Problem Solving & Expertise Flashcards

1
Q

What is a problem?

A

When a living organism has a goal, but does not know how to reach this goal.

The are lacking the relevant knowledge to produce an immediate solution.

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2
Q

What is problem solving?

A

A higher cognitive function which interacts with many other cognitive processes.
- Uses internal knowledge representation to figure out how to resolve unfavourable situations.

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3
Q

What mental processes occur during problem-solving?

A
  • Understanding that there is a problem.
  • Define, label and describe the problem.
  • Identify the scope of the problem.
  • Review available information.
  • Choose relevant information.
  • Construct or identify a strategy.
  • Identify and allocating resources.
  • Monitoring progress of te solution strategy.
  • Evaluate the solution strategy by obtaining feedback.
  • If unsuccessful, go back and find alternative strategy.
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4
Q

What are ill-defined problems?

A

Unspecified when endless stratgies you could adopt. It is hard to know ahead of time which would be most effective.

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5
Q

What are well-defined problems?

A

When all aspects of the problem are clearly specified.

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6
Q

What are knowledge-lean problems?

A

Problems that do not require specific knowledge because most of the information needed to solve the problem is available.

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7
Q

What are knowledge-rich problems?

A

Problems that can only be solved by those having much relevant specific knowledge.

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8
Q

Describe the behaviourist approach.

A
  • Concerned with observable behaviour.
  • Theories need to be supported by empirical data obtained through controlled observation and measurement of behaviour.
  • Most appropriate unit of analyssi is simple stimulus-response associations.
  • Problem solving occurs through trial and error processes.
  • Initial learning through trying.
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9
Q

Describe the Learning Theory (Thorndike, 1898).

A
  • Problem solvinh in animals.
  • Laid the groundwork for operant conditioning.
  • Suggsted that learning to solve a problem involved a flash of insight where the solution suddenly pops into consciousness.
  • However, unfortunately, he found that problem solving ia a reproductive process - involves use of past experiences and not sudden insight.
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10
Q

Describe the Gestalt Approach.

A

Gestalt psychologists emphasied the wholeness and the structural quality of the way in which we perceive, think about, and feel the world around us.
- The whole is greater than the sum of the parts.

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11
Q

What does the Gestalt account of problem solving focus on?

A
  • The structural understanding of the problem - The ability to comprehend how the problem elements fit together to form a structure in order to solve a problem.
  • If we fail to solve a problem, this is because of the failure to perceive the structure of the problem situation.
  • Problem is solved through insight and not trial and error.
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12
Q

Learning and problem solving are both a reproductive and productive process.

What does this mean?

A
  1. Reproductive problem-solving involves a systematic reuse of our previous experience.
  2. Productive problem-solving is more complex and involves a novel approach characterised by restructuring of the problem and showing insight.
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13
Q

What is the incubation effect?

A

Where interruption of the task improves eventual success rate.

When a problem is put aside for some time, the subconscious mind continues to work.

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14
Q

Describe Murray and Denny’s (1969) study on incubation.

A
  • Subjects had to do a ‘use of objects test’ of creativity.
  • Based on their score, divided into high and low ability groups.
  • Given 20 mins to solve a complex practical problem.
  • Half of the group had to spend 5 mins on a distractor task in the middle of the complex task.
  • The other half didn’t have a task to do.
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15
Q

Describe the findings from Murray and Denny’s (1969) study on incubation.

A

The two groups performed differently, but not as the researchers expected.
- For the high ability subjects, for whom the problem was relatively simple, the break acted as a distraction from the problem at hand. So they did worse with an interruption.
The low ability subjects, for whom the problem was relatively hard, were aided by the distractor task - they were required a period of incubation. So they did better with an interruption.

Murray and Denny conclued that incubation was only useful for problems that people find hard.

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16
Q

What is the two-string problem (Maier, 1931)?

A
  • Two pieces of string are hanging from the ceiling.
  • They are too far away from each other to be reached by one person alone.
  • The task is to connect them by tying a knot.
  • In the room there are some irrelevant items.
  • Even subtle hints help solving a problem through insight.

4 conditions:
- Two conditions providing uninformed ‘hints’ for the target solution.
- One explicit hint condition.
- A control condition.

17
Q

What is the Triarchic Theory (Sternberg, 1988)?

A

A theory of intelligence suggesting intellgience is made up of 3 parts:

Analytical intelligence
- Academic problem solving and computation.

Practical intelligence
- Street smart and common sense.

Creative intelligence
- Imaginative and innovative problem solving.

18
Q

What is divergent thinking?

A

Thinking outside the box.
- It allows individuals to arrive at unique, multiple solutions to a given problem.

19
Q

What is convergent thinking?

A

The ability to provide one correct or well-established solution to a problem.

20
Q

What are the four stages for creative thinking?

A
  1. Preparation - A problem is formulated and initial attempts are made to solve to problem.
  2. Incubation - The problem is set aside and no conscious work is done on it.
  3. Illumination - A sudden inspiration provides a new insight onto the way in which the problem might be solved.
  4. Verification - Conscious work on the problem develops and tests the inspiration to provide a full solution to the problem.
21
Q

Describe the cheap necklace problem (Silveira, 1971).

A
  • You are given 4 seperate chains that are each 3 links in length.
  • It cost 2p to open a link and 3p to close a link.
  • All links are closed at the beggining of the problem.
  • Your goal is to join all 12 links of chain into a single circle at a cost of no more than 15p.

Control group:
- Worked on the problem for half an hour.
- 55% solved the problem after half an hour.

Experimental group 1:
- Worked for half an hour, interrupted by a half-hour break, which other activities were performed.
- 64% solved the problem.

Experimental group 2:
- Worked for half an hour, interruped by a 4 hour break, which other activitives were performed.
- 85% solved the problem

22
Q

What is the representational change theory (Ohlsson, 1992)?

A
  • A problem occurs when the problem is represented in a way that does not permit the retrieval of the necessary operators or possible actions.
  • The way a problem is structured in the mind of the individual, serves as a tool to access relevant knowledge in long term memory.
  • The more clues/knowledge, the sooner the problem will be solved.
  • An impasse occurs when there is not enough relevant clues or knowledge in memory.
  • An impasse is broken when the problem representation is changed.
23
Q

What can change in representation occur through?

A
  1. Elaboration or adding of new problem information.
  2. Removing constraints or inhibitions.
  3. Re-encoding or re-interpreting old information.
  4. Insight occurs when a mental impasse is broken.
24
Q

What is the nine-dot problem?

A

Often used to demonstrate and explain mental creativity and out of the box thinking.

  • Use 4 straight lines to connect the nine dots.
  • Most people cannot solve this because they assume in believing they must stay within the square.
  • This assumption is an exmaple of self-imposed constraint.
  • Key insight is to realise that this ocnstraint must be removed/relaxed.
25
Q

What is functional fixedness or constraint?

A

When we wrongly assume that any given object has only a limited number of uses.

26
Q

Describe Dunker’s (1945) study of functional fixedness.

A

Task: Support the candle on the wall so that it doesn’t drip on the table below.

  • Participants were given a candle, matches and a box of push pins.
  • Subjects often tried to nail the candle into the wall or glue to candle with wax.
  • Participants are dixated on the box’s normal function and are unable to re-conceptualise it as something else.
27
Q

What is Luchins’ Water Jug Problem (1942)?

A

Each problem specifies the capacity of jugs A, B and C and a final desired quantity. The task is to use the jugs to measure out the final quantity.

  • Tests a persons predisposition to solve a given problem in a specific manner even though better or more appropriate methods of solving the problem exist.
  • Shows the negative effect of previous experience when solving new problems.
28
Q

What is the hill-climbing strategy?

A
  • Involves a focus on short-term goals.
  • Often does not lead to problem solution.
29
Q

What is analogical problem solving?

A
  • A comparison between two events that highlights how they are thought to be similar.
  • Coping successfully with novel situations by relating them to situations we have previosuly encountered.
30
Q

What is means-end analysis?

A
  • The most important heuristic method.
  • To identify a goal and then break it down into smaller, more manageable subgoals.
  • Form a subgoal to reduce the differece between the current and goal states.
  • Actions to overcome obstacles and achieve the desired outcome.
31
Q

What is meta-reasoning?

A

Progress monitoring
- Assessing their rate of progress towards the goal.
- If progress is too slow to solve the problem within the maximum number of moves allowed, then adopt a different strategy.

32
Q

What characteristics do you find in experts?

A
  • Excel mainly in their own limited domains.
  • Have greater knowledge and experience.
  • Spend a great deal of time analysing a problem qualitatively and form several angles before plunging into its solutions.
  • Employ different problem-solving strategies.
  • See and represent a problem in their domain at a deeper level.
  • When asked to sort and analyse problems, they tend to deal with deep issues rather than superficial ones.
  • Have sub-skills for a task better automised.
33
Q

What is explicit reasoning?

A

Slow, deliberate, associated with conscious awareness.

34
Q

What is implicit reasoning?

A

Fast, automatic, not associated with conscious awareness.

35
Q

What type of reasoning to medical experts engage in?

A

Medical experts engage in implicit reasoning, while novices rely on explicit reasoning.
- Medical experts engage in rapid pattern recognition.