Infant neural sensitivity to eye gaze depends on early experience of gaze communication.
Ontology highlight
ABSTRACT:
SUBMITTER: Vernetti A
PROVIDER: S-EPMC6252267 | biostudies-literature |
REPOSITORIES: biostudies-literature
Similar Datasets
Project description:Autism spectrum disorders (henceforth autism) are diagnosed in around 1% of the population [1]. Familial liability confers risk for a broad spectrum of difficulties including the broader autism phenotype (BAP) [2, 3]. There are currently no reliable predictors of autism in infancy, but characteristic behaviors emerge during the second year, enabling diagnosis after this age [4, 5]. Because indicators of brain functioning may be sensitive predictors, and atypical eye contact is characteristic of the syndrome [6-9] and the BAP [10, 11], we examined whether neural sensitivity to eye gaze during infancy is associated with later autism outcomes [12, 13]. We undertook a prospective longitudinal study of infants with and without familial risk for autism. At 6-10 months, we recorded infants' event-related potentials (ERPs) in response to viewing faces with eye gaze directed toward versus away from the infant [14]. Longitudinal analyses showed that characteristics of ERP components evoked in response to dynamic eye gaze shifts during infancy were associated with autism diagnosed at 36 months. ERP responses to eye gaze may help characterize developmental processes that lead to later emerging autism. Findings also elucidate the mechanisms driving the development of the social brain in infancy.
| S-EPMC3314921 | biostudies-literature
Project description:Links between brain function measures and quality of parent-child interactions within the early developmental period have been investigated in typical and atypical development. We examined such links in a group of 104 infants with and without a family history for autism in the first year of life. Our findings suggest robust associations between event related potential responses to eye gaze and observed parent-infant interaction measures. In both groups, infants with more positive affect exhibit stronger differentiation to gaze stimuli. This association was observed with the earlier P100 waveform component in the control group but with the later P400 component in infants at-risk. These exploratory findings are critical in paving the way for a better understanding of how infant laboratory measures may relate to overt behavior and how both can be combined in the context of predicting risk or clinical diagnosis in toddlerhood.
| S-EPMC4309912 | biostudies-literature
Project description:Eye gaze is a key channel of non-verbal communication in humans. Eye contact with others is present from birth, and eye gaze processing is crucial for social learning and adult-infant communication. However, little is known about the effect of selectively different experience of eye contact and gaze communication on early social and communicative development. To directly address this question, we assessed 14 sighted infants of blind parents (SIBPs) longitudinally at 6-10 and 12-16 months. Face scanning and gaze following were assessed using eye tracking. In addition, naturalistic observations were made when the infants were interacting with their blind parent and with an unfamiliar sighted adult. Established measures of emergent autistic-like behaviors and standardized tests of cognitive, motor, and linguistic development were also collected. These data were then compared with those obtained from a group of infants of sighted parents. Despite showing typical social skills development overall, infants of blind parents allocated less attention to adult eye movements and gaze direction, an effect that increased between 6-10 and 12-16 months of age. The results suggest that infants adjust their use of adults' eye gaze depending on gaze communication experience from early in life. The results highlight that human functional brain development shows selective experience-dependent plasticity adaptive to the individual's specific social environment.
| S-EPMC4683081 | biostudies-literature
Project description:The unique morphology of human eyes enables gaze communication at various ranges of interpersonal distance. Although gaze communication contributes to infants' social development, little is known about how infant-parent distance affects infants' visual experience in daily gaze communication. The present study conducted longitudinal observations of infant-parent face-to-face interactions in the home environment as 5 infants aged from 10 to 15.5 months. Using head-mounted eye trackers worn by parents, we evaluated infants' daily visual experience of 3138 eye contact scenes recorded from the infants' second-person perspective. The results of a hierarchical Bayesian statistical analysis suggest that certain levels of interpersonal distance afforded smooth interaction with eye contact. Eye contacts were not likely to be exchanged when the infant and parent were too close or too far apart. The number of continuing eye contacts showed an inverse U-shaped pattern with interpersonal distance, regardless of whether the eye contact was initiated by the infant or the parent. However, the interpersonal distance was larger when the infant initiated the eye contact than when the parent initiated it, suggesting that interpersonal distance affects the infant's and parent's social look differently. Overall, the present study indicates that interpersonal distance modulates infant-parent gaze communication.
| S-EPMC6637119 | biostudies-literature
Project description:An early understanding of others' vocal emotions provides infants with a distinct advantage for eliciting appropriate care from caregivers and for navigating their social world. Consistent with this notion, an emerging literature suggests that a temporal cortical response to the prosody of emotional speech is observable in the first year of life. Furthermore, neural specialisation to vocal emotion in infancy may vary according to early experience. Neural sensitivity to emotional non-speech vocalisations was investigated in 29 six-month-old infants using near-infrared spectroscopy (fNIRS). Both angry and happy vocalisations evoked increased activation in the temporal cortices (relative to neutral and angry vocalisations respectively), and the strength of the angry minus neutral effect was positively associated with the degree of directiveness in the mothers' play interactions with their infant. This first fNIRS study of infant vocal emotion processing implicates bilateral temporal mechanisms similar to those found in adults and suggests that infants who experience more directive caregiving or social play may more strongly or preferentially process vocal anger by six months of age.
| S-EPMC6392422 | biostudies-literature
Project description:Individuals vary in their social skills and motivation, the causes of which remain largely unknown. Here we investigated whether an individual's propensity to interact with others measured within days after birth, and differences in infants' early social environment, may predict a later social skill. Specifically, we tested whether neonatal imitation--newborns' capacity to match modelled actions--and social experience in the first months of life predict gaze following (directing attention to locations where others look), in infant macaques (Macaca mulatta; n?=?119). Facial gesture imitation in the first week of life predicted gaze following at 7 months of age. Imitators were better at gaze following than non-imitators, suggesting neonatal imitation may be an early marker predicting socio-cognitive functioning. In addition, infants with rich social environments outperformed infants with less socialization, suggesting early social experiences also support the development of infants' gaze following competence. The present study offers compelling evidence that an individual difference present from birth predicts a functional social cognitive skill in later infancy. In addition, this foundational skill--gaze following--is plastic, and can be improved through social interactions, providing infants with a strong foundation for later social interaction and learning.
| S-EPMC4735292 | biostudies-literature
Project description:ObjectivesThe ability to process information about eye gaze and its use for nonverbal communication is foundational to human social interactions. We developed and validated a database of stimuli that are optimized to investigate the perception and referential understanding of shifts in eye gaze.MethodsThe 245 Gaze Perception stimuli are digital photographs that test the ability to estimate and interpret eye gaze trajectory. The 82 Gaze Following stimuli are digital videos that measure the ability to follow and interpret eye gaze shifts online. Both stimuli were designed for a 4-alternative forced choice paradigm (4AFC) in which the participant identifies the gazed-at object.ResultsEach stimulus was validated by independent raters and only included if the endorsement of the correct item was ≥75%. Finally, we provided timestamps for 19 40-second video segments from adolescent-oriented entertainment movies that are matched on several factors. These segments involve social interactions with eye gaze shifts and can be used to measure visual social attention.ConclusionsThis database will be an excellent resource for researchers interested in studying the developmental, behavioral, and/or neural mechanisms supporting the perception and interpretation of eye gaze cues.
| S-EPMC7723179 | biostudies-literature
Project description:Gaze is considered a crucial component of early communication between an infant and her caregiver. When communicatively addressed, infants respond aptly to others' gaze by following its direction. However, experience with face-to-face contact varies across cultures, begging the question whether infants' competencies in receiving others' communicative gaze signals are universal or culturally specific . We used eye-tracking to assess gaze-following responses of 5- to 7-month olds in Vanuatu, where face-to-face parent-infant interactions are less prevalent than in Western populations. We found that-just like Western 6-month-olds studied previously-5- to -7-month-olds living in Vanuatu followed gaze only, when communicatively addressed. That is, if presented gaze shifts were preceded by infant-directed speech, but not if they were preceded by adult-directed speech. These results are consistent with the notion that early infant gaze following is tied to infants' early emerging communicative competencies and rooted in universal mechanisms rather than being dependent on cultural specificities of early socialization.
| S-EPMC6618848 | biostudies-literature
Project description:Gaze understanding—a suggested precursor for understanding others’ intentions—requires recovery of gaze direction from the observed person's head and eye position. This challenging computation is naturally acquired at infancy without explicit external guidance, but can it be learned later if vision is extremely poor throughout early childhood? We addressed this question by studying gaze following in Ethiopian patients with early bilateral congenital cataracts diagnosed and treated by us only at late childhood. This sight restoration provided a unique opportunity to directly address basic issues on the roles of “nature” and “nurture” in development, as it caused a selective perturbation to the natural process, eliminating some gaze-direction cues while leaving others still available. Following surgery, the patients’ visual acuity typically improved substantially, allowing discrimination of pupil position in the eye. Yet, the patients failed to show eye gaze-following effects and fixated less than controls on the eyes—two spontaneous behaviors typically seen in controls. Our model for unsupervised learning of gaze direction explains how head-based gaze following can develop under severe image blur, resembling preoperative conditions. It also suggests why, despite acquiring sufficient resolution to extract eye position, automatic eye gaze following is not established after surgery due to lack of detailed early visual experience. We suggest that visual skills acquired in infancy in an unsupervised manner will be difficult or impossible to acquire when internal guidance is no longer available, even when sufficient image resolution for the task is restored. This creates fundamental barriers to spontaneous vision recovery following prolonged deprivation in early age.
| S-EPMC9171757 | biostudies-literature
Project description:Reasoning, our ability to solve novel problems, has been shown to improve as a result of learning experiences. However, the underlying mechanisms of change in this high-level cognitive ability are unclear. We hypothesized that possible mechanisms include improvements in the encoding, maintenance, and/or integration of relations among mental representations - i.e., relational thinking. Here, we developed several eye gaze metrics to pinpoint learning mechanisms that underpin improved reasoning performance. We collected behavioral and eyetracking data from young adults who participated in a Law School Admission Test preparation course involving word-based reasoning problems or reading comprehension. The Reasoning group improved more than the Comprehension group on a composite measure of four visuospatial reasoning assessments. Both groups improved similarly on an eyetracking paradigm involving transitive inference problems, exhibiting faster response times while maintaining high accuracy levels; nevertheless, the Reasoning group exhibited a larger change than the Comprehension group on an ocular metric of relational thinking. Across the full sample, individual differences in response time reductions were associated with increased efficiency of relational thinking. Accounting for changes in visual search and a more specific measure of relational integration improved the prediction accuracy of the model, but changes in these two processes alone did not adequately explain behavioral improvements. These findings provide evidence of transfer of learning across different kinds of reasoning problems after completing a brief but intensive course. More broadly, the high temporal precision and rich derivable parameters of eyetracking make it a powerful approach for probing learning mechanisms.
| S-EPMC6220245 | biostudies-literature