Actor and partner effects of perspective taking were moderated by subject type and dyad type, with children of child-stranger dyads particularly benefitting from their own Listen/understand and Extend/revise behaviors¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For originality, the actor effect of Listen/understand was neglectable for other subjects, but children of child-stranger dyads particularly benefitted from their own Listen/understand behaviors. → Bai 2026 q3 i? For fluency, the partner effect of Extend/revise was positive for children (child-parent > child-stranger) but negative for adults (child-parent < child-stranger). → Bai 2026 (2)

Evidence¶

Bai 2026¶

Bai, H.; Chan, L.; Luo, A.; Kroesbergen, E.H.; Christie, S. (2026). Creativity in dialogues: How do children interact with parents vs. strangers for generating creative ideas? Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2025.102286

q3 · i? · associational · r2

APIM multilevel regressions on three-level subject data (subjects nested within stimulus objects nested within dyads) showed an actor effect of Listen/understand on originality moderated by subject and dyad type; "children of the child-stranger dyads particularly benefitted from their own Listen/understand behaviors in generating more original ideas".

"There was also an actor effect, moderated by subject type and dyad type together. As in Fig. 2(a), while the effect was neglectable for other subjects, children of the child-stranger dyads particularly benefitted from their own Listen/understand behaviors in generating more original ideas."

Bai 2026 (2)¶

Bai, H.; Chan, L.; Luo, A.; Kroesbergen, E.H.; Christie, S. (2026). Creativity in dialogues: How do children interact with parents vs. strangers for generating creative ideas? Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2025.102286

q3 · i? · causal · r2

APIM estimation showed the Extend/revise partner effect on fluency was moderated by subject type and dyad type together; per Fig. 3(a), "the general trend was that this effect was positive for children (child-parent > child-stranger) but negative for adults (child-parent < child-stranger)".

"As in Fig. 3(a), the general trend was that this effect was positive for children (child-parent > child-stranger) but negative for adults (child-parent < child-stranger)."

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Child-parent dyads manifested more cognitive perspective taking than child-stranger dyads, but no group difference was found in social-emotional perspective taking — related
• Dyads showing more Listen/understand and Extend/revise behaviour produced more original ideas regardless of dyad type, while no social-emotional perspective-taking measure was significantly associated with originality — related
• Child-parent dyads generated more ideas and more original ideas than child-stranger dyads on the AUT, with no significant difference in appropriateness — related
• Listen/understand negatively affected dyads' appropriateness, while Extend/revise's negative effect became insignificant once Inviting behavior was controlled — related