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This thesis investigates the role of representations and intersubjectivity in explaining pretend play of young children. Its goal is to show that basic forms of pretending can be explained without recourse to mental representations. The thesis targets two aspects of pretence: imagining (underlying the ability to act as if), and guiding (underlying the ability to play in specific ways). It proposes an alternative account of pretence to cognitivist accounts that dominate in the literature. Thedoi:10.18745/th.16554 fatcat:xwnbk3dzsrcj3n6ihorzbysizq