Regardless of dyad type, dyads' Extend/revise and Recognize/agree behaviors facilitated fluency, while child-parent dyad type showed a negative effect¶

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

Subclaims¶

q3 i? Dyads exhibiting more Extend/revise or Recognize/agree behaviors generated more ideas, regardless of dyad type and activity level; child-parent dyad type showed a negative effect on fluency in the control model. → Bai 2026

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

Multilevel regressions on two-level dyad data (stimulus objects nested within dyads) showed that in the control model "the effects of Extend/revise, Recognize/agree, and dyad type remained robust", and "regardless of dyad type and how active and motivated dyads were, dyads which exhibited more Extend/revise or Recognize/agree behaviors generated more ideas". Dyad type showed a negative effect.

"regardless of dyad type and how active and motivated dyads were, dyads which exhibited more Extend/revise or Recognize/agree behaviors generated more ideas"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Child-parent dyads generated more ideas and more original ideas than child-stranger dyads on the AUT, with no significant difference in appropriateness — reports the opposite
• 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 manifested more cognitive perspective taking than child-stranger dyads, but no group difference was found in social-emotional perspective taking — related
• Listen/understand negatively affected dyads' appropriateness, while Extend/revise's negative effect became insignificant once Inviting behavior was controlled — related