The incidence and nature of depressed and nondepressed mothers' unpremeditated "teaching" behaviors was investigated during 8-minute periods of videotaped interactions between each mother and her toddler and a suitcase full of toys. Diagnosed mothers had experienced depressive episodes during their child's lifetime. Nondepressed mothers did not differ from their depressed peers in age, education, socioeconomic class, or their children's age. Particular attention was given to the cognitive value of mothers' speech and behavior which was classified as involving (1) facts and principles, (2) knowledge acquisition, (3) knowledge representation, and (4) knowledge use. Preliminary data indicate that most of the time in interaction was spent in shared focus. Episodes of shared attention lasted for an average of 84.6 seconds. Mothers did not have a leading role in initiating, maintaining, and terminating a shared focus. More than 80 percent of children's questions were answered appropriately and 54.5 percent of mothers' responses imparted information and/or cognitive skills. Overall, 72 percent of responses involving cognitive contents were classified as involving the child. Mothers' behavior during shared focus evinced much more positive motivation or reinforcement than negative motivation or negative reinforcement. It was additionally found that women who had experienced depressive episodes appeared to expose their children to a cognitive environment that was somewhat different than the cognitive environment well mothers provided. Nine data tables are appended. (RH)