Babies detect when the timing is right: Evidence from event-related potentials to a contingent mother-infant conversation

Wanting to matter and learning to care: A neurodevelopmental window of opportunity for (Pro) social learning?

Wanting to matter-to feel socially recognized, appreciated, and capable of actions that benefit others-represents a fundamental motivation in human development. The motivational salience of mattering appears to increase in adolescence. Evidence suggests this is related to pubertal increases in the incentive salience for gaining social value and personal agency. This can provide a useful heuristic for understanding motivational proclivities (i.e. wanting to matter) that influence action-outcome learning as young adolescents are exploring and learning how to navigate increasingly complex social and relational environments. Adolescence also brings new capacities, motives, and opportunities for learning to care about and contribute to the benefit of others. Together, these create a window of opportunity: a sensitive period for learning to gain salient feelings of mattering through caring prosocial actions and valued societal contributions. Successfully discovering ways of mattering by doing things that matter to others may contribute to formative socio-emotional learning about self/other. Advances in understanding these social and relational learning processes and their neurodevelopmental underpinnings can inform strategies to improve developmental trajectories of social competence and wellbeing among adolescents growing up in a rapidly changing and increasingly techno-centric world.

Prelinguistic communication complexity predicts expressive language in initial minimally verbal autistic children

BACKGROUND

Prelinguistic communication complexity refers to the use of different communication forms such as eye gaze, gestures and vocalisations and the degree to which these forms are coordinated and how directed to a communication partner. To date, little is known about the relationship between prelinguistic communication complexity and expressive language in minimally verbal autistic children.

AIMS

To test the hypothesis that prelinguistic communication complexity predicts expressive language 12 months later in autistic children and explore whether there are any differences in specific prelinguistic intentional communicative behaviours that are related to later expressive language levels.

METHODS & PROCEDURES

This longitudinal study examined 37 minimally verbal autistic children (29-71 months old). The Communication Complexity Scale (CCS) was used to measure participants' prelinguistic communication behaviours, which were extracted from a semi-structured play interaction at Time 1. The Chinese Communicative Development Inventory (CCDI) was used to examine participants' expressive language at Time 1 and Time 2 (12 months later). According to Time 2 vocabulary size, participants were divided into two groups: Low CCDI, between 0 and 62 words, and High CCDI, more than 100 words. Linear regression was used to examine the relationship between early prelinguistic communication complexity and later expressive language. Binary logistic regression was used to determine which of the early communication behaviours were uniquely significantly related to later expressive language levels.

OUTCOMES & RESULTS

There was a significant positive relationship between prelinguistic communication complexity and expressive language 12 months later, even after controlling for age and concurrent language. Findings revealed a group difference in the frequency of gesture and vocalisation combinations between the Low and High CCDI groups at Time 1. Gesture-vocalisation combinations also predicted better expressive language levels at Time 2.

CONCLUSIONS & IMPLICATIONS

Our findings suggest that it may be beneficial to incorporate different complex communication behaviours into prelinguistic intervention targets for minimally verbal autistic children. The CCS hierarchies can be used as a reference for the intervention goals of minimally verbal autistic children. These findings highlight the importance of targeting gesture and vocalisation combinations when autistic children transition from single prelinguistic communication behaviours to multimodal behaviours.

WHAT THIS PAPER ADDS

What is already known on this subject Children use eye gaze, gestures and vocalisations to communicate with others before they learn spoken language. There is strong evidence suggest that the frequency of prelinguistic communication predicts later linguistic achievements in autistic children. However, less is known about whether prelinguistic communication complexity also predicts later language and which specific behaviours are most predictive of language outcomes. What this study adds Minimally verbal autistic children who exhibit more complex prelinguistic communication behaviours have better expressive language 12 months later. Gestures combined with vocalisations predict better expressive language in minimally verbal autistic children. What are the clinical implications of this work? When identifying intervention targets for minimally verbal autistic children, the clinicians may reference the prelinguistic communication behaviours from the CCS. The gesture and vocalisation combinations are the key behaviours when targets transit from single form to two-form behaviours.

Infant vocalizations elicit simplified speech in childcare

Infant babbling has an important social function in promoting early language development by attracting caregiver attention and prompting parents' contingent, simplified speech, which is more learnable for infants. Here, we demonstrate that prelinguistic infant vocalizations also create learning opportunities for infants in childcare settings by eliciting simplified and more learnable linguistic information during teacher-infant interactions. We compared the rates and complexity of contingent and non-contingent verbal interactions of 34 childcare teachers during a one-on-one free play interaction with a familiar infant under their care (M = 12.6 months old). As compared to non-contingent utterances, teachers' contingent utterances included fewer unique words, a higher proportion of single-word responses, and a shorter mean length of utterances. Teachers did not change their response length based on infants' syllable type and were equally likely to respond to vowels and consonant-vowel vocalizations. Sources of individual differences in the simplification effect related to infant behaviors and teacher characteristics are discussed. The results parallel previous findings demonstrating the simplification effect in parent-infant interactions. That teachers also show this simplification effect when responding to infant vocalizations suggests the power of infant prelinguistic vocalizations for organizing caregiver attention in various settings to elicit simplified, learnable language.

A two for one special: EEG hyperscanning using a single-person EEG recording setup

EEG hyperscanning refers to recording electroencephalographic (EEG) data from multiple participants simultaneously. Many hyperscanning experimental designs seek to mimic naturalistic behavior, relying on unpredictable participant-generated stimuli. The majority of this research has focused on neural oscillatory activity that is quantified over hundreds of milliseconds or more. This contrasts with traditional event-related potential (ERP) research in which analysis focuses on transient responses, often only tens of milliseconds in duration. Deriving ERPs requires precise time-locking between stimuli and EEG recordings, and thus typically relies on pre-set stimuli that are presented to participants by a system that controls stimulus timing and synchronization with an EEG system. EEG hyperscanning methods typically use separate EEG amplifiers for each participant, increasing cost and complexity - including challenges in synchronizing data between systems. Here, we describe a method that allows for simultaneous acquisition of EEG data from a pair of participants engaged in conversation, using a single EEG system with simultaneous audio data collection that is synchronized with the EEG recording. This allows for the post-hoc insertion of trigger codes so that it is possible to analyze ERPs time-locked to specific events. We further demonstrate methods for deriving ERPs elicited by another person's spontaneous speech, using this setup.•EEG hyperscanning method using a single EEG amplifier•EEG hyperscanning method allowing simultaneous recording of audio data directly into the EEG data file for perfect synchronization•EEG method for naturalistic language and human interaction studies that allows the study of event-related potentials time-locked to spontaneous speech.

Co-dependency of exchanged behaviors is a cue for agency attribution in 10-month-olds

Goal-directed social interactions (whether instrumental or communicative) involve co-dependent, partially predictable actions of interacting agents as social goals cannot be achieved by continuously exchanging the same, perfectly predictable, or completely random behaviors. We investigated whether 10-month-olds are sensitive to the co-dependence and degree of predictability in an interactive context where unfamiliar entities exchanged either perfectly predictable (identical), partially predictable (co-dependent), or non-predictable (random) signal sequences. We found that when-following the interactive exchanges-one of the entities turned in the direction of one of two lateral target objects, infants looked more at the indicated referent, but only in the partially predictable signals condition. This shows that infants attributed agency to the orienting entity and interpreted its turning action as a referential object-directed action. The present findings suggest that the co-dependency and partial predictability of exchanged behaviors can serve as an abstract structural cue to attribute intentional agency and recognize goal-directed social interactions.