Tricia Striano

Social cognition in the first year

Although the study of infancy has answered many important questions about the human capacity for social cognition, the relatively young field of developmental social cognition is far from reaching its adulthood. With the merging of developmental, behavioral and neurocognitive sciences, some growing pains are in store. New work demonstrates that research into early social cognitive development must integrate various research fields and methods in order to achieve a more robust understanding of the nature and parameters of human social cognition.

Contagious crying beyond the first days of life.

Newborns cry in response to another newborn cry and researchers agree that these are the very early signs of empathy development. Yet, little is known about the development of these affect sharing reactions in infancy, beyond the very first few days after birth. The aim of this study is to investigate the presence of contagious cry phenomenon in infancy. Infants aged 1-, 3-, 6-, and 9-month-old were presented with the sound of another infant cry vocalizations. Their emotional reactions were recorded in terms of vocal (presence of vocal distress, latency, and intensity) and facial (anger and sadness) expressions of emotions. Results show that during the presentation of a pain cry sound, 1, 3, 6, and 9 months old infants manifest increased vocal and facial expressions of distress. These affect sharing reactions do not decrease with age. Both boys and girls manifest similar levels of contagious crying reactions. The results are discussed in terms of early empathy development.

Looking at Eye Gaze Processing and Its Neural Correlates in Infancy--Implications for Social Development and Autism Spectrum Disorder.

The importance of eye gaze as a means of communication is indisputable. However, there is debate about whether there is a dedicated neural module, which functions as an eye gaze detector and when infants are able to use eye gaze cues in a referential way. The application of neuroscience methodologies to developmental psychology has provided new insights into early social cognitive development. This review integrates findings on the development of eye gaze processing with research on the neural mechanisms underlying infant and adult social cognition. This research shows how a cognitive neuroscience approach can improve our understanding of social development and autism spectrum disorder.

The neural correlates of infant and adult goal prediction: evidence for semantic processing systems.

The sequential nature of action ensures that an individual can anticipate the conclusion of an observed action via the use of semantic rules. The semantic processing of language and action has been linked to the N400 component of the event-related potential (ERP). The authors developed an ERP paradigm in which infants and adults observed simple sequences of actions. In one condition the conclusion of the sequence was anticipated, whereas in the other condition the conclusion was not anticipated. Adults and infants at 9 months and 7 months were assessed via the same neural mechanisms-the N400 component and analysis of the theta frequency. Results indicated that adults and infants at 9 months produced N400-like responses when anticipating action conclusions. The infants at 7 months displayed no N400 component. Analysis of the theta frequency provided support for the relation between the N400 and semantic processing. This study suggests that infants at 9 months anticipate goals and use similar cognitive mechanisms to adults in this task. In addition, this result suggests that language processing may derive from understanding action in early development.

Neural correlates of dyadic interaction during infancy

This study examines the electrophysiological correlates of dyadic interaction in 14-month-old infants. Infants were presented with three conditions of live stimuli. A baseline condition involved the observation of moving geometric shapes. In a second condition the infant observed an adult performing movements that were not in reference to the infant and were not within the infants proficient motor repertoire, such as dancing or hopping. A third condition involved face to face dyadic interactions in the context of an imitative game, where the infant and adult engaged in copying each others hand and facial actions. Motor activity by the infant was controlled between conditions by synchronizing EEG with video frames of action. Infant EEG data was then edited offline to match in motor intensity across conditions. We expected mu rhythm (6-9 Hz) suppression during dyadic interactions relative to the amount of mu present in the baseline condition. This prediction was confirmed. We also observed suppressed mu in the interaction condition relative to the observation condition. The mu rhythm results suggest that infants at 14 months may well utilize a functioning mirroring system during dyadic interactions.

The directed attention model of infant social cognition

During infancy, humans have a limited attention span, a limited working memory and an initial lack of social experience. Given these constraints, why are infants so socially competent and how are they capable of processing such complex social information? Here we present an information-processing hypothesis that may account for these early social capacities. We outline those aspects of the social situation that must be processed for the infant to respond in a socially appropriate manner. We also outline potential cognitive sequences through which this information is processed. We conclude that the infant uses social information to determine what is relevant in the environment and in doing so, the infant uses each successive aspect of the social world to filter the overall amount of available information to a manageable size.

Did you call me? 5-month-old infants own name guides their attention.

An infants own name is a unique social cue. Infants are sensitive to their own name by 4 months of age, but whether they use their names as a social cue is unknown. Electroencephalogram (EEG) was measured as infants heard their own name or strangers names and while looking at novel objects. Event related brain potentials (ERPs) in response to names revealed that infants differentiate their own name from stranger names from the first phoneme. The amplitude of the ERPs to objects indicated that infants attended more to objects after hearing their own names compared to another name. Thus, by 5 months of age infants not only detect their name, but also use it as a social cue to guide their attention to events and objects in the world.

Children's processing of emotions expressed by peers and adults: An fMRI study

The recognition of emotional expressions is an important skill and relates to social functioning and adjustment in childhood. The current functional MRI study investigated the neural processing of angry and happy facial expressions in 5- to 6-year-old children and in adults. Participants were presented happy and angry faces of adults and children while they performed a non-emotion-related task with low cognitive load. Very similar neural networks were involved in the processing of angry and happy faces in adults and children, including the amygdala and prefrontal areas. In general, children showed heightened amygdala activation in response to emotional faces relative to adults. While children showed stronger amygdala activation in response to angry adult compared to angry child faces, adults showed stronger amygdala activation for angry child faces. In both age groups enhanced amygdala involvement was found for happy peer faces relative to happy non-peer faces, though this effect was only a tendency in adults. The findings are discussed in the context of the development of the social brain network.

Dyadic and triadic skills in preterm and full term infants: A longitudinal study in the first year

This longitudinal study examined dyadic and triadic skills in 26 preterm and 31 full term infants at 3, 6 and 9 months of age. In dyadic interaction, infants engaged with a stranger in face-to-face play interrupted by a still-face episode. In triadic interaction, infants interacted with the adult stranger as she coordinated gaze between the infant and object. Both groups were sensitive for non-contingency in both dyadic and triadic interactions. There were significant group and developmental differences for dyadic and triadic competencies. Compared to full term infants, preterms made less positive elicits during the still-face at 6 months and followed gaze less at 9 months of age. Six-month dyadic skills and 9-month triadic competencies were positively related in preterm and full term infants.

Eye contact and emotional face processing in 6-month-old infants: Advanced statistical methods applied to event-related potentials

Event-related potential (ERP) studies with infants are often limited by a small number of measurements. We introduce a weighted general linear mixed model analysis with a time-varying covariate, which allows for the efficient analysis of all available event-related potential data of infants. This method allows controlling the signal to noise ratio effect on averaged ERP estimates due to small and varying numbers of trials. The method enables analyzing ERP data sets of infants, which would often not be possible otherwise. We illustrate this method by analyzing an experimental study and discuss the advantages in comparison to currently used methods as well as its potential limitations. In this study, 6-month-old infants saw a face showing a neutral or an angry expression in combination with direct or averted eye gaze. We examined how the infant brain processes facial expressions and whether the direction of eye gaze has an influence on it. We focused on the infant Negative Central ERP component (Nc). The neutral expression elicited larger amplitude and peaked earlier than the angry expression. An interaction between emotion and gaze was found for Nc latency, suggesting that emotions are processed in combination with eye gaze in infancy.