Mental simulation refers to the imagination of alternative, counterfactual realities. This chapter provides an overview of research on simulations of the past— retrospective simulation—and simulations of the future— prospective simulation. Two major themes run throughout. The first is that both retrospective and prospective thinking are inextricably linked, relying on a mixture of episodic and semantic memories that share common neural substrates. The second is that retrospective and prospective simulation present trade-offs for the individual. On the (...) one hand, they are functional, identifying causal inferences and potential obstacles that prepare us to try harder and perform better in the future. On the other hand, they sometimes produce bias—retrospective thinking can enhance hindsight bias, whereas prospective thinking can evoke biased predictions about the likelihood of certain events as well as how one is going to feel about those events in the future. Fortunately, however, these biases can be diminished with debiasing techniques. (shrink)

Mindreading (or folk psychology, Theory of Mind, mentalizing) is the capacity to represent and reason about others’ mental states. The Simulation Theory (ST) is one of the main approaches to mindreading. ST draws on the common-sense idea that we represent and reason about others’ mental states by putting ourselves in their shoes. More precisely, we typically arrive at representing others’ mental states by simulating their mental states in our own mind. This entry offers a detailed (...) analysis of ST, considers theoretical arguments and empirical data in favour of and against it, discusses its philosophical implications, and illustrates some alternatives to it. (shrink)

Many philosophers and psychologists argue that out everyday ability to predict and explain the actions and mental states of others is grounded in out possession of a primitive 'folk' psychological theory. Recently however, this theory has come under challenge from the simulation alternative. This alternative view says that human beings are able to predict and explain each other's actions by using the resources of their own minds to simulate the psychological aetiology of the actions of the others. This (...) book and the companion volume Folk Psychology: The Theory of Mind Debate together offer a richly woven fabric of philosophical and psychological theory, which promises to yield real insights into the nature of our mental lives. (shrink)

For philosophers, the current phase of the debate with which this volume is concerned can be taken to have begun in 1986, when Jane Heal and Robert Gordon published their seminal papers (Heal, 1986; Gordon, 1986; though see also, for example, Stich, 1981; Dennett, 1981). They raised a dissenting voice against what was becoming a philosophical orthodoxy: that our everyday, or folk, understanding of the mind should be thought of as theoretical. In opposition to this picture, Gordon and Heal argued (...) that we are not theorists but simulators. For psychologists, the debate had begun somewhat earlier when Heider (1958) produced his work on lay psychology; and in more recent times the psychological debate had continued in developmental psychology and in work on animal cognition. (shrink)

Empirical evidence suggests that perceptual‐motor simulations are often constitutively involved in language comprehension. Call this “the simulation view of language comprehension”. This article applies the simulation view to illuminate the much‐discussed phenomenon of copredication, where a noun permits multiple predications which seem to select different senses of the noun simultaneously. On the proposed account, the (in)felicitousness of a copredicational sentence is closely associated with the perceptual simulations that the language user deploys in comprehending the sentence.

1. Introduction For philosophers, the current phase of the debate with which this volume is concerned can be taken to have begun in 1986, when Jane Heal and Robert Gordon published their seminal papers (Heal, 1986; Gordon, 1986; though see also, for example, Stich, 1981; Dennett, 1981). They raised a dissenting voice against what was becoming a philosophical orthodoxy: that our everyday, or folk, understanding of the mind should be thought of as theoretical. In opposition to this picture, Gordon and (...) Heal argued that we are not theorists but simulators. For psychologists, the debate had begun somewhat earlier when Heider (1958) produced his work on lay psychology; and in more recent times the psychological debate had continued in developmental psychology and in work on animal cognition. (shrink)

Counterfactual thinking involves the imagination of non-factual alternatives to reality. We investigated the spontaneous generation of both upward counterfactuals, which improve on reality, and downward counterfactuals, which worsen reality. All subjects gained $5 playing a computer-simulated blackjack game. However, this outcome was framed to be perceived as either a win, a neutral event, or a loss. "Loss" frames produced more upward and fewer downward counterfactuals than did either "win" or "neutral" frames, but the overall prevalence of counterfactual thinking did not (...) vary with outcome valence. In addition, subjects who expected to play the game again made more upward counterfactuals and were less satisfied with the outcome than were subjects who did not expect to play again. However, once subjects saw the cards from which they could have selected had they "hit" again (two winning cards and two losing cards), all subjects generated primarily upward counterfactuals and showed a corresponding decrease in satisfaction. These results implicate both cognitive and motivational factors in the generation of counterfactuals and tell us something about the functional value of counterfactual thinking: downward counterfactuals provide comfort; upward counterfactuals prepare one for the future. (shrink)

Motor imagery typically involves an experience as of moving a body part. Recent studies reveal close parallels between the constraints on motor imagery and those on actual motor performance. How are these parallels to be explained? We advance a simulative theory of motor imagery, modeled on the idea that we predict and explain the decisions of others by simulating their decision-making processes. By proposing that motor imagery is essentially off-line motor action, we explain the tendency of motor imagery to mimic (...) motor performance. We close by arguing that a simulative theory of motor imagery gives (modest) support to and illumination of the simulative theory of decision-prediction. (shrink)

According to the theory theory of folk psychology, our engagement in the folk psychological practices of prediction, interpretation and explanation draws on a rich body of knowledge about psychological matters. According to the simulation theory, in apparent contrast, a fundamental role is played by our ability to identify with another person in imagination and to replicate or re-enact aspects of the other person’s mental life. But amongst theory theorists, and amongst simulation theorists, there are significant differences of (...) approach. (shrink)

We examine how opinion on a controversial real-world issue shifts as a function of reading relevant arguments and engaging in a specific mental simulation about a future, fictional state of affairs involving the target issue. Individuals thought either counterfactually about a future event (“if only X had not happened …”) or semifactually about it (“even if X had not happened …”). In Experiment 1, as expected, individuals became more in favour of a course of action (the electronic tagging (...) of children) after reading relevant supporting arguments. They also became more in favour after they thought counterfactually how a negative future event could have been avoided if only electronic tagging had not been banned some years earlier. The effects of argument relevance and type of mental simulation were additive. Using a similar procedure but a different target issue (whether the UK should join the Economic Monetary Union), Experiment 2 confirmed that the type of mental simulation exerts a substantial effect on the impact of relevant arguments. Much weaker effects arose when the mental simulation was not relevant to the target issue. We set and discuss our results in terms of dual-processing theory. (shrink)

Do we mentally simulate olfactory information? We investigated mental simulation of odors and sounds in two experiments. Participants retained a word while they smelled an odor or heard a sound, then rated odor/sound intensity and recalled the word. Later odor/sound recognition was also tested, and pleasantness and familiarity judgments were collected. Word recall was slower when the sound and sound-word mismatched. Sound recognition was higher when sounds were paired with a match or near-match word. This indicates sound-words are (...) mentally simulated. However, using the same paradigm no memory effects were observed for odor. Instead it appears odor-words only affect lexical-semantic representations, demonstrated by higher ratings of odor intensity and pleasantness when an odor was paired with a match or near-match word. These results suggest fundamental differences in how odor and sound-words are represented. (shrink)

Reducing prejudice is a critical research agenda, and never before has counterfactual priming been evaluated as a potential prejudice-reduction strategy. In the present experiment, participants were randomly assigned to imagine a pleasant interaction with a homosexual man and then think counterfactually about how an incident of sexual discrimination against him might not have occurred (experimental condition) or to imagine a nature scene (control condition). Results demonstrated a significant reduction in sexual prejudice from baseline levels in the counterfactual simulation group. (...) Importantly, whereas intergroup anxiety and motivation to control prejudice were not predictive factors, number of counterfactual thoughts generated independently predicted variance in prejudice reduction. Mechanisms for, and implications of, prejudice-reduction strategies including counterfactual thinking are discussed. (shrink)

The notion of empathy has more recently seen a considerable revival—notably (first) in connection with Quine's empathy model of radical interpretation, in contrast to which Davidson has developed his triangulation model, and (secondly) in the context of the debate between simulation theory vs. theory theory about propositional attitude ascription. So far, these debates have been carried on fairly independently of each other. This paper is an attempt to utilize the interpretation-theoretical discussion in order to argue for a moderate version (...) of simulation theory. To this end, Davidson's explanation of the radical interpretation scenario in terms of triangulation is reconstructed by comparison to some relevant ideas of Husserl's. (shrink)

An eye-tracking while listening study based on the blank screen paradigm was conducted to investigate the processing of literal and metaphorical verbs of motion. The study was based on two assumpti...

We attribute psychological states and intentional actions to others. We also predict such states and actions and explain them. I attribute to Fred the belief that that mountain in the distance is the Schneeberg as well as the thought that it would be pleasant to climb it. I predict that later in the week when there is some free time Fred will form the intention to climb the mountain that very afternoon. And when one morning later in the week Fred (...) says, "Let"s drive to Puchberg [at the foot of the Schneeberg] this afternoon,� I have no problem explaining what is up: Fred has Schneeberg plans. Further, we often do this spontaneously, effortlessly, and, in the majority of cases, successfully. (shrink)

How do people evaluate causal relationships? Do they just consider what actually happened, or do they also consider what could have counterfactually happened? Using eye tracking and Gaussian process modeling, we investigated how people mentally simulated past events to judge what caused the outcomes to occur. Participants played a virtual ball‐shooting game and then—while looking at a blank screen—mentally simulated (a) what actually happened, (b) what counterfactually could have happened, or (c) what caused the outcome to happen. Our findings showed (...) that participants moved their eyes in patterns consistent with the actual or counterfactual events that they mentally simulated. When simulating what caused the outcome to occur, participants moved their eyes consistent with simulations of counterfactual possibilities. These results favor counterfactual theories of causal reasoning, demonstrate how eye movements can reflect simulation during this reasoning and provide a novel approach for investigating retrospective causal reasoning and counterfactual thinking. (shrink)

A growing literature has recognized the importance of mental simulation (e.g., imagining alternatives to reality) in sparking creativity. In this chapter, we examine how counterfactual thinking, or imagining alternatives to past outcomes, affects group creativity. We explore these effects by articulating a model that considers the influence of counterfactual thinking on both the cognitive and social processes known to impact group creative performance. With this framework, we aim to stimulate research on group creativity from a counterfactual perspective.

Encouraging people to consider multiple alternatives appears to be a useful debiasing technique for reducing many biases (explanation, hindsight, and overconfidence), if the generation of alternatives is experienced as easy. The present research tests whether these alternative generation procedures induce a mental simulation mind-set (cf. Galinsky & Moskowitz, 2000), such that debiasing in one domain transfers to debias judgments in unrelated domains. The results indeed demonstrated that easy alternative generation tasks not only debiased judgments in the same domain (...) but also generalized to debias judgments in unrelated domains, provided that participants were low in the need for structure. The alternative generation tasks (even when they were easy to perform) showed no evidence of activating a mental simulation mind-set in individuals high in need for structure, as these individuals displayed no transfer effects. Implications of the results for understanding the role of the need for structure, ease of generation, and mental simulation mind-set activation for debiasing are discussed. (shrink)

This paper is about the contemporary debate concerning folk psychology – the debate between the proponents of the theory theory of folk psychology and the friends of the simulation alternative.¹ At the outset, we need to ask: What should we mean by this term ‘folk psychology’?

Name der Zeitschrift: Cognitive Linguistics Jahrgang: 27 Heft: 2 Seiten: 181-203.

ion is instrumental for our understanding of how numbers are cognitively represented. We propose that the notion of abstraction becomes testable from within the framework of simulated cognition. We describe mental simulation as embodied, grounded, and situated cognition, and report evidence for number representation at each of these levels of abstraction.

This paper is about the contemporary debate concerning folk psychology – the debate between the proponents of the theory theory of folk psychology and the friends of the simulation alternative.¹ At the outset, we need to ask: What should we mean by this term ‘folk psychology’?

This chapter examines when and how mental simulation--the consideration of alternatives to present reality--produces emotional responses that reflect either contrast or assimilation. The chapter begins with a description of a comparison domain that is most commonly associated with mental simulation--counterfactual thinking. Then the authors consider how mental simulation plays a critical role in determining assimilative and contrastive responses to other type of comparisons. The chapter concludes with a presentation of a model of mental (...) simulation-based comparison processes and describe its relationship to other contemporary comparison models. (shrink)

Thought experiments have a mysterious way of informing us about the world, apparently without examining it, yet with a great degree of certainty. It is tempting to try to explain this capacity by making use of the idea that in thought experiments, the mind somehow simulates the processes about which it reaches conclusions. Here, I test this idea. I argue that when they predict the outcomes of hypothetical physical situations, thought experiments cannot simulate physical processes. They use mental models, (...) which should not be confused with process-driven simulations. A convincing case can be made that thought experiments about hypothetical mental processes are mental simulations. Concerning moral thought experiments, I argue that construing them as simulations of mental processes favours certain moral theories over others. The scope of mental simulation in thought experiments is primarily limited by the constraint of relevant similarity on source and target processes: on one hand, this constraint disqualifies thought from simulating external natural processes; on the other hand, it is a source of epistemic bias in moral thought experiments. In view of these results, I conclude that thought experiments and mental simulations cannot be assimilated as means of acquiring knowledge. (shrink)

Paweł Gładziejewski, Is empathy is mental simulation? Remarks on the representative approach based on the concept of mirror neurons., Diametros 27 This paper draws on the theoretical achievements of analytic philosophy of mind and the empirical results of psychology and cognitive neuroscience in order to understand the nature of empathy and the sub-personal mechanisms upon which it is based. The paper distinguishes two types of empathy, which are often not sufficiently clearly distinguished in the literature, empathy as a (...) kind of social perception and empathy as compassion. The argument attempts show to that neither of these can be identified with a mental simulation process understood as a sub-personal process. Nevertheless mental simulation may play a limited explanatory role with respect to these two types of empathy. (shrink)

The goal of the current chapter is to discuss how counterfactual thinking serves a more general sense-making function and to delineate the mechanisms by which this may occur. To demonstrate the meaning as sense-making function of counterfactual thinking, we (Lindberg & Markman, 2012) selected a historical event that was likely to be compelling to most student participants, yet not one with which most students would be familiar. This allowed for the manipulation of event details for the purpose of examining underlying (...) cognitive mechanisms believed to influence the sense-making process. Two sets of studies were conducted. The current work lends further support for the sense-making function of counterfactual thinking. (shrink)

This study explored spatial navigation alongside several other cognitive abilities that are thought to share common underlying neurocognitive mechanisms (e.g., the capacity for self-projection, scene construction, or mental simulation), and which we hypothesised may be impaired in autism spectrum disorder (ASD). Twenty intellectually high-functioning children with ASD (with a mean age of ~8 years) were compared to 20 sex, age, IQ, and language ability matched typically developing children on a series of tasks to assess spatial navigation, episodic memory, (...) episodic future thinking (also known as episodic foresight or prospection), theory of mind, relational memory, and central coherence. This is the first study to explore these abilities concurrently within the same sample. Spatial navigation was assessed using the “memory island” task, which involves finding objects within a realistic, computer simulated, three-dimensional environment. Episodic memory and episodic future thinking were assessed using a past and future event description task. Theory of mind was assessed using the “animations” task, in which children were asked to describe the interactions between two animated triangles. Relational memory was assessed using a recognition task involving memory for items (line drawings), patterned backgrounds, or combinations of items and backgrounds. Central coherence was assessed by exploring differences in performance across segmented and unsegmented versions of block design. Children with ASD were found to show impairments in spatial navigation, episodic memory, episodic future thinking, and central coherence, but not theory of mind or relational memory. Among children with ASD, spatial navigation was found to be significantly negatively related to number of repetitive behaviours. In other words, children who showed more repetitive behaviours showed poorer spatial navigation. The theoretical and practical implications of the results are discussed. (shrink)

Reasoning patterns found in Galileo’s treatise on machines, On Mechanics, are compared with patterns identified in case studies of scientifically trained experts thinking aloud, and many similarities are found. At one level the primary patterns identified are ordered analogy sequences and special diagrammatic techniques to support them. At a deeper level I develop constructs to describe patterns that can support embodied, imagistic, mental simulations as a central underlying process. Additionally, a larger hypothesized pattern of ‘progressive imagistic generalization’—Galileo’s development of (...) a model or mechanism that becomes more and more general with each machine while still being imagistically projectable into many machines—provides a way to think about his progress toward a modern explanatory model of torque. By unpacking his arguments, we gain an appreciation of his skillful ability to foster imagistic processes underlying scientific thinking. (shrink)

Gilead et al. present a rich account of abstraction. Though the account describes several elements which influence mental representation, it is worth also delineating how feelings, such as fluency and emotion, influence mental simulation. Additionally, though past experience can sometimes make simulations more accurate and worthwhile, many systematic prediction errors persist despite substantial experience.

A number of researchers have focused on the distinction between upward counterfactuals that simulate a better reality and downward counterfactuals that simulate a worse reality. In this chapter the authors will discuss the important aspects of a model (Markman and McMullen 2003) that attempts to explain how the very same counterfactual can engender dramatically different affective reactions. According to the model, the consequences of simulation direction are moderated by what we have termed simulation mode--relatively stronger tendencies to engage (...) in reflective versus evaluative processing. In turn, the authors will describe how the interaction between simulation direction and mode produces important consequences for affect, motivation, and behavior. (shrink)