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For the dyadic interaction, infants could receive a score from 0 to 3 based on their re-engagement behaviors (smiling, vocalizing, moving) during the still-face interaction. As the amount of smiling decreased from NI1 to SF, infants received a point if they smiled minimum once at E. As the amount of positive vocalizations and motor re-engagement actions increased from NI1 to SF, infants could receive points if they manifested an increase in positive vocalizations (1 point) and/or motor re-engagement actions (1 point). A score of 0�C1 was considered as a low level of dyadic competence, whereas a score of 2�C3 was considered as a high level. tiospirone For the triadic interaction, infants could receive score 0 or score 1, based on the absence or presence of reliable gaze following during the joint attention episode. Infants were considered as a reliable gaze follower (i.e., score 1) if the difference score between gazing toward the target minus gazing toward the non-target was positive (>0). To investigate the relationship between dyadic and triadic competencies, a Pearson correlation between the dyadic scores at 3, 6 and 9 months on the one side and triadic score at 9 months on the other side was computed. The analyses yielded no significant correlation between dyadic competence at 3 and 9 months and triadic competence at 9 months. However, a significant positive correlation was found between dyadic competence at 6 months and triadic competence at 9 months, r(45)?=?.45, p?Docetaxel but the correlations in the two groups did not differ significantly from each other as was investigated with Fisher's r to z transformation test. The present study assessed the competencies of preterm and 17-AAG full term infants within a dyadic and triadic social context throughout the first year of postnatal development. Preterm infants reacted on the lack of attunement in a dyadic and triadic interaction as full term infants did, suggesting their sensitivity for non-contingency in an interaction. The infants gazed and smiled less toward the adult and averted their gaze more often when the interaction partner became non-responsive (dyadic still-face; see also Hsu and Jeng, 2008?and?Segal et al., 1995) or when she showed no alternated attention (triadic look away). However, in both contexts, the infants stayed partially involved. Preterm and full term infants made attempts to re-establish the dyadic interaction via smiles, vocalizations and motor actions during the still-face episode. In the triadic interaction, both groups followed gaze in a similar amount during the triadic look away and the joint attention episode, although the adult did not show alternated attention in the former episode. Developmental growth was seen for dyadic and triadic skills in both groups.