Ristic, J., Mottron, L., Friesen, C. K., Iarocci, G., Burack, J. A., & Kingstone, A. (2005). Eyes are special but not for everyone: The case of autism. Cognitive Brain Research, 24(3), 715–718. https://doi.org/10.1016/j.cogbrainres.2005.02.007
Ruff, H. A., & Lawson, K. R. (1990). Development of sustained, focused attention in young children during free play. Developmental Psychology, 26(1), 85–93. https://doi.org/10.1037/0012-1649.26.1.85
Ruffman, T., Slade, L., Rowlandson, K., Rumsey, C., & Garnham, A. (2003). How language relates to belief, desire, and emotion understanding. Cognitive Development, 18(2), 139–158. https://doi.org/10.1016/S0885-2014(03)00002-9
Schick, B., de Villiers, P., de Villiers, J., & Hoffmeister, R. (2007). Language and theory of mind: A study of deaf children. Child Development, 78(2), 376–396. https://doi.org/10.1111/j.1467-8624.2007.01004.x
Schroer, S. E., & Yu, C. (2021). The sensorimotor dynamics of joint attention. Proceedings of the Annual Meeting of the Cognitive Science Society, 43. Escholarship. https://escholarship.org/uc/item/2kn7k904
Shvarts, A. (2018). Joint attention in resolving the ambiguity of different presentations: A dual eye-tracking study of the teaching learning process. In N. Presmeg, L. Radford, W.-M. Roth, G. Kadunz (Eds.), Signs of signification: Semiotics in mathematics education research (pp. 73–103). Springer.
Smith, L., & Ulvund, S. E. (2003). The role of joint attention in later development among preterm children: Linkages between early and middle childhood. Social Development, 12(2), 222–234. https://doi.org/10.1111/1467-9507.00230
Van Hecke, A. V., Mundy, P. C., Acra, C. F., Block, J. J., Delgado, C. E. F., Parlade, M. V., Meyer, J. A., Neal, A. R., & Pomares, Y. B. (2007). Infant joint attention, temperament, and social competence in preschool children. Child Development, 78(1), 53–69. https://doi.org/10.1111/j.1467-8624.2007.00985.x
Vlamings, P. H. J. M., Stauder, J. E. A., van Son, I. A. M., & Mottron, L. (2005). Atypical visual orienting to gaze- and arrow-cues in adults with high functioning autism. Journal of Autism and Developmental Disorders, 35, 267–277. https://doi.org/10.1007/s10803-005-3289-y
Woolfe, T., Want, S. C., & Siegal, M. (2002). Signposts to development: Theory of mind in deaf children. Child Development, 73(3), 768–778. https://doi.org/10.1111/1467-8624.00437
Yu, C., & Smith, L. B. (2017a). Hand-eye coordination predicts joint attention. Child Development, 88(6), 2060–2078.
Yu, C., & Smith, L. B. (2017b). Multiple sensory-motor pathways lead to coordinated visual attention. Cognitive Science, 41(S1). https://doi.org/10.1111/cogs.12366
Это произведение доступно по лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная.
Copyright (c) 2022 Яна К. Смирнова