 To the extent that simulation processes might exhaustively explain our FP abilities, ST directly challenges TT explanations. ST offers to explain how FP ascriptions can be carried off without positing any kind of “theory” as being involved in the central mindreading process. Motivated by the acknowledgment of some limitations of pure TT accounts (see Heal 1998a, 1998b), some TTists have come to favor hybrid explanations of the cognitive basis of FP in which both theory and simulation have clear-cut parts to play in achieving FP understanding (Goldman 2006). Yet however this alliance is precisely conceived, there remains a crucial question about which, if either, of the two theories—TT or ST—does the work of explaining the core structural aspects of our FP competence (see Apperly 2008 for a critique of the explanatory value of both approaches).