Martine van der Pluijm

143 How to support lower-educated parents? TABLE 5.5: Means and standard deviations of parent-child interaction measures ( n =19) Pretest Posttest Mean SD Mean SD Quality of interaction (a) Activity 1 Child involvement 3.82 .78 4.39** .37 Autonomy 2.32 1.25 2.95** 1.03 Emotional support 2.82 1.08 3.12* 1.02 Cognitive support 1.93 .75 2.18 .90 Activity 2 Child involvement 3.95 .80 4.39** .51 Autonomy 2.42 1.36 2.84* 1.02 Emotional support 3.11 1.14 3.42* 1.01 Cognitive support 2.34 .88 2.70 .91 Quantity of language (b) Activity 1 Number of words child 68.00 86.66 78.26 90.48 Number of words parent 191.05 179.83 201.16 143.72 Turn-taking 30.00 35.04 35.47 29.13 Activity 2 Number of words child 87.32 123.89 116.00 137.94 Number of words parents 250.58 184.33 262.79 187.29 Turn-taking 36.47 38.32 46.32 37.76 Quality of language (c) Activity 1 Contextualized language 17.21 15.62 18.21 20.05 Decontextualized language 2.42 5.07 3.21 5.08 Interactive language 3.68 3.28 3.26 3.14 Other language 44.05 38.01 49.79 32.70 Activity 2 Contextualized language 38.84 34.02 38.21 26.23 Decontextualized language 10.00 14.79 14.95 17.74 Interactive language 6.37 7.17 9.79 9.18 Other language 33.11 26.42 34.95 22.62 a) measured on a 5-point scale: 1=none, 2=sometimes, 3= often, 4= very often, 5=continuously b) number of counted words c) total number of counted utterances of both child and parent * p = <0.05, ** p = <0.01, *** p = <0.001