Farran D C, Ramey C T
Child Dev. 1980 Mar;51(1):254-7.
The social interactions of 60 mother-infant pairs were observed for 25 min in a seminaturalistic setting when the infants were 6 months old and again at 20 months. 46 of the infants were termed at high risk for later school failure due to the socioeconomic situations of their families. Half of these high-risk infants had been randomly assigned to an early intervention program. The remaining group of 14 infants was a sample drawn from the general population. Principal components analyses of the 10 behaviors scored during the session yielded a first component at both 6 and 20 months which represented "dyadic involvement." Comparing the 3 groups of dyads on the proportion within each who scored positively on the dyadic-involvement component, it was evident that the groups did not differ at 6 months but did differ at 20 months. The changes in level of interaction across time were compared with changes in scores on developmental tests. Results indicated that higher dyadic involvement at 20 months was associated with higher intellectual performance.
当婴儿6个月大时，在半自然环境中对60对母婴的社交互动进行了25分钟的观察，并在20个月大时再次进行观察。由于家庭的社会经济状况，其中46名婴儿被判定为日后学业失败的高风险人群。这些高风险婴儿中有一半被随机分配到一个早期干预项目中。其余14名婴儿组成的小组是从普通人群中抽取的样本。对观察期间记录的10种行为进行主成分分析，在6个月和20个月时均得到了第一个代表“二元互动参与度”的成分。比较三组二元组在二元互动参与度成分上得分为正的比例，很明显，三组在6个月时没有差异，但在20个月时有差异。将不同时间的互动水平变化与发育测试得分的变化进行比较。结果表明，20个月时更高的二元互动参与度与更高的智力表现相关。
