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¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2026 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Both Listen/understand and Extend/revise were positively associated with dyads' originality, and the associations remained significant in the control model, while none of the social-emotional perspective taking measures showed a significant association. The behaviours were observed, not manipulated, so this does not show that they caused the more original ideas. → 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 · r2

Children were semi-randomly assigned to work with a (grand)parent or a stranger, but the perspective-taking behaviours were coded from the dyads' observed dialogue, not manipulated. Multilevel regressions (stimulus objects nested within dyads) found positive coefficients for Listen/understand and Extend/revise on originality that "remained robust in the control model wherein no other predictor nor any control variable showed an effect", with utterance number, inviting behaviour and fluency as controls. No social-emotional perspective-taking measure reached significance, which is not evidence that they have no effect. The authors read this as the two behaviours facilitating originality; the design shows an association, not a cause. The coefficients are in the article's Table 4.

"These results suggest that both Listen/understand and Extend/revise but none of the social-emotional perspective measures facilitated dyads to generate more original ideas, regardless of dyad type and how active and motivated dyads were."

Discussion¶

Learner Variables¶

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

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
• Child-parent dyads manifested more cognitive perspective taking than child-stranger dyads, but no group difference was found in social-emotional perspective taking — 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
• Perspective taking increases the creativity of dyadic interactions — a broader claim this one bears on