Infant imitation is more complex than just copying what they see. A groundbreaking study in Scotland is merging artificial intelligence with child development research to delve into the origins of infant imitation. Scientists will use AI to analyse thousands of hours of baby videos, aiming to understand if newborns are born with an innate drive to connect with others – a question that could reshape our understanding of human development.
The two-and-a-half-year project, funded by the Swedish Research Council, brings together experts from the University of Strathclyde and Linköping University in Sweden. The study will examine movement, vocalisation, posture, arousal, affect, and emotional expression in archived video footage of infants from birth to three months. By combining traditional psychological research methods with state-of-the-art AI techniques, researchers hope to create the most comprehensive picture of infant imitative interactions to date.
According to Jonathan Delafield-Butt, Professor of Child Development and Director of the cross-disciplinary Laboratory for Innovation in Autism at the University of Strathclyde: “We will test the view that infant imitation is a purposeful and meaningful act of engagement, suggesting a real desire within to connect with others from birth. Imitation is one of the earliest signs of social interaction and serves as the foundation for learning, social rituals, and adult culture.”
Mikael Heimann, Emeritus Professor of Developmental Psychology at Linköping University, also emphasised the significance of the study. “Neonatal imitation has been an elusive phenomenon over the years, and I hope that the project will help us to clarify some of the unsolved issues that exist in order to achieve a better understanding of the social capacities available for infants at birth or shortly afterwards.”
This collaborative project uses videos from previous studies that will be reanalysed using AI, providing a fresh perspective on the biological origins of imitation in infants. The study’s findings could have significant implications for our understanding of human development and could potentially influence future strategies for early childhood education and care.
