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

Published online by Cambridge University Press:  10 November 2022

Marina Bazhydai Open the ORCID record for Marina Bazhydai [Opens in a new window]  and
Didar Karadağ Open the ORCID record for Didar Karadağ [Opens in a new window]
Marina Bazhydai
Affiliation:
Psychology Department, Fylde College, Lancaster University, Lancaster LA1 4YW, UK m.bazhydai@lancaster.ac.uk d.karadag@lancaster.ac.uk
Didar Karadağ
Affiliation:
Psychology Department, Fylde College, Lancaster University, Lancaster LA1 4YW, UK m.bazhydai@lancaster.ac.uk d.karadag@lancaster.ac.uk
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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.

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Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 45 , 2022 , e251
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Copyright © The Author(s), 2022. Published by Cambridge University Press

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