ArticleScientific reports2024
11-month-olds recognize the teacher-student relationship.
Article in Scientific reports, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Infants organize their learning process based on the same or different informants.Scientific reports · 2025Article
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3 authors.
Funding
Abstract
Understanding how preverbal infants perceive and differentiate the roles of teachers and students can provide profound insights into the early stages of human learning and cognition. We thus developed a paradigm based on the task order and the interactive position to determine if infants understand teacher-student relationships. Five experiments (N = 104), reveal that, after watching the teacher agent instruct the student agent from failure to success, 11-month-old infants looked at the teacher for a longer time when they watched a new naïve agent seek information in a new ambiguous scenario. Three additional control experiments excluded alternative interpretations of infants' selective looking, suggesting that agents' order-related actions influenced infants' identification. Another control experiment demonstrated the importance of the position when the teacher and the student had interactive exchanges. These findings indicate that preverbal infants can recognize the teacher-student relationship, which is crucial to accessing effective information in early life.
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