Katarina Begus

Motor Activation During the Prediction of Nonexecutable Actions in Infants

Although it is undeniable that the motor system is recruited when people observe others’ actions, the inferences that the brain generates from motor activation and the mechanisms involved in the motor system’s recruitment are still unknown. Here, we challenged the popular hypothesis that motor involvement in action observation enables the observer to identify and predict an agent’s goal by matching observed actions with existing and corresponding motor representations. Using a novel neural indication of action prediction—sensorimotor-cortex activation measured by electroencephalography—we demonstrated that 9-month-old infants recruit their motor system whenever a context suggests an impending action, but that this recruitment is not dependent on being able to match the observed action with a corresponding motor representation. Our data are thus inconsistent with the view that action prediction depends on motor correspondence; instead, they support an alternative view in which motor activation is the result of, rather than the cause of, goal identification.

Infants Learn What They Want to Learn: Responding to Infant Pointing Leads to Superior Learning

The majority of current developmental models prioritise a pedagogical approach to knowledge acquisition in infancy, in which infants play a relatively passive role as recipients of information. In view of recent evidence, demonstrating that infants use pointing to express interest and solicit information from adults, we set out to test whether giving the child the leading role in deciding what information to receive leads to better learning. Sixteen-month-olds were introduced to pairs of novel objects and, once they had pointed to an object, were shown a function for either the object they had chosen, or the object they had ignored. Ten minutes later, infants replicated the functions of chosen objects significantly more than those of un-chosen objects, despite having been equally visually attentive during demonstrations on both types of objects. These results show that offering information in response to infants’ communicative gestures leads to superior learning (Experiment 1) and that this difference in performance is due to learning being facilitated when infants’ pointing was responded to, not hindered when their pointing was ignored (Experiment 2), highlighting the importance of infants’ own active engagement in acquiring information.

Infants’ preferences for native speakers are associated with an expectation of information

Significance This paper addresses the possible developmental origins of humans’ preference for native speakers. Infants’ preference to attend to someone speaking their native language is well documented and has been interpreted as a developmental precursor of our adult tendency to divide the social world into groups, preferring members of one’s own group and disfavoring others. Here we propose that this preference may originate from infants’ desire to acquire information and therefore preferentially interact with social partners who are more likely to provide them with relevant learning opportunities. We demonstrate that 11-mo-old infants indeed expect to receive information from native as opposed to foreign speakers, suggesting that infants’ selective social interactions may be driven by their motivation to learn. Humans’ preference for others who share our group membership is well documented, and this heightened valuation of in-group members seems to be rooted in early development. Before 12 mo of age, infants already show behavioral preferences for others who evidence cues to same-group membership such as race or native language, yet the function of this selectivity remains unclear. We examine one of these social biases, the preference for native speakers, and propose that this preference may result from infants’ motivation to obtain information and the expectation that interactions with native speakers will provide better opportunities for learning. To investigate this hypothesis, we measured EEG theta activity, a neural rhythm shown to index active and selective preparation for encoding information in adults. In study 1, we established that 11-mo-old infants exhibit an increase in theta activation in situations when they can expect to receive information. We then used this neural measure of anticipatory theta activity to explore the expectations of 11-mo-olds when facing social partners who either speak the infants’ native language or a foreign tongue (study 2). A larger increase in theta oscillations was observed when infants could expect to receive information from the native speaker, indicating that infants were preparing to learn information from the native speaker to a greater extent than from the foreign speaker. While previous research has demonstrated that infants prefer to interact with knowledgeable others, the current experiments provide evidence that such an information-seeking motive may also underpin infants’ demonstrated preference for native speakers.

Using fNIRS to Study Working Memory of Infants in Rural Africa

A pilot study was conducted to assess the feasibility of using fNIRS as an alternative to behavioral assessments of cognitive development with infants in rural Africa. We report preliminary results of a study looking at working memory in 12-16-month-olds and discuss the benefits and shortcomings for the potential future use of fNIRS to investigate the effects of nutritional insults and interventions in global health studies.