ABSTRACT
The current chapter starts by drawing together some general lessons from the empirical literature reviewed in chapters 2±5. One important but rather worrying lesson will be that we seem to have good reasons for reaching contradictory conclusions on several key questions about the processing characteristics of mindreading, and the relationship between mindreading, language and executive function. This justi®es some careful thinking about how mindreading is possible at all, which I ®rst mentioned brie¯y in chapter 1. The ®nal section will bring these strands together to sketch a model of how mindreading is achieved.
