 There are two things to note concerning these assumptions. Firstly, empirical studies of characteristic developmental patterns have focused almost exclusively on subjects from WEIRD (Western, Educated, Industrialized, Rich, and Democratic) societies, and, as such, conclusions drawn from them should be treated with caution (Henrich, Heine, &amp; Norenzayan 2010). Secondly, even in industrialized Western populations, the full suite of standard FP abilities is not securely in place in children’s performance until after the ages of 5 or 6. Summarising a range of empirical findings, Apperly and Butterfill (2009) report that even older children who are capable of passing false belief tests still have problems understanding how beliefs are acquired, how beliefs interact with desires, and in anticipating the emotional consequences of false beliefs.