This also means that young children’s inability to confront perspectives becomes apparent only under specific circumstances but passes unnoticed in many of the regular everyday interactions, which are mainly grounded in perspective taking. For example, even infants understand that an adult asking them for a piece of food may want broccoli, not crackers (even though the infants themselves have the opposite preference, Repacholi & Gopnik, 1997), or that a person striving for an empty box wants to retrieve an object whose removal she failed to witness (Buttelmann et al., 2009)—which is why something like an implicit theory of mind is strongly debated (e.g., Clements & Perner, 1994; Onishi & Baillargeon, 2005; Southgate, Senju, & Csibra, 2007; Surian, Caldi, & Sperber, 2007). Young children and even infants can engage in pretend play and act as if an object were something it is actually not. But again, no confrontation of what the object really is with what it represents during pretense is necessary (see Perner, 1991).