Series editor: W. Andrew Collins. Includes contributions by Tara Callaghan, Henrike Moll, Hannes Rakoczy, Felix Warneken, Ulf Liszkowski, Tanya Behne, and Michael Tomasello.
Includes bibliographical references (p. 116-122) and index.
"In the current monograph, we report a series of eight studies in which we systematically assessed the social-cognitive skills of 1- to 3-year-old children in three diverse cultural settings. One group of children was from a Western, middle-class cultural setting in rural Canada and the other two groups were from traditional, small-scale cultural settings in rural Peru and India. In the first group of studies, we assessed 1-year-old children's most basic social-cognitive skills for understanding the intentions and attention of others: imitation, helping, gaze following, and communicative pointing. Children's performance in these tasks was mostly similar across cultural settings. In a second group of studies, we assessed 1-year-old children's skills in participating in interactive episodes of collaboration and joint attention.... In a final pair of studies, we assessed 2- to 3-year old children's skills within two symbolic systems (pretense and pictorial)."--Abstract.