Joint Attention: Definition, History, and Characteristics
Joint attention is a type of social behavior that occurs when two or more individuals direct their attention to the same object or event. Joint attention is thought to be a fundamental building block of social interaction, allowing individuals to coordinate their behavior and learn from one another. In recent years, research has explored the role of joint attention in a variety of contexts, from early childhood development to the emergence of autism spectrum disorder. This article will provide an overview of the definition, history, and characteristics of joint attention.
Definition
Joint attention is a form of social behavior that occurs when two or more people direct their attention to the same object or event. This type of attention-sharing behavior is thought to be a critical building block of social interaction, as it allows individuals to coordinate their behavior and learn from one another. In addition, joint attention is thought to be essential for the development of language, communication, and the formation of social relationships.
History
The concept of joint attention has been studied since the early 1980s. In 1981, developmental psychologist Colwyn Trevarthen proposed that infants rely on joint attention to develop communication and social skills. He suggested that infants use joint attention to learn from their caregivers, and that this type of communication is essential for the development of language.
In the 1990s, research began to focus on the role of joint attention in the emergence of autism spectrum disorder (ASD). Studies showed that children with ASD display deficits in joint attention, which may contribute to their difficulties in communication and social interaction. Since then, researchers have continued to explore the role of joint attention in the development of social behavior and the emergence of ASD.
Characteristics
Joint attention involves three distinct components: shared gaze, shared focus, and shared affect. Shared gaze occurs when two or more individuals direct their gaze at the same object or event. Shared focus occurs when two or more individuals direct their attention towards the same object or event. Finally, shared affect occurs when two or more individuals express the same emotion in response to the same object or event.
In addition, joint attention can be characterized by three distinct types: joint visual attention, joint auditory attention, and joint tactile attention. Joint visual attention involves two or more individuals directing their gaze and attention towards a visual object or event. Joint auditory attention involves two or more individuals directing their attention towards an auditory object or event. Finally, joint tactile attention involves two or more individuals directing their attention towards a tactile object or event.
Conclusion
Joint attention is a type of social behavior that occurs when two or more individuals direct their attention to the same object or event. This type of attention-sharing behavior is thought to be a critical building block of social interaction, allowing individuals to coordinate their behavior and learn from one another. In recent years, research has explored the role of joint attention in a variety of contexts, from early childhood development to the emergence of autism spectrum disorder. This article has provided an overview of the definition, history, and characteristics of joint attention.
References
Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4), 1-143.
Fogel, A., & Corbetta, D. (2005). Joint attention: Its origins and role in development. Annual Review of Psychology, 56, 219–249.
Trevarthen, C. (1981). Infant communication and the development of shared attention. In M. Bullowa (Ed.), Before speech: The beginning of interpersonal communication (pp. 431-454). Cambridge: Cambridge University Press.
Vlach, H. A., & Sandhofer, C. M. (2019). Joint attention and theory of mind in early childhood: An integrative review. Child Development Perspectives, 13(4), 313-319.