Following the direction of gaze and language development in 6-month-olds

Morales, Michael J.; Mundy, Peter; Rojas, Jennifer

doi:10.1016/s0163-6383(98)90014-5

Cited by 251 publications

(179 citation statements)

References 8 publications

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“…For example, Mundy, Kasari, Sigman, and Ruskin (1995) found that the child's ability to respond to JA bids (point following) and social interaction skills (eliciting attention or engaging in turn-taking games) was predictive of later receptive language (r = 0.70 and 0.56) and somewhat more weakly to expressive language (r = 0.49 and 0.55). The predictive relation between responding to JA and receptive language has been replicated by other researchers (Morales, Mundy, & Rojas, 1998;Morales et al, 2000;Mundy & Gomes, 1998;Ulvund & Smith, 1996). In addition, Ulvund and Smith (1996) found that children's initiating of JA bids at 13 months could predict both receptive and expressive language at three years, and Mundy and Gomes (1998) reported a prediction from initiating JA at 16 months to both expressive and receptive language two months later.…”

Section: Early Social and Communicative Skillsmentioning

confidence: 63%

Exploring the relation between memory, gestural communication, and the emergence of language in infancy: a longitudinal study

Heimann

Strid

Smith

et al. 2006

Inf. Child Develop.

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The relationship between recall memory, visual recognition memory, social communication, and the emergence of language skills was measured in a longitudinal study. Thirty typically developing Swedish children were tested at 6, 9 and 14 months. The result showed that, in combination, visual recognition memory at 6 months, deferred imitation at 9 months and turn-taking skills at 14 months could explain 41% of the variance in the infants' production of communicative gestures as measured by a Swedish variant of the MacArthur Communicative Development Inventories (CDI). In this statistical model, deferred imitation stood out as the strongest predictor.

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Section: Early Social and Communicative Skillsmentioning

confidence: 63%

Exploring the relation between memory, gestural communication, and the emergence of language in infancy: a longitudinal study

Heimann

Strid

Smith

et al. 2006

Inf. Child Develop.

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“…Consistent with this view, an extensive literature suggests that people are very sensitive to where others are looking and rapidly and reflexively orient attention toward the place where the gaze of another is directed (see Frischen, Bayliss, & Tipper, 2007, for a recent review). In addition, this ability develops early in childhood (Hood, Willen, & Driver, 1998) and has been suggested to underpin more complex forms of social communication, such as vocabulary learning (Morales, Mundy, & Rojas, 1998) and theory of mind (Charman et al, 2000). As a result, it has been suggested that eye gaze may be a particularly strong cue to attention (Kuhn & Kingstone, 2009).…”

mentioning

confidence: 99%

The effectiveness of a gaze cue depends on the facial expression of emotion: Evidence from simultaneous competing cues

Becker

2010

Attention, Perception & Psychophysics

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The gaze of a fearful face should be a particularly effective cue to attention; it allows one to rapidly allocate attention to potential threats. Prior data from investigations of this issue have been mixed. We report a novel method in which the gazes of two faces simultaneously cued different directions. Across trials, the emotion expressed by each face varied between happy, neutral, and fearful. Results showed that attention followed a feard ful gaze when it competed with a neutral gaze but did not consistently follow a happy gaze when it competed with a neutral gaze. These results suggest that fear moderates the effectiveness of gaze cuing, and we present a p parsimonious account that reconciles previously inconsistent data. We also found that presenting a fearful and a happy face simultaneously eliminates this effect, suggesting that emotional expressions interact in ways that may be important for understanding how emotional stimuli influence attention in more complex environments.

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“…Eye-gaze following at 6 months has been shown to correlate with vocabulary size at 18 months (Morales et al, 2000;Morales, Mundy, & Rojas, 1998) and in noun learning, children can use eye-gaze, head posture and gesture to infer speakers' referential intention (e.g., Baldwin, 1991;Carpenter , Akhtar & Tomasello, 1998;Gergely, Bekkering & Király, 2002;Woodward & Sommerville, 2000). Nappa, Wessel, McEldoon, Gleitman & Trueswell (2009) showed that 3-, 4-and 5-year-olds used the eye-gaze of the speaker to infer the meaning of novel relational verbs (of the type chase vs. flee) in linguistically uninformative contexts (e.g., He's mooping him).…”

Section: The Development Of Subject Knowledge Attention and Eye-gazementioning

confidence: 99%

The attention-grammar interface: Eye-gaze cues structural choice in children and adults

Ibbotson

Lieven²,

Tomasello

2013

Cognitive Linguistics

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We investigated whether children (3-and 4-year-olds) and adults can use the active passive alternation -essentially a choice of subject-in a way that is consistent with the eye-gaze of the speaker. Previous work suggests the function of the subject position can be grounded in attentional mechanisms (Tomlin, 1995;1997). Eye-gaze is one powerful source of directing attention that we know adults and young children are sensitive to; furthermore, we know adults are more likely to look at the subject of their sentence than any other character (Gleitman, January, Nappa & Trueswell, 2007;Griffin & Bock, 2000). We demonstrate that older children and adults are able to use speaker-gaze to choose a felicitous subject when describing a scene with both agent-focused and patient focused cues. Integrating attentional and grammatical information in this way allows children to limit the degrees of freedom on what the function of certain linguistic constructions might be.

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Following the direction of gaze and language development in 6-month-olds

Cited by 251 publications

References 8 publications

Exploring the relation between memory, gestural communication, and the emergence of language in infancy: a longitudinal study

Exploring the relation between memory, gestural communication, and the emergence of language in infancy: a longitudinal study

The effectiveness of a gaze cue depends on the facial expression of emotion: Evidence from simultaneous competing cues

The attention-grammar interface: Eye-gaze cues structural choice in children and adults

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