Young children's agent-neutral representations of action roles

Recent developmental research has shown that young children coordinate complementary action roles with others. But what do they understand about the logical structure of such roles? Do they have an agent-neutral conception of complementary action roles, grasping that such roles can be variably filled by any two agents or even by one agent over time? Accordingly, can they make use of such representations for planning both their own and others' actions? To address these questions, 3- and 4-year-olds were introduced to an activity comprising two action roles, A and B, by seeing either two agents performing A and B collaboratively or one agent performing A and B individually. Children's flexible inferences from these demonstrations were then tested by asking them later on to plan ahead for the fulfillment of one of the roles either by themselves or by someone else. The 4-year-olds competently drew inferences in all directions, from past individual and collaborative demonstrations, when planning how they or someone else would need to fulfill the roles in the future. The 3-year-olds, in contrast, showed more restricted competence; they were capable of such inferences only when planning in the immediate present. Taken together, these results suggest that children form and use agent-neutral representations of action roles by 3 years of age and flexibly use such representations for episodic memory and future deliberation in planning their own and others' actions by 4 years of age. The findings are discussed in the broader context of the development of understanding self-other equivalence and agent-neutral frames of references.