When infants and adults communicate, they exchange social signals of availability and communicative intention such as eye gaze. Previous research indicates that when communication is successful, close temporal dependencies arise between adult speakers’ and listeners’ neural activity. However, it is not known whether similar neural contingencies exist within adult–infant dyads. Here, we used dual-electroencephalography to assess whether direct gaze increases neural coupling between adults and infants during screen-based and live interactions. In experiment 1 (n = 17), infants viewed videos of an adult who was singing nursery rhymes with (i) direct gaze (looking forward), (ii) indirect gaze (head and eyes averted by 20°), or (iii) direct-oblique gaze (head averted but eyes orientated forward). In experiment 2 (n = 19), infants viewed the same adult in a live context, singing with direct or indirect gaze. Gaze-related changes in adult–infant neural network connectivity were measured using partial directed coherence. Across both experiments, the adult had a significant (Granger) causal influence on infants’ neural activity, which was stronger during direct and direct-oblique gaze relative to indirect gaze. During live interactions, infants also influenced the adult more during direct than indirect gaze. Further, infants vocalized more frequently during live direct gaze, and individual infants who vocalized longer also elicited stronger synchronization from the adult. These results demonstrate that direct gaze strengthens bidirectional adult–infant neural connectivity during communication. Thus, ostensive social signals could act to bring brains into mutual temporal alignment, creating a joint-networked state that is structured to facilitate information transfer during early communication and learning. Significance During communication, social ostensive signals (like gaze) are exchanged in a temporally contingent manner. Synchronized behavior creates social connectedness within human dyads, and even infants synchronize behaviorally with adults. However, the neural mechanisms that support infant–adult synchronization are unknown. Here, we provide evidence that infants up-regulate neural synchronization with adult partners when offered direct ostensive gaze, as compared with gaze aversion. Gaze therefore brings infant–adult neural activity into mutual alignment, creating a joint-networked state that may facilitate communicative success. Further, infants’ own communicative attempts were positively associated with adults’ neural synchronization to them, indicating mutual regulation of synchronization within infant–adult dyads. Thus, interpersonal neural synchronization may provide a mechanism by which infants construct their own earliest social networks.

When acquiring language, young children may use acoustic spectro-temporal patterns in speech to derive phonological units in spoken language (e.g., prosodic stress patterns, syllables, phonemes). Children appear to learn acoustic-phonological mappings rapidly, without direct instruction, yet the underlying developmental mechanisms remain unclear. Across different languages, a relationship between amplitude envelope sensitivity and phonological development has been found, suggesting that children may make use of amplitude modulation (AM) patterns within the envelope to develop a phonological system. Here we present the Spectral Amplitude Modulation Phase Hierarchy (S-AMPH) model, a set of algorithms for deriving the dominant AM patterns in child-directed speech (CDS). Using Principal Components Analysis, we show that rhythmic CDS contains an AM hierarchy comprising 3 core modulation timescales. These timescales correspond to key phonological units: prosodic stress (Stress AM, ~2 Hz), syllables (Syllable AM, ~5 Hz) and onset-rime units (Phoneme AM, ~20 Hz). We argue that these AM patterns could in principle be used by naïve listeners to compute acoustic-phonological mappings without lexical knowledge. We then demonstrate that the modulation statistics within this AM hierarchy indeed parse the speech signal into a primitive hierarchically-organised phonological system comprising stress feet (proto-words), syllables and onset-rime units. We apply the S-AMPH model to two other CDS corpora, one spontaneous and one deliberately-timed. The model accurately identified 72–82% (freely-read CDS) and 90–98% (rhythmically-regular CDS) stress patterns, syllables and onset-rime units. This in-principle demonstration that primitive phonology can be extracted from speech AMs is termed Acoustic-Emergent Phonology (AEP) theory. AEP theory provides a set of methods for examining how early phonological development is shaped by the temporal modulation structure of speech across languages. The S-AMPH model reveals a crucial developmental role for stress feet (AMs ~2 Hz). Stress feet underpin different linguistic rhythm typologies, and speech rhythm underpins language acquisition by infants in all languages.

Developmental dyslexia is associated with rhythmic difficulties, including impaired perception of beat patterns in music and prosodic stress patterns in speech. Spoken prosodic rhythm is cued by slow (<10 Hz) fluctuations in speech signal amplitude. Impaired neural oscillatory tracking of these slow amplitude modulation (AM) patterns is one plausible source of impaired rhythm tracking in dyslexia. Here, we characterise the temporal profile of the dyslexic rhythm deficit by examining rhythmic entrainment at multiple speech timescales. Adult dyslexic participants completed two experiments aimed at testing the perception and production of speech rhythm. In the perception task, participants tapped along to the beat of 4 metrically-regular nursery rhyme sentences. In the production task, participants produced the same 4 sentences in time to a metronome beat. Rhythmic entrainment was assessed using both traditional rhythmic indices and a novel AM-based measure, which utilised 3 dominant AM timescales in the speech signal each associated with a different phonological grain-sized unit (0.9-2.5 Hz, prosodic stress; 2.5-12 Hz, syllables; 12-40 Hz, phonemes). The AM-based measure revealed atypical rhythmic entrainment by dyslexic participants to syllable patterns in speech, in perception and production. In the perception task, both groups showed equally strong phase-locking to Syllable AM patterns, but dyslexic responses were entrained to a significantly earlier oscillatory phase angle than controls. In the production task, dyslexic utterances showed shorter syllable intervals, and differences in Syllable:Phoneme AM cross-frequency synchronisation. Our data support the view that rhythmic entrainment at slow (∼5 Hz, Syllable) rates is atypical in dyslexia, suggesting that neural mechanisms for syllable perception and production may also be atypical. These syllable timing deficits could contribute to the atypical development of phonological representations for spoken words, the central cognitive characteristic of developmental dyslexia across languages.