OBJECTIVE This study examined the contributions of maternal bids for joint attention, relationship quality, and infant characteristics, to individual differences in infants' parallel and joint attention. METHOD Fifty-two 10-month-olds and their mothers were assessed in order to investigate concurrent predictors of infant parallel attention, responding to joint attention, and initiating joint ...

We propose a computational model of joint attention consisting of three parts: responding to joint attention, initiating joint attention, and ensuring joint attention. This model is supported by psychological findings and matches the developmental timeline in humans. We present two experiments that test this model and investigate joint attention in human-robot interaction. The first experiment ...

Children on the autism spectrum often demonstrate atypical joint attention, leading some researchers to consider joint attention deficits a core feature of the autism spectrum. Structured measures, such as the Early Social Communication Scales (ESCS), are commonly used to provide a metric of joint attention. To explore the assessment of joint attention in multiple contexts, we implemented an al...

A lack of joint attention skills may constitute a core impairment in autism. In the present study, a training protocol was developed, based on the literature on joint attention and on behavioral interventions. The training was organized into a sequence of three main parts respectively aimed at establishing each of the following skills: (1) responding to joint attention bids, (2) engaging in tur...

This study argues how a human infant acquires the ability of joint attention through interactions with its caregiver from the viewpoint of a constructive approach. This paper presents a constructive model by which a robot acquires a sensorimotor coordination for joint attention based on visual attention and learning with self-evaluation. Since visual attention does not always correspond to join...

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 occ...

During a dyadic social interaction, two individuals can share visual attention through gaze, directed to each other (eye contact) or to a third person or an object (joint attention). Eye contact and joint attention are tightly coupled to generate the state of shared attention across individuals. Hyperscanning fMRI conducted with pairs of adults during joint attention tasks showed interindividua...