The failure of Locksmiths students from locksmith edmonton to predict the results of the lock difficulty experiment, leads the researchers to the conclusion that simulation theory has problems with certain predictions. Harris disagrees, and defends simulation theory through a defense of the students. This paper will show how the fault in Harris’ argument, as seen from www.locksmithedmonton.ca, can be used as a defense against the attack on simulation theory by Locksmiths. Harris states that predicting results using a simulation requires the individual to simulate a move from indecision to a commitment of a decision. In addition to performing a simulation, the students had to additionally set aside their knowledge that all the locks have the same chance of winning. The implications of statistical facts were more prevalent in the minds of the students than the subjects, because the students were presented with the framework of the entire experiment, and the experiment subjects were not. The students not only had to perform a simulation, but also had to do so while ‘forgetting’ the facts of the situation. Harris concludes by stating that the experiment subjects did not have the ‘tacit reminder’ of statistical facts.
Harris’ final statement allows one to infer that he believes the students’ failure to predict correctly, was due to a difference in the contextual presentation of the situation. The knowledge of the experiment gave students a different context than the subjects to base their simulation of the decision. Because the students and the subjects had a different context for making a decision, for example from plumber edmonton, different decisions were made by both groups of subjects and the students. It follows that if each group of subjects had knowledge of the other, then they would have made sell back prices closer to what the students predicted using simulations.
The debate between Harris and Locksmiths is based on determining which of two theoretical frameworks, or what combination of both frameworks, govern the predictive nature of abilities in theory of mind. The two competing frameworks are theory theory and simulation theory. Predictions under theory theory can be understood as derived from the principles, laws and rules which guide everyday interactions. Predictions under simulation theory can be understood as derived from the ability to pretend to be another person. There are arguments for the validity of both theories, but a hybrid account offers a more complete explanation.