Insight with hands and things

Vallée-Tourangeau, Frédéric; Steffensen, Sune Vork; Vallée-Tourangeau, Gaëlle; Sirota, Miroslav

doi:10.1016/j.actpsy.2016.08.006

Cited by 39 publications

(47 citation statements)

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“…The results in the present study were in line with other results showing that interaction with artefacts enhances problem-solving success (Fioratou & Cowley, 2009;Vallée-Tourangeau, et al, 2015;Vallée-Tourangeau et al, 2016b). The performance in the present experiments were considerably higher than those reported by Fioratou and Cowley (2009).…”

Section: Discussionsupporting

confidence: 92%

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Incubation and interactivity in insight problem solving

Henok

Vallée-Tourangeau

2018

Psychological Research

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Insight is commonly viewed as originating from the restructuring of a mental representation. Distributed cognition frameworks such as the Systemic Thinking Model (SysTM, Vallée-Tourangeau and Vallée-Tourangeau, Cognition beyond the brain: interactivity and human thinking, pp 133-154, 2017), however, assumes that information processing can be transformed when it is distributed across mental and material resources. The experiments reported here investigated whether interactivity enhanced incubation effects with the cheap necklace problem. Participants attempted to solve the problem in a low-interactivity condition with pen and paper or in a high-interactivity condition with a set of metal chains. Performance was substantially better in a task environment that fostered a higher degree of interactivity at Time 1. There was evidence of an incubation effect as participants significantly improved in performance after a 2-week gap, particularly in the high-interactivity condition. Experiment 2 showed that the context within which people can enact their thinking following incubation is key to improve problem-solving performance. When the problem presentation changed after a 2-week gap (low interactivity to high interactivity or high interactivity to low interactivity), performance only improved for those who worked on a highly interactive task at Time 2. Taken together, these findings underscore the importance of adopting a systemic perspective when investigating incubation effects in problem solving.

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Section: Discussionsupporting

confidence: 92%

“…DeCaro, Van Stockum, & Wieth, 2016), and more important, previous work that explored problem solving in a highinteractivity task environment found no association between working memory scores and solution rates with a so-called insight problem (e.g. Vallée-Tourangeau et al, 2016b).…”

Section: Discussionmentioning

confidence: 96%

Incubation and interactivity in insight problem solving

Henok

Vallée-Tourangeau

2018

Psychological Research

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“…However, analogy problem solving is a highly constrained task with a single correct solution, and one could argue that this is uncharacteristic of most creative tasks. Moreover, it has been argued that classic insight problems such as this divorce the task from the solver's real-world context because they do not require interaction with an object (Vallée-Tourangeau, Steffensen, Vallée-Tourangeau, and Sirota, 2016). The goal of…”

Section: Introductionmentioning

confidence: 99%

The form of a ‘half-baked’ creative idea: Empirical explorations into the structure of ill-defined mental representations

et al. 2020

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Creative thought is conventionally believed to involve searching memory and generating multiple independent candidate ideas followed by selection and refinement of the most promising. Honing theory, which grew out of the quantum approach to describing how concepts interact, posits that what appears to be discrete, separate ideas are actually different projections of the same underlying mental representation, which can be described as a superposition state, and which may take different outward forms when reflected upon from different perspectives. As creative thought proceeds, this representation loses potentiality to be viewed from different perspectives and manifest as different outcomes. Honing theory yields different predictions from conventional theories about the mental representation of an idea midway through the creative process. These predictions were pitted against one another in two studies: one closed-ended and one open-ended. In the first study, participants were interrupted midway through solving an analogy problem and wrote down what they were thinking in terms of a solution. In the second, participants were instructed to create a painting that expressed their true essence and describe how they conceived of the painting. For both studies, naïve judges categorized these responses as supportive of either the conventional view or the honing theory view. The results of both studies were significantly more consistent with the predictions of honing theory. Some implications for creative cognition, and cognition in general, are discussed.

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“…So in fact negative emotions may foster creativity! We noticed a remarkable convergence of our claims and experimental findings regarding the positive incidence of enacting in the arising of new insights in problem-solving situations with very recent research in cognitive science (e.g., Glenberg 2015;Vallée-Tourangeau et al 2016;Abrahamson and Trninic 2015).…”

Section: Discussionmentioning

confidence: 74%

Enactive Metaphorising in the Learning of Mathematics

Soto-Andrade

2018

Invited Lectures From the 13th International Congress on Mathematical Education

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We argue that an approach to the learning of mathematics based on enactive (bodily acted out) metaphorising may significantly help in alleviating the cognitive abuse millions of children worldwide suffer when exposed to mathematics. We present illustrative examples of enactive metaphoric approaches in the context of problem posing and solving in mathematics education, involving geometry and randomness, two critical subjects in school mathematics. Our examples show to what extent the way a mathematical situation is metaphorised and enacted by the learners shapes their emerging ideas and insights and how this may help to bridge the gap between the 'mathematically gifted' and those apparently not so gifted or mathematically inclined. Our experimental background includes a broad spectrum of prospective secondary math teachers, in-service primary teachers and their pupils, first-year university students majoring in social sciences and humanities and university students majoring in mathematics.

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Insight with hands and things

Cited by 39 publications

References 50 publications

Incubation and interactivity in insight problem solving

Incubation and interactivity in insight problem solving

The form of a ‘half-baked’ creative idea: Empirical explorations into the structure of ill-defined mental representations

Enactive Metaphorising in the Learning of Mathematics

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