In a first-ever study to examine adult-infant neural coupling and characterize its causal architecture, mutual direct gaze was seen to increase adult-infant neural coupling during social communication. Learning requires an individual’s full attention to retain the information being passed along. Attention sharing between people, through verbal spoken communication and nonverbal cues like eye gaze, is known to increase learning as it strengthens the attention amongst the individuals. Nonverbal cues are especially important in infant learning as they rely on them to learn meaning and intention. Little is known, however, about the cognitive processes behind this increased attention and predicting communication success. Victoria Leong, Elizabeth Byrne, Kaili Clackson, Sarah Lam and Sam Wass sought to understand whether gaze during spoken communication influences neural coupling, which would indicate communication success amongst adult and infant pairings. The experiment enlisted twenty-nine infants–fifteen males, and fourteen female–all around eight (8) months old, who interacted with one female adult experimenter. The adult experimenter addressed each infant one at a time and sang nursery rhymes that were familiar (sung at home by parents). The experimenter sang the nursery rhymes in two gaze conditions to each infant, either direct (gaze at infant) or indirect (gaze to the side of infant). EEG was recorded during the nursery rhyme procedure using BioNomadix wireless EEG amplifiers, connected to a MP160 research system. Teh wireless EEG setup was chosen to increase infant comfort and reduce distraction. The results confirmed the experimenters’ hypothesis as directional connectivity between adults and infants was higher during the directional gaze periods compared to the indirect gaze periods. Leong, et al also found that infants influenced adults more, rather than the other way around, over Alpha and Beta neural bands. This study provides a base for which other research can further investigate neural coupling’s effects in learning and other parts of social behavior beyond communication between infants and adults.
