The formation of object representations in the infant brain

In order to successfully navigate their physical environment young infants need to form basic visual representations. Behavioral studies, based primarily on looking times, showed that infants are able to learn about visual objects. However, the brain mechanisms of infants learning are only poorly understood. In adults, neuronal rhythms, especially the theta rhythm in the electroencephalogram (EEG), have been associated with memory processes. In this project, we will combine electrophysiological recording and analysis techniques from research in adults with looking time measures from infancy research to elucidate the processes underlying young infants learning. We expect that the theta rhythm, as an evolutionary preserved mechanism, will already play a role in infants learning in the first year. We will test this prediction by measuring infants neuronal rhythms while they repeatedly see and learn about novel objects. We will also try to enhance infants learning by increasing their theta-activity through the presentation of rhythmically flickering pictures. This will allow us to establish a causal link between brain rhythms and infants memory processes for the first time.

How do infants learn to understand the world? Recognizing visual objects is a fundamental skill that helps us organize visual information and guide our actions. While adults identify and categorize visual objects seemingly without effort, this task is far more challenging for infants, who are still developing mental representations of the world. This project investigated how infants form basic visual representations of their environment. These representations are crucial for infants to navigate their surroundings and to make sense of the world. While previous research had focused on infants' looking behavior, little was known about the brain activity that supports early learning processes. Our project aimed to uncover the role of brain rhythms in helping infants learn about new objects. To achieve this, we conducted several studies using advanced brain imaging and analysis techniques. Since infant learning is deeply rooted in social interactions, we first sought to understand how infants' brain function is shaped in connection with their caregivers and cultural environments. We explored how communicative signals, such as eye contact and pointing, during moments of joint attention influence brain activity in both infants and caregivers. Using electrophysiology (EEG), we found that these signals enhance infants' focus on objects and also amplify caregivers' neural responses. This underscores the importance of social interactions in early learning and development. In a second study, we examined cultural differences in how infants process visual scenes. By comparing infants from Vienna and Kyoto, we discovered that cultural upbringing influences whether infants focus more on objects or backgrounds. This aligns with the spontaneous social attention patterns modeled by their mothers. These findings suggest that cultural environments shape visual attention patterns from a very young age. Together, these studies highlight the significant role of social and cultural factors in shaping early brain development and learning experiences. Further research focused on how infants' brains process and categorize visual information. Using advanced EEG techniques, we studied the brain activity of both infants and adults as they viewed images of toys, faces, houses, and bodies. The study revealed that infants already distinguish between these categories, although their brain processes are slower and less complex compared to adults. While adults process visual features across all levels of complexity, infants primarily focus on simpler features. Additionally, the study found that infants' brain activity related to visual categorization occurs in the slower theta frequency band, which is associated with learning. In contrast, adults rely on faster alpha and beta oscillations, which are linked to attention. These findings illustrate the developmental progression of visual categorization, showing how infants gradually develop visual processing abilities that resemble those of adults. This research provides valuable insights into early cognitive development and the neural foundations of learning and perception.