Combining embodied models and empirical research for understanding the development of shared attention

Abstract

The capacity for shared attention is a cornerstone of human social intelligence. We propose that the development of shared attention depends on a proper interaction of motivational biases and contingency learning mechanisms operating in an appropriately structured environment. Atypical contingency learning leads to deficits in shared attention as seen in children with autism. To test this theory, we describe a research effort that combines theoretically rigorous modeling techniques using both simulated and robotic learning systems with empirical investigations of social learning and development in infants and toddlers with and without developmental disabilities. We believe that studying embodied learning models, whose input data (from a real or virtual caregiver) is modeled after real infant-caregiver interactions, will lead to a better understanding of the development and dysfunction of shared attention.

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