Author's Keywords: joint attention, shared attention, gaze following, pointing, mutual gaze, point-following, observational methods, social learning, reinforcement learning, visual processing	Convention Submission, Review, and Scheduling! All Academic Convention can help with all of your abstract management needs and many more. Contact us today for a quote! Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: XVth Biennial International Conference on Infant Studies URL: http://www.isisweb.org
Citation: URL: http://www.allacademic.com/meta/p141535_index.html Direct Link: HTML Code:

Deák, Gedeon., Jasso, Hector., Krasno, Anna. and Triesch, Jochen. "Watch the Hands: Infants Learn Gaze-Following From Parents' Pointing and Manual Action" Paper presented at the annual meeting of the XVth Biennial International Conference on Infant Studies, Westin Miyako, Kyoto, Japan, Jun 19, 2006 <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p141535_index.html>

Deák, G. , Jasso, H. , Krasno, A. and Triesch, J. , 2006-06-19 "Watch the Hands: Infants Learn Gaze-Following From Parents' Pointing and Manual Action" Paper presented at the annual meeting of the XVth Biennial International Conference on Infant Studies, Westin Miyako, Kyoto, Japan <Not Available>. 2009-05-25 from http://www.allacademic.com/meta/p141535_index.html

Publication Type: Individual Poster Abstract: Attention-sharing skills facilitate language development and social learning during late infancy and childhood. However, we do not understand how attention-sharing skills emerge. Recent work (Deák & Triesch in press; Moore & Corkum, 1994; Nagai, 2003; Triesch et al, in press) focuses on neurally plausible learning-based accounts of development. Such accounts presuppose predictable social input. Infant-parent interactions are well-structured, but we do not know how the structure helps infants learn attention-sharing skills like gaze-following. In particular, how frequent are episodes of shared attention, and how do they begin? What caregiver actions precede infants' attention-shifts to share parents' attention? We collected quasi-naturalistic observational video of play between infants 3 to 11 months old (N = 30) and their caregivers. From 5-min. "object showing" interactions we coded infants' and parents' attention shifts (i.e., target and direction of gaze), attention-sharing states (i.e., non-shared attention, shared-attention with infant or parent as "leader"; mutual gaze), and parents’ manual actions preceding attention-sharing episodes (pointing; holding/moving objects; tapping/shaking, etc.). We are currentloy coding acoustic cues and caregivers' vocalizations/verbalizations. Dyads spent an average of 38% of time in shared attention, mostly from infants following caregivers' attention-shifts. They spent 11% of time in mutual gaze, and 51% in non-shared attention (mostly with caregivers watching infants scrutinize objects). Interestingly, these proportions changed only modestly with age. Caregivers’ manual actions (pointing; holding) compel infants to join in shared attention. Infants almost never followed caregivers' gaze shifts unless the parent also manipulated the object or pointed. Infants followed less than 1% of caregiver's simple gaze shifts to objects (though these were fairly frequent), compared to over 10% of caregiver's pointing gestures. Most often, infants followed combinations of manual actions and gaze shifts. In short, gaze-following is rare in everyday interactions: infants watch what caregivers do with their hands. This is important because some have claimed that gaze-following emerges before point-following (Butterworth & Jarrett, 1991). The current data belie that claim. They also suggest how gaze-following is learned. Adults usually look at what they are doing with their hands (Land et al, 1999). If infants are interested in the motion, complexity, and sounds of adults' manual actions, they will have many opportunities to learn correlations between adults' hand positions and corresponding head poses and eye directions. These correlations could be learned by neurally plausible reinforcement learning systems (Triesch et al, in press). Thus, infants can learn to follow adults' gaze from attending to adults' hands during everyday play episodes.

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