Research concerning mindreading has dealt extensively with its (in) dependence on executive functions. However, surprisingly few studies focused on direct relationship of mindreading with intelligence, although it has been proposed that the high level mindreading in older children and adults is dependent on general cognitive skills. In the study two advanced mindreading tests were employed and data about participants’ verbal abilities were obtained. There was no significant correlation of verbal ability and memory with any of the mindreading tasks. Our results demonstrate a lack of significant linear relationship of mindreading with the intelligence domains, language and memory as well as support the argument that mindreading exists as a specific independent cognitive domain.