Problem solving (Cognitive Psychology)

Five Ways in Which Language Teachers Can Develop Problem-Solving Skills for International Students

by George Schaaff

Information-sharing and aggregation models for interacting minds

by Piotr Migdal

Don’t Wait to Incubate: Immediate v. Delayed Incubation in Divergent Thinking

by George Georgiou

Gilhooly. K.J., Georgiou, G.J., Garrison, J, Reston, J & Sirota, M.

Published in Memory & Cognition (in press)

The relationship between non-clinical Schizotypy and handedness on divergent and convergent creative problem-solving tasks

by Laura Caulfield

Methods against Methods

by Marc Stierand

Stierand, M., & Dörfler, V. (forthcoming). Methods against Methods. In A. Mesquita (Ed.), Technology for Creativity and Innovation: Tools, Techniques and Applications. Hershey, PA: IGI Global.

In this chapter we intend to clarify some issues about creativity and innovation methods, because we believe that the... more In this chapter we intend to clarify some issues about creativity and innovation methods, because we believe that the term is often misunderstood. For us neither creativity nor innovation is guided by a method. There are only methods against methods that can help the extraordinary individual to step faster and easier into a state of mind that is conducive to creativity, but which has no effect on whether the creative output becomes an innovation. In order to support this claim, we outline three major reasons that seem to be responsible for making people believe that such methods for creativity and innovation exist. Then we present our understanding of creativity and continue with a discussion on the systemic character of creativity and innovation. Finally we show that there are no methods for creativity, but methods against non-creativity by explaining in particular how one of these methods against non-creativity works. What we outline here is a necessarily one-sided and partial view. Our aim is not to convince the readers that we are right but to make them think by presenting one possible consistent approach.

Insightful thinking: cognitive dynamics and material artifacts

by Stephen J. Cowley

This appeared as:
Fioratou, E. & Cowley, S.J. (2009). Insightful thinking: cognitive dynamics and material artifacts. Pragmatics & Cognition, 17/3: 549-572.

We trace how cognition arises beyond the skin. Experimental work on insight problem solving is used to examine how... more We trace how cognition arises beyond the skin. Experimental work on insight problem solving is used to examine how external artifacts can be used to reach the goal of assembling a ‘cheap necklace’. Instead of asking how insight occurs ‘in the head’, our participants in Experiment 1 can either draw solution attempts or manipulate real objects (specifically, chain links that make up a necklace). Even though performance with real chain links is significantly more successful than on paper, access to objects does not make this insight problem’s simple: objects themselves do not shape cognition. This challenges extended mind views. While failure often results from the inappropriate (to the current insight problem) application of hill-climbing, material artifacts can trigger solutions. In Experiment 2, we used ‘open link’ conditions of the concretised problem to prompt participants to act (or think). Solutions arrived via insight, serendipity, or trial-and-error. By investigating how objects are used, we show that they do more than supplement neural events. Rather, participants monitor and anticipate the effects of action (and thinking) within an organism-environment system. By analogy, language too draws on experience of monitoring real-time effects as bodily dynamics play out in a normative and cultural world. In engaging with public language, it is likely that verbal patterns function by constraining anticipatory (action-based) cognitive processes.

Thinking in action

by Stephen J. Cowley

The paper introduces our Special Issue of AI & Society on Distributed Cognition. It appears as:
Cowley, S. J. & Vallée-Tourangeau, F. (2010). Thinking in Action. AI & Society, 25/4: 469-475.

While computers can be used to model human competencies, formalization has its limits. Sensori-motor dynamics are... more While computers can be used to model human competencies, formalization has its limits. Sensori-motor dynamics are probably necessary to intelligence. Applied to language, verbal patterns become constraints or, in Elman’s (2004) terms, cues to meaning. Unlike symbol processors, humans act, mean and use the feeling of thinking (Harnad 2005). While language has an artificial (or formal) aspect, human intelligence is embodied. In spite of widespread belief to the contrary, brains do not need to generate sets of sentences. In challenging code views of language, we therefore find parallels with the complex systems we call cells. Given DNA code-makers, formal features constrain protein synthesis. Life, Barbieri (2007) argues, can be traced to natural artifacts.If this is so, we should not be so surprised that thinking too draws on artifacts -both machines and virtual patterns that play out through institutions and languages.

Testing two cognitive theories of insight.

by Gary Jones

Jones, G. (2003). Testing two cognitive theories of insight. Journal of Experimental Psychology: Learning, Memory and Cognition, 29, 1017-1027.

Investigating the effect of mental set on insight problem solving.

by Gary Jones

Öllinger, M., Jones, G., & Knoblich, G. (2008). Investigating the effect of mental set on insight problem solving. Experimental Psychology, 55, 269-282.

Heuristics and representational change in two-move matchstick arithmetic tasks

by Gary Jones

Öllinger, M., Jones, G., & Knoblich, G. (2006). Heuristics and representational change in two-move matchstick arithmetic tasks. Advances in Cognitive Psychology, 2, 239-253.

Mateos-Gonzalez, F., Quesada, J.; Senar, J.C. (2011). Sexy birds are superior at solving a foraging problem. 7(5):668-9. Biol. Lett. DOI: 10.1098/rsbl.2011.0163.

by Fernando Mateos-González

(Highlighted in Nature: http://www.nature.com/nature/journal/v472/n7342/full/472139a.html)

Yellow, red or orange carotenoid-based colorations in male birds are often a signal to prospecting females about body... more Yellow, red or orange carotenoid-based colorations in male birds are often a signal to prospecting females about body condition, health status and ability to find food. However, this general ‘ability to find food’ has never been defined. Here we show that more brightly ornamented individuals may also be more efficient when foraging in novel situations. The results highlight the fact that evolution may have provided females tools to evaluate cognitive abilities of the males.

Rubin, M., Watt, S. E., & Ramelli, M. (in press). Immigrants’ social integration as a function of approach-avoidance orientation and problem-solving style. International Journal of Intercultural Relations.

by Mark Rubin

https://sites.google.com/site/markrubinsocialpsychresearch/-independent-interdependent-problem-solving-scale

Previous research has shown that immigrants’ approach orientation positively predicts their attitudes towards contact... more Previous research has shown that immigrants’ approach orientation positively predicts their attitudes towards contact with host nationals (Matschke & Sassenberg, 2010). The present research builds on this previous work by investigating the extent to which immigrants’ independent vs. interdependent problem-solving style moderates the relation between approach-avoidance orientation and social integration. Interdependent problem-solvers rely on other people to achieve their goals. This interdependence was expected to reduce the influence of approach-avoidance orientation on integration among immigrants. Immigrants to Australia (N = 137) completed a questionnaire that included measures of approach-avoidance orientation and problem-solving style. Participants also completed three measures of social integration: (1) proportion of Australian friends, (2) feelings of inclusion in Australian society, and (3) satisfaction with employment, accommodation, and life in Australia. Consistent with previous research, there was a positive relation between approach and social integration and a negative relation between avoidance and social integration. Consistent with predictions, problem-solving style moderated the relation for approach orientation: Only immigrants who were independent problem–solvers showed a significant positive relation between approach and social integration. The results are discussed in relation to Gable’s (2006) model of approach and avoidance social goals and motives, and the implications for immigration services are considered.

Robotics and science literacy: Thinking skills, science process skills and systems understanding

by Florence Sullivan

The ideal science student and problem solving

by Florence Sullivan

How Does Visual Attention Differ Between Experts and Novices on Physics Problems?

by Lester Loschky

Research in many disciplines has used eye-tracking technology to investigate the differences in the visual attention... more Research in many disciplines has used eye-tracking technology to investigate the differences in the visual attention of experts and novices. For example, it has been shown that experts in art and chess spend more time than novices looking at relevant information. Thus, it may be helpful to give novices more direct insight into the way experts allocate their visual attention, for example using attentional cueing techniques. However, not much is known about how experts allocate their attention on physics problems. More specifically, we look at physics problems where the critical information needed to answer the problem is contained in a diagram. This study uses eye movements to investigate how the allocation of visual attention differs between experts and novices on these types of physics problems. We find that in several problems tested, those who answered a question correctly spend more time looking at thematically relevant areas while those who answer incorrectly spend more time looking at perceptually salient areas of the diagram.

Çalışanların Problem Çözme Becerilerinde Örgütsel Adalet Algısı ve İş Tatmininin Rolü

by fatih çetin

THE EFFECT OF STUDENTS'ROLES ON THE ESTABLISHMENT OF SHARED MEANINGS DURING PROBLEM SOLVING

by Konstantinos Tatsis

Published in 'Social Psychology of Education', 2006.

According to role theory each participant in a peer interaction performs a specific role in order to maintain his/her... more According to role theory each participant in a peer interaction performs a specific role in order to maintain his/her face. The aim of the present study was to examine whether the roles performed during collaborative problem solving affect the establishment of shared mathematical knowledge. The participants of our study were 40 student teachers who worked in dyads to solve three mathematical problems. The categorization of the roles performed and the analysis of their effect in the establishment of shared knowledge led us to the conclusion that certain role combinations enhance while others hinder the establishment of shared mathematical knowledge.

INVESTIGATING THE INFLUENCE OF SOCIAL AND SOCIOMATHEMATICAL NORMS IN COLLABORATIVE PROBLEM SOLVING

by Konstantinos Tatsis

Reducing developmental risk for emotional/ behavioral problems: A randomized controlled trial examining the tools for getting along curriculum.

by Gregory Taylor

Journal of School Psychology

Researchers have demonstrated that cognitive–behavioral intervention strategies – such as social problem solving –... more Researchers have demonstrated that cognitive–behavioral intervention strategies – such as social problem solving – provided in school settings can help ameliorate the developmental risk for emotional and behavioral difficulties. In this study, we report the results of a randomized controlled trial of Tools for Getting Along (TFGA), a social problem-solving universally delivered curriculum designed to reduce the developmental risk for serious emotional or behavioral problems among upper elementary grade students. We analyzed pre-intervention and post-intervention teacher-report and student self-report data from 14 schools, 87 classrooms, and a total of 1296 students using multilevel modeling. Results (effect sizes calculated using Hedges' g) indicated that students who were taught TFGA had a more positive approach to problem solving (g = .11) and a more rational problem-solving style (g = .16). Treated students with relatively poor baseline scores benefited from TFGA on (a) problem-solving knowledge (g = 1.54); (b) teacher-rated executive functioning (g = .35 for Behavior Regulation and .32 for Metacognition), and proactive aggression (g = .20); and (c) self-reported trait anger (g = .17) and anger expression (g = .21). Thus, TFGA may reduce risk for emotional and behavioral difficulties by improving students' cognitive and emotional self-regulation and increasing their pro-social choices.

Better Without (Lateral) Frontal Cortex? Insight Problems Solved by Frontal Patients

by Carlo Reverberi

Reverberi, C., Toraldo, A., D'Agostini, S., & Skrap, M. (2005). Better without (lateral) frontal cortex? Insight problems solved by frontal patients. Brain, 128(Pt 12), 2882-2890.

A recently proposed theory on frontal lobe functions claims that the prefrontal cortex, particularly its dorso-lateral... more A recently proposed theory on frontal lobe functions claims that the prefrontal cortex, particularly its dorso-lateral aspect, is crucial in defining a set of responses suitable for a particular task, and biasing these for selection. This activity is carried out for virtually any kind of non-routine tasks, without distinction of content. The aim of this study is to test the prediction of Frith's 'sculpting the response space' hypothesis by means of an 'insight' problem-solving task, namely the matchstick arithmetic task. Starting from Knoblich et al.'s interpretation for the failure of healthy controls to solve the matchstick problem, and Frith's theory on the role of dorsolateral frontal cortex, we derived the counterintuitive prediction that patients with focal damage to the lateral frontal cortex should perform better than a group of healthy participants on this rather difficult task. We administered the matchstick task to 35 patients (aged 26-65 years) with a single focal brain lesion as determined by a CT or an MRI scan, and to 23 healthy participants (aged 34-62 years). The findings seemed in line with theoretical predictions. While only 43% of healthy participants could solve the most difficult matchstick problems ('type C'), 82% of lateral frontal patients did so (Fisher's exact test, P < 0.05). In conclusion, the combination of Frith's and Knoblich et al.'s theories was corroborated.