文献类型：期刊文献

英文题名：Reassessing the two-stage theory of social learning development: a discussion

作者：Shang, Yaming[1];Xia, Yaoru[2];Yin, Yating[2];Dong, Da[2,3]

机构：[1]Shaoxing Univ, Dept Math, Shaoxing, Peoples R China;[2]Shaoxing Univ, Dept Psychol, Shaoxing, Peoples R China;[3]Shaoxing Univ, Ctr Brain Mind & Educ, Shaoxing, Peoples R China

年份：2025

卷号：16

外文期刊名：FRONTIERS IN PSYCHOLOGY

收录：SSCI(收录号：WOS:001537980200001)、、Scopus(收录号：2-s2.0-105011940797)、WOS

基金：The author(s) declare that financial support was received for the research and/or publication of this article. This work was supported by the Humanities and Social Sciences Youth Foundation of Ministry of Education (grant no. 22YJC880059) and the Post-funded Projects of the National Social Sciences Foundation of China (grant no. 24FJKB017).

语种：英文

外文关键词：social learning; two-stage development theory; pedagogical clues; selective learning; educational practice; pluralist approach

外文摘要：This article reevaluates the two-stage development theory of social learning by examining the distinct roles of pedagogical and selective learning. Pedagogical learning involves infants' sensitivity to adults' communicative intentions, while selective learning highlights how infants prioritize information from reliable sources. Over time, the influence of pedagogical learning diminishes, whereas selective learning continues to play a central role as children grow. We argue for the distinctiveness and plurality of human social learning and emphasize the foundational role of multiple social interactions in cognitive development. Special attention is given to the transition from reliance on pedagogical cues to selective learning, underscoring the critical role of educators in facilitating this shift. We conclude by highlighting the increasing sophistication of cognitive and social selection processes in observation, imitation, and learning, alongside the implications for educational practices. Future research should investigate differences between social and other forms of learning, the mechanisms underlying the diminishing effects of pedagogical cues with age, the cultural variability in social learning trajectories, and the impact of educational technology on the development of social learning.