RUNNING HEAD: Dyadic Interaction and Preschool Intelligence
 

Dyadic Interaction Profiles in Infancy and Preschool Intelligence

Terrill F. Saxon
Baylor University

John Colombo
University of Kansas

Eric L. Robinson
Baylor University

Janet E. Frick
University of Georgia

 Abstract
The present study reports the results of a 2-year longitudinal study of a sample of 23 mother-infant dyads observed during a free-play interaction session 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.  Analyses of interaction variables during infancy showed developmental trends across 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 characterized by the normative developmental trend described above, and by high 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 switching at both ages. Dyads in the first cluster showed significantly higher scores on the MacArthur Language Inventory at 24 months and on the Vineland Adaptive Behavior Scales and Weschler Primary Preschool Scale of Intelligence at 40 months.  Differences between the clusters appeared to diverge more strongly at assessments administered later ages.