Who Leads and Who Follows? The Pathways to Joint Attention During Free-Flowing Interactions Change Over Developmental Time

Article

Perapoch Amado, M., Phillips, E., Esposito, G., Greenwood, E., Ives, P., Labendzki, P., Lancaster, K., Northrop, T., Viswanathan, N., Gök, M., Peñaherrera, M., Jones, E. and Wass, S. 2025. Who Leads and Who Follows? The Pathways to Joint Attention During Free-Flowing Interactions Change Over Developmental Time. Child Development. p. In press. https://doi.org/10.1111/cdev.14229
AuthorsPerapoch Amado, M., Phillips, E., Esposito, G., Greenwood, E., Ives, P., Labendzki, P., Lancaster, K., Northrop, T., Viswanathan, N., Gök, M., Peñaherrera, M., Jones, E. and Wass, S.
Abstract

Joint attention (JA) has been found to correlate with many developmental outcomes. However, little is known about how naturalistic JA is established and develops during early infancy. In this study, free-flowing tabletop toy play between infants at 5 and 15 months and their mothers (N = 48 dyads; 65% white) was observed to (1) examine changes in JA, (2) investigate whether infants become better leaders or followers of JA, and (3) explore the role of intentionally mediated forms of communication. JA episodes increased in frequency and duration, and initiations of JA became more evenly distributed between members of the dyad. Older infants became better at leading as well as following their mothers' attention behaviors and more frequently directed their attention towards their partner, though this had minimal impact on the organization of episodes of JA.

JournalChild Development
Journal citationp. In press
ISSN1467-8624
0009-3920
Year2025
PublisherWiley for Society for Research in Child Development
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.1111/cdev.14229
Publication dates
Online18 Feb 2025
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Deposited04 Apr 2025
Copyright holder© 2025 The Authors
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Attention training for infants at familial risk of ADHD (INTERSTAARS): study protocol for a randomised controlled trial
Goodwin, Amy, Salomone, Simona, Bolton, Patrick, Charman, Tony, Jones, Emily J. H., Pickles, Andrew, Robinson, Emily, Smith, Tim, Sonuga-Barke, Edmund J. S., Wass, S. and Johnson, Mark H. 2016. Attention training for infants at familial risk of ADHD (INTERSTAARS): study protocol for a randomised controlled trial. Trials. 17 (1), p. 608. https://doi.org/10.1186/s13063-016-1727-0
Training Basic Visual Attention Leads to Changes in Responsiveness to Social‐Communicative Cues in 9‐Month‐Olds
Forssman, Linda and Wass, S. 2017. Training Basic Visual Attention Leads to Changes in Responsiveness to Social‐Communicative Cues in 9‐Month‐Olds. Child Development. 89 (3), pp. e199-e213. https://doi.org/10.1111/cdev.12812
First evidence of the feasibility of gaze-contingent attention training for school children with autism
Powell, G., Wass, S. V., Erichsen, J. T. and Leekam, S. R. 2016. First evidence of the feasibility of gaze-contingent attention training for school children with autism . Autism. 20 (8), pp. 927-937. https://doi.org/10.1177/1362361315617880
Applying gaze-contingent training within community settings to infants from diverse SES backgrounds
Ballieux, H., Wass, S., Tomalski, P., Kushnerenko, E., Karmiloff-Smith, A., Johnson, M. H. and Moore, D. 2016. Applying gaze-contingent training within community settings to infants from diverse SES backgrounds. Journal of Applied Developmental Psychology. 43, pp. 8-17. https://doi.org/10.1016/j.appdev.2015.12.005
Developmental Psychology: How Social Context Influences Infants’ Attention
Wass, S. and Leong, Victoria 2016. Developmental Psychology: How Social Context Influences Infants’ Attention. Current Biology. 26 (9), pp. R357-R359. https://doi.org/10.1016/j.cub.2016.03.051
Infant Attention Is Dynamically Modulated With Changing Arousal Levels
de Barbaro, Kaya, Clackson, Kaili and Wass, S. 2016. Infant Attention Is Dynamically Modulated With Changing Arousal Levels. Child Development. 88 (2), pp. 629-639. https://doi.org/10.1111/cdev.12689