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dc.contributor.authorWu, Qiongen_US
dc.date.accessioned2015-07-19T06:00:31Z
dc.date.available2015-07-19T06:00:31Z
dc.date.issued2014-01-24en_US
dc.identifier.othervt_gsexam:2045en_US
dc.identifier.urihttp://hdl.handle.net/10919/54571
dc.description.abstractThe purpose of this study was to examine whether infants' social attention, as well as their joint attention behaviors uniquely predicted emerging language abilities. This longitudinal study examined attention regulation skills, joint attention behaviors, infants' expressive/receptive language (current), emerging communication abilities at 16- and 17-month-old (time 1); expressive/receptive language (subsequent) at 18- 19-month-old (time 2). Infants'sustained attention was measured by their attention control to a central stimulus in the presence of a distracter competing for their attention. Dynamic human face (upright, inverted) and abstract display with their matched voice tracks were used to separately measure infants' attention regulation to different types of events. Infants' sustained attention was estimated by their latencies away from central stimuli to distracters, as well as their fixation duration and gaze count on central events and distracters. It was found that infants' latency away from the abstract figure toward the distracter was the only variable that significantly negatively predicted current expressive vocabulary. Initiating joint attention was observed to significantly predict infants' abilities in current receptive vocabulary. The emerging language communication ability predicted expressive vocabulary at two times. In addition, infants' fixation and count to the upright speaker's face and eyes contributed significant amount of variance in initiating joint attestation. The fixation and gaze count on the distracter in the upright condition significantly predicted infants' emerging language skills.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectAttentionen_US
dc.subjectsocial attentionen_US
dc.subjectlanguageen_US
dc.subjectdistractibilityen_US
dc.titleDoes Infants' Socially-guided Attention Uniquely Predict Language Development?en_US
dc.typeDissertationen_US
dc.contributor.departmentPsychologyen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplinePsychologyen_US
dc.contributor.committeechairPanneton, Robin Kayen_US
dc.contributor.committeememberBell, Martha Annen_US
dc.contributor.committeememberDeater-Deckard, Kirbyen_US
dc.contributor.committeememberScarpa-Friedman, Bruce H.en_US
dc.contributor.committeememberWhite, Susan Williamsen_US


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