Here's Looking at You, Kid! A Longitudinal Study of Perceived Gender Differences in Mutual Gaze Behavior in Young Infants

Leeb, Rebecca T.; Rejskind, F. Gillian

doi:10.1023/b:sers.0000011068.42663.ce

Cited by 54 publications

(45 citation statements)

References 64 publications

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“…Gender was associated with IJA -EC at 9 months and also affected IBR development across ages, with girls displaying a transient early advantage. In previous research, gender-related processes have been observed to contribute to early differences in infants' social eye contact (Leeb & Rejskind, 2004;Lutchmaya, Baron-Cohen, & Raggatt, 2002). Such differences may especially affect the development of IJA in the 1st year.…”

Section: Discussionmentioning

confidence: 99%

Individual Differences and the Development of Joint Attention in Infancy

et al. 2007

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This study examined the development of joint attention in 95 infants assessed between 9 and 18 months of age. Infants displayed significant test -retest reliability on measures of following gaze and gestures (responding to joint attention, RJA) and in their use of eye contact to establish social attention coordination (initiating joint attention, IJA). Infants displayed a linear, increasing pattern of age-related growth on most joint attention measures. However, IJA was characterized by a significant cubic developmental pattern. Infants with different rates of cognitive development exhibited different frequencies of joint attention acts at each age, but did not exhibit different agerelated patterns of development. Finally, 12-month RJA and 18-month IJA predicted 24-month language after controlling for general aspects of cognitive development.The human capacity for social attention coordination has been referred to as joint attention (Bakeman & Adamson, 1984;Bruner & Sherwood, 1983). Different behavioral manifestations of joint attention begin to emerge in the first 6 months of life (D'Entremont, Hains, & Muir, 1997;Farroni, Massaccesi, & Francesca, 2002;Morales, Mundy, & Rojas, 1998) and continue to develop at least through 3 years of age (Adamson, Bakeman, & Dekner, 2004;Carpenter, Nagell, & Tomasello, 1998). These different infant joint attention behaviors may be used for declarative and instrumental-imperative functions (Bates, Benigni, Bretherton, Camaioni, & Volterra, 1979), as well as to initiate or respond to bids in interactions with social partners (Seibert, Hogan, & Mundy, 1982).Various labels have been used to refer to these behavioral dimensions of infant joint attention (Carpenter et al., 1998). Here we adopt the nomenclature initially suggested by Seibert et al. (1982) that is currently widely used in the research literature as well as in multidimensional assessments of early social communication development (e.g., Fidler, Philofsky, Hepburn, & Correspondence concerning this article should be addressed to Peter Mundy, University of Miami, 5665 Ponce De Leon Blvd., Coral Gables, FL 33146. Electronic mail may be sent to pmundy@miami.edu. NIH Public Access Author ManuscriptChild Dev. Author manuscript; available in PMC 2009 March 11. Published in final edited form as:Child Dev. 2007 ; 78(3): 938-954. doi:10.1111/j.1467-8624.2007.01042.x. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript Rogers, 2005;Henderson, Yoder, Yale, & McDuffie, 2002;Laing et al., 2002; Lord et al., 2002;Mundy, Sigman, Kasari, & Yirmiya, 1988;Smith & Ulvund, 2003;Wetherby, Allen, Cleary, Kublin, & Goldstein, 2002). Accordingly, responding to joint attention (RJA) refers to the ability to follow the direction of gaze and gestures of others, initiating joint attention (IJA) refers to the ability to use direction of gaze and gestures to direct the attention of others to spontaneously share experiences, initiating behavior regulation/requests (IBR) refers to the ability to use gaze and gestures to...

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Section: Discussionmentioning

confidence: 99%

Individual Differences and the Development of Joint Attention in Infancy

et al. 2007

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“…Zambrana et al (2012) demonstrated that girls between the ages of 1 year 6 months and 3 years have a significantly higher level of language comprehension than do boys. Another longitudinal study of newborn children showed that girls respond better to verbal stimuli and have better eye contact than boys (Friederici et al 2008;Leeb and Rejskind 2004;Olafsen et al 2006). Eidevald (2009) found that girls attending kindergarten are more linguistically developed than boys.…”

Section: Discussionmentioning

confidence: 99%

“…These studies demonstrated differences favouring girls. Research into children's language development has shown that newborn girls make better eye contact, are more able to discriminate, and pay greater attention to verbal stimuli (Friederici et al 2008;Leeb and Rejskind 2004). Compared with boys, girls between 1 year 6 months and 3 years of age display a significantly higher level of language comprehension (Zambrana et al 2012).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Toddlers Master Everyday Activities in Kindergarten: A Gender Perspective

Meland

Kaltvedt

Reikerås

2015

Early Childhood Educ J

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This article discusses how 2-year olds cope with various everyday activities as observed by kindergarten staff from a gender perspective. Everyday activities are part of the daily pedagogical life in a kindergarten and are linked to situations such as meals, dressing and undressing, grooming and potty/toilet training. Data were collected through structured observation of 535 boys and 509 girls. The children, aged between 30 and 33 months, were observed over a 3-month period. The observation guideline material ''Alle Med'' (''Everyone Included'') was used to assess how children master everyday activities. The result reveals gender differences favouring the girls. In the present article, this result will be analysed against a backdrop of gender-related theory.

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“…We are not the first to encounter gender differences regarding regulatory strategies. For instance, Leeb and Rejskind [64] found that female infants aged 3-4 months made more eye contact interaction with unfamiliar female adults. Montirosso et al [65] argued that infant eye contact may serve as a compensatory regulation strategy in preterm infants aged 6-9 months.…”

Section: Discussionmentioning

confidence: 99%

Effects of Maternal Anxiety Disorders on Infant Self-Comforting Behaviors: The Role of Maternal Bonding, Infant Gender and Age

et al. 2016

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Background/Aims: We investigated the links between maternal bonding, maternal anxiety disorders, and infant self-comforting behaviors. Furthermore, we looked at the moderating roles of infant gender and age. Methods: Our sample (n = 69) comprised 28 mothers with an anxiety disorder (according to DSM-IV criteria) and 41 controls, each with their 2.5- to 8-month-old infant (41 females and 28 males). Infant behaviors were recorded during the Face-to-Face Still-Face paradigm. Maternal bonding was assessed by the Postpartum Bonding Questionnaire. Results: Conditional process analyses revealed that lower maternal bonding partially mediated between maternal anxiety disorders and increased self-comforting behaviors but only in older female infants (over 5.5 months of age). However, considering maternal anxiety disorders without the influence of bonding, older female infants (over 5.5 months of age) showed decreased rates of self-comforting behaviors, while younger male infants (under 3 months of age) showed increased rates in the case of maternal anxiety disorder. Conclusions: The results suggest that older female infants (over 5.5 months of age) are more sensitive to lower maternal bonding in the context of maternal anxiety disorders. Furthermore, results suggest a different use of self-directed regulation strategies for male and female infants of mothers with anxiety disorders and low bonding, depending on infant age. The results are discussed in the light of gender-specific developmental trajectories.

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Here's Looking at You, Kid! A Longitudinal Study of Perceived Gender Differences in Mutual Gaze Behavior in Young Infants

Cited by 54 publications

References 64 publications

Individual Differences and the Development of Joint Attention in Infancy

Individual Differences and the Development of Joint Attention in Infancy

Toddlers Master Everyday Activities in Kindergarten: A Gender Perspective

Effects of Maternal Anxiety Disorders on Infant Self-Comforting Behaviors: The Role of Maternal Bonding, Infant Gender and Age

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