Nous recrutons au Centre des Sciences du Goût et de l'Alimentation de Dijon (Université Bourgogne Europe, Institut Agro, CNRS, INRAE, UMR CSGA), un.e doctorant.e motivé.e pour une thèse financée en psychologie développementale. Le projet de thèse commencera à la rentrée 2026 et étudiera les mécanismes sociaux qui sous-tendent l'apprentissage alimentaire chez les jeunes enfants (entre 1 et 2 ans). Pour candidater il faut envoyer avant mi juillet: - une lettre de motivation - un CV - les coordonnées de deux référent.es - les notes universitaires (licence et master). Profil recherché : - Candidat.e avec un Master 2 de Psychologie, Sciences Cognitives ou similaire ou diplôme d'ingenieur.e Agro. - Candidat.e dynamique et motivé.e. La/le doctorant.e travaillera en contact direct avec les jeunes enfants invités aux expériences et leurs parents. - Bon niveau de français et d'anglais. - Une maitrise de logiciels d'analyse statistique/programmation type Matlab ou R est un plus. École doctorale de rattachement : École Doctorale 554 - Environnement Santé Rémunération : Allocation doctorale établissement (Financement déjà obtenu). Information sur le projet de thèse: Mots clés : Aliment (Food) ; Apprentissage (Learning) ; Apprentissage social (Social Learning) ; Apprentissage alimentaire (Food learning) ; Nourrisson (Infant) ; Jeune enfant (Toddler) ; Comportement alimentaire (Food behavior) ; Psychologie du développement (Developmental Psychology) Learning what to eat is a crucial and difficult task. Infants and young children do not only need to learn about the safety and palatability of the different entities in their environment but also about who eats what foods in what context, absorbing social and cultural traditions surrounding food selection, as eating is largely a social phenomenon. Given the complexity of the food learning task, it is simply neither possible nor risk-free for infants and young children to construct a diverse and nutritious diet using trial-and-error individual learning. In fact, research investigating food learning processes in early life highlights that food knowledge is largely acquired via social learning from more knowledgeable individuals, including observation, imitation and teaching. Notably, this work shows that observing what others eat is a particularly influential social cue (e.g., seeing an adult or an older peer eating an unfamiliar food increases children's willingness to taste that food). Objectives of the PhD project A caveat in the line of work investigating social learning about food is that most of the studies have been conducted with children from 3 to 4 years of age and research with infants and toddlers remains particularly sparse. Yet, it is in the first years of life that we transition from exclusive breastfeeding to eating solid foods and introduce various new foods in our diet, making infancy a crucial period for food learning. Indeed, many food habits are acquired in early life and, in addition, have a large influence on dietary patterns later in life. In that context, the overarching aim of the PhD project is to investigate in detail how infants and toddlers learn and choose what to eat, with the help of their social partners (e.g., caregivers, peers). Specifically, we aim to examine: (i) What kind of social information they use to learn what to eat. (ii) From whom they learn best. (iii) Whether social learning about food is selective, i.e., differ from learning processes in other domains (e.g., learning about objects).