Can 5-month-old infants consider the perspective of a novel eyeless agent? New evidence for early mentalistic reasoning

Understanding a Third-Party Communicative Situation in Korean-Learning Infants

The present study tested 14-month-old monolingual infants (N = 64, 52% female, 75% Korean, and 25% American) in a looking-time task adapted from previous referent identification research. In three experiments, Korean-learning infants watched a speaker, who could only see one of two identical balls, ask a recipient, "gong jom jul-lae?" ("Will you give me Ø ball?" because Korean lacks an article system). They expected the recipient to reach for the ball visible to the speaker, but not the one hidden from her, only when the speaker was introduced separately to facilitate perspective-taking. Korean infants were also found to hold these expectations when the speaker said, "jeo gong jom jul-lae?" ("Will you give me that ball?"), presumably because the added demonstrative "jeo" rendered the speech more informative. A group of American English-learning infants performed similarly, but not as robustly as did their Korean peers, when the speaker requested "Give me that ball." These findings shed new light on how infants use their emergent perspective-taking and language skills to interpret a speaker's intended referent and expand the previous focus on English-learning infants.

The Cognitive Architecture of Infant Attachment

Meta-analytic evidence indicates that the quality of the attachment relationship that infants establish with their primary caregiver has enduring significance for socioemotional and cognitive outcomes. However, the mechanisms by which early attachment experiences contribute to subsequent development remain underspecified. According to attachment theory, early attachment experiences become embodied in the form of cognitive-affective representations, referred to as internal working models (IWMs), that guide future behavior. Little is known, however, about the cognitive architecture of IWMs in infancy. In this article, we discuss significant advances made in the field of infant cognitive development and propose that leveraging insights from this research has the potential to fundamentally shape our understanding of the cognitive architecture of attachment representations in infancy. We also propose that the integration of attachment research into cognitive research can shed light on the role of early experiences, individual differences, and stability and change in infant cognition, as well as open new routes of investigation in cognitive studies, which will further our understanding of human knowledge. We provide recommendations for future research throughout the article and conclude by using our collaborative research as an example.

Young infants' expectations about a self-propelled agent's body

What intuitive biological understandings do infants have? Recent work reports that 8-month-olds seem to identify self-propelled agents as animals and expect them to have a closed body. The present study examined a group of 6.5-month-old infants' (N = 50, 52% female, 84% White) biological expectations. The infants seemed to grasp the causal link between a novel self-propelled box agent's functioning and its body because they expected a temporary operation (i.e., an experimenter opening the box, exposing its insides, and closing it) to impair its ability to move. Further, infants accepted what was shown inside the box during the operation; whether it had an internal cuboid did not affect the results. Together, this suggests that infants at this young age appear to recognize the importance of having an intact body to a novel self-propelled agent's mobility but have no specific knowledge about what should be inside such an entity. These findings thus shed new light on the developmental origins of biological understandings.

Aberrant brain dynamics and spectral power in children with ADHD and its subtypes

Attention-deficit/hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder in children, usually categorized as three subtypes, predominant inattention (ADHD-I), predominant hyperactivity-impulsivity (ADHD-HI), and a combined subtype (ADHD-C). Yet, common and unique abnormalities of electroencephalogram (EEG) across different subtypes remain poorly understood. Here, we leveraged microstate characteristics and power features to investigate temporal and frequency abnormalities in ADHD and its subtypes using high-density EEG on 161 participants (54 ADHD-Is and 53 ADHD-Cs and 54 healthy controls). Four EEG microstates were identified. The coverage of salience network (state C) were decreased in ADHD compared to HC (p = 1.46e-3), while the duration and contribution of frontal-parietal network (state D) were increased (p = 1.57e-3; p = 1.26e-4). Frequency power analysis also indicated that higher delta power in the fronto-central area (p = 6.75e-4) and higher power of theta/beta ratio in the bilateral fronto-temporal area (p = 3.05e-3) were observed in ADHD. By contrast, remarkable subtype differences were found primarily on the visual network (state B), of which ADHD-C have higher occurrence and coverage than ADHD-I (p = 9.35e-5; p = 1.51e-8), suggesting that children with ADHD-C might exhibit impulsivity of opening their eyes in an eye-closed experiment, leading to hyper-activated visual network. Moreover, the top discriminative features selected from support vector machine model with recursive feature elimination (SVM-RFE) well replicated the above results, which achieved an accuracy of 72.7% and 73.8% separately in classifying ADHD and two subtypes. To conclude, this study highlights EEG microstate dynamics and frequency features may serve as sensitive measurements to detect the subtle differences in ADHD and its subtypes, providing a new window for better diagnosis of ADHD.

The pupil collaboration: A multi-lab, multi-method analysis of goal attribution in infants

The rise of pupillometry in infant research over the last decade is associated with a variety of methods for data preprocessing and analysis. Although pupil diameter is increasingly recognized as an alternative measure of the popular cumulative looking time approach used in many studies (Jackson & Sirois, 2022), an open question is whether the many approaches used to analyse this variable converge. To this end, we proposed a crowdsourced approach to pupillometry analysis. A dataset from 30 9-month-old infants (15 girls; Mage = 282.9 days, SD = 8.10) was provided to 7 distinct teams for analysis. The data were obtained from infants watching video sequences showing a hand, initially resting between two toys, grabbing one of them (after Woodward, 1998). After habituation, infants were shown (in random order) a sequence of four test events that varied target position and target toy. Results show that looking times reflect primarily the familiar path of the hand, regardless of target toy. Gaze data similarly show this familiarity effect of path. The pupil dilation analyses show that features of pupil baseline measures (duration and temporal location) as well as data retention variation (trial and/or participant) due to different inclusion criteria from the various analysis methods are linked to divergences in findings. Two of the seven teams found no significant findings, whereas the remaining five teams differ in the pattern of findings for main and interaction effects. The discussion proposes guidelines for best practice in the analysis of pupillometry data.

Intention-based evaluations of distributive actions by 4-month-olds

Four-month-olds' ability to consider the intentions of agents performing distributive actions was investigated in four experiments, using the Violation of Expectation paradigm (VoE) (Experiments 1-3) and the Preferential Looking paradigm (Experiment 4). In Experiment 1, infants were presented with two events showing two types of failed attempts to perform a distribution. In an attempt to distribute fairly, the distributor first tried to reach one of the recipients to deliver an apple, he failed, and then attempted to reach the other recipient to deliver a second apple and also failed. In an attempt to distribute unfairly, a different distributor tried unsuccessfully to bring resources always to the same recipient. Infants looked reliably longer at failed fair distribution events, suggesting that they did not just react to the actions outcomes and they attended to agents' intentions. Experiments 2 and 3 assessed alternative explanations based on perceptual factors or affiliative behaviors. In Experiment 4, during the test trials, infants were shown both distributors simultaneously and they preferred to look at the fair rather than at the unfair distributor. Overall, these findings reveal an early ability to take into account distributors' intentions and a preference for watching agents that tried to distribute resources fairly.

Understanding preferences in infancy

A preference is defined as a dispositional state that helps explain why a person chooses one option over another. Preference understanding is a significant part of interpreting and predicting others' behavior, which can also help to guide social encounters, for instance, to initiate interactions and even form relationships based on shared preferences. Cognitive developmental research in the past several decades has revealed that infants have relatively sophisticated understandings about others' preferences, as part of investigations into how young children make sense of others' behavior in terms of mental states such as intentions, dispositions including preferences, and epistemic states. In recent years, research on early psychological knowledge expands to including infant understanding of social situations. As such, infants are also found to use their preference understandings in their social life. They treat favorably others who share their own preferences, and they prefer prosocial and similar others (e.g., those who speak their language). In reviewing these results, we point out future directions for research and conclude with further suggestions and recommendations. This article is categorized under: Cognitive Biology > Cognitive Development Psychology > Development and Aging.