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

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Published
Article numbere251
<mark>Journal publication date</mark>10/11/2022
<mark>Journal</mark>Behavioral and Brain Sciences
Volume45
Publication StatusPublished
<mark>Original language</mark>English

Abstract

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.