Origins of Face Responses in the Human Cortex: fNIRS and fMRI Evidence From Infants

IF 5.8 1区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY Current Directions in Psychological Science Pub Date : 2025-04-19 DOI:10.1177/09637214251327113
Rebecca Saxe, Heather L. Kosakowski
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Abstract

In adults, cortical regions in the fusiform face area (FFA), superior temporal sulcus (STS), and medial prefrontal cortex (MPFC) respond selectively to faces but underlie distinct perceptual and social processes. When do each of these regions, and their distinctive functions, develop? We reviewed recent studies of awake human infants’ cortical responses to faces using functional near-infrared spectroscopy (fNIRS) and functional MRI (fMRI). The results converged and do not support a slow, sequential posterior-to-anterior development of face-selective responses. Instead, cortical face-selective responses arise very early and simultaneously in infancy and may reflect distinctively social processes from the start.
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人类皮层面部反应的起源:来自婴儿的fNIRS和fMRI证据
在成人中,纺锤形面孔区(FFA)、颞上沟(STS)和内侧前额叶皮层(MPFC)的皮层区域对面孔做出选择性反应,但它们是不同的感知和社会过程的基础。这些区域及其独特的功能是何时形成的?我们回顾了最近使用功能性近红外光谱(fNIRS)和功能性核磁共振成像(fMRI)对清醒人类婴儿大脑皮层对人脸的反应进行的研究。研究结果趋于一致,不支持脸部选择性反应从后到前的缓慢顺序发展。相反,大脑皮层的脸部选择反应在婴儿期很早就同时出现,可能从一开始就反映了独特的社会过程。
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来源期刊
Current Directions in Psychological Science
Current Directions in Psychological Science PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
13.00
自引率
1.40%
发文量
61
期刊介绍: Current Directions in Psychological Science publishes reviews by leading experts covering all of scientific psychology and its applications. Each issue of Current Directions features a diverse mix of reports on various topics such as language, memory and cognition, development, the neural basis of behavior and emotions, various aspects of psychopathology, and theory of mind. These articles allow readers to stay apprised of important developments across subfields beyond their areas of expertise and bodies of research they might not otherwise be aware of. The articles in Current Directions are also written to be accessible to non-experts, making them ideally suited for use in the classroom as teaching supplements.
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