Almost all attention and learning-in particular, most early learning-take place in social settings. But little is known of how our brains support dynamic social interactions. We recorded dual ...electroencephalography (EEG) from 12-month-old infants and parents during solo play and joint play. During solo play, fluctuations in infants' theta power significantly forward-predicted their subsequent attentional behaviours. However, this forward-predictiveness was lower during joint play than solo play, suggesting that infants' endogenous neural control over attention is greater during solo play. Overall, however, infants were more attentive to the objects during joint play. To understand why, we examined how adult brain activity related to infant attention. We found that parents' theta power closely tracked and responded to changes in their infants' attention. Further, instances in which parents showed greater neural responsivity were associated with longer sustained attention by infants. Our results offer new insights into how one partner influences another during social interaction.
Currently, we understand much about how children’s brains attend to and learn from information presented while they are alone, viewing a screen – but less about how interpersonal social influences ...are substantiated in the brain. Here, we consider research that examines how social behaviors affect not one, but both partners in a dyad. We review studies that measured interpersonal neural entrainment during early social interaction, considering two ways of measuring entrainment: concurrent entrainment (e.g., ‘when A is high, B is high’ – also known as synchrony) and sequential entrainment (‘changes in A forward-predict changes in B’). We discuss possible causes of interpersonal neural entrainment, and consider whether it is merely an epiphenomenon, or whether it plays an independent, mechanistic role in early attention and learning.
Social factors exert transient influences on the brains of both partners during an interaction.Interpersonal neural entrainment during early learning interactions has been documented at multiple temporal scales, replicating findings with adults and animals.Neural entrainment can be a consequence of behavioral coordination, but it can also arise in the absence of behavioral coordination: shared understanding involves temporally co-occurring patterns of brain activity.Neural entrainment may influence learning in multiple ways; for example, by allowing the sender to ensure information delivered arrives at an optimal time for encoding by the receiver.
•The Autonomic Nervous System (ANS) plays key regulatory roles in diverse contexts.•In Part 1 of this review we examine the relationship of the ANS to early attention.•In Part 2 we discuss the ...potential bivalent role of ANS reactivity.•We evaluate physiological reactivity within the Differential Susceptibility Theory framework.
The Autonomic Nervous System (ANS) is involved both in higher-order cognition such as attention and learning, and in responding to unexpected, threatening events. Increased ANS reactivity may confer both superior short-term cognitive performance, and heightened long-term susceptibility to adverse events. Here, we evaluate this hypothesis within the Differential Susceptibility Theory (DST) framework. We hypothesise that individuals with increased reactivity may show heightened biological sensitivity to context, conferring both positive (development-enhancing) effects (superior attention and learning) and negative (risk-promoting) effects (increased sensitivity to unsupportive environments). First, we examine how ANS reactivity relates to early cognitive performance. We hypothesise that increased phasic ANS reactivity, observed at lower tonic (pre-stimulus) ANS activity, is associated with better attention and learning. We conclude that the evidence is largely in support. Second we discuss whether ANS reactivity to ‘positive’, attention-eliciting and to ‘negative’, aversive stimuli is a one-dimensional construct; and evaluate evidence for how the real-world environment influences physiological stress over short and long time-frames. We identify three areas where the evidence is currently inconclusive.
Most current research in cognitive neuroscience uses standardized non-ecological experiments to study the developing brain. But these approaches do a poor job of mimicking the real-world, and thus ...can only provide a distorted picture of how cognitive operations and brain development unfold outside of the lab. Here we consider future research avenues which may lead to a better appreciation of how developing brains dynamically interact with a complex real-world environment, and how cognition develops over time. We raise several problems faced by current mainstream methods in the field, before briefly reviewing novel promising approaches that alleviate some of these issues. First, we consider research that examines perception by measuring entrainment between brain activity and temporal patterns in naturalistic stimuli. Second, we consider research that examines our ability to parse our continuous experience into discrete events, and how this ability develops over time. Third, we consider the role of children as active agents in selecting what they sample from the environment from one moment to the next. Fourth, we consider new approaches that measure how mutual influences between children and others are instantiated in suprapersonal brain networks. Finally, we discuss how we may reduce adult biases when designing developmental studies. Together, these approaches have great potential to further our understanding of how the developing brain learns to process information, and to control complex real-world behaviors.
Developmental psychopathology is increasingly recognizing the importance of distinguishing causal processes (i.e., the mechanisms that cause a disease) from developmental outcomes (i.e., the symptoms ...of the disorder as it is eventually diagnosed). Targeting causal processes early in disordered development may be more effective than waiting until outcomes are established and then trying to reverse the pathogenic process. In this review, I evaluate evidence suggesting that neural and behavioral plasticity may be greatest at very early stages of development. I also describe correlational evidence suggesting that, across a number of conditions, early emerging individual differences in attentional control and working memory may play a role in mediating later-developing differences in academic and other forms of learning. I review the currently small number of studies that applied direct and indirect cognitive training targeted at young individuals and discuss methodological challenges associated with targeting this age group. I also discuss a number of ways in which early, targeted cognitive training may be used to help us understand the developmental mechanisms subserving typical and atypical cognitive development.
This study investigated transfer effects of gaze‐interactive attention training to more complex social and cognitive skills in infancy. Seventy 9‐month‐olds were assigned to a training group (n = 35) ...or an active control group (n = 35). Before, after, and at 6‐week follow‐up both groups completed an assessment battery assessing transfer to nontrained aspects of attention control, including table top tasks assessing social attention in seminaturalistic contexts. Transfer effects were found on nontrained screen‐based tasks but importantly also on a structured observation task assessing the infants’ likelihood to respond to an adult's social‐communication cues. The results causally link basic attention skills and more complex social‐communicative skills and provide a principle for studying causal mechanisms of early development.
Background
Identifying low‐cost and easy to implement measures of infant markers of later psychopathology may improve targeting of early intervention for prevention. Because of their early ...manifestation, relative stability and overlap with constructs central to affect‐based dimensions of child and adolescent psychopathology, negative emotionality and self‐regulation have been the focus of this research. We conducted a meta‐analysis of longitudinal studies examining the prospective association between infant temperament measured with parent ratings and child/adolescent psychopathology.
Methods
A systematic literature search for prospective longitudinal studies, which included measures of questionnaire‐assessed infant temperament (negative emotionality, self‐regulation, behavioural inhibition, surgency/extraversion, activity level) and symptoms of child or adolescent mental health (externalising, internalising) and neurodevelopmental problems (attention deficit/hyperactivity disorder ADHD, autism spectrum disorder ASD), was conducted. Standardised estimates of association were calculated and pooled in meta‐analyses.
Results
Twenty‐five studies (n = 28,425) met inclusion criteria. Small associations were seen between psychopathology aggregated across all domains and infant negative emotionality (r = .15; p < .001) and self‐regulation (r = −.19; p = .007). Effects were also significant but weaker for behavioural inhibition (r = .10; p = .027) and activity level (r = .08; p = .016). Surgency/extraversion was not significantly associated with psychopathology in general (r = −.04; p = .094); however, it was negatively associated with ASD (r = −.10, p = .015). Significant correlations were observed with some outcomes isomorphic with predictors, internalising problems and behavioural inhibition (r = .10; p = .013), ADHD symptoms and activity level (r = .19; p = .009).
Conclusion
Questionnaire‐based assessments of infant negative emotionality may have transdiagnostic potential to contribute to a risk index of later childhood psychopathology. Behavioural inhibition, surgency/extraversion and activity ratings may provide more specific predictive power. More data from prospective studies are required before the potential of self‐regulation and surgency/extraversion can be properly gauged.
In this review, we focus on research that has used technology to provide cognitive training – i.e. to improve performance on some measurable aspect of behaviour – in individuals with autism spectrum ...disorders. We review technology-enhanced interventions that target three different cognitive domains: (a) emotion and face recognition, (b) language and literacy, and (c) social skills. The interventions reviewed allow for interaction through different modes, including point-and-click and eye-gaze contingent software, and are delivered through diverse implementations, including virtual reality and robotics. In each case, we examine the evidence of the degree of post-training improvement observed following the intervention, including evidence of transfer to altered behaviour in ecologically valid contexts. We conclude that a number of technological interventions have found that observed improvements within the computerised training paradigm fail to generalise to altered behaviour in more naturalistic settings, which may result from problems that people with autism spectrum disorders experience in generalising and extrapolating knowledge. However, we also point to several promising findings in this area. We discuss possible directions for future work.
Modern technology allows for simultaneous neuroimaging from interacting caregiver-child dyads. Whereas most analyses that examine the coordination between brain regions within an individual brain do ...so by measuring changes relative to observed events, studies that examine coordination between two interacting brains generally do this by measuring average intra-brain coordination across entire blocks or experimental conditions. In other words, they do not examine changes in inter-brain coordination relative to individual behavioural events. Here, we discuss the limitations of this approach. First, we present data suggesting that fine-grained temporal interdependencies in behaviour can leave residual artifact in neuroimaging data. We show how artifact can manifest as both power and (through that) phase synchrony effects in EEG and affect wavelet transform coherence in fNIRS analyses. Second, we discuss different possible mechanistic explanations of how inter-brain coordination is established and maintained. We argue that non-event-locked approaches struggle to differentiate between them. Instead, we contend that approaches which examine how interpersonal dynamics change around behavioural events have better potential for addressing possible artifactual confounds and for teasing apart the overlapping mechanisms that drive changes in inter-brain coordination.
In recent years, eye‐tracking has become a popular method for drawing conclusions about infant cognition. Relatively little attention has been paid, however, to methodological issues associated with ...infant eye‐tracking. Here, we consider the possibility that systematic differences in the quality of raw eye‐tracking data obtained from different populations and individuals might create the impression of differences in gaze behavior, without this actually being the case. First, we show that lower quality eye‐tracking data are obtained from populations who are younger and populations who are more fidgety and that data quality declines during the testing session. Second, we assess how these differences in data quality might influence key dependent variables in eye‐tracking analyses. We show that lower precision data can appear to suggest a reduced likelihood to look at the eyes in a face relative to the mouth. We also show that less robust tracking may manifest as slower reaction time latencies (e.g., time to first fixation). Finally, we show that less robust data can manifest as shorter first look/visit duration. We argue that data quality should be reported in all analyses of infant eye‐tracking data and/or that steps should be taken to control for data quality before performing final analyses.
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