Development of infants’ attention to faces during the first year

Abstract

In simple tests of preference, infants as young as newborns prefer faces and face-like stimuli over distractors. Little is known, however, about the development of attention to faces in complex scenes. We recorded eye-movements of 3-, 6-, and 9-month-old infants and adults during free-viewing of clips from A Charlie Brown Christmas (an animated film). The tendency to look at faces increased with age. Using novel computational tools, we found that 3-month-olds were less consistent (across individuals) in where they looked than were older infants. Moreover, younger infants' fixations were best predicted by low-level image salience, rather than the locations of faces. Between 3 and 9 months of age, infants gradually focus their attention on faces. We discuss several possible interpretations of this shift in terms of social development, cross-modal integration, and attentional/executive control.A lot can be learned about our social world from the faces of others. Faces provide information about age, race, gender, physical health, emotional state, and focus of attention, giving observers a window into the mental states of other human beings. During the first year after birth, infants begin to extract a large amount of information from faces: they begin to recognize identities (Pascalis, De Haan, Nelson, & De Schonen, 1998), recognize and prefer faces from their own race , detect affect (Cohn & Tronick, 1983;Tronick, 1989), and follow gaze (Corkum & Moore, 1998;Scaife & Bruner, 1975). However, these sophisticated abilities are of little use if infants don't look at faces to begin with. Put another way, to extract information from faces, infants must first attend to them.Although there is a large literature on the origins and development of infants' face representations during infancy, far less research has examined the behavior of infants outside of controlled laboratory settings. In particular, both the extent to which infants attend to faces when other objects are present-as in most real-world situations-and the extent to which this behavior changes across development are still largely unknown. The reasons for this gap in the literature may be both methodological and theoretical. Methodologically, standard lookingtime paradigms used in infant research typically produce only qualitative evidence and do not make sense in older populations; hence it is difficult to design experimental paradigms whose results can be compared across wide age ranges. Theoretically, many researchers have been interested primarily in the question of innateness: whether human infants are predisposed to treat human faces as "special" relative to other objects and whether the representations underlying these judgments are qualitatively similar to those used by adults. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the result...

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