Gaze following, temperament, and language development in 6-month-olds: A replication and extension

Morales, Michael J.; Mundy, Peter; Delgado, Christine E. F.; Yale, Marygrace E.; Neal, Rebecca A.; Schwartz, Heidi K.

doi:10.1016/s0163-6383(01)00038-8

Cited by 138 publications

(141 citation statements)

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“…Correlational findings have been consistent with this hypothesis (Dixon & Shore, 1997;Dixon & Smith, 2000;Kubicek, et al, 2001;Morales, et al, 2000). Temperamentally long-attending children have been found to have larger vocabularies.…”

Section: Nih Public Accessmentioning

confidence: 69%

“…Children low in executive control should be more subject to the attractive or aversive, but nevertheless attention-grabbing features of ambient environmental activity, and less likely to return to the word-learning task at hand. This line of reasoning leads to the empirical expectation that children high in executive control should be relatively resistant to environmental distractions during word learning and should, over developmental time, enjoy a word-learning advantage over children low in executive control.Correlational findings have been consistent with this hypothesis (Dixon & Shore, 1997;Dixon & Smith, 2000;Kubicek, et al, 2001;Morales, et al, 2000). Temperamentally long-attending children have been found to have larger vocabularies.…”

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confidence: 69%

“…Extra special thanks go to the parents and children of East Tennessee for their willingness to participate in our study. Dixon & Smith, 2000;Kubicek, Emde, & Schmitz, 2001;Morales, et al, 2000). The general finding in this literature is that infants and toddlers who enjoy receptive and productive vocabulary advantages over others are those who are temperamentally more positive in mood, more adaptable, more soothable, and longer in attention span than others.…”

Section: Temperament Distraction and Learning In Toddlerhoodmentioning

confidence: 98%

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Temperament, distraction, and learning in toddlerhood

Dixon

Salley

Clements

2006

Infant Behavior and Development

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The word and non-word learning abilities of toddlers were tested under various conditions of environmental distraction, and evaluated with respect to children's temperamental attentional focus. Thirty-nine children and their mothers visited the lab at child age 21-months, where children were exposed to fast-mapping word learning trials and nonlinguistic sequential learning trials. It was found that both word and nonword-learning was adversely affected by the presentation of environmental distractions. But it was also found that the effect of the distractions sometimes depended on children's level of attentional focus. Specifically, children high in attentional focus were less affected by environmental distractions than children low in attentional focus when attempting to learn from a model, whereas children low in attentional focus demonstrated little learning from the model. Translationally, these results may be of use to child health-care providers investigating possible sources of cognitive and language delay. Temperament, Distraction, and Learning in ToddlerhoodThe fields of temperament and cognitive development have followed long and productive paths, even though they seem to have done so in relative isolation from one another. Temperament researchers have made strides in identifying the nature of early temperament and its potential biological underpinnings, and they have identified a host of social-emotional sequelae of early individual differences in temperament (e.g., Guerin, Gottfried, Oliver, & Thomas, 2003;Molfese & Molfese, 2000). Cognitive development researchers have also made significant strides toward understanding basic mechanisms underlying attention (e.g., Colombo, 2004;Richards, 2004;Rose, Feldman, & Jankowski, 2004;Ruff & Rothbart, 1996) and memory (e.g., Bauer, 2004;Hayne, 2004), among other cognitive domains. Unfortunately, few researchers have undertaken empirical efforts to document interrelations between temperament and basic cognition (e.g., Wolfe & Bell, 2004); although Fagen and colleagues have amply demonstrated that aspects of temperamental fussiness (i.e., affective distress) negatively impact children's performance on cognitive tasks (Fagen, Ohr, Fleckenstein, & Ribner, 1985;Fagen, Ohr, Singer, & Fleckenstein, 1987;Fleckenstein & Fagen, 1994). Much would be gained were researchers able to link individual differences in cognitive function to individual differences in any of a number of domains of temperament, because such an effort would likely inform a better understanding of intra domain individual differences.To the extent that temperament-cognitive relationships have been examined, a major focus seems to have been on temperament-language relationships (specifically vocabulary, e.g., Correspondence concerning this article should be addressed to Wallace E. Dixon, Jr., Department of Psychology, East Tennessee State University, P.O. Box 70649, Johnson City, TN,37614. E-mail: dixonw@etsu.edu.. Author Note This work was supported by a NIH/NICHD Grant HD043865 to the first au...

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Section: Nih Public Accessmentioning

confidence: 69%

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confidence: 69%

Section: Temperament Distraction and Learning In Toddlerhoodmentioning

confidence: 98%

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Temperament, distraction, and learning in toddlerhood

Dixon

Salley

Clements

2006

Infant Behavior and Development

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“…Gaze directionality plays an important role since the very early years of our life: By watching their care takers' gaze directionality, small children learn to distinguish between important and less important events or objects [19]. Observing other people's focus of attention during meetings or social gatherings is a crucial factor for what is called shared attention [8]: People participating in events might be looking at something that has limited information to give, only because they want to declare their existence and attentiveness.…”

Section: Introductionmentioning

confidence: 99%

Robust validation of Visual Focus of Attention using adaptive fusion of head and eye gaze patterns

Asteriadis

Karpouzis

Kollias

2011

2011 IEEE International Conference on Computer Vision Workshops (ICCV Workshops)

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“…Ôá ðáéäéÜ, áðü âñåöéêÞ êéüëáò çëéêßá, ìáèáßíïõí íá áíáãíùñßaeïõí [105] ôçí êáôåõèõíôéêüôçôá ôïõ âëÝììáôïò ôùí áôüìùí ðïõ ôá öñïíôß-aeïõí, ç ïðïßá äñá óáí Ýíá öéëôñÜñéóìá ôùí óçìáíôéêþí ãåãïíüôùí Þ óêçíþí óôïí ðåñéâÜëëïíôá ÷þñï. ÁõôÞ ç éäéüôçôá áêïëïõèÜåé ôïí Üíèñùðï ãéá ôçí õðüëïéðç aeùÞ ôïõ: Ç êáôåõèõíôéêüôçôá ôïõ âëÝììáôïò ôùí Üëëùí, åßíáé ðÜíôá Ýíá óõíåéäçôü Þ ìç, åñÝèéóìá, óôï íá êáôåõèýíåé ï Üíèñùðïò ôï äéêü ôïõ âëÝììá ðñïò êáôåýèõíóç ôÝôïéá, þóôå íá êïéôÜîåé êÜôé åíäéáöÝñïí, íá áðïöýãåé êÜðïéïí êßíäõíï, êëð.…”

Section: åñåõíçôéêü ðëáßóéï êáé óõíåéóöïñü ôçò äéáôñéâþòunclassified

Αναγνώριση Και Μοντελοποίηση Της Προσοχής Και Του Ενδιαφέροντος Του Χρήστη Σε Περιβάλλοντα Μη Παρεμβατικής Αλληλεπίδρασης

Αστεριάδης¹

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The research field, covered by this thesis is strongly related to recognition and modelling of human behaviour in Human-Computer-Interaction environments, using face analysis as input modality. Research focuses on those cases where no specific knowledge regarding the set up, or specialized equipment exists, apart from simple hardware, like a common web-camera. Normally, such systems are based on admissions regarding user position, camera parameters or specific hardware. Beyond the effort to avoid such admissions, one of the basic principles of this thesis was research on a series of components, not statically positioned in the architecture, but dynamically emphasized throughout each process. Each component architecture has been worked on independently, aimed at non intrusive environments, encouraging spontaneity in movements, as well as unpretending lighting conditions and background. More in detail, local techniques for facial feature tracking have been employed, as well as holistic techniques with the usage of Convolutional Neural Networks, and prototype inference architectures are proposed. Furthermore, this thesis also combines head rotation with eye gaze directionality estimation. For estimating eye gaze, head rotation effect is virtually cancelled by employing 3D geometrical models and iris positions are compared to reference topologies. One of the large challenges towards these directions, on a second level, was modelling of extracted facial data, in order to train systems that would try to imitate human perception in terms of engagement in human-computer interaction scenarios. To this aim, fuzzy logic was used. Furthermore, modeling was used as knowledge in order to optimize hybrid methodologies of head pose estimation, by training Bayesian Modality Fusion Networks. Theoretical conclusions are grounded on demanding datasets, with a degree of fuzziness that, many times, confused even human annotators. However, results highlighted the prospect of employing non intrusive mechanisms for inferring engagement based on non verbal communication, using face analysis, in a plethora of applications related to affective computing.

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Gaze following, temperament, and language development in 6-month-olds: A replication and extension

Cited by 138 publications

References 13 publications

Temperament, distraction, and learning in toddlerhood

Temperament, distraction, and learning in toddlerhood

Robust validation of Visual Focus of Attention using adaptive fusion of head and eye gaze patterns

Αναγνώριση Και Μοντελοποίηση Της Προσοχής Και Του Ενδιαφέροντος Του Χρήστη Σε Περιβάλλοντα Μη Παρεμβατικής Αλληλεπίδρασης

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