 As impressive as these abilities are, they neither equate to nor entail an understanding of belief—and it is testing for belief understanding in younger children that takes center stage in child developmental research on ToM. Testing for an understanding of belief is deemed by many to be the empirically robust, gold standard way of ascertaining the presence or absence of ToM abilities. The false-belief test or FB test (sometimes referred to as “ToM test”) was first constructed by Perner and Wimmer in 1983, and the experimental protocol has been further modified by others. It now comes in many subtly different variants, including location change tasks, unexpected contents tasks, and appearance/reality distinction tasks (see Wimmer &amp; Perner 1983; J. Flavell, E. Flavell, &amp; Green 1983; Baron-Cohen, Leslie &amp; Frith 1985; Perner, Leekam, &amp; Wimmer 1987).