 Perhaps a better way to go is to characterize the centrality of mental simulation for mindreading not in terms of frequency of use, but in terms of importance. Currie and Ravenscroft make the very plausible suggestion that “one way to see how important a faculty is for performing a certain task is to examine what happens when the faculty is lacking or damaged” (Currie &amp; Ravenscroft 2002: 51). On this basis, one could say that mental simulation plays a central role in mindreading if and only if: if one’s simulational capacity (i.e., the capacity to undergo simulation processes/simulated mental states) were impaired, then one’s mindreading capacity would be significantly impaired. 