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Cognitive Psychology > 12 - problem solving and creativity > Flashcards

12 - problem solving and creativity Flashcards

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1
Q

what is a problem in the psychological sense

A

a situation involving a goal and an obstacle such that the obstacle does nt have a clear solution

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2
Q

what are the two factors in Gestalt problem solving

A
  1. a mental representation of the problem

2. how solving the problem involves reorganizing this mental representation

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3
Q

what is restructuring

A

the Gestalt idea that we solve problems by representing them in our minds
- ie, take it into pieces, or sumn

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4
Q

what is insight

A

any sudden comprehension, realization or problem solution that involves a restructuring of a person’s representation of a stimulus, situation or event to yield an interpretation that was not initially obvious

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5
Q

explain Metcalfe and Wiebe’s study on insight vs non-insight problems

A
  • proposed that those engaged in insight based problems will be bad at predicting how close they are to completion
  • gave participants iSight problems and non-insight problems and asked them to give ‘warmth’ ratings ab how far they are from completion
  • insight issues vs analytically based problems - wrote maths/logics
  • ranked warmth in the minute before solution
  • insight problems were deemed colder until right before the end, then jumped right up
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6
Q

are insight and non-insight/ analytical problems always different as suggested by Metalcfe and Wibe

A

not necessrily

- Fleck and Wiesber - presented evidence that solving insight pboelms can involve analytical processes

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7
Q

what is fixation

A

the tendency to focus on a specific characteristic of a problem that keeps one from arriving at a solution

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8
Q

what is functional fixedness

A

focussing on familiar functions or uses of an object during problem solving

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9
Q

explain the candle problem

A

an example of functional fixedness

  • asked participants to use various objects to complete a task
  • asked to solve a task where we would need to use a matchbox to prevent candle wax from falling to the floor - ppl get caught up bc that’s not what the box is ‘for’
  • two conditions
    1. box came full with matches
    2. box empty, matches out
  • those presented with empty boxes did way better
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10
Q

explain the two string problem

A

two strings on the ceiling that were too far apart to reach, had to tie them together

  • pliers in the room
  • need to attach the pliers to one string to create a pendulum so you can reach both strings
  • example of functional fixedness
  • then experimenter came in and ‘brushed’ against the string causing it to start to swing
  • most ppl then got it
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11
Q

what is a mental set and how does it relate to functional fixedness

A

mental set - a preconceived notion about how to approach a problem
- functional fixedness is just an example of a preconceived notion about the function of a tool

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12
Q

explain the water jug problem and what it tells us about mental sets

A
  • gave ppl three jugs and a formula for how to use the jugs to get the desired ammt of water
  • then gave them a bunch of problems where they could sue this formula
  • lasst two could be solved that way, but there are also far more simple solutions
  • ran two groups
    1. mental set group - they did the procedure normally ]
    2. non mental set - didn’t learn the procedure earlier
  • 3/4 of condition 1 used the complex formula, while all of condition 2 used the simple on
  • creating a mental set during a task can then inhibit future tasks that are similar in their procedure
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13
Q

how has the gestalt approach to problem solving influenced modern information processing approaches

A
  • its all about mental representations
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14
Q

what is the information processing approach’s notion of problem solving

A

a task taht requires search p instead of just considering the initial structure of a problem, and the structure achieved when it is solved, we see it as a search that occurs between the problem being posed and its solution

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15
Q

what are the three aspects of Newell and Simon’s approach to problems

A
  1. initial state - conditions at the start of a prpoblem
  2. goal state
  3. operators - actions that take problems from one state to another state
  4. intermediate states between the initial and goal
  5. problem space; the set {initial state, all intermediates (possible) and goal state)
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16
Q

do people have a representation of the entire problem space while solving problems?

A

no, we can search through it though while we solve problems

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17
Q

how does one direct their search through the problem space

A

through a means-end analysis

- aims to reduce the difference between initial and goal Staes

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18
Q

how is means-end analysis accomplished

A

by creating subgoals, which are intermediate states closer to the goal than the initial state

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19
Q

what are two of the main contributions of Newell and Simon’s approach

A
  1. provided a way to determine the possible paths from initial to goal states
  2. demonstrated subgoal usage
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20
Q

are problems with identical problem spaces always the same complexity? why or why not

A

no, depends on how they are stated

  • mutilated checkerboard for example
  • can be clearly seen to be impossible if you are given information in light of that, otherwise its hard
  • proved with the mutilated checkerboard - the way the board is laid out gives information towards its solution
  • think checkerboard problem vs bachelor problem - same idea but obvious in the latter case
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21
Q

explain the think allowed protocol and how it was relevant tot he mutilated checkerboard problem

A
  • think aloud as you solve problem

- allowed researchers to see what was going on while ppl solved the problem

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22
Q

what is analogical transfer

A

the process of noticing similarities between problems and applying the solution to one problem to the second
- specifically, from a source problem to a target problem

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23
Q

try to remember the radiation problem (bombard from different angles to eliminate the tumour while preserving the healthy tissue) and the fortress story for this

  • did participants improve after reading the fortress problem then moving to the harder radiation one?
  • why doo we think this is?
A

yes, 30% solvedrelativee to 10

  • but still to 100%, even when exposed to analogous problems most ppl won’t draw the connection
  • but when they told ppl to think about the story they read, 70% got it right
  • information was there, but not retrieved until deliberately considered
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24
Q

what are the three steps in Gick and Holyoak’s model of analogical reasoning

A
  1. noticing - that there is an analogous relationship between the target and source problems
    - hardest part of the three steps
    - can be made easier or harder depending on the degree of clarity of analogy
  2. mapping - the correspondence between the two problems
  3. applying - the mapping to generate a parallel solution
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25
Q

what is analogical encoding

A

the process by which 2 problems are compared, determining their similarities

26
Q

explain Gentner and Goldin-Meadow’s study on analogical encoding

A

involved a negotiation problem

  • given two strategies
    1. trade-off; ill give you A if u give me B
    2. contingency; a person gets what they want only if some other condition is satisfied (I want X, but I can only get X from you if y)
  • taught ppl both strategies, then had them consider two cases (2 groups) where each group was tied to one strategy
  • then presented a problem that could be solved by either method
  • ppl used the method they had considered more in the 2 previous cases
  • conclusions; having ppl compare source stories is a good way to achieve analogical encoding, forces ppl to attend to the problem features that enhance their ability to solve other issues
27
Q

what is the analogical paradox

A

the fact that it is hard to apply analogies in labs but easy n the real world

28
Q

what is in vivo problem solving research

- advantage and disadvantage

A

observing ppl solving problems in the real world

  • captures naturalistic thinking
  • dis; time consuming, hard to control variables
29
Q

explain Dunbar’s in vivo problem solving findings (lab meetings)

A
30
Q

explain Chase and Simon’s findings on expert vs novices knowledge (chess)

A
  • expert chess players are way better at remembering a chess board layout only if it mimics real game permutations
  • store patterns that occur in games in LTM which can facilitate the chunking of a board that looks real
  • but when randomly designed the chunking can’t occur, so its the same
  • NOT a memory thing necessarily
31
Q

how is an experts knowledge organized differently than a novices’

A
  • Chi et al, presented physics problems to physics students w one course and physics profs
  • asked them to group the problems based on their similarities
  • novices sorted by how similar the objects in the problem were
  • experts sorted by general physical principles
  • in general
  • novices; sort by superficial appearance, experts; by underlying principles
32
Q

does expert organization produce better problem solving

A

yes, expert ability to organize knowledge has been found to be important in a lot of fields

33
Q

do experts or novices spend longer thinking about problems before attempting solutions

A

experts do, they try to understand the problem before solving it
- pays off long term

34
Q

does expertise generalize to other fields

A

NO

35
Q

is expertise always a good thing

A

not necessarily

  1. harder to break paradigm once indoctrinated (Kuhn) - reason why young scientists are usually the ones wh make huge discoveries
    - expertise might inhibit flexible thinking (where problems require solutions that aren’t the same as the normal ones)
36
Q

what is divergent thinking

A

thinking that is open ended, involves a large number of possible solutions

37
Q

how does divergent thinking relate to creativity

A

necessary but not sufficient

- Kaufman; creative solutions must be original and USEFUL

38
Q

what is creativity

A

anything made by people that is in some way novel and has potential value or utility
- good for creating tools, nt good for describing creative art or sum n

39
Q

is creativity an act or a process

A

process; need the ‘;insight’ but also the mapping and all that, takes time
- models with steps emerge from this; generate ideas and then evaluate the idea being the most important two

40
Q

does creativity rely on knowledge

A

yes, good ideas can’t be applied unless you have the knowledge necc. to do so

41
Q

what is relevant in generating ideas

A
  • knowledge about the problem and shit
42
Q

is knowledge always useful to idea generation

  • explain Smith;s study that shows this
  • what concept does this relate to from earlier?
A

no, sometimes inhibtory
- providing people w examples before creative design results in them incorporating a lot of features of the example
- related to functional fixedness
-

43
Q

what is group brainstorming

A

generating ideas to solve a problem in group w the idea being to just say whatever you think

  • results in less Ideas tan just doing this in isolation
  • can be bc some ppl dominate the discussion
  • also bc some ppl are scared to express
  • may also be paying attention to others in the group decreasing th attention available to creativity
44
Q

what is creative cognition

A

the process of combining some elements of randomly selected objects into an new object w the intent to create something novel, then applying a category and use to it after its completed
- called preventive forms

45
Q

what are preventive forms

A

ideas that precede the creation of a finished creative product

46
Q

what is the relevance of Finke’sfindings on creative cognition

A
  1. many of the processes involved in creative cognition are similar to those in other areas
    - example; ppl are more likely to come up with creative purposes for preinventive forms they created themselves
    - similar to generation method in memory
47
Q

explain Chi and Snyder’s study on the Anterior temporal lobe and thinking without the constraints of perceive individual items as grouped together (ie, solving the nine dot problem)

A

used transcranial direct current stimulation to deactivate the left ATL// increase the right ATL

  • then had their participants solve the nine-dot problem
  • same % of participants in this condition could solve it as when they were told explicitly to draw outside the square
48
Q

what is transcranial direct current stimulation

A

procedure for stimulating the brain

  • two electrodes placed o the head
  • on eis a cathode; negative charged, decreased the xcitability of the attached brain region
  • other is an anode, positive charge, increased excitability
49
Q

explain Kounios’ study on the brain correlates of analogical// insight-based reasoning

A
  • took an EEG in seconds leading up to task presentation in a compound remote associate problem (Crab, Pine, sauce = crabapple, pinapple, apple sauce)
  • then indicated whether they were using analogical or insight reasoning
  • analogical reasoning had a spike in the occipital lobe before presentation of the problem
  • insight based reasoning had a spike in the frontal lobe
  • since it was before, concluded that brain states before problem solving influence how we end up solving the problem
50
Q

explain the relationship between mind-wandering and creativity through Baird’s study

A
  • based on the observation of incubation (failure to solve a problem, then time off, can result in insight)
  • used an alternate use task (participants had 2 minutes to think of unusual uses for common objects)
  • followed by incubation period where they were asked to perform either a hard task (no mind wandering) or an easy one (mind wandering
  • non- mindwanndering; no change when asked to reperform the alternate use task
  • mind wandering - huge improvements
  • concluded mind wandering is essential for creativity
51
Q

is there a direct connection between DMN activity and creativity/

A

yes, Mayseless et al - used an alternate use task and rated how ‘creative’ the new uses were
- higher DMN activity in the higher originality ratings

52
Q

Explain Ellamil’s study on the executive control network and creativity

A

asked participants to create book covers in 2 stages
1. read a description then come up with ideas (generate)
2. take a break, then evaluate the ideas they came up w
- DMN and ECN were more active during evaluation
DMN and ECN interact during creative evaluation
- functional connectivity measurements showed high connectivity during both the statges

53
Q

does the functional connectivity between the DMN and ECN relate to individual creative capacity

A

yes, higher f.c results in more creativity

54
Q

why is the idea that the ECn and DMN are related in creativity so strange

A

they are typically antithetical - one activates while the other deactivates

55
Q

how do we explain the relevance of the ECN and DMN interaction in light of their opposite functionality?

A

DMN allows for creative thinking, ECN directs the flow to relevant or novel ideas

56
Q

what is volitional daydreaming

A

actively stepping away from environmental stimuli to allow ur mind to wander for creative purposes

57
Q

how is solitude relevant for creativity

A

‘gives the mind the space to reflect, make new connections and find meaning’

58
Q

explain the difference between focused attention meditation and open monitoring meditation

A
  • focussed attention - focus on one stimuli and draw ur mind back any time it starts to wander ; increases mindfulness but decreases mind wandering (and hence the creative effects that it provides)
  • open monitoring - just pay attention to whatever comes to mind and follow this thought until something else comes along; doesn’t decrease mind wandering
59
Q

explain the findings of Colzato et al on FA vs OM mindfulness meditation and creativity
- list the three cond. in the study

A 
three conditions 
1. FA med before alteratre use task
2. OM same deal
3. just visualize random shit 
1 and 2 did better than 3
but 2 did far better than 1
60
Q

explain the findings of Xu et al on OM and FA meditation and brain activity

A

Om mediation caused greater DMN activation than FA

61
Q

what is another term for the DMN

A

the imagination network

Cognitive Psychology (12 decks)

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