he basis of these perceptions. That is to say that she must understand the other's mental state about her own mental states. One indicator that the child is aware of third person information about the self is its ability for mirror-self-recognition (Barresi and Moore 1996). This ability is standardly tested with the help of the rouge test, in which the subject is marked with a red spot on its face and then put in front of a mirror (Amsterdam 1972; Gallup Jr 1979). If the subject attempts to remove the spot on her face, this is taken to demonstrate that she recognizes herself in the mirror. This ability typically emerges in children at about the age of 18 to 24 months. Self-recognition indicates that the child recognizes herself as a subject among other subjects, and thus as a subject that can be perceived by others. Interestingly, mirror self-recognition is accompanied by the development of so-called secondary or self-conscious emotions, such as embarrassment and coyness (Lewis et al. 1989).25 This suggests that the child's emotional attitudes are affected by her imagination of what she might look like to others, and thus indicate an integration of her first person experience with the third person information others have about herself (and that she can henceforth also have about herself by gaining information about herself in the ways others do, namely, for instance, by observing herself in a mirror). 25 Notice that this affective component of intersubjectivity and self-consciousness was already emphasized by Sartre. Forthcoming in Grazer Philosophische Studien 84 (2012), p. 75-101 15 Thus, to use Rochat's terminology, from this point onwards, the child has "others in mind" (Rochat 2009). The child now begins to understand that she is a subject that can be observed by others, just like she can observe the behavior of others, and she can begin to consider others' perspectives on herself. It is at this point that the child begins to fully appreciate herself as a subject among other subjects, and thus that we can sp