Language skill and interactive patterns in prematurely born toddlers.

Abstract

Developmental outcomes among preterm infants are highly variable. Research has shown that a potent factor in predicting outcome is some quality of the interactions between infants and caregivers. This study explores specific aspects of interaction that may, in part, account for its remedial influence on development. Videotaped interactions between 20 prematurely born toddlers and their mothers were described within a framework having theoretical relevance for language learning--dyadic joint attention to features of the environment. 3 major results are reported. First, the children could be divided into 2 linguistic groups. Children in the Hi group used word combinations productively and talked about relations between objects and events. Children in the Lo language group produced few word combinations and were limited in the relations they talked about. Second, the Lo language pairs did not share common topics as frequently as the Hi pairs. Finally, we found that no single style was used by Lo language dyads in breaking joint attention. Instead, this group was characterized by a broad range of interactive styles. These results are discussed in terms of the facilitating effect interaction may have for the acquisition of language. The findings underscore the need to recognize that poor outcomes can be brought about in many different ways, and that neither single outcomes nor unitary causes for poor outcomes should be expected in preterm populations.