 The development of mindreading capacities in children has been one of the central areas of empirical investigation. In particular, developmental psychologists have put a lot of effort into detailing how the ability to attribute false beliefs to others develops. Until 2005, the central experimental paradigm to test this ability was the verbal false belief task (Wimmer &amp; Perner 1983). Here is a classic version of it. A subject is introduced to two dolls, Sally and Anne, and three objects: Sally’s ball, a basket, and a box. Sally puts her ball in the basket and leaves the scene. While Sally is away, Anne takes the ball out of the basket and puts it into the box. Sally then returns. The subject is asked where she thinks Sally will look for the ball. The correct answer, of course, is that Sally will look inside the basket. To give this answer, the subject has to attribute to Sally the false belief that the ball is in the basket. A number of experiments have found that while four-year old children pass this task, three-year old children fail it (for a review, see Wellman et al. 2001). For a long time, the mainstream interpretation of these findings has been that children acquire the ability to attribute false beliefs only around their fourth birthday (but see Clements &amp; Perner 1994 and Bloom &amp; German 2000).