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Dyadic and tradic skills in preterm and full term infants: A longitudinal study in the first year

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Striano,  Tricia
Hunter College, New York, NY, USA;
Department Neuropsychology, MPI for Human Cognitive and Brain Sciences, Max Planck Society;

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Citation

De Schuymer, L., De Groote, I., Striano, T., Stahl, D., & Roeyers, H. (2011). Dyadic and tradic skills in preterm and full term infants: A longitudinal study in the first year. Infant Behavior and Development, 34(1), 179-188. doi:10.1016/j.infbeh.2010.12.007.


Cite as: http://hdl.handle.net/11858/00-001M-0000-0010-D87C-5
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.