 Autism can be characterized in terms of a trio of atypicalities often referred to as “Wing’s triad”: problems in typical social competence, communication, and imagination (Happé 1994; Wing &amp; Gould 1979). The imaginative aspect of autism interacts with other prominent roles of imagination, namely mindreading, pretense, and engagement with the arts (Carruthers 2009). Children with autism do not engage in spontaneous pretend play in the ways that typically-developing children do, engaging instead in repetitive and sometimes obsessional activities; and adults with autism often show little interest in fiction (Carpenter, Tomasello, &amp; Striano 2005; Happé 1994; Rogers, Cook, &amp; Meryl 2005; Wing &amp; Gould 1979). The degree to which an imaginative deficit is implicated in autism remains a matter of considerable debate. Most radically, Gregory Currie and Ian Ravenscroft (2002) have argued that, with respect to Wing’s triad, problems in typical social competence and communication are rooted in an inability to engage in imaginative activities.