This study investigated the impact of responsive parenting on infant development, focusing on social, communication, and independent problem-solving skills. Mothers of infants born at term (n = 120) or very low birth weight (VLBW, n = 144) were randomly assigned to either a target group (n = 133) or a developmental feedback comparison group (n = 131). The target group received targeted parenting interventions, including videotaped examples, problem-solving activities, and feedback on their own behaviors. Both groups showed increased responsiveness across multiple behaviors, with the most significant improvements in emotionally supportive behaviors for VLBW infants. Increased maternal responsiveness was associated with greater growth in infants' social, emotional, communication, and cognitive competence, suggesting a causal role for responsiveness in infant development. Benefits were generally comparable across risk groups, but social and emotional skills showed greater change for VLBW infants. The study also found evidence that responsiveness is a multidimensional construct, with different aspects mediating effects on different infant skill domains. The study aimed to determine whether changes in maternal responsiveness behaviors resulted in increases in infant skills and whether this effect varied by infant characteristics. Results showed that mothers in the target group showed greater improvements in responsiveness behaviors and infant skills compared to the comparison group. The intervention had positive effects on maternal behaviors, including contingent responsiveness, emotional-affective support, support for infant foci of attention, and quality of language input. The study also evaluated whether the intervention had differential effects on infants of varying characteristics, finding that it had a greater impact on social and emotional skills for VLBW infants. Overall, the study supports the importance of responsive parenting in promoting infant development.This study investigated the impact of responsive parenting on infant development, focusing on social, communication, and independent problem-solving skills. Mothers of infants born at term (n = 120) or very low birth weight (VLBW, n = 144) were randomly assigned to either a target group (n = 133) or a developmental feedback comparison group (n = 131). The target group received targeted parenting interventions, including videotaped examples, problem-solving activities, and feedback on their own behaviors. Both groups showed increased responsiveness across multiple behaviors, with the most significant improvements in emotionally supportive behaviors for VLBW infants. Increased maternal responsiveness was associated with greater growth in infants' social, emotional, communication, and cognitive competence, suggesting a causal role for responsiveness in infant development. Benefits were generally comparable across risk groups, but social and emotional skills showed greater change for VLBW infants. The study also found evidence that responsiveness is a multidimensional construct, with different aspects mediating effects on different infant skill domains. The study aimed to determine whether changes in maternal responsiveness behaviors resulted in increases in infant skills and whether this effect varied by infant characteristics. Results showed that mothers in the target group showed greater improvements in responsiveness behaviors and infant skills compared to the comparison group. The intervention had positive effects on maternal behaviors, including contingent responsiveness, emotional-affective support, support for infant foci of attention, and quality of language input. The study also evaluated whether the intervention had differential effects on infants of varying characteristics, finding that it had a greater impact on social and emotional skills for VLBW infants. Overall, the study supports the importance of responsive parenting in promoting infant development.