Abstract: . . .  Table 2 Versions of the Monty Hall Problem Tested in Experiments 1 and 2 Version Manipulation C-Ger (Control version in the German experiment; Experiment 1) No manipulation C-US (Control version in the U.S. experiment; Experiment 2) No manipulation 1D (One-door version; Experiment 1) Less-is-more 1D F (One-door plus frequency version; Experiment 2) Less-is-more and frequency simulation 1D P . . .
. . .  provided to participants). 12 KRAUSS AND WANG Page 11 Figure 4. Guided intuition version of the Monty Hall problem (the left column was not provided to participants). 13 THE PSYCHOLOGY OF THE MONTY HALL PROBLEM Page 12 one-door condition than in the control condition was not statisti- cally reliable ( p .10, one-tailed; h .36). The rate of correct justifications . . .
. . .  Table 2 Versions of the Monty Hall Problem Tested in Experiments 1 and 2 Version Manipulation C-Ger (Control version in the German experiment; Experiment 1) No manipulation C-US (Control version in the U.S. experiment; Experiment 2) No manipulation 1D (One-door version; Experiment 1) Less-is-more 1D F (One-door plus frequency version; Experiment 2) Less-is-more and frequency simulation 1D P . . .
. . .  Experiment 2) No manipulation 1D (One-door version; Experiment 1) Less-is-more 1D F (One-door plus frequency version; Experiment 2) Less-is-more and frequency simulation 1D P (One-door plus Monty’s perspective version; Experiment 2) Less-is-more and perspective change  . . .
. . .  problem: The feedback provided in the first rounds might convince participants that switching is better, yet, they may not necessarily know why . Our approach, in contrast, is to increase performance Table 2 Versions of the Monty Hall Problem Tested in Experiments 1 and 2 Version Manipulation C-Ger (Control version in the German experiment; Experiment 1) No manipulation C-US (Control version in the U.S. experiment; Experiment 2) . . .
. . .  performance after several rounds of feedback (Friedman, 1998; Granberg & Brown, 1995). However, in these repeated game settings, a good performance is possible without insight into the mathematical structure of the Monty Hall problem: The feedback provided in the first rounds might convince participants that switching is better, yet, they may not necessarily know why . Our approach, in contrast, is to increase performance Table 2 Versions of the Monty . . .
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