The Role of Joint Attention in Later Development Among Preterm Children

Linkages Between Early and Middle Childhood

Bibliographic Data

ID12686754
AuthorsLars Smith (0000-0002-1334-2582, University of Oslo, corresponding author), Stein Erik Ulvund (0000-0002-2224-6269, University of Oslo)
Year2003
Volume12
Issue2
Pages222-234
Publication date2003-04-28
Open AccessYes
TypeARTICLE
VenueSocial Development (JOURNAL)
Journal identifiersISSN: 1467-9507 • E-ISSN: 0961-205X
PublisherWiley (PUBLISHER • GB)
DOI10.1111/1467-9507.00230
OpenAlexW2045607350
LanguageEN
Citations received3
References cited18

Joint attention is a hallmark of human cognition. It refers to the capacity to coordinate attention to objects and events with attention to other people. Infants display considerable individual differences in this capacity. This longitudinal study of 13‐month‐old preterms was conducted to examine the hypothesis that two different types of joint‐attention skills assessed in an infant–tester paradigm are related to verbal and nonverbal IQ measures through middle childhood. Data are reported separately for the children's tendency to initiate such skills and to respond to an experimenter's offers to share in such behaviours. The results provide support for the hypothesis that the initiation of joint attention makes a unique contribution to later nonverbal IQ apart from variance associated with biomedical risk status and infant development. The results of this study have implications for the conceptualisation of joint‐attention skills, as well as for understanding the relation between joint attention and later cognition

Cognition · Developmental psychology · Early childhood · Joint attention · Nonverbal communication · Autism Spectrum Disorder Research · Child and Animal Learning Development · Infant Development and Preterm Care · Psychology

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