How do human newborns come to understand the multimodal environment?

For a long time, newborns were considered as human beings devoid of perceptual abilities who had to learn with effort everything about their physical and social environment. Extensive empirical evidence gathered in the last decades has systematically invalidated this notion. Despite the relatively immature state of their sensory modalities, newborns have perceptions that are acquired, and are triggered by, their contact with the environment. More recently, the study of the fetal origins of the sensory modes has revealed that in utero all the senses prepare to operate, except for the vision mode, which is only functional starting from the first minutes after birth. This discrepancy between the maturation of the different senses leads to the question of how human newborns come to understand our multimodal and complex environment. More precisely, how the visual mode interacts with the tactile and auditory modes from birth. After having defined the tools that newborns use to interact with other sensory modalities, we review studies across different fields of research such as the intermodal transfer between touch and vision, auditory-visual speech perception, and the existence of links between the dimensions of space, time, and number. Overall, evidence from these studies supports the idea that human newborns are spontaneously driven, and cognitively equipped, to link information collected by the different sensory modes in order to create a representation of a stable world.

Abstract representations of small sets in newborns

From the very first days of life, newborns are not tied to represent narrow, modality- and object-specific aspects of their environment. Rather, they sometimes react to abstract properties shared by stimuli of very different nature, such as approximate numerosity or magnitude. As of now, however, there is no evidence that newborns possess abstract representations that apply to small sets: in particular, while newborns can match large approximate numerosities across senses, this ability does not extend to small numerosities. In two experiments, we presented newborn infants (N = 64, age 17 to 98 h) with patterned sets AB or ABB simultaneously in the auditory and visual modalities. Auditory patterns were presented as periodic sequences of sounds (AB: triangle-drum-triangle-drum-triangle-drum …; ABB: triangle-drum-drum-triangle-drum-drum-triangle-drum-drum …), and visual patterns as arrays of 2 or 3 shapes (AB: circle-diamond; ABB: circle-diamond-diamond). In both experiments, we found that participants reacted and looked longer when the patterns matched across the auditory and visual modalities – provided that the first stimulus they received was congruent. These findings uncover the existence of yet another type of abstract representations at birth, applying to small sets. As such, they bolster the hypothesis that newborns are endowed with the capacity to represent their environment in broad strokes, in terms of its most abstract properties. This capacity for abstraction could later serve as a scaffold for infants to learn about the particular entities surrounding them.

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Newborns were presented with auditory and visual patterns (AB vs. ABB).

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Participants reacted when the patterns presented were congruent across modalities.

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Newborns possess abstract representations applying to small sets.

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These representations may encode numerosity and/or repetitions.

Mouth Movements as Possible Cues of Social Interest at Birth: New Evidences for Early Communicative Behaviors

Previous studies evidenced that different interactive contexts modulate the visual attention of newborns. In the present study, we investigated newborns' motor feedback as an additional cue to neonates' expression of interest. Using videos of interactive faces and a familiarization-test procedure, three different groups of newborns were assigned to three different conditions (i.e., one condition with a talking face during familiarization and silently moving faces at test, silently moving/silently moving condition, or talking/static condition). Following studies on neonatal imitation, mouth movements were analyzed as indicators of social interest. We expected the occurrence of mouth movements in the newborns to differ according to different conditions: (a) whether or not the face in front of them was talking and (b) if the person had been already seen or was new. Results revealed that a talking face elicited more motor feedback from the newborns than a silent one and that there was no difference in front of the familiar face or the novel one. Finally, frequencies of mouth movements were greater, and latencies of appearance of the first mouth movement were shorter, in front of a static vs. a dynamic face. These results are congruent with the idea of the existence of "a sense" for interaction at birth, and therefore new approaches in newborn studies are discussed.

Premises of social cognition: Newborns are sensitive to a direct versus a faraway gaze

Previous studies evidenced that already from birth, newborns can perceive differences between a direct versus an averted gaze in faces both presented in static and interactive situations. It has been hypothesized that this early sensitivity would rely on modifications of the location of the iris (i.e. the darker part of the eye) in the sclera (i.e. the white part), or that it would be an outcome of newborns' preference for configurations of faces with the eye region being more contrasted. One question still remains: What happens when the position of the iris is not modified in the sclera, but the look is 'faraway', that is when the gaze is toward the newborns' face but above his or her own eyes? In the present study, we tested the influence of a direct versus a faraway gaze (i.e., two gazes that only differed slightly in the position of the iris on the vertical axis and not on the horizontal axis) on newborns' face recognition. The procedure was identical to that used in previous studies: using a familiarization-test procedure, we familiarized two groups of newborns (N = 32) with videos of different talking faces that were presented with either a direct or a faraway gaze. Newborns were then tested with photographs of the face seen previously and of a new one. Results evidenced that newborns looked longer at the familiar face, but only in the direct gaze condition. These results suggest that, already from birth, infants can perceive slight differences of gazes when someone is addressing to them.

The association of brightness with number/duration in human newborns

Human neonates spontaneously associate changes in magnitude across the dimensions of number, length, and duration. Do these particular associations generalize to other pairs of magnitudes in the same way at birth, or do they reflect an early predisposition to expect specific relations between spatial, temporal, and numerical representations? To begin to answer this question, we investigated how strongly newborns associated auditory sequences changing in number/duration with visual objects changing in levels of brightness. We tested forty-eight newborn infants in one of three, bimodal stimulus conditions in which auditory numbers/durations increased or decreased from a familiarization trial to the two test trials. Auditory numbers/durations were paired with visual objects in familiarization that remained the same on one test trial but changed in luminance/contrast or shape on the other. On average, results indicated that newborns looked longer when changes in brightness accompanied the number/duration change as compared to no change, a preference that was most consistent when the brightness change was congruent with the number/duration change. For incongruent changes, this preference depended on trial order. Critically, infants showed no preference for a shape change over no shape change, indicating that infants likely treated brightness differently than a generic feature. Though this performance pattern is somewhat similar to previously documented associations, these findings suggest that cross-magnitude associations among number, length, and duration may be more specialized at birth, rather than emerge gradually from postnatal experience or maturation.

Infants’ haptic perception of object unity in rotating displays

Four-month-old infants were allowed to manipulate, without vision, two rings attached to a bar that permitted each ring to undergo rotary motion against a fixed surface. In different conditions, the relative motions of the rings were rigid, independent, or opposite, and they circled either the same fixed point outside the zone of manipulation or spatially separated points. Infants’ perception of the ring assemblies were affected by the nature of the rotary motion in two ways. First, infants perceived a unitary object when the felt ends of the object underwent a common, rigid rotary motion; perception of object unity was stronger in this condition than when the ends underwent either independent or opposite rotary motions. Second, infants perceived two distinct objects when the felt ends of the objects underwent independent rotary motions that centred on distinct fixed points. Perception of the distinctness of the objects was less clear when the ends underwent opposite or independent rotary motions that centred on a common fixed point. These findings provide the first evidence that infants are sensitive to rotary motion patterns and can extrapolate a global pattern of rigid motion from the distinct, local velocities that they produce and experience at their two hands.

The Temporal Dimensions in the First Year of Life

Time is a multifaceted concept that is critical in our cognitive lives and can refer, among others, to the period that lapses between the initial encounter with a stimulus and its posterior recognition, as well as to the specific duration of a certain event. In the first part of this paper, we will review studies that explain the involvement of the temporal dimension in the processing of sensory information, in the form of a temporal delay that impacts the accuracy of information processing. We will review studies that investigate the time intervals required to encode, retain, and remember a stimulus across sensory modalities in preverbal infants. In the second part, we will review studies that examine preverbal infants’ ability to encode the duration and distinguish events. In particular, we will discuss recent studies that show how the ability to recognize the timing of events in infants and newborns parallels, and is related to, their ability to compute other quantitative dimensions, such as number and space.

Crossmodal discrimination of 2 vs. 4 objects across touch and vision in 5-month-old infants

Infants are known to possess two different cognitive systems to encode numerical information. The first system encodes approximate numerosities, has no known upper limit and is functional from birth on. The second system relies on infants’ ability to track up to 3 objects in parallel, and enables them to represent exact numerosity for such small sets. It is unclear, however, whether infants may be able to represent numerosities from all ranges in a common format. In various studies, infants failed to discriminate a small vs. a large numerosity (e.g., 2 vs. 4, 3 vs. 6), although more recent studies presented evidence that infants can succeed at these discriminations in some situations. Here, we used a transfer paradigm between the tactile and visual modalities in 5-month-olds, assuming that such cross-modal paradigm may promote access to abstract representations of numerosities, continuous across the small and large ranges. Infants were first familiarized with 2 to 4 objects in the tactile modality, and subsequently tested for their preference between 2 vs. 4, or 3 vs. 6 visual objects. Results were mixed, with only partial evidence that infants may have transferred numerical information across modalities. Implications on 5-month-old infants’ ability to represent small and large numerosities in a single or in separate formats are discussed.

Suprasegmental information affects processing of talking faces at birth

From birth, newborns show a preference for faces talking a native language compared to silent faces. The present study addresses two questions that remained unanswered by previous research: (a) Does the familiarity with the language play a role in this process and (b) Are all the linguistic and paralinguistic cues necessary in this case? Experiment 1 extended newborns' preference for native speakers to non-native ones. Given that fetuses and newborns are sensitive to the prosodic characteristics of speech, Experiments 2 and 3 presented faces talking native and nonnative languages with the speech stream being low-pass filtered. Results showed that newborns preferred looking at a person who talked to them even when only the prosodic cues were provided for both languages. Nonetheless, a familiarity preference for the previously talking face is observed in the "normal speech" condition (i.e., Experiment 1) and a novelty preference in the "filtered speech" condition (Experiments 2 and 3). This asymmetry reveals that newborns process these two types of stimuli differently and that they may already be sensitive to a mismatch between the articulatory movements of the face and the corresponding speech sounds.

The development of sensorimotor influences in the audiovisual speech domain: some critical questions

Speech researchers have long been interested in how auditory and visual speech signals are integrated, and the recent work has revived interest in the role of speech production with respect to this process. Here, we discuss these issues from a developmental perspective. Because speech perception abilities typically outstrip speech production abilities in infancy and childhood, it is unclear how speech-like movements could influence audiovisual speech perception in development. While work on this question is still in its preliminary stages, there is nevertheless increasing evidence that sensorimotor processes (defined here as any motor or proprioceptive process related to orofacial movements) affect developmental audiovisual speech processing. We suggest three areas on which to focus in future research: (i) the relation between audiovisual speech perception and sensorimotor processes at birth, (ii) the pathways through which sensorimotor processes interact with audiovisual speech processing in infancy, and (iii) developmental change in sensorimotor pathways as speech production emerges in childhood.

Toward exact number: young children use one-to-one correspondence to measure set identity but not numerical equality

Exact integer concepts are fundamental to a wide array of human activities, but their origins are obscure. Some have proposed that children are endowed with a system of natural number concepts, whereas others have argued that children construct these concepts by mastering verbal counting or other numeric symbols. This debate remains unresolved, because it is difficult to test children's mastery of the logic of integer concepts without using symbols to enumerate large sets, and the symbols themselves could be a source of difficulty for children. Here, we introduce a new method, focusing on large quantities and avoiding the use of words or other symbols for numbers, to study children's understanding of an essential property underlying integer concepts: the relation of exact numerical equality. Children aged 32-36 months, who possessed no symbols for exact numbers beyond 4, were given one-to-one correspondence cues to help them track a set of puppets, and their enumeration of the set was assessed by a non-verbal manual search task. Children used one-to-one correspondence relations to reconstruct exact quantities in sets of 5 or 6 objects, as long as the elements forming the sets remained the same individuals. In contrast, they failed to track exact quantities when one element was added, removed, or substituted for another. These results suggest an alternative to both nativist and symbol-based constructivist theories of the development of natural number concepts: Before learning symbols for exact numbers, children have a partial understanding of the properties of exact numbers.

Dissociation between small and large numerosities in newborn infants

In the first year of life, infants possess two cognitive systems encoding numerical information: one for processing the numerosity of sets of 4 or more items, and the second for tracking up to 3 objects in parallel. While a previous study showed the former system to be already present a few hours after birth, it is unknown whether the latter system is functional at this age. Here, we adapt the auditory-visual matching paradigm that previously revealed sensitivity to large numerosities to test sensitivity to numerosities spanning the range from 2 to 12. Across studies, newborns discriminated pairs of large numerosities in a 3:1 ratio, even when the smaller numerosity was 3 (3 vs. 9). In contrast, newborn infants failed to discriminate pairs including the numerosity 2, even at the same ratio (2 vs. 6). These findings mirror the dissociation that has been reported with older infants, albeit with a discontinuity situated between numerosities 2 and 3. Two alternative explanations are compatible with our results: either newborn infants have a separate system for processing small sets, and the capacity of this system is limited to 2 objects; or newborn infants possess only one system to represent numerosities, and this system either is not functional or is extremely imprecise when it is applied to small numerosities.

What do We Know about Neonatal Cognition?

Research on neonatal cognition has developed very recently in comparison with the long history of research on child behavior. The last sixty years of research have provided a great amount of evidence for infants' numerous cognitive abilities. However, only little of this research concerns newborn infants. What do we know about neonatal cognition? Using a variety of paradigms, researchers became able to probe for what newborns know. Amongst these results, we can distinguish several levels of cognitive abilities. First, at the perceptual or sensory level, newborns are able to process information coming from the social world and the physical objects through all their senses. They are able to discriminate between object shapes and between faces; that is, they are able to detect invariants, remember and recognize them. Second, newborns are able to abstract information, to compare different inputs and to match them across different sensory modalities. We will argue that these two levels can be considered high-level cognitive abilities: they constitute the foundations of human cognition. Furthermore, while some perceptual competencies can stem from the fetal period, many of these perceptual and cognitive abilities cannot be a consequence of the environment surrounding the newborn before birth.

The foundations of social cognition: Studies on face/voice integration in newborn infants

A series of studies on newborns’ abilities for recognizing speaking faces has been performed in order to identify the fundamental cues of social cognition. We used audiovisual dynamic faces rather than photographs or patterns of faces. Direct eye gaze and speech addressed to newborns, in interactive situations, appear to be two good candidates for this function. Both enable a correct identification and recognition of an unfamiliar person by the infants. Moreover, a few hours after birth, newborns are also capable of imitating a model (Mouth Opening or Lip Spreading) more quickly if it is associated with the pronunciation of a vowel, /a/ or /i/. Newborns are very sensitive to natural speech compared to filtered speech. These findings reveal the existence of an innate predisposition to social interactions in newborns.

Cues for early social skills: direct gaze modulates newborns' recognition of talking faces

Previous studies showed that, from birth, speech and eye gaze are two important cues in guiding early face processing and social cognition. These studies tested the role of each cue independently; however, infants normally perceive speech and eye gaze together. Using a familiarization-test procedure, we first familiarized newborn infants (n = 24) with videos of unfamiliar talking faces with either direct gaze or averted gaze. Newborns were then tested with photographs of the previously seen face and of a new one. The newborns looked longer at the face that previously talked to them, but only in the direct gaze condition. These results highlight the importance of both speech and eye gaze as socio-communicative cues by which infants identify others. They suggest that gaze and infant-directed speech, experienced together, are powerful cues for the development of early social skills.

Recognition of unfamiliar talking faces at birth

Sai (2005) investigated the role of speech in newborns’ recognition of their mothers’ faces. Her results revealed that, when presented with both their mother’s face and that of a stranger, newborns preferred looking at their mother only if she had previously talked to them. The present study attempted to extend these findings to any other faces. By using video films, our results revealed that unfamiliar female faces were recognized in the test phase only if they had previously talked to the baby, but not if they had been silent. These results highlight the importance of an early audiovisual perception which already seems to play an important role in face processing at birth.

The manual habituation and discrimination of shapes in preterm human infants from 33 to 34+6 post-conceptional age

BACKGROUND

Grasping at birth is well-known as a reflex in response to a stimulation of the palm of the hand. Recent studies revealed that this grasping was not only a pure reflex because human newborns are able to detect and to remember differences in shape features. The manual perception of shapes has not been investigated in preterm human infants. The aim of the present study was to investigate manual perception by preterm infants.

METHODOLOGY/PRINCIPAL FINDINGS

We used a habituation/reaction to novelty procedure in twenty-four human preterm infants from 33 to 34+6 post-conceptional age. After habituation to an object (prism or cylinder) in one hand (left or right) in a habituation phase, babies were given either the same object or the other (novel) object in the same hand in a test phase. We observed that after successive presentations of the same object, a decrease of the holding time is observed for each preterm infant. Moreover, a significant increase of the holding time is obtained with the presentation of the novel object. Finally, the comparison between the current performance of preterm infants and those of full-term newborns showed that preterm babies only had a faster tactile habituation to a shape.

CONCLUSION/SIGNIFICANCE

For the first time, the results reveal that preterm infants from 33 to 34+6 GW can detect the specific features that differentiate prism and cylinder shapes by touch, and remember them. The results suggest that there is no qualitative, but only quantitative, difference between the perceptual abilities of preterm babies and those of full-term babies in perceiving shape manually.

The haptic abilities of the human newborn

Abstract. How do human babies gain knowledge by touch? This review presents information on the haptic abilities of human newborns and preterm infants which sheds light on this question. How do full-term and preterm newborns perceive information and form a perceptual representation of objects extracted from the hands alone? How do full-term newborns transfer this information to vision in an intermodal process? Using a habituation/dishabituation procedure, experiments have revealed that preterm and full-term newborns are able to discriminate object shapes in the manual, as well as in the visual modalities for full-term newborns. These abilities are a prerequisite for the establishment of relations between haptic and visual sensory information in cross-modal transfer tasks. We discuss several experiments performed using an intersensory successive preference procedure which provide evidence for cross-modal recognition from touch to vision from birth in full-term newborns. The links, however, are limited, partial, and not always reciprocal. We discuss these results in the light of recent theories on visual-haptic links.

Factors Influencing Manual Discrimination of Orientations in 5-Month-Old Infants

Factors affecting manual discrimination of spatial orientations and orientation preferences in 5-month-old infants have been investigated by using a familiarisation/reaction to novelty procedure. In the first experiment we explored whether the ‘vertical preference’ observed by Gentaz and Streri (2004 Journal of Cognitive Neuroscience16 1–7) and Kerzerho et al (2005 NeuroReport16 1833–1837) is an intrinsic preference or whether it is due to familiarisation. In the second experiment we examined whether the magnitude of angular deviation to the vertical influences the direction of preference. Results showed that when both gravitational vertical and body axes were aligned, the intrinsic ‘vertical preference’ exists when the angular difference between the two orientations was 10°. When the angular deviation from the vertical was greater than 10°, the novel orientation was preferred. This modification of orientation preference in the manual discrimination of orientation by 5-month-old infants is discussed in relation to the magnitude of the angular deviation to the gravitational vertical and the spatial reference cues available in each condition.

Influence of visual contextual cues on haptic discrimination of orientations in 5-month-old infants

The present research addressed the question of the influence of visual contextual cues on the manual discrimination of spatial orientations in 5-month-old infants. Different types of visual contextual cues were proposed during the haptic discrimination task: congruent-informative, non congruent-informative or noninformative. A familiarization (with a 60-s fixed-duration)/reaction to novelty procedure was used in three experiments. In Experiment 1, a congruent-informative visual context (a visual context composed of alternate black and white stripes tilted to 20 degrees -left) was present and a haptic discrimination between a 20 degrees -left rod and a 30 degrees -left rod was observed (this discrimination was absent without visual context in Gentaz and Streri's study, 2004). In Experiment 2, the visual context cues (composed of black dots) were noninformative, and infants could not discriminate these two oblique rods. In Experiment 3, the presence of a non congruent visual context (a visual context composed of alternate black and white stripes tilted to 20 degrees -left, as in Experiment 1) disturbed the gravitational vertical perception usually observed: infants could not discriminate the vertical rod from the 10 degrees -left rod. These results showed that only the informative (congruent and non congruent) visual contextual cues influenced the haptic discrimination of spatial orientations in 5-month-old infants. These results are discussed in relation with data observed in adults and with the current models of the multisensorial integration and attentional level.

Perception of object shape and texture in human newborns: evidence from cross-modal transfer tasks

The present research investigates newborn infants' perceptions of the shape and texture of objects through studies of the bi-directionality of cross-modal transfer between vision and touch. Using an intersensory procedure, four experiments were performed in newborns to study their ability to transfer shape and texture information from vision to touch and from touch to vision. The results showed that cross-modal transfer of shape is not bi-directional at birth. Newborns visually recognized a shape previously held but they failed to tactually recognize a shape previously seen. In contrast, a bi-directional cross-modal transfer of texture was observed. Taken together, the results suggest that newborn infants, like older children and adults, gather information differently in the visual and tactile modes, for different object properties. The findings provide evidence for continuity in the development of mechanisms for perceiving object properties.

Inter-manual transfer of object texture and shape in human neonates

Two experiments, using habituation/reaction to novelty procedure, were performed to assess human neonates' ability to process and exchange information about texture (Experiment 1) or shape (Experiment 2) between their hands, without visual control. Forty-eight newborn infants (24 per experiment) received a haptic habituation either with their right or left hand followed by a haptic discrimination test in the opposite hand. Results revealed two patterns of behaviour, according to the object property to be processed. After a tactual habituation to a texture in one hand, newborns held the novel texture longer in the other hand. On the contrary, after a tactual habituation to a shape in one hand, the familiar shape was held longer in the opposite hand. The findings suggest that inter-manual transfer is possible at birth despite of the relative immaturity of the corpus callosum. The discrepancies of performances between object properties are discussed in relation to the possibility of a different haptic processing of texture and shape in the newborn brain.

Role of force cues in the haptic estimations of a virtual length

This study investigated whether and how the force cues play a role in the haptic perception of length. We assumed that the introduction of a dynamic disruption during haptic exploration generated by a haptic display would lead to a systematic bias in the estimation of a virtual length. Two types of "opposition" disruption ("elastic" and "viscous") were proposed in Experiments 1 and 2, and two types of "traction" disruption ("fluid" and "full") in Experiments 3 and 4. In all experiments, blindfolded adults were asked to compare two lengths of virtual rods explored with the right index. Results revealed an underestimation of the length with elastic and viscous opposition disruptions and an overestimation of this length with fluid and full-traction disruptions. No systematic bias in the estimation was observed in the "control" sessions in which the active exploration of the segment was "normal" (i.e. not disrupted). These results suggest that the forces produced during exploratory movements are used as a relevant cue in the haptic length estimation.

Reference frame and haptic discrimination of orientations in infants

Body-tilt effect on the haptic discrimination of orientations and the 'oblique effect' (better discrimination of the vertical orientation than of an oblique orientation) were examined in 5-month-old infants. Body tilt leads to a mismatch between egocentric and gravitational reference frames and indicates in which reference frame orientations and oblique effect are defined. A familiarization/reaction to novelty procedure was used in upright body and tilted body conditions. Results revealed the occurrence of a haptic oblique effect in the upright body position, which disappeared when the body was tilted. The results suggest that spatial orientations and the oblique effect depend on a mixed reference frame that integrates not only gravitational information but also egocentric information.

Haptic memory and handedness in 2-month-old infants

This study examined the robustness of infant haptic memory, asymmetry between hands, and sex differences in haptic memory in infancy. A total of 96 2-month-old infants (half males, half females) were habituated haptically to an object with their right and their left hand, out of the field of view. Haptic memory was then tested under three conditions: after haptic interference, after a 30-second delay, or after no delay. The results show that haptic habituation occurred for both hands. The girls needed more time to habituate with their left hand than with their right hand, and they habituated more slowly than the boys did. Discrimination was also found in both hands and in both sexes. Haptic delayed recognition memory was only found in young boys mainly after a short delay and under certain conditions after interference. In young girls, recognition memory was found after interference only with the left hand. This result seemed to depend on the information processing speed. Thus, for memory performance, a sex difference was clearly observed. Moreover, the infants' left hand retained better information on object shape than did the right hand for both the sexes. Asymmetries in infancy are discussed in connection with the difference in brain maturation rate.

An "Oblique Effect" in infants' haptic perception of spatial orientations

The present research addresses the question of the "oblique effect" (better discrimination of the vertical orientation than of an oblique orientation) in manual haptic perception of orientations (without visual control) by 5-month-old infants. A familiarization/reaction to novelty procedure was used. The results revealed the occurrence of a haptic oblique effect. These findings are similar to those obtained in infant visual perception. We suggest that 5-month-old infants predominately use vertical orientation as a reference norm to perceive haptically spatial orientations. We discuss the implications of these results for both orientation processing and anatomofunctional level contributing specifically to the haptic oblique effect.

Neuropsychological outcome in children with optic pathway tumours when first-line treatment is chemotherapy

Standard treatment of optic pathways gliomas consists of radiotherapy and surgery when feasible. Owing to the toxicity of irradiation, chemotherapy has emerged as an interesting therapeutic option, especially in young children. This study describes the neuropsychological profile of 27 children (aged between 1.5 and 15.7 years) with optic pathways gliomas treated with chemotherapy as first-line treatment. Eight of them also received radiotherapy as salvage treatment. Eight had neurofibromatosis type 1 (NF1). Intellectual outcome was preserved in children treated with chemotherapy only (mean=107±17) compared to children also receiving radiotherapy (mean IQ=88±24) or children having NF1 and treated with chemotherapy (mean IQ=80±13). Scores for abstract reasoning, mental arithmetic, chessboard/coding, perception, judgement of line orientation were lower in children irradiated than in those treated only by chemotherapy. Children with Nf1 showed subnormal IQ scores with marked impairment of short- and long-term memory. With respect to long-term neuropsychological outcome, our study shows that a chemotherapy-first strategy can preserve the intellectual outcome of these patients either by avoiding the need of radiotherapy or by delaying its use as much as possible.

Cross-modal recognition of shape from hand to eyes and handedness in human newborns

The present research addresses the question of the generality of the ability to transfer shape information from one hand to the eyes recently evidenced in human newborns. Using an intersensory paired-preference procedure, we confirmed that newborns can visually recognize the shape of an object that they have previously manipulated with their right hand, out of sight. However, the results revealed that this ability is absent when the left hand is involved. Handedness in cross-modal transfer task is discussed in relation to other behavioral asymmetries in newborns. Taken together, the present research confirms the existence in some conditions of an early fragile ability to extract shape information in a tactual format and transfer it to a visual format, independent of common experience.

Cross-modal recognition of shape from hand to eyes in human newborns

The hypothesis that the ability to coordinate information between tactual and visual modalities is present at birth and dependent on perceptual inherent structures was tested in human newborns. Using an intersensory paired-preference procedure, we showed that newborns can visually recognize the shape of an object that they have previously manipulated with their right hand, out of sight. This is an experimental evidence that newborns can extract shape information in a tactual format and transform it in a visual format before they have had the opportunity to learn from the pairings of visual and tactual experience. This is contrary to a host of theories and models of perceptual learning, both traditional (empiricist philosophers) and modern (connectionist).