The Necessity and Impossibility of Simulation

IN THIS PAPER I address three points. I highlight some of Martin Davies’ clarifications on the meaning of simulation which indicate an emerging consensus about how to distinguish simulation from the theory theory. I add an update on our own empirical evidence against children using simulation to typical theory-of-mind tasks and end by distinguishing two types of simulation: content simulation and attitude simulation. which is to capture another emerging consensus that simulation is in some cases virtually necessary while in other cases contested if not impossible.