Infants' Expectations for Helping in Imitators.

Human infants seem to make positive social inferences about individuals who imitate others. In three preregistered experiments we test if these inferences include an expectation that imitators will be helpful, and also ask if the inferences infants make are about imitators' dispositions or primarily about their relationships. In each experiment 8- to 9-month-old infants saw one individual imitate, and another individual not imitate, the same target social partner.

Infants' Social Evaluation of Helpers and Hinderers: A Large-Scale, Multi-Lab, Coordinated Replication Study.

Evaluating whether someone's behavior is praiseworthy or blameworthy is a fundamental human trait. A seminal study by Hamlin and colleagues in 2007 suggested that the ability to form social evaluations based on third-party interactions emerges within the first year of life: infants preferred a character who helped, over hindered, another who tried but failed to climb a hill. This sparked a new line of inquiry into the origins of social evaluations; however, replication attempts have yielded mixed results.

Children's Reasoning About Empathy and Social Relationships.

Across the lifespan, empathic and counter-empathic emotions are shaped by social relationships. Here we test the hypothesis that this connection is encoded in children's intuitive theory of psychology, allowing them to predict when others will feel empathy versus counter-empathy and to use vicarious emotion information to infer relationships. We asked 4- to 7-year-old children (N = 79) to make emotion predictions or relationship inferences in response to stories featuring two characters, an experiencer and an observer, and either a positive or negative outcome for the experiencer.

Infants expect friends, but not rivals, to be happy for each other when they succeed.

A friend telling you good news earns them a smile while witnessing a rival win an award may make you wrinkle your nose. Emotions arise not just from people's own circumstances, but also from the experiences of friends and rivals. Across three moderated, online looking time studies, we asked if human infants hold expectations about others' vicarious emotions and if they expect those emotions to be guided by social relationships.

Interpersonal utility and children's social inferences from shared preferences.

Similarity of behaviors or attributes is often used to infer social affiliation and prosociality. Does this reflect reasoning using a simple expectation of homophily, or more complex reasoning about shared utility? We addressed this question by examining the inferences children make from similar choices when this similarity does or does not cause competition over a zero-sum resource. Four- to six-year-olds (N = 204) saw two vignettes, each featuring three characters (a target plus two others) choosing between two types of resources.

Triadic conflict "primitives" can be reduced to welfare trade-off ratios.

Pietraszewski proposes four triadic "primitives" for representing social groups. We argue that, despite surface differences, these triads can all be reduced to similar underlying welfare trade-off ratios, which are a better candidate for social group primitives. Welfare trade-off ratios also have limitations, however, and we suggest there are multiple computational strategies by which people recognize and reason about social groups.

Adopted Utility Calculus: Origins of a Concept of Social Affiliation.

To successfully navigate their social world, humans need to understand and map enduring relationships between people: Humans need a concept of social affiliation. Here I propose that the initial concept of social affiliation, available in infancy, is based on the extent to which one individual consistently takes on the goals and needs of another. This proposal grounds affiliation in intuitive psychology, as formalized in the naive-utility-calculus model.

Individual differences provide new insight into infant looking.

A recent article by Perez and Feigenson explores variability in order to better understand infant looking time. They found that individual differences in infants' interest in surprising events were consistent across months, despite changes in event type. Moreover, looking times in infancy predicted curiosity in childhood.

Fixed and flexible: Dynamic prefrontal activations and working memory capacity relationships vary with memory demand.

Prefrontal cortex (PFC) activation during encoding of memoranda (proactive responses) is associated with better working memory (WM) compared to reactive/retrieval-based activation. This suggests that dynamic PFC activation patterns may be fixed, based upon one's WM ability, with individuals who have greater WM ability relying more on proactive processes and individuals with lesser WM ability relying more on reactive processes. We newly tested whether this heuristic applied when challenging an individual's WM capacity.

Imitation: Neither instinct nor gadget, but a cultural starting point?

Heyes asks whether cultural learning mechanisms are cognitive instincts or cognitive gadgets. I argue that imitation does not fall into either category. Instead, its acquisition is promoted by its value in social interactions, which is evident across phylogeny and ontogeny and does not depend on the role of imitation in cultural learning.

Social Origins of Cortical Face Areas.

Recently acquired fMRI data from human and macaque infants provide novel insights into the origins of cortical networks specialized for perceiving faces. Data from both species converge: cortical regions responding preferentially to faces are present and spatially organized early in infancy, although fully selective face areas emerge much later. What explains the earliest cortical responses to faces? We review two proposed mechanisms: proto-organization for simple shapes in visual cortex, and an innate subcortical schematic face template.

Using individual functional channels of interest to study cortical development with fNIRS.

Functional near-infrared spectroscopy (fNIRS) is a noninvasive neuroimaging technique that could be uniquely effective for investigating cortical function in human infants. However, prior efforts have been hampered by the difficulty of aligning arrays of fNIRS optodes placed on the scalp to anatomical or functional regions of underlying cortex. This challenge can be addressed by identifying channels of interest in individual participants, and then testing the reliability of those channels' response profiles in independent data.

Human infants' understanding of social imitation: Inferences of affiliation from third party observations.

Imitation is ubiquitous in positive social interactions. For adult and child observers, it also supports inferences about the participants in such interactions and their social relationships, but the origins of these inferences are obscure. Do infants attach social significance to this form of interaction? Here we test 4- to 5.

Executive function depletion in children and its impact on theory of mind.

The current studies provide an experimental, rather than correlational, method for testing hypotheses about the role of executive function (EF) in conceptual development. Previous research has established that adults' tendency to deploy EF can be temporarily diminished by use. Exercising self-control in one context decreases adults' performance on other EF demanding tasks immediately thereafter.

Preverbal infants expect members of social groups to act alike.

The short ontogenetic time courses of conformity and stereotyping, both evident in the preschool years, point to the possibility that a central component of human social cognition is an early developing expectation that social group members will engage in common behaviors. Across a series of experiments, we show that by 7 months of age preverbal infants differentiate between actions by individuals that are and are not consistent with the actions of their social group members. Infants responded to group-inconsistent actions only in a social context: they failed to distinguish the same behavioral differences when presented with collections of nonsocial agents or inanimate objects.

The origins of pedagogy: developmental and evolutionary perspectives.

The question of whether and how information is actively transferred from knowledgeable to ignorant individuals has received much attention in psychology and evolutionary biology. Research in these fields has proceeded largely independently, with studies of nonhuman animals focusing on knowledgeable individuals and whether or not they meet a functional definition of teaching, while studies of children focus on the learner's assumptions and inferences. We argue that a comprehensive theory of teaching will benefit from integrating perspectives and empirical phenomena from evolutionary and developmental disciplines.

Dissociable neural substrates for agentic versus conceptual representations of self.

Although humans generally experience a coherent sense of selfhood, we can nevertheless articulate different aspects of self. Recent research has demonstrated that one such aspect of self--conceptual knowledge of one's own personality traits--is subserved by ventromedial prefrontal cortex (vMPFC). Here, we examined whether an alternative aspect of "self"--being an agent who acts to achieve one's own goals--relies on cognitive processes that overlap with or diverge from conceptual operationalizations of selfhood.

It's the thought that counts: specific brain regions for one component of theory of mind.

Evidence from developmental psychology suggests that representing the contents of other people's thoughts and beliefs depends on a component of reasoning about other minds (theory of mind) that is distinct from the earlier-developing mental-state concepts for goals, perceptions, and feelings. To provide converging evidence, the current study investigated the substrate of the late-developing process in adult brains. Three regions--the right and left temporo-parietal junction and the posterior cingulate--responded selectively when subjects read about a protagonist's thoughts, but not when they read about other subjective, internal states or other socially relevant information about a person.