Our appearance changes over time, yet we can recognize ourselves in photographs from across the lifespan. Researchers have extensively studied self-recognition in photographs and have proposed that specific neural correlates are involved, but few studies have examined self-recognition using images from different periods of life. Here we compared ERP responses to photographs of participants when they were 5–15, 16–25, and 26–45 years old. We found marked differences between the responses to photographs from these time periods in terms of the neural markers generally assumed to reflect (i) the configural processing of faces (i.e., the N170), (ii) the matching of the currently perceived face to a representation already stored in memory (i.e., the P250), and (iii) the retrieval of information about the person being recognized (i.e., the N400). There was no uniform neural signature of visual self-recognition. To test whether there was anything specific to self-recognition in these brain responses, we also asked participants to identify photographs of their dizygotic twins taken from the same time periods. Critically, this allowed us to minimize the confounding effects of exposure, for it is likely that participants have been similarly exposed to each other's faces over the lifespan. The same pattern of neural response emerged with only one exception: the neural marker reflecting the retrieval of mnemonic information (N400) differed across the lifespan for self but not for twin. These results, as well as our novel approach using twins and photographs from across the lifespan, have wide-ranging consequences for the study of self-recognition and the nature of our personal identity through time.
Vocal imitation plays a fundamental role in human language acquisition from infancy.Little is known, however, about how infants imitate other's sounds. We focused on three factors: (a) whether infants receive information from upright faces, (b) the infant's observation of the speaker's mouth and (c) the speaker directing their gaze towards the infant. We recorded the eye movements of 6-month-olds who participated in experiments watching videos of a speaker producing vowel sounds. We found that an infants' tendency to vocally imitate such videos increased as a function of (a) seeing upright rather than inverted faces, (b) their increased looking towards the speaker's mouth and (c) whether the speaker directed their gaze towards, rather than away from infants. These latter findings are consistent with theories of motor resonance and natural pedagogy respectively. New light has been shed on the cues and underlying mechanisms linking infant speech perception and production.
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