Mechanization in problem solving: The effect of Einstellung.

Luchins, Abraham S.

doi:10.1037/h0093502

Cited by 977 publications

(588 citation statements)

References 0 publications

Supporting

Mentioning

556

Contrasting

Unclassified

Order By: Relevance

“…Under these definitions (which fit in with the Gestaltists view of insight and with Luchins' [1942] view of mental set), mental set and insight are two independent processes. However, the two are likely to interact in circumstances where several problems are presented to the problem solver that have both a mental set and an insight nature to them.…”

Section: Set and Insight In Problem Solvingmentioning

confidence: 85%

“…Luchins, 1942). We can further speculate what is necessary to extend the ACT-R model to implement the second process (representational change).…”

Section: Discussionmentioning

confidence: 96%

“…Problem solvers reached an impasse when attempting to solve the problem because their prior knowledge led them to see the pliers as a cutting and bending tool rather than as a pendulum. Luchins (1942) examined mental set effects using the now famous water jug problems.…”

Section: Studies Of Mental Set and Insight Set And Insight In Problemmentioning

confidence: 99%

See 2 more Smart Citations

Investigating the Effect of Mental Set on Insight Problem Solving

Öllinger

Jones

Knoblich

2008

Experimental Psychology

114

View full text Add to dashboard Cite

Mental set is the tendency to solve certain problems in a fixed way based on previous solutions to similar problems. The moment of insight occurs when a problem cannot be solved using solution methods suggested by prior experience and the problem solver suddenly realizes that the solution requires different solution methods. Mental set and insight have often been linked together and yet no attempt thus far has systematically examined the interplay between the two. Three experiments are presented that examine the extent to which sets of non-insight and insight problems affect the subsequent solutions of insight test problems. The results indicate a subtle interplay between mental set and insight: when the set involves non-insight problems, no mental set effects are shown for the insight test problems, yet when the set involves insight problems, both facilitation and inhibition can be seen depending on the type of insight problem presented in the set. A two process model is detailed to explain these findings that combines the representational change mechanism with that of proceduralisation.Set and Insight in Problem Solving 3

show abstract

Section: Set and Insight In Problem Solvingmentioning

confidence: 85%

“…Luchins, 1942). We can further speculate what is necessary to extend the ACT-R model to implement the second process (representational change).…”

Section: Discussionmentioning

confidence: 96%

See 1 more Smart Citation

Investigating the Effect of Mental Set on Insight Problem Solving

Öllinger

Jones

Knoblich

2008

Experimental Psychology

114

View full text Add to dashboard Cite

show abstract

“…This view that those that have experience and knowledge in the problem domain and are close to the problem are most likely to develop successful solutions is backed up by research that indicates that problem solvers, at the individual, team, and organizational levels, overwhelmingly use prior experience and knowledge in solution development and often encounter difficulty in solving novel problems (Allen 1970;Duncker 1945;Lovett and Anderson 1996;Luchins 1942;Sorensen and Stuart 2000). Hence biologists or physicists may be ill-suited to create successful solutions to chemistry problems.…”

Section: Section 3 the Advantage Of Marginalitymentioning

confidence: 99%

Marginality and Problem-Solving Effectiveness in Broadcast Search

Jeppesen

Lakhani²

2010

Organization Science

967

754

View full text Add to dashboard Cite

We examine who the winners are in science problem solving contests characterized by open broadcast of problem information, self-selection of external solvers to discrete problems from the laboratories of large R&D intensive companies and blind review of solution submissions. Analyzing a unique dataset of 166 science challenges involving over 12,000 scientists revealed that technical and social marginality, being a source of different perspectives and heuristics, plays an important role in explaining individual success in problem solving. The provision of a winning solution was positively related to increasing distance between the solver's field of technical expertise and the focal field of the problem. Female solvers -known to be in the "outer circle" of the scientific establishment -performed significantly better than men in developing successful solutions. Our findings contribute to the emerging literature on open and distributed innovation by demonstrating the value of openness, at least narrowly defined by disclosing problems, in removing barriers to entry to non-obvious individuals. We also contribute to the knowledge-based theory of the firm by showing the effectiveness of a market-mechanism to draw out knowledge from diverse external sources to solve internal problems

show abstract

“…For example, in the Luchins' water jar problem, following the development of a mental set to approach all problems with a particular solution, the majority of people persist with the unnecessarily complex solution after experiencing a problem that could only be solved with a simpler solution (Luchins, 1942). The complex system explanation for this observation is that until an alternative agent is developed that can complete successful processing faster than the original agent can complete its unsuccessful processing, the unsuccessful agent will persist in producing inappropriate behaviour.…”

Section: The Component Theory Of Skill Acquisition: the Mind As A Commentioning

confidence: 99%

A Theory of the Mind as a Complex System

Yaseen¹

2012

Current Research in Psychology

View full text Add to dashboard Cite

Five principles of skill acquisition are presented based on a review of research on human learning and expertise. Essentially these principles state that practice leads to faster and more efficient uses of knowledge. This enables faster performance and results in less demand on mental resources. In turn these outcomes enable higher level behaviours to be attempted. Ultimately skills are developed through refinement of many component processes. A theory of the mind is proposed that borrows from theories of complex adaptive systems. In this theory, the mind is conceived of as consisting of agents that compete for resources associated with processing information. The nature of this competition is similar to that observed in physical and biological systems in that agents survive or disappear depending on their usefulness. This theory is shown to be capable of explaining the five principles of skill acquisition, without these principles being explicitly built into the theory. Implications for other theories of skill acquisition are considered.

show abstract

Mechanization in problem solving: The effect of Einstellung.

Cited by 977 publications

References 0 publications

Investigating the Effect of Mental Set on Insight Problem Solving

Investigating the Effect of Mental Set on Insight Problem Solving

Marginality and Problem-Solving Effectiveness in Broadcast Search

A Theory of the Mind as a Complex System

Contact Info

Product

Resources

About