 Both sides of this debate between the theory-theory and the simulation theory have used empirical work from developmental psychology to support their case (Stich and Nichols, 1992; Gordon, 1992). For example, theory-theorists have noted that developmental psychologists like Henry Wellman and Alison Gopnik have used various findings to suggest that children go through phases that are analogous to the phases one would go through when acquiring a theory (Gopnik and Wellman, 1992). Moreover, children appear to ascribe beliefs to themselves in the same way they ascribe beliefs to others. Theory-theorists have used considerations such as these to support their claim that our notion of belief is employed as the posit of a folk theory rather than input to a simulation model. At the same time, simulation theorists have employed the finding that 3-year-olds struggle with false belief ascriptions to suggest that children are actually ascribing their own knowledge to others, something that might be expected on the simulation account (Gordon, 1986).