The association between observed non-verbal maternal responses at 12 months and later infant development at 18 months and IQ at 4 years: A longitudinal study
Abstract
Background An infant's early environment has an important influence on their development. For example, the sensitivity and warmth of a mother's responses towards her infant is associated with the infant's later socio-emotional development. However, it is less clear whether maternal responses are associated with the infant's later cognitive development. Method We used data from a large UK cohort study to investigate the association between non-verbal maternal responses and later infant development and IQ. Maternal responses were rated at 12 months during an observed mother-infant interaction. Infant development was assessed using the Griffiths scales at 18 months and IQ at 4 years was assessed using the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). Data on the infant's developmental level at 6 months (prior to the maternal response ratings) was also available. The complete case sample comprised 732 mother-infant pairs. Results There was evidence for an association between positive maternal responses and infant development at 18 months. After adjusting for infant developmental level at 6 months and other confounders, we found a difference of 0.25 standard deviations (coef 2.0, 95% CI (0.8-3.2), p=0.002) on the Griffiths scales between infant's whose mothers showed positive compared to neutral non-verbal responses at 12 months. However, an association between positive maternal responses and IQ at 4 years diminished following adjustment for maternal educational attainment. Conclusion The results provide evidence that positive maternal responses are associated with improved development in infants at 18 months. However, the association between maternal response and IQ at 4 years may be explained by higher educational attainment in mothers who show positive responses. Future studies are needed to explore the influence of maternal responses on different aspects of infant development as well as the role of maternal factors such as education.
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Nonverbal cues in caregivers' responses toward infants, such as handing over a toy, pointing, or smiling, predict children's vocabulary outcomes.
“Nonverbal cues in caregivers' responses toward infants, such as handing over a toy, pointing, or smiling, predict children's vocabulary outcomes (Pearson et al., 2011; Ruddy & Bornstein, 1982).”
From The role of dyadic combinations of infants' behaviors and caregivers' verbal and multimodal responses in predicting vocabulary outcomes (2025) · cites this paper as Pearson et al., 2011
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- Authors
- Pearson, R. M., Heron, J., Melotti, R., Joinson, C., Stein, A., Ramchandani, P. G., & Evans, J.
- Affiliations
- University of Bristol (GB)
- Warneford Hospital (GB)
- Corresponding author
- Pearson, R.M.
- Venue
- Infant Behavior and Development
- Publisher
- Elsevier BV
- Published
- 2011-12
- Volume
- 34
- Issue
- 4
- Pages
- 525-533
- ISSN
- 0163-6383 (ISSN-L)
- OpenAlex
- W2052963730
- Cited by
- 60
- References
- 39
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 6 · 2023: 4 · 2022: 1 · 2021: 4 · 2020: 1 · 2019: 3 · 2018: 1 · 2017: 5 · 2016: 9 · 2015: 7 · 2014: 6 · 2013: 3 · 2012: 5
- FWCI
- 4.17
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Infant Behavior and Development (publishedVersion)
- PubMed (publishedVersion)
- Bristol Research (University of Bristol) (publishedVersion)
- Funders
- Wellcome Trust (092731)
- Economic and Social Research Council (ES/I004823/1)
- Topics
- Health Sciences › Medicine › Pediatrics, Perinatology and Child Health › Infant Development and Preterm Care
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- maternal responsiveness, mother-infant interaction, infant cognitive development, maternal educational attainment, early childhood development
- MeSH terms
- Adult, Child Development, Child, Preschool, Cognition, Educational Status, Female, Humans, Infant, Intelligence, Longitudinal Studies, Male, Mother-Child Relations, Mothers
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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