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Social cognitive development prepares children to be agents of cultural adaptation: bidirectionality of peer interaction and cognitive development across urban and indigenous landscapes

Published online by Cambridge University Press:  06 July 2026

Emily R. R. Burdett Open the ORCID record for Emily R. R. Burdett [Opens in a new window]  and
Frankie T. K. Fong Open the ORCID record for Frankie T. K. Fong [Opens in a new window]
Emily R. R. Burdett*
Affiliation:
School of Psychology, University of Nottingham, Nottingham, UK emily.burdett@nottingham.ac.uk
Frankie T. K. Fong
Affiliation:
School of Psychological Sciences, Victoria University of Wellington, Wellington, New Zealand frankie.fong@vuw.ac.nz
*
*Corresponding author.
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Abstract

Greater emphasis on the bidirectionality of peer interaction and cognitive development would complement the suggested framework of children’s contribution to cultural evolution. We outline different aspects/forms of socio-cognitive development to illustrate their roles in cultural processes: social learning, theory of mind, and pretend play. We encourage the consideration of peer cultures in urban settings and the role siblings play.

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Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 49 , 2026 , e229
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Copyright
© The Author(s), 2026. Published by Cambridge University Press

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