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dc.contributor.advisor Feng, Gary en_US
dc.contributor.author Guo, Jia en_US
dc.date.accessioned 2012-05-29T16:40:07Z
dc.date.available 2012-05-29T16:40:07Z
dc.date.issued 2011 en_US
dc.identifier.uri http://hdl.handle.net/10161/5638
dc.description Dissertation en_US
dc.description.abstract <p>Joint attention is critical for social learning activities such as parent-child shared book reading. However, there is a potential disassociation of attention when the adult reads texts while the child looks at pictures. I hypothesize that the lack of joint attention limits children's opportunity to learn print-related skills. The current study tests the hypothesis with interventions that enhance real-time joint attention. Eye movements of parents and children were simultaneously tracked when they read books together on computer screens. I also provided real-time feedback to the parent regarding where the child was looking, and vice versa. Changes of dyads' reading behaviors before and after the joint attention intervention were measured from both eye movements and video records. Baseline data showed little joint attention in parent-child shared book reading. The real-time attention feedback significantly increased the joint attention and children's print-related learning. These findings supported my hypothesis that engaging in effective joint attention is critical for children to acquire knowledge and skills during shared reading and other collaborative learning activities.</p> en_US
dc.subject Developmental Psychology en_US
dc.subject early literacy en_US
dc.subject eye gaze en_US
dc.subject eye tracking en_US
dc.subject joint attention en_US
dc.subject print learning en_US
dc.subject shared book reading en_US
dc.title What Do We Know About Joint Attention in Shared Book Reading? An Eye-tracking Intervention Study en_US
dc.type Dissertation en_US
dc.department Psychology and Neuroscience en_US

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