Abstract
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.
Publisher
Cambridge University Press (CUP)
Subject
Behavioral Neuroscience,Physiology,Neuropsychology and Physiological Psychology