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Abstract Humans detect faces efficiently from a young age. Face detection is critical for infants to identify and learn from relevant social stimuli in their environments. Faces with eye contact are an especially salient stimulus, and attention to the eyes in infancy is linked to the emergence of later sociality. Despite the importance of both of these early social skills—attending to faces and attending to the eyes—surprisingly little is known about how they interact. We used eye tracking to explore whether eye contact influences infants' face detection. Longitudinally, we examined 2‐, 4‐, and 6‐month‐olds' (N = 65) visual scanning of complex image arrays with human and animal faces varying in eye contact and head orientation. Across all ages, infants displayed superior detection of faces with eye contact; however, this effect varied as a function of species and head orientation. Infants were more attentive to human than animal faces and were more sensitive to eye and head orientation for human faces compared to animal faces. Unexpectedly, human faces with both averted heads and eyes received the most attention. This pattern may reflect the early emergence of gaze following—the ability to look where another individual looks—which begins to develop around this age. Infants may be especially interested in averted gaze faces, providing early scaffolding for joint attention. This study represents the first investigation to document infants' attention patterns to faces systematically varying in their attentional states. Together, these findings suggest that infants develop early, specialized functional conspecific face detection.
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All contexts are not created equal: Social stimuli win the competition for organizing reinforcement learning in 9‐month‐old infants
Abstract Previous work has shown that infants as young as 8 months of age can use certain features of the environment, such as the shape or color of visual stimuli, as cues to organize simple inputs into hierarchical rule structures, a robust form of reinforcement learning that supports generalization of prior learning to new contexts. However, especially in cluttered naturalistic environments, there are an abundance of potential cues that can be used to structure learning into hierarchical rule structures. It is unclear how infants determine what features constitute a higher‐order context to organize inputs into hierarchical rule structures. Here, we examine whether 9‐month‐old infants are biased to use social stimuli, relative to non‐social stimuli, as a higher‐order context to organize learning of simple visuospatial inputs into hierarchical rule sets. Infants were presented with four face/color‐target location pairings, which could be learned most simply as individual associations. Alternatively, infants could use the faces or colorful backgrounds as a higher‐order context to organize the inputs into simpler color‐location or face‐location rules, respectively. Infants were then given a generalization test designed to probehowthey learned the initial pairings. The results indicated that infants appeared to use the faces as a higher‐order context to organize simpler color‐location rules, which then supported generalization of learning to new face contexts. These findings provide new evidence that infants are biased to organize reinforcement learning around social stimuli.
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- Award ID(s):
- 2051819
- PAR ID:
- 10449788
- Publisher / Repository:
- Wiley-Blackwell
- Date Published:
- Journal Name:
- Developmental Science
- Volume:
- 24
- Issue:
- 5
- ISSN:
- 1363-755X
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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