THE ROLE OF «MODEL OF MENTAL» IN COORDINATION AND INCORPORATION OF ATTENTION IN INDICATIVE PART OF JOINT ACTIVITIES OF PRESCHOOLERS

Introduction: in the article, joint attention is considered as the most important mechanism for coordinating joint actions. The ontogeny of the ability to attract the joint attention of another person to solve group problems is analyzed. The role of joint attention in providing coordinated model of behavior is considered, depending on the common intention that the participants of joint actions have. It is shown that the mapping of the role of the development of basic ideas about the mental world of other people in preschool children in coordination cooperation is acute. The question is raised about the development of the ability of preschool children to create a generalized interpsychic context of shared knowledge and to combine the focus of joint attention.

Materials and methods: on a sample of preschool children from 4 to 5 years old, a comparative analysis of children with different levels of ability to identify intention and the basic mental model was carried out. The manifestations of group interaction in the experimental situation of joint search and complex problem solving are compared.

Results: the conducted research allowed to consider the phenomenon of coordinated attention in the situation of joint search among preschool children. It is revealed that combining focuses of attention allow children to be more successful in searching precisely in the presence of group potential. It is the child's ability to coordinate, switch his attention and share his experience with other children, that allows him to be more effective in situations of social learning and exchange. This common focus of attention not only allows children to communicate, but also contributes to the development of social and cognitive skills.

Discussion and Conclusions: the data confirm that the difficulties of social interaction can be a consequence of the difficulty of the representation of internal ideas about the intentions and desires of other people, that is, the low level of the formation of the mental model. Ability of children to cooperate and communicate with others is built on the assumption and prediction of the behavior of the communication partner.

joint attention, social cognition, age development, preschool age, theory of mind, mental model, intentionality, cognitive development, joint activity

1. Ahutina T.V., Zasypkina K.V., Romanova A.A. Background and early stages of speech development: new data. Voprosy psiholingvistiki, 2013, vol. 17, no. 1, pp. 20-43. (In Russ.).

2. Kandida Rosa Sehkejra Pikado. Attention in the structure of joint activities: the dissertation of the candidate of psychological sciences: 19.00.01. Kiev, 1989. 128 p. (In Russ.).

3. Koroleva N.A., Sergienko E.A. The genesis of the relationship model of mental and symbolic functions in the preschool age. Psihologicheskie issledovaniya, 2017, vol. 10, no. 52, p.9. (In Russ.).

4. Sergienko E.A. Mental model as an integrative concept in modern psychology. Psihologicheskie issledovaniya, 2017, vol. 10, no. 54, p.7. (In Russ.).

5. Sergienko E.A., Lebedeva E.I., Prusakova O.A. . The model of the mental as the basis for the development of the understanding of oneself and another in the ontogeny of man. Moscow, Institut psihologii RAN Publ., 2009. 415 p. (In Russ.).

6. Strahov V.I. Attention in the process of activity: the author's abstract of the dissertation of the doctor of psychological sciences. Moscow, 1975. 50 p. (In Russ.).

7. Strahov V.I. Psychology of attention: study guide. Saratov, Publ. house of Saratov University, 1992. 128 p. (In Russ.).

8. Tarasova L.E. Formation of the collective attention of younger students: the author's abstract of the thesis of the candidate of psychological sciences. Saratov, 1999. 18 p. (In Russ.).

9. Tarasova L.E., Strahov V.I., Romanova T.A. Collective attention. Saratov, Publ. house of the pedagogical institute, 1997. 104 p. (In Russ.).

10. Adamson L.B. Communication development during infancy. Madison WI, Brown and Benchmark Publ., 1996. 256 р.

11. Akhtar N., Carpenter M., Tomasello M. The role of discourse novelty in early word learning. Child Development, 1996, vol. 67, no. 2, pр. 635-645. DOI: 10.2307/1131837.

12. Baldwin D.A. Understanding the link between joint attention and language. Joint attention: Its origins and role in development, eds. C. Moore, P.J. Dunham. Hillsdale, NJ: Erlbaum, 1995, pр. 131-158.

13. Baron-Cohen S. Mind Blindness. Cambridge, MA, MIT Press, 1995. 198 р.

14. Boesch C., Boesch H. Hunting behavior of wild chimpanzees in the Taï-National Park. American Journal of Physical Anthropology, 1989, vol. 78, no. 4, pр. 547-573. Available at: https://www.eva.mpg.de/fileadmin/content_files/staff/boesch/pdf/am_jour_phys_anth_hunt_behav.pdf (accessed 05.06.2018).

15. Bruner J. Child's talk: Learning to Use Language. New York, 1985. 144 р.

16. Butterworth G., Franco F. Motor development: communication and cognition, eds. L. Kalverboer, B. Hopkins, R.H. Gueze. Motor Development in Early and Later Childhood: Longitudinal Approaches. Cambridge, Cambridge University Press Publ., 1993, pp. 153-165. Available at: https://doi.org/10.1017/CBO9780511663284.012 (accessed 05.06.2018).

17. De Jaegher H., Di Paolo E., Gallagher S. Can social interaction constitute social cognition? Trends cognitive sciences, 2010, vol. 14, no. 10, pр. 441-447. DOI: 10.1016/j.tics.2010.06.009

18. Emery N.J. The eyes have it: the neuroethology, function and evaluation of social gaze. Neuroscience and Biobehavioral Reviews, 2000, vol. 24, pр. 581-604. Available at: http://www.ece.uvic.ca/~bctill/papers/facerec/Emery2000.pdf (accessed 05.06.2018).

19. Fiebich A., Gallagher S., Hutto D. Pluralism, interaction and the ontogeny of social cognition, eds. J. Kiverstein. Routledge Handbook of Philosophy of the Social Mind. London, Routledge, 2017, pp.208-221.

20. Gallagher S.,Hutto D. Understanding others through primary interaction and narrative practice // Zlatev J., Racine T., Sinha C., Itkonen E. (eds) The Shared Mind: Perspectives on Intersubjectivity. Amsterdam, John Benjamins, 2008, pp. 17-38.

21. Knoblich G., Sebanz N. Evolving intentions for social interaction: from entrainment to joint action. Philosophical Transactions of the Royal Society B: Biological Sciences, 2008, vol. 363, no. 1499, pр. 2021-2031. DOI: 10.1098/rstb.2008.0006

22. Ibanez L.V., Caroline J, Grantz, Daniel S. Messinger. The Development of Referential Communication and Autism Symptomatology in High-Risk Infants. Infancy, 2013, vol. 18, no. 5, pp. 687-707. DOI: 10.1111/j.1532-7078.2012.00142.x

23. MacPherson A.C., Moore C. Attentional control by gaze cues in infancy, eds. R. Flomm, K. Lee, D. Muir. Gaze-Following: Its Development and Significance Mahwah. NJ, Lawrence Erlbaum Associates, 2007, pp. 53-76.

24. McClung J.S., Placi S., Bangerter A., Clement F., Bshary R. The language of cooperation: shared intentionality drives variation in helping as a function of group membership. The Royal Society, 2017, vol. 284, no.1863. DOI: https://doi.org/10.1098/rspb.2017.1682

25. Moll H., Richter N., Carpenter M., Tomasello M. Fourteen-Month-Olds Know What «We» Have Shared in a Special Way. Infancy, 2008, vol. 13, no. 1, pр. 90-101. DOI: 10.1080/15250000701779402.

26. Moll H., Tomasello M. Cooperation and human cognition: the Vygotskian intelligence hypothesis. Philosophical Transactions of the Royal Society B: Biological Sciences, 2007, vol. 362, no. 1480, pр. 639-648. DOI: 10.1098/rstb.2006.2000.

27. Moore C., Dunham P., Hillsdale N.J. Joint Attention: Its Origins and Role in Development. Lawrence Erlbaum Associates, 1995. 294 p.

28. Mundy P., Sullivan L., Mastergeorge A.M. A parallel and distributed-processing model of joint attention, social cognition, and autism. Autism research, 2009, vol. 2, no. 1, pр. 2-21. DOI: 10.1002/aur.61

29. Nowakowski M.E., Tasker S.L., Schmidt L.A. Establishment of joint attention in dyads involving hearing mothers of deaf and hearing children and its relation to adaptive social behavior. American Annals of the Deaf, 2009, vol. 154, no. 1, pр. 15-29.

30. Ozonoff S. Components of executive function in autism and other disorders, eds. J. Russell. Autism as an executive disorder. Oxford, Oxford University Press Publ., 1997, pр. 179-211.

31. Risko E.F., Laidlaw K.E.W., Freeth M., Foulsham T., Kingstone A. Social attention with real versus reel stimuli: toward an empirical approach to concerns about ecological validity. Front. Hum. Neurosci, 2012, vol. 6, p. 143. DOI: 10.3389/fnhum.2012.00143

32. Scaife M., Bruner J. The capacity for joint visual attention in the infant. Nature, 1975 vol. 253, pр. 265-266.

33. Striano T., Chen X., Cleveland A., Bradshaw S. Joint attention social cues influence infant learning. European Journal of Developmental Psychology, 2006, vol. 3, no. 3, pp. 289-299. DOI: 10.1080/17405620600879779

34. Tipper S.P., Grison S., Kessler K. Long-term inhibition of return of attention. Psychological Science, 2003, vol. 14, no. 1, pр. 19-25. DOI: 10.1111/1467-9280.01413

35. Tomasello M. A Natural History of Human Morality. Harvard, University Press Publ., 2016. 208 p.

36. Tomasello M. Understanding and sharing of intentions: the origins of cultural cognition. Behavioral and Brain Sciences, 2005, vol. 28, no.5, pр. 675-691. DOI: 10.1017/S0140525X05000129

37. Tomasello M., Moll H. Why don't apes understand false beliefs?, eds. M.R. Banaji, S.A. Gelman. Navigating the social world: What infants, children, and other species can teach us. Oxford, Oxford University Press, 2013, pр. 81-87.