Abstract
The models of joint attention development are: the caregiver/scaffolding model; the social-cognitive model; the social motivation model; and the neurodevelopmental executive function model. This chapter examines the nature and validity of these models, examining autism, measurement issues, parietal-temporal and frontal processes, and dorsal-medial cortical functions. The literature and ideas discussed revolve around several main themes. First, the study of joint attention has relevance for those interested in more general aspects of social competence associated with the development of social motivation, self-regulation, and executive processes. Second, research suggests that observation of joint attention skills may provide unique information about early social neuropsychological processes that contribute social competence development. Third, joint attention may be a vehicle or platform for social constructivist process in early development. Finally, joint attention provides an operationalization and means of measuring individual differences in the tendency of young children to engage in episodes of intersubjectivity.
| Original language | English (US) |
|---|---|
| Title of host publication | Theory and Method |
| Publisher | John Wiley and Sons Ltd. |
| Pages | 293-332 |
| Number of pages | 40 |
| Volume | 1 |
| ISBN (Electronic) | 9780470939383 |
| ISBN (Print) | 0471237361, 9780471237365 |
| DOIs | |
| State | Published - Sep 8 2015 |
| Externally published | Yes |
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Keywords
- Autism
- Childhood social competence
- Developmental psychopathology
- Dorsal-medial cortical functions
- Frontal processes
- Infant joint attention
- Joint attention models
- Parietal-temporal process
- Social constructivist process
ASJC Scopus subject areas
- Psychology(all)
Cite this
Joint Attention, Social Competence, and Developmental Psychopathology. / Mundy, Peter Clive; Sigman, Marian.
Theory and Method. Vol. 1 John Wiley and Sons Ltd., 2015. p. 293-332.Research output: Chapter in Book/Report/Conference proceeding › Chapter
}
TY - CHAP
T1 - Joint Attention, Social Competence, and Developmental Psychopathology
AU - Mundy, Peter Clive
AU - Sigman, Marian
PY - 2015/9/8
Y1 - 2015/9/8
N2 - The models of joint attention development are: the caregiver/scaffolding model; the social-cognitive model; the social motivation model; and the neurodevelopmental executive function model. This chapter examines the nature and validity of these models, examining autism, measurement issues, parietal-temporal and frontal processes, and dorsal-medial cortical functions. The literature and ideas discussed revolve around several main themes. First, the study of joint attention has relevance for those interested in more general aspects of social competence associated with the development of social motivation, self-regulation, and executive processes. Second, research suggests that observation of joint attention skills may provide unique information about early social neuropsychological processes that contribute social competence development. Third, joint attention may be a vehicle or platform for social constructivist process in early development. Finally, joint attention provides an operationalization and means of measuring individual differences in the tendency of young children to engage in episodes of intersubjectivity.
AB - The models of joint attention development are: the caregiver/scaffolding model; the social-cognitive model; the social motivation model; and the neurodevelopmental executive function model. This chapter examines the nature and validity of these models, examining autism, measurement issues, parietal-temporal and frontal processes, and dorsal-medial cortical functions. The literature and ideas discussed revolve around several main themes. First, the study of joint attention has relevance for those interested in more general aspects of social competence associated with the development of social motivation, self-regulation, and executive processes. Second, research suggests that observation of joint attention skills may provide unique information about early social neuropsychological processes that contribute social competence development. Third, joint attention may be a vehicle or platform for social constructivist process in early development. Finally, joint attention provides an operationalization and means of measuring individual differences in the tendency of young children to engage in episodes of intersubjectivity.
KW - Autism
KW - Childhood social competence
KW - Developmental psychopathology
KW - Dorsal-medial cortical functions
KW - Frontal processes
KW - Infant joint attention
KW - Joint attention models
KW - Parietal-temporal process
KW - Social constructivist process
UR - http://www.scopus.com/inward/record.url?scp=84986625616&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84986625616&partnerID=8YFLogxK
U2 - 10.1002/9780470939383.ch9
DO - 10.1002/9780470939383.ch9
M3 - Chapter
AN - SCOPUS:84986625616
SN - 0471237361
SN - 9780471237365
VL - 1
SP - 293
EP - 332
BT - Theory and Method
PB - John Wiley and Sons Ltd.
ER -