Social Perspective taking (SPT) is the aptitude to consider others' thoughts, feelings, intentions, and motivations in a particular situation. Our goal was to gain a deeper understanding of SPT by focusing on its dynamic and social nature. Qualitatively analyzing small group dialogues in an 8th-grade humanities classroom, we explore the interplay between the level of SPT acts and dialogical moves. Our findings indicate that SPT in a group dialogue context is a complex practice in which students engage with different perspectives and evaluate how their perspectives differ (or do not differ) compared to the perspectives of others. Specifically, higher levels of SPT acts stem from explaining one's own perspective and by inviting peers to put themselves in someone else's shoes. Accordingly, we offer a novel theoretical conceptualization of how perspective taking takes place in social interaction, describing it as a process of social anchoring and adjustment in which interlocutors develop and adjust their perspective by building on others' ideas and challenging them. Critically, this process transpires through a shift between the first-, second-, and third-person perspective, which include taking on the perspective of fictional characters and their actual peers.

社会视角采择（SPT）是指在特定情况下考虑他人的想法、感受、意图和动机的能力。我们的目标是通过关注 SPT 的动态性和社会性本质来更深入地了解 SPT。我们定性分析八年级人文课堂中的小组对话，探讨 SPT 行为水平与对话动作之间的相互作用。我们的研究结果表明，小组对话环境中的 SPT 是一种复杂的实践，学生会参与不同的观点，并评估他们的观点与其他人的观点有何不同（或没有不同）。具体来说，更高水平的 SPT 行为源于解释自己的观点并邀请同事设身处地为他人着想。因此，社会锚定和调整，对话者通过建立他人的想法并挑战他们来发展和调整他们的观点。至关重要的是，这个过程是通过第一人称、第二人称和第三人称视角之间的转变而发生的，其中包括采用虚构人物及其实际同辈的视角。