The Role of Declarative Pointing in Developing a Theory of Mind

By L. Camaioni, P. Perucchini, F. Bellagamba, Cristina Colonnesi. 2004

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The phenomenology and development of social perspectives (2013, background): “15 Camaioni et al. (2004) investigated the link of early pointing gestures to an understanding of others’ intentions as demonstrated by a study where 12–15 months old children carried out an action that they have seen the experimenter unsuccessfully trying to perform before.”
Individual differences in social, cognitive, and morphological aspects of infant pointing (2011, background): “Other research has suggested that a relation between pointing and imitation is a later development (Camaioni et al., 2004), with communicative gestures emerging before imitative learning skills (Carpenter et al., 1998).”
The Development of Pointing: From Personal Directedness to Interpersonal Direction (2010, background): “Furthermore, children with autism develop pointing for making requests (protoimperatives), but often not pointing to direct others’ attention (protodeclaratives), at least not until later in development [Camaioni et al., 1997, 2004].”
Demonstratives, joint attention, and the emergence of grammar (2006, background): “Two types of children’s early pointing gestures are commonly distinguished: proto-imperatives and proto-declaratives (Bates et al. 1976, 1979; see also Bates 1976; Butterworth 1998, 2003; Camaioni et al. 2004; Carpenter et al. 1998; Tomasello 1995, 1999, in print).”