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Dyadic data are data that capture interactions between an individual and a social partner. A dyad is defined as a unit consisting of two parts. Examples of dyads are parent and child, teacher and student, client and therapist, spouses, and peers or two players in a sports game. Dyadic data often describe some sort of dialogue, such as face-to-face communication, that characterizes an underlying interaction process. This type of data is a key focus of attention for researchers from various branches within psychology, sociology, pedagogy, and educational sciences. It is particularly relevant for behavioral scientists who are interested in studying development across the life span. Dyadic data often reflect interactions that are crucial for understanding the processes underlying social behavior, learning, and development.

In the classical developmental theories, like Lev Vygotsky’s, Jean Piaget’s, and later theoretical approaches, dyadic interactions are considered an important source of development. Because human development is grounded in human action, it is to a great extent grounded in dyadic interaction, starting at the earliest age. Action and dyadic interaction are not only causes of development; they are also consequences of development in the sense that action and interaction also change because of development. For this reason, dyadic interaction is a central aspect of many developmental transitions in the social, motor, language, and cognitive domains.

This entry provides a description of the nature of dyadic data and what dyadic data typically look like. It also addresses the types of research questions that can be answered using dyadic data. Using dyadic data also has some important methodological consequences.

The Nature of Dyadic Data

Dyadic data typically concern registration of observed behavior that occurs in the here and now. These behaviors are often supposed to reflect an underlying construct, such as warmth or rigidity, that is considered to be relevant for long-term development. For instance, when an infant is expressing distress, a parent may pick the child up and start to vocalize. As a response, the infant may calm down and look up at the parent. This action sequence can be seen as an expression of a sensitive and responsive parenting style that may promote healthy emotional interactive behavior. The example shows that dyadic data capture multiple time scales: the level of the specific action sequences and the level of longer term interaction patterns. The existence of the dyad itself may also vary in duration. The nature and the dynamics of the dyadic events depend on the inherent duration of the dyad, ranging from highly volatile to highly stable. For all dyads, the importance of the real-time behaviors is key; that is, the ordered and coupled sequence of actions of each individual in the specific interaction context. Within a dyadic interaction, individual actions are not independent but are typically cocreated and coordinated. This means that both partners adapt their individual behavior to the actions and anticipated actions of the other. The repeated moment-to-moment interactions create patterns. For instance, in the example above, because both child and caregiver adapt their actions in response to each other, the probability that certain interactions will recur increases, creating more predictable behavioral patterns. Once such patterns are formed, they typically constrain the dynamics and limit future actions that can take place.

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