Child-parent dyads manifested more cognitive perspective taking than child-stranger dyads, but no group difference was found in social-emotional perspective taking¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Child-parent dyads manifested more Listen/understand and Extend/revise behaviors than child-stranger dyads without control variables, but this effect became insignificant when Utterance number and Inviting behavior were controlled. → Bai 2026 q3 i? No group difference between child-parent and child-stranger dyads was found on social-emotional perspective taking measures, with or without control variables. → 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? · causal · r1

MANOVA on dyad-level perspective-taking measures showed a significant dyad-type effect without controls (Pillai's Trace = 0.08), "showing that the child-parent dyads manifested more Listen/ understand as well as more Extend/revise behaviors than the child-stranger dyads". No effect size beyond Pillai's Trace was printed.

"showing that the child-parent dyads manifested more Listen/ understand as well as more Extend/revise behaviors than the child-stranger dyads (see Table 3 for the ANOVA test results)"

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 · r1

MANOVA/MANCOVA comparing the four social-emotional perspective taking codes between the 60 child-parent and 43 child-stranger dyads found "no group difference was found, whether the control variables were included or not". This is a non-significant result with no printed effect size; equivalence was not tested.

"Regarding the social-emotional perspective taking measures, no group difference was found, whether the control variables were included or not."

Discussion¶

Related Claims¶

• 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 — 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
• 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
• Regardless of dyad type, dyads' Extend/revise and Recognize/agree behaviors facilitated fluency, while child-parent dyad type showed a negative effect — related
• Listen/understand negatively affected dyads' appropriateness, while Extend/revise's negative effect became insignificant once Inviting behavior was controlled — related