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Can bifocal stance theory explain children's selectivity in active information transmission?
Marina Bazhydai1, Didar Karadağ1
1Psychology Department, Fylde College, Lancaster University, Lancaster LA1 4YW, UK m.bazhydai@lancaster.ac.ukd.karadag@lancaster.ac.uk.
The Behavioral and Brain Sciences
|November 10, 2022
Summary
Children flexibly adopt instrumental and ritual stances, crucial for social learning and teaching. Research highlights children
Area of Science:
- Developmental Psychology
- Cognitive Science
- Social Learning Theory
Background:
- Bifocal Stance Theory (BST) posits that social learners can adopt both instrumental and ritual stances.
- Understanding how individuals learn and transmit information is fundamental to social learning.
- Child-led information transmission, or teaching, is a key social learning strategy.
Purpose of the Study:
- To investigate the developmental origins of child-led information transmission (teaching).
- To examine the flexibility of social learners in adopting instrumental and ritual stances, as proposed by BST.
- To explore the factors influencing children's selectivity in information transmission.
Main Methods:
- Focus on developmental origins of child-led information transmission.
- Analysis of children's emerging selectivity in information transmission.
- Examination of epistemic and social factors influencing this selectivity.
Main Results:
- Children demonstrate emerging selectivity in transmitting information.
- Both epistemic and social factors appear to influence this selective transmission.
- This selectivity supports the flexible stance-taking premise of Bifocal Stance Theory.
Conclusions:
- Children's teaching behavior reflects flexible stance-taking.
- Further systematic investigation into proposed stance-taking is warranted.
- Understanding these developmental processes is key to social learning research.
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