Journal article
Sharing Sounds: The Development of Auditory Joint Engagement During Early Parent-Child Interaction
Developmental psychology, v 55(12), pp 2491-2504
01 Dec 2019
PMID: 31524417
Abstract
Joint engagement-the sharing of events during social interactions-is an important context for early learning. To date, sharing topics that are only heard has not been systematically documented. To describe the development of auditory joint engagement, 48 child-parent dyads were observed 5 times from 12 to 30 months during seminaturalistic play. Reactions to 4 types of sounds-overheard speech about the child, instrumental music, animal calls, and mechanical noises-were observed before and as parents scaffolded shared listening and after the sound ceased. Before parents reacted, even 12-month-old infants readily alerted and oriented to the sounds; over time they increasingly tried to share new sounds with their parents. When parents then joined in sharing a sound, periods of auditory joint engagement often ensued, increasing from two thirds of 12-month observations to almost ceiling level at the 18-through 30-month observations. Overall, the developmental course and structure of auditory joint engagement and joint engagement with multimodal objects and events are remarkably similar. Symbol-infused auditory joint engagement occurred rarely at first but increased steadily. Children's labeling of the sound and parents' language scaffolding also increased linearly while child pointing toward it rose until 18 months and then declined. Future studies should address variations in the development of auditory joint engagement, whether autism spectrum disorder affects how toddlers share sounds, and the role auditory joint engagement may play in gestural and language development.
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Details
- Title
- Sharing Sounds: The Development of Auditory Joint Engagement During Early Parent-Child Interaction
- Creators
- Lauren B. Adamson - Department of Psychology.Roger Bakeman - Department of Psychology.Katharine Suma - Department of Psychology.Diana L. Robins - Drexel University
- Publication Details
- Developmental psychology, v 55(12), pp 2491-2504
- Publisher
- Amer Psychological Assoc
- Number of pages
- 14
- Grant note
- R01HD035612 / Eunice Kennedy Shriver National Institute of Child Health and Human Development; United States Department of Health & Human Services; National Institutes of Health (NIH) - USA; NIH Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD) R01HD035612 / EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH & HUMAN DEVELOPMENT; United States Department of Health & Human Services; National Institutes of Health (NIH) - USA; NIH Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- A.J. Drexel Autism Institute
- Web of Science ID
- WOS:000497756200003
- Scopus ID
- 2-s2.0-85072606828
- Other Identifier
- 991019168958204721
InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Psychology, Developmental