Infant Attention Research Articles

Neural hyperscanning in caregiver-child dyads: A paradigm for studying the long-term effects of facilitated vs. disrupted attention on working memory and executive functioning in young children

Parent-child interactions shape children’s cognitive outcomes such that caregivers can guide attention and facilitate learning opportunities. These interactions provide infants and toddlers with rich, naturalistic experiences that engage complex cognitive functions and lay the groundwork for the development of mature executive functions. Although most caregivers seek to engage children optimally, they can unintentionally impede this developmental process by being under-engaged or intrusive. When caregivers are under engaged, children do not have the proper scaffolding to know what to attend to in a complex environment. When parents are intrusive, they inadvertently disrupt the child’s attention and direct learning to information that the parent deems important, but the child may find uninteresting or irrelevant. This disruption can impede the learning process even if the child’s behavior does not appear to be negatively affected during the unfolding parent–child interaction. Understanding the moment-to-moment neural basis of these processes is critical to uncover the role that caregivers play in the development of attention and learning, which in turn impacts the development of working memory and executive function. Simultaneous brain recording, called hyperscanning, is a burgeoning method that measures brain synchrony across parent–child dyads when engaged in a shared task. In this opinion piece, we first review existing literature that highlights the important role caregivers play in guiding attention and learning in infants and toddlers and how these interactions contribute to the development of working memory and executive function in young children. Next, we review the existing literature using hyperscanning and dual eye tracking paradigms to uncover the patterning of interactions when caregivers guide attention in a manner that either matches the expectations of the child or over- or under-directs the child’s attention. We provide best-practices for employing hyperscanning techniques to uncover how caregivers optimally engage infant and toddlers’ attention in the moment, and how children’s developing memory of these patterns of interaction build their executive function abilities, both with their caregivers and with other adults and children.

Peak alpha frequency is linked to visual temporal attention in 6-month-olds

The temporal resolution of adults’ visual attention has been linked to the frequency of alpha-band oscillations in electroencephalogram (EEG) signal, with higher Peak Alpha Frequency (PAF) being associated with better visual temporal processing skills. However, relatively less is known about neural mechanisms underlying individual differences in the temporal resolution of visual attention in infancy. This study investigated the role of PAF in visual temporal processing in early infancy. In a sample of 6-month-old infants (n = 62) we examined the relationship between PAF extracted from resting-state EEG, and saccadic latencies in a predictive cueing task where the appearance of a reward was predicted by higher or lower frequency of two flickering objects. Results showed that higher PAF was associated with shorter saccadic latencies in a condition with higher differences between the two flickering frequencies, speaking for the involvement of PAF in visual temporal attention in early development. Additionally, we found that infants were generally faster to orient to the reward in trials where both peripheral stimuli were flickering at relatively lower frequencies, roughly corresponding to the theta frequency band. Our findings support theoretical accounts highlighting the role of PAF in visual attention processing and extend this framework to early infancy.

Associations of prenatal maternal urinary concentrations of triclosan and benzophenone-3 with cognition in 7.5-month-old infants

BackgroundEndocrine-disrupting chemicals (EDCs) have been linked to adverse health outcomes and prenatal exposure is known to impact infant and child development. However, few studies have assessed early developmental consequences of prenatal exposure to two common phenolic compounds, benzophenone-3 (BP-3) and triclosan (TCS). ObjectiveWe evaluated the relationship of prenatal exposure to BP-3 and TCS with infant cognition at 7.5 months via performance on a visual recognition memory (VRM) task. MethodsDrawing from the Illinois Kids Development Study (IKIDS) cohort, prenatal exposure to BP-3 and TCS was assessed in pools of five urine samples collected from each woman across pregnancy. Cognition was measured in 310 infants using a VRM task assessing information processing speed, attention, and recognition memory through infrared eye-tracking. Generalized linear regression estimated exposure-outcome associations, followed by stratification to investigate modification of associations by infant sex and stimulus set. ResultsSampled mothers were more likely to be white, college educated, and middle or high income relative to the US population. Mean chemical exposures were significantly higher than those of adult women in the NHANES cohort. In models adjusted for income, gestational age at birth, and testing age, prenatal BP-3 exposure was associated with an increase in run duration (average time spent looking at the stimuli before looking away) (β = 0.0011, CI -0.0001:0.0022), indicating slower information processing speed, while TCS was associated with significantly longer time to familiarization (time to accrue a total of 20 s of looking time to the stimuli) (β = 0.0686, CI 0.0203:0.1168, p < 0.01), indicating poorer attention. Stratum-specific analyses isolated both effects to male infants who viewed the second of two stimulus sets. ConclusionHigher prenatal exposure to triclosan was associated with poorer attention in infancy, while benzophenone-3 may be associated with slower information processing speed, particularly among males.

How labels shape visuocortical processing in infants.

The current study examined the extent to which labels shape visuocortical processing during the first year of life during a brief (~6-min) associative learning task. Images of computer-generated artificial objects were paired with either individual-level (e.g., Jimmy, Boris) or category-level labels (e.g., Hitchel) while event-related potentials were recorded in response to the onset of the visual stimulus in 6- (n=41), 9- (n=27), and 12-month-old (n=28) infants. Analyses examined experience-dependent visuocortical changes within and across trials, label conditions, and ages. Overall, results demonstrate that infants deploy greater visuocortical resources during the first half of associative learning trials and to stimuli paired with category-level relative to individual-level labels. Waveform morphologies also differed between stimuli paired with individual- and category-level labels and across the age groups, with more complex deflections and amplitude differences between label type at 9- and 12-month-olds, but not 6-month-old infants. The present results highlight the importance of associative learning during infancy and suggest that category- versus individual-level labels differentially direct infant attention and visuocortical processing.

Impaired motor and social skill development in infancy predict high autistic traits in toddlerhood

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder. Early diagnosis in the critical period is important for ASD children. Recent studies of neurodevelopmental behavioral features and joint attention in high-risk infants showed there are some special cues which can distinguish ASD from typical development infant. But the findings of high-risk population may not be applicable to the general population. It is necessary to “analogically” study the potential warning traits of ASD in infancy in the general population. We did a nested case-control study from June 2019 to November 2022 in Tianjin, China, including 76 general infants whom completed the neurodevelopmental evaluation, the Checklist for Autism in Toddlers-23 (CHAT-23) screening, and eye tracking task. Social behavior quotient in infancy was negatively correlated to CHAT-23 total scores in toddlerhood. Social behavior quotient in infancy was positively correlated to initiating joint attention in toddlerhood. Regression model showed that high fine motor scale and social behaviour scale quotient in infancy were associated with an decreased risk of the total score of CHAT-23 ≥ 2 in toddlerhood. The Receiver operating characteristic curve showed the social behaviour in infancy alone and the combination of fine motor and social behaviour in infancy contributed to auxiliary diagnosis of higher level of autistic traits in toddlerhood. These findings suggest that Impaired development of fine motor and social behavior in infancy are potential warning features of high autistic traits in general population.

Maternal symptoms of depression and anxiety as modifiers of the relationship between prenatal phthalate exposure and infant neurodevelopment in the Atlanta African American maternal-child cohort

BackgroundPrenatal exposure to phthalates, a group of synthetic chemicals widely used in consumer products, has previously been associated with adverse infant and child development. Studies also suggest that maternal depression and anxiety, may amplify the harmful effects of phthalates on infant and child neurodevelopment. Study designOur analysis included a subset of dyads enrolled in the Atlanta African American Maternal-Child Cohort (N = 81). We measured eight phthalate metabolites in first and second trimester (8–14 weeks and 24–32 weeks gestation) maternal urine samples to estimate prenatal exposures. Phthalate metabolite concentrations were averaged across visits and natural log-transformed for analysis. Maternal symptoms of depression and anxiety were assessed using validated questionnaires (Edinberg Postnatal Depression Scale and State Trait Anxiety Inventory, respectively) and the total score on each scale was averaged across study visits. The NICU Network Neurobehavioral Scale (NNNS) was administered at two weeks of age. Our primary outcomes included two composite NNNS scores reflecting newborn attention and arousal. Linear regression was used to estimate associations between individual phthalate exposures and newborn attention and arousal. We assessed effect modification by maternal depression and anxiety. ResultsHigher levels of urinary phthalate metabolites were not associated with higher levels of infant attention and arousal, but true associations may still exist given the limited power of this analysis. In models examining effect modification by maternal depression, we observed that an interquartile range increase in mono (2-ethlyhexyl) phthalate (MEHP), mono (2-ethyl-5-oxohexyl) phthalate (MEOHP), and mono (2-ethyl-5-hydroxyhexyl) phthalate (MEHHP) was associated with a significant increase in newborn arousal only among those with high depressive symptoms (MEHP: β = 0.71, 95% confidence interval [CI] = 0.10, 1.32 for high, β = −0.30, 95% CI = −0.73, 0.12 for low; MEOHP: β = 0.60, 95% CI = −0.03, 1.23 for high, β = −0.12, 95% CI = −0.58, 0.33 for low; MEHHP: β = 0.54, 95% CI = −0.04, 1.11 for high, β = −0.11, 95% CI = −0.54, 0.32 for low). Similar patterns were observed in models stratified by maternal anxiety, although CIs were wide. ConclusionOur results suggest maternal anxiety and depression symptoms may exacerbate the effect of phthalates on infant neurodevelopment. Future studies are needed to determine the optimal levels of attention and arousal in early infancy.

Infant attention to rhythmic audiovisual synchrony is modulated by stimulus properties.

Musical interactions are a common and multimodal part of an infant's daily experiences. Infants hear their parents sing while watching their lips move and see their older siblings dance along to music playing over the radio. Here, we explore whether 8- to 12-month-old infants associate musical rhythms they hear with synchronous visual displays by tracking their dynamic visual attention to matched and mismatched displays. Visual attention was measured using eye-tracking while they attended to a screen displaying two videos of a finger tapping at different speeds. These videos were presented side by side while infants listened to an auditory rhythm (high or low pitch) synchronized with one of the two videos. Infants attended more to the low-pitch trials than to the high-pitch trials but did not display a preference for attending to the synchronous hand over the asynchronous hand within trials. Exploratory evidence, however, suggests that tempo, pitch, and rhythmic complexity interactively engage infants' visual attention to a tapping hand, especially when that hand is aligned with the auditory stimulus. For example, when the rhythm was complex and the auditory stimulus was low in pitch, infants attended to the fast hand more when it aligned with the auditory stream than to misaligned trials. These results suggest that the audiovisual integration in rhythmic non-speech contexts is influenced by stimulus properties.

Parent-infant interaction trajectories in infants with an elevated likelihood for autism in relation to 3-year clinical outcome.

Developmental antecedents of autism may affect parent-infant interactions (PII), altering the context in which core social skills develop. While studies have identified differences in PII between infants with and without elevated likelihood (EL) for autism, samples have been small. Here, we examined whether previously reported differences are replicable. From a longitudinal study of 113 EL and 27 typical likelihood infants (TL), 6-min videotaped unstructured PII was blind rated at 8 and 14 months on eight interactional qualities. Autism outcome was assessed at 36 months. Linear mixed-effects models found higher parent sensitive responsiveness, nondirectiveness, and mutuality ratings in TL than EL infants with and without later autism. PII qualities at 8 (infant positive affect, parent directiveness) and 14 months (infant attentiveness to parent, mutuality) predicted 3-year autism. Attentiveness to parent decreased between 8 and 14 months in EL infants with later autism. This larger study supports previous findings of emerging alterations in PII in this group and extends on this by detecting earlier (8-month) predictive effects of PII for autism outcome and a more marked trajectory of decreased social attentiveness. The findings strengthen the evidence base to support the implementation of early preemptive interventions to support PII in infants with early autism signs.

The brain origins of early social cognition.

This commentary challenges Spelke's view on the early development of social cognition from a neuroscience perspective by presenting an overlooked body of evidence from neuroimaging research on joint attention with human infants. Indeed, evidence demonstrating adult-like, neural sensitivity to joint attention in young infants, supports alternative theoretical views concerning the origins of uniquely human forms of social cognition.

Infant formula supplemented with milk fat globule membrane compared with standard infant formula for the cognitive development of healthy term-born formula-fed infants: protocol for a randomised controlled trial

IntroductionMilk fat globule membrane (MFGM) is a complex lipid–protein structure in mammalian milk and human milk that is largely absent from breastmilk substitutes. The objective of this trial is to...

Gaze Orienting in the Social World: An Exploration of the Role Played by Caregiving Vocal and Tactile Behaviors in Infants with Visual Impairment and in Sighted Controls.

Infant attention is a cognitive function that underlines sensory-motor integration processes at the interface between the baby and the surrounding physical and socio-relational environment, mainly with the caregivers. The investigation of the role of non-visual inputs (i.e., vocal and tactile) provided by the caregivers in shaping infants' attention in the context of visual impairment is relevant from both a theoretical and clinical point of view. This study investigated the social attention (i.e., gaze orientation) skills in a group of visually impaired (VI) and age-matched sighted controls (SCs) between 9 and 12 months of age. Moreover, the role of VI severity and maternal vocalizations and touch in shaping the social attention were investigated. Overall, 45 infants and their mothers participated in a video-recorded 4 min interaction procedure, including a play and a still-face episode. The infants' gaze orientation (i.e., mother-directed, object-directed, or unfocused) and the types of maternal vocalizations and touch (i.e., socio-cognitive, affective) were micro-analytically coded. Maternal vocalizations and touch were found to influence gaze orientation differently in VI infants compared SCs. Moreover, the group comparisons during the play episode showed that controls were predominantly oriented to the mothers, while VI infants were less socially oriented. Visual impairment severity did not emerge as linked with social attention. These findings contribute to our understanding of socio-cognitive developmental trajectories in VI infants and highlight the need for tailored interventions to promote optimal outcomes for VI populations.

Infant Social Attention Associated with Elevated Likelihood for Autism Spectrum Disorder: A Multi-Method Comparison.

The study aimed to compare eye tracking (ET) and manual coding (MC) measures of attention to social and nonsocial information in infants with elevated familial likelihood (EL) of autism spectrum disorder (ASD) and low likelihood of ASD (LL). ET provides a temporally and spatially sensitive tool for measuring gaze allocation. Existing evidence suggests that ET is a promising tool for detecting distinct social attention patterns that may serve as a biomarker for ASD. However, ET is prone to data loss, especially in young EL infants. To increase evidence for ET as a viable tool for capturing atypical social attention in EL infants, the current prospective, longitudinal study obtained ET and MC measures of social and nonsocial attention in 25 EL and 47 LL infants at several time points between 3 and 24 months of age. ET data was obtained with a satisfactory success rate of 95.83%, albeit with a higher degree of data loss compared to MC. Infant age and ASD likelihood status did not impact the extent of ET or MC data loss. There was a significant positive association between the ET and MC measures of attention, and separate analyses of attention using ET and AC measures yielded comparable findings. These analyses indicated group differences (EL vs. LL) in age-related change in attention to social vs. nonsocial information. Together, the findings support infant ET as a promising approach for identifying very early markers associated with ASD likelihood.

Infant sustained attention differs by context and social content in the first 2 years of life.

Sustained attention (SA) is an endogenous form of attention that emerges in infancy and reflects cognitive engagement and processing. SA is critical for learning and has been measured using different methods during screen-based and interactive contexts involving social and nonsocial stimuli. How SA differs by measurement method, context, and stimuli across development in infancy is not fully understood. This 2-year longitudinal study examines attention using one measure of overall looking behavior and three measures of SA-mean look duration, percent time in heart rate-defined SA, and heart rate change during SA-in N=53 infants from 1 to 24 months across four unique task conditions: social videos, nonsocial videos, social interactions (face-to-face play), and nonsocial interactions (toy engagement). Results suggest that developmental changes in attention differ by measurement method, task context (screen or interaction), and task stimulus (social or nonsocial). During social interactions, overall looking and look durations declined after age 3-4 months, whereas heart rate-defined attention measures remained stable. All SA measures were greater for videos than for live interaction conditions throughout the first 6 months, but SA to social and nonsocial stimuli within each task context were equivalent. In the second year of life, SA measured with look durations was greater for social videos compared to other conditions, heart rate-defined SA was greater for social videos compared to nonsocial interactions, and heart rate change during SA was similar across conditions. Together, these results suggest that different measures of attention to social and nonsocial stimuli may reflect unique developmental processes and are important to compare and consider together, particularly when using infant attention as a marker of typical or atypical development. RESEARCH HIGHLIGHTS: Attention measure, context, and social content uniquely differentiate developmental trajectories of attention in the first 2 years of life. Overall looking to caregivers during dyadic social interactions declines significantly from 4 to 6 months of age while sustained attention (SA) to caregivers remains stable. Heart rate-defined SA generally differentiates stimulus context where infants show greater SA while watching videos than while engaging with toys.

Look at Grandma! Joint visual attention over video chat during the COVID-19 pandemic

Social interactions are crucial for many aspects of development. One developmentally important milestone is joint visual attention (JVA), or shared attention between child and adult on an object, person, or event. Adults support infants’ development of JVA by structuring the input they receive, with the goal of infants learning to use JVA to communicate. When family members are separated from the infants in their lives, video chat sessions between children and distant relatives allow for shared back-and-forth turn taking interaction across the screen, but JVA is complicated by screen mediation. During video chat, when a participant is looking or pointing at the screen to something in the other person’s environment, there is no line of sight that can be followed to their object of focus. Sensitive caregivers in the remote and local environment with the infant may be able to structure interactions to support infants in using JVA to communicate across screens. We observed naturalistic video chat interactions longitudinally from 50 triads (infant, co-viewing parent, remote grandmother). Longitudinal growth models showed that JVA rate changes with child age (4 to 20 months). Furthermore, grandmother sensitivity predicted JVA rate and infant attention. More complex sessions (sessions involving more people, those with a greater proportion of across-screen JVA, and those where infants initiated more of the JVA) resulted in lower amounts of JVA-per-minute, and evidence of family-level individual differences emerged in all models. We discuss the potential of video chat to enhance communication for separated families in the digital world.

Contribution of positive affect in infant directed speech: what do amplitude modulations patterns suggest?

Speech perception relies heavily on cortical entrainment of amplitude modulations in speech, which occur at different rates. Following a study by Leong et al. (2017) showing slower modulations have higher power than faster modulations in infant directed speech (IDS), we hypothesized that positive emotions in IDS might drive this pattern. Using the same analyses (spectral amplitude modulation phase hierarchy method and phase synchronization index (PSI) (Leong and Goswami, 2015)), we compared the power of isolated modulation rates (synchronous with neural oscillations) and the synchrony between them in IDS and adult directed speech (ADS), using English stimuli from Many Babies Consortium (Frank et al., 2020). We repeated the same analyses comparing happy and neutral ADS using stimuli of four native English speakers (Pell et al., 2009). Our analysis did not uncover significant power differences between IDS and ADS. However, it revealed happy ADS has higher power at slower rates, with the reversed pattern for neutral ADS (p &amp;lt; 0.001). PSI was higher for two faster rates in neutral ADS (p &amp;lt; 0.0001), as reported by Leong et al. comparing IDS versus ADS. These findings reveal novel acoustic features of vocal emotions that might be important in attracting infant attention to IDS.

Coregistration of EEG and eye-tracking in infants and developing populations.

Infants cannot be instructed where to look; therefore, infant researchers rely on observation of their participant's gaze to make inferences about their cognitive processes. They therefore started studying infant attention in the real world from early on. Developmental researchers were early adopters of methods combining observations of gaze and behaviour with electroencephalography (EEG) to study attention and other cognitive functions. However, the direct combination of eye-tracking methods and EEG to test infants is still rare, as it includes specific challenges. The current article reviews the development of co-registration research in infancy. It points out specific challenges of co-registration in infant research and suggests ways to overcome them. It ends with recommendations for implementing the co-registration of EEG and eye-tracking in infant research to maximise the benefits of the two measures and their combination and to orient on Open Science principles while doing so. In summary, this work shows that the co-registration of EEG and eye-tracking in infant research can be beneficial to studying natural and real-world behaviour despite its challenges.

The role of local meaning in infants' fixations of natural scenes.

As infants view visual scenes every day, they must shift their eye gaze and visual attention from location to location, sampling information to process and learn. Like adults, infants' gaze when viewing natural scenes (i.e., photographs of everyday scenes) is influenced by the physical features of the scene image and a general bias to look more centrally in a scene. However, it is unknown how infants' gaze while viewing such scenes is influenced by the semantic content of the scenes. Here, we tested the relative influence of local meaning, controlling for physical salience and center bias, on the eye gaze of 4- to 12-month-old infants (N=92) as they viewed natural scenes. Overall, infants were more likely to fixate scene regions rated as higher in meaning, indicating that, like adults, the semantic content, or local meaning, of scenes influences where they look. More importantly, the effect of meaning on infant attention increased with age, providing the first evidence for an age-related increase in the impact of local meaning on infants' eye movements while viewing natural scenes.

Touch and look: The role of affective touch in promoting infants' attention towards complex visual scenes.

In a complex social environment, stimuli from different sensory modalities need to be integrated to decode communicative meanings. From very early in life, infants have to combine a multitude of sensory features with social and affective attributes. Of all senses, touch constitutes a privileged channel to carry affective-motivational meanings and foster social connection. In the present study, we investigate whether sharing sensory stimulation that varies for its affective value differentially affects infants' attention towards visual stimuli. 6 to 11-month-old infants (N=42) were familiarized with two characters respectively matched with tactile (affective or non-affective) and auditory stimulation; then repeatedly exposed to scenes where the two characters moved towards target objects. Our results showed a main effect of stimulation (sound vs. touch) on looking times during familiarization, with longer looking times when sound is provided. During scenes presentation, a main effect of the type of touch (affective vs. non affective) emerged, with longer looking times in infants that previously experienced affective touch, suggesting that this sensory experience may critically engage the self and modulate infant attention. Overall, these findings suggest that while sound acts as attention getter, affective touch supports sustained attention towards complex visual scenes beyond the stimulation period itself.

Neural Correlates of Infant Attention During Initial Exposure to Own- and Other-Race Faces

Past research has shown that infants raised in a racially homogenous environment demonstrate an advantage for processing own-race faces at the individual level in comparison to other-race faces (Lewkowicz, 2014; Mauer &amp; Werker, 2014; Quinn, Lee, &amp; Pascalis, 2018). This advantage for processing own-race faces develops across infancy and has been referred to as the own-race bias (e.g., Anzures, Quinn, Pascalis, Slater, Tanaka, &amp; Lee, 2013). The processes that lead to development of the own-race bias are complex and not fully understood. Recent work suggests that by 10 months of age, differences in own- and other-race face processing may be related to attentional processes (Roth &amp; Reynolds, 2022). The current study utilized event-related potentials (ERP) to examine neural correlates of infant attention during initial exposure to own- or other-race faces. Level of attentional engagement was also compared across early to late trials to determine whether infants demonstrated increased or decreased attention to a face with repeated exposure depending on race. Twenty-three infants were tested at 10 months of age. Only infants raised in a racially homogenous environment (based on parental report) were included in the dataset. Participants were familiarized with 20 repeated 1000 ms presentations of a single exemplar of either an own-race face (n = 13) or an other-race face (n = 10). Following familiarization, presentations of the familiar face were interspersed with presentations of novel faces until the infant was off task. EEG was recorded throughout testing using the EGI Geodesic EEG System (GES 400) 128-channel system with a 1000 Hz sampling rate. An offline bandpass filter was applied from 0.10 to 30.00 Hz. The analysis of the EEG focused on the Nc ERP component associated with level of attentional engagement in infancy (Reynolds &amp; Richards, 2005). Mean amplitude of the Nc component was analyzed at midline-frontal electrodes from 345-650 ms following stimulus onset using a 200 ms prestimulus baseline period. Participants contributed a minimum of 8 artifact-free trials per condition to the ERP averages. Infants familiarized with an other-race face demonstrated greater amplitude Nc in comparison to infants familiarized with an own-race face (F(1,21) = 4.65, p = 0.037, ηp2 = .191). Interestingly, infants showed increased Nc amplitude to other-race faces following familiarization and decreased Nc amplitude to own-race faces following familiarization. These findings indicate that 10-month-old infants demonstrate greater attentional engagement during initial exposure to other-race faces than during initial exposure to own-race faces. This greater amplitude Nc could reflect a novelty effect for other-race faces for infants raised in racially homogenous environments. The increase in Nc amplitude following familiarization with an other-race face may be indicative of continued attentional engagement due to incomplete processing of the face. Given the potential for early developing perceptual biases to contribute to subsequent development of social biases and prejudice (Xiao et al., 2018, 2019), these findings provide important insight into potential mechanisms associated with the own-race bias in face processing in infancy.

Neurodevelopment of Attention, Learning, and Memory Systems in Infancy

Understanding how we come to make sense of our environments requires understanding both how we take in new information and how we flexibly process and store that information in memory for subsequent retrieval. In other words, infant cognitive development research is best served by studies that probe infant attention as well as infant learning and memory development. In this article, we first review what is known about infant attention and what is known about a selection of learning systems available in infancy. Then, we review what is known about the interactions between attention and these systems, focusing on infancy when possible but highlighting relevant child and adult literatures when infant research is yet scarce. Finally, we close by proposing a path forward, which we believe will result in a clearer understanding of the interactions between attention and memory that govern infant learning.