ArticleeLife2025
Endogenous oscillatory rhythms and interactive contingencies jointly influence infant attention during early infant-caregiver interaction.
Article in eLife, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed.
- Social communication development in a contingent world: insights from autism.Philosophical transactions of the Royal Society of London. Series B, Biological sciences · 2026Review
- A two-person neuroscience perspective on parent-infant dyadic expansion of consciousness.Frontiers in human neuroscience · 2026Article
- A developmental framework of interpersonal neural synchrony.Developmental review : DR · 2025Article
- Article
- Leader-follower dynamics during early social interactions matter for infant word learning.Proceedings of the National Academy of Sciences of the United States of America · 2024Article
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9 authors.
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Abstract
Almost all early cognitive development takes place in social contexts. At the moment, however, we know little about the neural and micro-interactive mechanisms that support infants' attention during social interactions. Recording EEG during naturalistic caregiver-infant interactions (N=66), we compare two different accounts. Traditional, didactic perspectives emphasise the role of the caregiver in structuring the interaction, whilst active learning models focus on motivational factors, endogenous to the infant, that guide their attention. Our results show that, already by 12 months, intrinsic cognitive processes control infants' attention: fluctuations in endogenous oscillatory neural activity associated with changes in infant attentiveness. In comparison, infant attention was not forwards-predicted by caregiver gaze or vocal behaviours. Instead, caregivers rapidly modulated their behaviours in response to changes in infant attention and cognitive engagement, and greater reactive changes associated with longer infant attention. Our findings suggest that shared attention develops through interactive but asymmetric, infant-led processes that operate across the caregiver-child dyad.
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