Dyadic and triadic skills in preterm and full term infants: a longitudinal study in the first year |
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| Authors: | De Schuymer Leentje De Groote Isabel Striano Tricia Stahl Daniel Roeyers Herbert |
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| Affiliation: | a Department of Experimental Clinical and Health Psychology, Ghent University, Belgium;b University Centre of Child and Adolescent Psychiatry, Antwerp, Belgium;c Department of Psychology, Hunter College, New York, USA;d Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany;e Department of Biostatistics, King's College, London, United Kingdom |
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| Abstract: | This longitudinal study examined dyadic and triadic skills in 26 preterm and 31 full term infants at 3, 6 and 9 months of age. In dyadic interaction, infants engaged with a stranger in face-to-face play interrupted by a still-face episode. In triadic interaction, infants interacted with the adult stranger as she coordinated gaze between the infant and object. Both groups were sensitive for non-contingency in both dyadic and triadic interactions. There were significant group and developmental differences for dyadic and triadic competencies. Compared to full term infants, preterms made less positive elicits during the still-face at 6 months and followed gaze less at 9 months of age. Six-month dyadic skills and 9-month triadic competencies were positively related in preterm and full term infants. |
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| Keywords: | Prematurity Social competence Dyadic still-face Gaze following Infancy |
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