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He demonstrated the boxes to the children, for example: ��Look! These two boxes are similar to that box. But the buttons are much closer together.�� E1 activated the toy inside each new box just once. Finally, E1 invited the children to play with the boxes (��You can play with the boxes��) and went back to the table. Children's free activities were videotaped for the following 5 min. The mothers and the experimenter remained passive during the whole phase. Coding and measures The video recordings of toddlers' activities during free play (Phase 1), obligatory collaboration (Phase 2), and optional collaboration (Phase 3) were coded both generally and specifically. The specific coding of the central collaboration variables (i.e., coordination in Phase 2, preference for joint activity in Phase 3) and [http://www.selleckchem.com/products/apo866-fk866.html www.selleckchem.com/products/apo866-fk866.html] the different factors are explained in more detail in the following paragraphs. To calculate interrater reliabilities, two raters independently coded 15% of the sample. Level of coordination (Phase 2) Similar to previous studies, we coded each toddler's level of coordination on a 4-point scale for Phase 2 (Warneken et al., 2006; Warneken and Tomasello, 2007; K?rtner et al., 2014). This coding was based on the toddler's (un)coordinated actions in the final stage; that is, the stage of the first occurrence of successful coordination or otherwise Stage 3. Toddler's received a score of 0 (no success) if they showed [http://www.selleckchem.com/products/Obatoclax-Mesylate.html see more] [https://en.wikipedia.org/wiki/Fleroxacin Fleroxacin] only uncoordinated behaviors (e.g., individual attempts to solve the task, performing role in absence of peer partner, exploring the box, leaving the box and exhibiting off-task activities, etc.) and did not succeed in activating the toy, that is, they were unable to activate the toy once. Children received a score of 1 (low coordinated) if they showed some coordinated actions (e.g., spontaneous coordinated pulls/pushes, pushing button or pulling the handle if peer partner is close by, appropriate posture and observation of partner's activities), but predominantly uncoordinated behavior. Children were awarded a score of 2 (coordinated) if they performed mostly coordinated activities and only a few episodes of uncoordinated actions. Finally, they were awarded a score of 3 (very coordinated) if they spontaneously performed their role correctly (latency