“You don’t know what I’m thinking,” my 3-year-old granddaughter called to me from her car seat. Her out of-the-blue, metacognitive comment confirmed that, despite inconsistent performance on false belief tasks, young children reveal sophisticated mindreading abilities in their spontaneous talk (Shatz, 1994). At the least, she was concerned with knowledge in another’s mind. But her statement suggested more: With no prior conversational context, and serving no communicative or behavioral purpose, it seemed to be in the tradition of philosophy of mind. What kind of theory of mind (TOM) lay behind it?