A common view of learning in infancy emphasizes the role of incidental, sensory experiences from which increasingly abstract statistical regularities are extracted. In this view, infant brains initially support basic sensory and motor functions, followed by maturation of higher-level association cortex. Here, we critique this view and posit that, by contrast and more like adults, infants are active, endogenously motivated learners who structure their own learning through flexible selection of attentional targets and active interventions on their environment. We further argue that the infant brain, and particularly the prefrontal cortex (PFC), is well-equipped to support these learning behaviors. We review recent progress in characterizing the function of the infant PFC, which suggests that, also like adults, PFC is functionally specialized and highly connected. Together, we present an integrative account of infant minds and brains, in which the infant PFC represents multiple intrinsic motivations, which are leveraged for active learning.
Categorization of objects and faces in the infant brain and its sensitivity to maternal odor: further evidence for the role of intersensory congruency in perceptual development