Joint Attention and Vocabulary Development
A Critical Look
Bibliographic Data
| ID | 4441308 |
|---|---|
| Authors | Nameera Akhtar (0000-0003-1174-2600, University of California System), Morton Ann Gernsbacher (0000-0003-0397-3329, University of Wisconsin–Madison) |
| Year | 2007 |
| Volume | 1 |
| Issue | 3 |
| Pages | 195-207 |
| Publication date | 2007-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language and Linguistics Compass (JOURNAL) |
| Journal identifiers | ISSN: 1749-818X • E-ISSN: 1749-818X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1749-818x.2007.00014.x |
| PMID | 25505491 |
| PMCID | PMC4258841 |
| OpenAlex | W2137181162 |
| Language | EN |
| Citations received | 24 |
| References cited | 44 |
Joint attention - parents' and children's coordinated attention to each other and to a third object or event - is believed to play a causal and critical role in early word learning. However, joint attention, as conventionally defined and measured, relies only on overt indicators of attention, is studied predominantly in the visual modality, and varies by culture. Moreover, word learning can occur without joint attention in typical development, in autistic development, and in Williams syndrome, and joint attention can occur without commensurate word learning in Down syndrome. Thus, the assumption that joint attention is a necessary and sufficient precursor to vocabulary learning is not universally supported
Autism · Cognitive psychology · Developmental psychology · Joint attention · Language development · Linguistics · Vocabulary · Vocabulary development · Child and Animal Learning Development · Computer Science · Language Development and Disorders · Philosophy · Psychology · Reading and Literacy Development · Artificial Intelligence
Transtorno Do Espectro Autista E Deficiência Visual
Contribuições da habilidade de atenção conjunta para a cognição social infantil
Autism, constructionism, and nativism
Language input and acquisition in a Mayan village
Language Socialization and Multiparty Participation Frameworks
The interactional context of language learning in Tzeltal
Coordinating attention requires coordinated senses
My Words Fly Up, My Thoughts Remain Below. Words without Thoughts Never to Heaven Go
Toward a sociology of autism and neurodiversity
Toward an ecobehavioral model of early language development
Look At/Check X
What we do and presuppose when we demonstrate
Infant engagement and early vocabulary development
Children’s reliance on pointing and mutual exclusivity in word-referent mapping
Clarifying the role of joint attention in early word learning
Learning words from labeling and directive speech
Reexamining the Verbal Environments of Children From Different Socioeconomic Backgrounds
Intencionalidade comunicativa
Interação mãe-bebê com deficiência visual
Attentional semantics of deictic locatives
Joint Attention in the Context of Hearing Loss
Communication as Socially Extended Active Inference
Eye Gaze and Head Orientation Cues in Face-to-Face Referential Communication
Noncolloquial Arabic in Tunisian Children With Autism Spectrum Disorder
Guided Participation in Cultural Activity by Toddlers and Caregivers
Learning Words through Overhearing
Social Cognition, Joint Attention, and Communicative Competence from 9 to 15 Months of Age
Attention and the detection of signals.
Joint Attention and Early Language
Joint attention on actions
Early words of blind children
Eighteen-month-old children learn words in non-ostensive contexts
Relevance and early word learning
Interactional predictors of early language
The Cultural Origins of Human Cognition
Can 18‐Month‐Old Infants Learn Words by Listening In on Conversations
Individual Differences in Infant Skills as Predictors of Child‐Caregiver Joint Attention and Language
Joint-attentional states and lexical acquisition at 18 months
Transactive discussions with peers and adults
Cultural variation in management of attention by children and their caregivers
Weak central coherence, poor joint attention, and low verbal ability
Localizing the development of covert attention in infants with scalp event-related potentials
Linguistic environment of 1- to 2-year-old twins
Firsthand Learning Through Intent Participation
| Unique citing works | 24 |
|---|---|
| Citations per year | 1,41 |
| Citation span | 2009 - 2025 (17) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 21 |