Summary
Burdett surveys developmental approaches to studying religion and supernatural cognition, with emphasis on work with children. She discusses behavioural paradigms, testimony and social-learning tasks, vignette-based designs, cross-cultural work, and the practical constraints of developmental research. The main point is methodological: children’s religious cognition cannot be studied by simply shrinking adult questionnaires, because age, context, task demands, and social learning all shape what the data mean.