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Can bifocal stance theory explain children’s selectivity in active information transmission?

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Article numbere251
<mark>Journal publication date</mark>10/11/2022
<mark>Journal</mark>Behavioral and Brain Sciences
Publication StatusPublished
<mark>Original language</mark>English


To shed light on the key premise of the bifocal stance theory (BST) that social learners flexibly take instrumental and ritual stances, we focus on developmental origins of child-led information transmission, or teaching, as a core social learning strategy. We highlight children's emerging selectivity in information transmission influenced by epistemic and social factors and call for systematic investigation of proposed stance-taking.

Bibliographic note

https://www.cambridge.org/core/journals/behavioral-and-brain-sciences/article/can-bifocal-stance-theory-explain-childrens-selectivity-in-active-information-transmission/5CD39BBB4949D32D4ADEA329366A8E81 The final, definitive version of this article has been published in the Journal, Behavioral and Brain Sciences, 45, pp e251 2022, © 2022 Cambridge University Press.