Qin Liu

Publication

• Date
• Type

Research

Thesis

Joint attention boosts sustained attention in young children with and without Down syndrome: Insights from dual head-mounted eye-tracking

Sustained attention (SA) and joint attention (JA) are foundational for young children’s early learning and development. Even though they are traditionally conceptualised as distinct processes, emerging evidence indicates that JA provides a critical social pathway through which SA is scaffolded and extended during early development in typically developing (TD) children. However, it remains unclear whether this is the case in neurodivergent development. In this study, we examined this question in young children with the most common neurodevelopmental condition of known genetic origin – Down syndrome (DS). Understanding this process is crucial for both developmental theory and for informing practitioners and parents about effective support.

Supervisors

Hana D'Souza

Senior Lecturer

Merideth Gattis

Professor of Psychology