-But the harm I'm theorizing is _not_ that the child has an intrinsic male identity that hurts to not be respected. (What _is_ an "identity", apart from the ordinary factual belief that one is of a particular sex?) Rather, the concern is that social transition prompts everyone, _including the child themself_, to use their mental models of girls (juvenile female humans) to make (mostly subconscious rather than deliberative) predictions and decisions about the child, which will be a systematically worse statistical fit than their models of boys (juvenile male humans), because the child is, in fact, a boy (juvenile male human), and those miscalibrated predictions and decisions will make the child's life worse in a complicated, illegible way that doesn't necessarily result in the child spontaneously verbally asserting, "I prefer that you call me a boy."
+But the harm I'm theorizing is _not_ that the child has an intrinsic male identity that hurts to not be respected. (What is an "identity", apart from the ordinary factual belief that one is of a particular sex?) Rather, the concern is that social transition prompts everyone, _including the child themself_, to use their mental models of girls (juvenile female humans) to make (mostly subconscious rather than deliberative) predictions and decisions about the child, which will be a systematically worse statistical fit than their models of boys (juvenile male humans), because the child is, in fact, a boy (juvenile male human), and those miscalibrated predictions and decisions will make the child's life worse in a complicated, illegible way that doesn't necessarily result in the child spontaneously verbally asserting, "I prefer that you call me a boy."
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+Scott Alexander has written about how [concept-shaped holes can be impossible to notice](https://slatestarcodex.com/2017/11/07/concept-shaped-holes-can-be-impossible-to-notice/). A culture whose [civic religion](https://slatestarcodex.com/2019/07/08/gay-rites-are-civil-rites/) celebrates being trans, and denies that gender has truth conditions other than the individual's say-so, has concept-shaped holes that would make it hard for a kid to notice the hypothesis "I'm having a systematically worse childhood than I otherwise would have because all the grown-ups in my life have agreed I was a girl since I was three years old, even though all of my actual traits are sampled from the joint distribution of juvenile male humans, not juvenile female humans", even if it's true.
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+The epistemic difficulties extend to grown-ups as well. I think people who are familiar with the relevant scientific literature or come from an older generation should find the story I've laid out above pretty compelling, but the parents themselves are likely to be more skeptical. They _know_ they didn't coach the child to claim to be a girl. On what grounds could a stranger who wasn't there (or a skeptical family friend who sees the kid maybe once a month) assert that subconscious influence must be at work?
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+Apparently, people can have very different priors about these things. In the early 20th century, a German schoolteacher named Wilhelm von Osten claimed to have taught his horse, Clever Hans, to do arithmetic and other intellectual feats. One could ask, "How much is 2/5 plus 1/2?" and the stallion would first stomp his hoof nine times, and then ten times—representing 9/10ths, the correct answer. An investigation concluded that no deliberate trickery was involved: Hans could often give the correct answer when questioned by a stranger, demonstrating that von Osten couldn't be secretly signaling the horse when to stop stomping. But further careful experiments by Oskar Pfungst revealed that Hans was picking up on unconscious cues "leaked" by the questioner's body language as the number of stomps approached the correct answer: for instance, Hans couldn't answer questions that the questioner themself didn't know.[^pfungst]
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+[^pfungst]: Oskar Pfungst, [_Clever Hans (The Horse Of Mr. Von Osten): A Contribution To Experimental Animal and Human Psychology_](http://www.gutenberg.org/files/33936/33936-h/33936-h.htm), translated from the German by Carl L. Rahn
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+Notably, von Osten didn't accept Pfungst's explanation, continuing to believe that his intensive tutoring had succeeded in teaching the horse arithmetic.
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+It's hard to blame him, really. He had spent more time with Hans than anyone else. Hans observably _could_ stomp out the correct answers to questions. Absent an irrational prejudice against the idea that a horse could learn arithmetic, why should he trust Pfungst's nitpicky experiments over the plain facts of his own intimately lived experience? But what was in question wasn't the observations of Hans's performance, only the interpretation of what those observations implied about Hans's psychology. As Pfungst put it: "that was looked for in the animal which should have been sought in the man."
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+Similarly, in the case of a reputedly transgender three year old, a skeptical family friend isn't questioning the observations that the child what the child was reported to have said, only the interpretation of what those observations imply about the child's psychology. From the family's perspective, the evidence is clear: the child claimed to be a girl on many occasions over a period of months, and expressed sadness about being a boy. Absent an irrational prejudice against the idea that a child could be transgender, what could make them doubt the obvious interpretation of the plain facts of their own intimately lived experience?
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+From the skeptical family friend's perspective, there are a number of anomalies that cast serious doubt on what the family thinks is the obvious interpretation.
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+(Or so I'm imagining how this might go, hypothetically; the following anecdotes might be fictional—)
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+For one thing, the child's information environment does not seem to have provided instruction on some of the relevant facts. Six months before the child's social transition went down, another friend had reportedly explained to the child that "Some people don't have penises." (Apparently, grown-ups in Berkeley in the current year don't see the need to be any more specific.) But if no one in the child's life has been willing to clarify that girls and women, specifically, are the ones that don't have penises, and that boys and men are the ones that do, that makes it more plausible that the child's subsequent statements on the matter reflect mere confusion rather than a deep-set need.