Modality-independent recruitment of inferior frontal cortex during speech processing in human infants

Despite increasing interest in the development of audiovisual speech perception in infancy, the underlying mechanisms and neural processes are still only poorly understood. In addition to regions in temporal cortex associated with speech processing and multimodal integration, such as superior temporal sulcus, left inferior frontal cortex (IFC) has been suggested to be critically involved in mapping information from different modalities during speech perception. To further illuminate the role of IFC during infant language learning and speech perception, the current study examined the processing of auditory, visual and audiovisual speech in 6-month-old infants using functional near-infrared spectroscopy (fNIRS). Our results revealed that infants recruit speech-sensitive regions in frontal cortex including IFC regardless of whether they processed unimodal or multimodal speech. We argue that IFC may play an important role in associating multimodal speech information during the early steps of language learning

Children's altruistic behavior in context: The role of emotional responsiveness and culture

Altruistic behavior in humans is thought to have deep biological roots. Nonetheless, there is also evidence for considerable variation in altruistic behaviors among individuals and across cultures. Variability in altruistic behavior in adults has recently been related to individual differences in emotional responsiveness to fear in others. The current study examined the relation between emotional responsiveness (using eye-tracking) and altruistic behavior (using the Dictator Game) in 4 to 5-year-old children (N = 96) across cultures (India and Germany). The results revealed that increased altruistic behavior was associated with a greater responsiveness to fear faces (faster fixation), but not happy faces, in both cultures. This suggests that altruistic behavior is linked to our responsiveness to others in distress across cultures. Additionally, only among Indian children greater altruistic behavior was associated with greater sensitivity to context when responding to fearful faces. These findings further our understanding of the origins of altruism in humans by highlighting the importance of emotional processes and cultural context in the development of altruism

Social/dialogical roles of social robots in supporting children's learning of language and literacy - A review and analysis of innovative roles

One of the many purposes for which social robots are designed is education, and there have been many attempts to systematize their potential in this field. What these attempts have in common is the recognition that learning can be supported in a variety of ways because a learner can be engaged in different activities that foster learning. Up to now, three roles have been proposed when designing these activities for robots: as a teacher or tutor, a learning peer, or a novice. Current research proposes that deciding in favor of one role over another depends on the content or preferred pedagogical form. However, the design of activities changes not only the content of learning, but also the nature of a human–robot social relationship. This is particularly important in language acquisition, which has been recognized as a social endeavor. The following review aims to specify the differences in human–robot social relationships when children learn language through interacting with a social robot. After proposing categories for comparing these different relationships, we review established and more specific, innovative roles that a robot can play in language-learning scenarios. This follows Mead’s (1946) theoretical approach proposing that social roles are performed in interactive acts. These acts are crucial for learning, because not only can they shape the social environment of learning but also engage the learner to different degrees. We specify the degree of engagement by referring to Chi’s (2009) progression of learning activities that range from active, constructive, toward interactive with the latter fostering deeper learning. Taken together, this approach enables us to compare and evaluate different human–robot social relationships that arise when applying a robot in a particular social role