Dyadic interaction profiles in infancy and preschool intelligence

The present study reports the results of a 2-year longitudinal study of a s ample of 23 mother-infant dyads observed during a free-play interaction ses sion when infants were 6 and 8 months of age and then assessed for language and intellectual outcomes during the second and third years of life. Analy ses of interaction variables during infancy showed developmental trends acr oss these ages in which bouts of joint attention increased but the maternal role in the initiation and maintenance of such bouts decreased, A cluster analysis of the developmental patterns of the dyads' interaction variables divided the sample into two subgroups. One of the subgroups (n = 17) was ch aracterized by the normative developmental trend described above and bu hig h levels of joint attention at both ages. In a smaller second subgroup (n = 6), dyads were generally unsuccessful at attaining joint attention despite relatively high and consistent maternal initiation and attentional switchi ng at both ages. Dyads in the fil st cluster showed significantly higher sc ores on the MacArthur Language Inventory at 24 months and on the Vineland A daptive Behavior Scales and Weschler Primary Preschool Scale of Intelligenc e at 40 months. Differences between the clusters appeared to diverge more s trongly at assessments administered later ages. (C) 2000 Society for the St udy of School Psychology. Published by Elsevier Science Ltd.