 Over the years theory-theory and simulation theory have moved closer towards each other, giving rise to various hybrid accounts of how it is that we attribute minds to others. But there are those who challenge both theories and any hybrid versions that they have spawned. One such challenge arises from Gallagher &amp; Zahavi 2008 who urge that we cast aside both third-person (theory) and first-person (simulation) approaches, and concentrate instead on second-person interaction. (In its development in Gallagher’s work, this approach has come to be known as “interaction theory”.) Influenced by work in phenomenology and embodied cognition, Gallagher and Zahavi propose that our attribution of mental states to others is the result of perception of and reaction to behavior understood as expressive of mental life. Furthermore, they suggest that the activation of mirror neurons be understood as serving action or response preparation (rather than as supporting simulation, cf.  §3.1).  Drawing on the work of developmental psychologists such as Meltzoff, Trevarthen, and Hobson, they identify two forms of intersubjectivity: a primary form identifiable in early infancy that involves a differential response to persons and inanimate objects; and a secondary form when the behavior of persons is interpreted “in terms of their goals and intentions set in contextualized situations” (Gallagher &amp; Zahavi 2008: 190). In addition to primary and secondary intersubjectivity, and at the point when the child has language, it is suggested that a more nuanced way of understanding others becomes possible through the development of communicative and narrative practices (Hutto 2008; Gallagher &amp; Hutto 2008). Gallagher and Zahavi reject inferential accounts of how we know others in favor of a direct perceptual one, and they understand behavior (e.g., gesture, facial expressions, contextualized actions) to be constitutive of mental life. Importantly, they point out that one shouldn’t conceive of interpersonal understanding as if it was merely and primarily a question of bridging the gap between two isolated subjects. Interpersonal understanding occurs in a context and through “our shared engagement in the common world” (Gallagher &amp; Zahavi 2008: 190; cf. Gurwitsch 1977 [1979]).