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Mindreading'is the set of abilities that allows us to predict and explain others' behavior. For example, people infer what agents should think and do from their perspectives on a scene. Metacognition refers to self-evaluation and control of one's own epistemic states (perception, memory, reasoning). For example, you routinely assess what you can perceive, remember, or learn. Mindreading and metacognition, then, are both in the business of evaluating and controlling mental states and dispositions, and are shared by all human beings. They differ by targeting respectively others mental states and one's own. As will be shown, they also seem to differ in the informational processes involved and in their developmental pattern. Our aim in this chapter is twofold. First, although mindreading and metacognition are shared by all humans, they can presumably be variously shaped and adjusted by cultural influences. This topic has received only sparse attention in the case of mindreading, and none in the case of metacognition.” Our first aim, then, is to explore diversity in how children respectively develop their mindreading and metacognitive abilities. Our guideline will be, whenever possible, to associate anthropological and psychodevelopmental evidence. Our second aim is to identify the types of cultural factors that explain the variations that are known, or suspected to exist, for each type of capacity. Whenever experimental evidence is lacking, we will offer conjectures. Our twofold goal should allow us, as a side-aim, to clarify the relations between mindreading and metacognition, that is, to discuss the plausibility of a dual-process theory of metacognition, in …