Despite decades of study, we still know less than we would like about the association between joint attention (JA) and language acquisition. This is partly because of disagreements on how to operationalise JA. In this study, we examine the impact of applying two different, influential JA operationalisation schemes to the same dataset of child-caregiver interactions, to determine which yields a better fit to children’s later vocabulary size. Two coding schemes— one defining JA in terms of gaze overlap and one in terms of social aspects of shared attention—were applied to video-recordings of dyadic naturalistic toy-play interactions (N=45). We found that JA was predictive of later production vocabulary when operationalised as shared focus (study 1), but also that its operationalisation as shared social awareness increased its predictive power (study 2). Our results emphasise the critical role of methodological choices in understanding how and why JA is associated with vocabulary size.

Authors:

Jennifer Sander: Max Planck Institute for Psycholinguistics; Melis Çetinçelik: Max Planck Institute for Pscyholinguistcs; Yayun Zhang: Max Planck Institute for Psycholinguistics; Caroline F Rowland: Max Planck Institute for Psycholinguistics; Zara Harmon: Max Planck Institute for Psycholinguistics