 Advocates of STT acknowledge that children’s theories have the characteristic static features of mature scientific theories—e.g., internal coherence, causal implication, and ontological import. Yet, their proposal focuses on the possibility that children, like adult scientists, engage in the dynamic activity of theorizing to produce their ToM through processes of collecting, evaluating, and responding to evidence in a rational, truth-seeking manner (Gopnik &amp; Meltzoff 1997). Ex hypothesi, ToMs are the hard-won products of sustained observation, statistical analyses, experimental trial-and-error, and learning from others (Gopnik 2003, 2004; Gopnik &amp; Meltzoff 1997). For these reasons, this brand of TT has sometimes been dubbed the “child as little scientist view”, although Gopnik came to prefer the slogan “scientist as big child view” (Gopnik 1996).