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  1.  12
    Mental Simulation.Josef Perner & Anton Kühberger - 2005 - In B. Malle & S. Hodges (eds.), Other Minds. Guilford Press. pp. 174.
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  2.  11
    Choice or No Choice: Is the Langer Effect Evidence Against Simulation?Anton Kühberger, Josef Perner, Michael Schulte & Robert Leingruber - 1995 - Mind and Language 10 (4):423-436.
  3.  34
    Counterfactual Closeness and Predicted Affect.Anton Kühberger, Christa Großbichler & Angelika Wimmer - 2011 - Thinking and Reasoning 17 (2):137 - 155.
    Empirical research on counterfactual thinking has found a closeness effect: people report higher negative affect if an actual outcome is close to a better counterfactual outcome. However, it remains unclear what actually is a ?close? miss. In three experiments that manipulate close counterfactuals, closeness effects were found only when closeness was unambiguously defined either with respect to a contrasted alternative, or with respect to a categorical boundary. In a real task people failed to report greater negative affect when encountering a (...)
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  4.  26
    Framing and the Theory-Simulation Controversy. Predicting People's Decisions.Josef Perner & Anton Kühberger - 2002 - Mind and Society 3 (2):65-80.
    We introduce a particular way of drawing the distinction between the use of theory and simulation in the prediction of people's decisions and describe an empirical method to test whether theory or simulation is used in a particular case. We demonstrate this method with two effects of decision making involving the choice between a safe option (take amount X) and a risky option (take double the amount X with probability 1/2). People's predictions of choice frequencies for trivial (€ 0.75) as (...)
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  5.  9
    Counterfactual Closeness and Predicted Affect.Anton Kühberger, Christa Grossbichler & Angelika Wimmer - 2011 - Thinking and Reasoning 17 (2):137-155.
  6.  21
    The Role of the Position Effect in Theory and Simulation.Anton Kühberger, Christoph Kogler, H. U. G. Angelika & Evelyne Mösl - 2006 - Mind and Language 21 (5):610–625.
    We contribute to the empirical debate on whether we understand and predict mental states by using simulation (simulation theory) or by relying on a folk psychological theory (theory theory). To decide between these two fundamental positions, it has been argued that failure to predict other people's choices would be challenging evidence against the simulation view. We test the specific claim that people prefer the rightmost position in choosing among equally valued objects, and whether or not this position bias can be (...)
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  7.  7
    Why Use Real and Hypothetical Payoffs?Anton Kühberger - 2001 - Behavioral and Brain Sciences 24 (3):419-420.
    Decision making can be studied using hypothetical payoffs because it is hypothetical to its very core. However, the core process can be influenced by contextual features. As there is no theory for these contextual features, a “do-it-both-ways” rule amounts to a waste of money. If we had such a theory, doing it both ways would be unnecessary.
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  8.  1
    Out of Sight – Out of Mind? Information Acquisition Patterns in Risky Choice Framing.Anton Kühberger & Michael Schulte-Mecklenbeck - 2014 - Polish Psychological Bulletin 45 (1):21-28.
    We investigate whether risky choice framing, i.e., the preference of a sure over an equivalent risky option when choosing among gains, and the reverse when choosing among losses, depends on redundancy and density of information available in a task. Redundancy, the saliency of missing information, and density, the description of options in one or multiple chunks, was manipulated in a matrix setup presented in MouselabWeb. On the choice level we found a framing effect only in setups with non-redundant information. On (...)
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  9.  3
    What About Motivation?Anton Kühberger - 2000 - Behavioral and Brain Sciences 23 (5):685-685.
    In their use of correlations as a means to distinguish between different views on the normative/descriptive gap, Stanovich & West discuss the competence component but neglect the activation-utilization component of performance. Different degrees of motivation may introduce systematic variation that is confounded with the variation explained by cognitive capacity.
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