  Around one year of age, neurotypical children develop the capacity for secondary intersubjectivity. This development enables a subject to move from one-on-one, immediate intersubjectivity to shared attention. At this stage, children learn to follow gazes, point, and communicate with others about objects of shared attention. According to embodied cognition, the cognitive skills acquired through secondary intersubjectivity are not rich, meta-cognitive representations about other minds. Rather, children learn practical skills when getting others to attend to an object and when learning to attend to objects others are attending to. This allows for a richer understanding of other agents, but it is still meant to be a behavioral, embodied understanding rather than a representation of others’ propositional attitudes (Gallagher 2005, 207).