Promoting Insightful Problem Solving

Abstract

This work assessed whether insightful problem solving could be trained. Specifically, we tested whether solutions to a heterogeneous set of verbal insight problems could be promoted. A training scheme was developed to promote the application of mechanisms that underlie the process of restructuring. Training across the five experiments consisted of different combinations of the following training techniques: advance strategic instructions, varying amounts of practice, practice with different types of feedback, and problem comparison. Results from all five experiments showed that training can promote solutions to verbal insight problems. Facilitation effects ranged from a 14%-24% gain in overall solution rates relative to no-treatment controls. This work demonstrated that insightful problem solving could be trained at a relatively high level of generality.

When shoes become hammers: Goal-derived categorization training enhances problem-solving performance.

“…In addition, contrary to most previous problem-solving studies that have focused on one problem (for exceptions, see Ansburg & Dominowski, 2000;Fleck, 2005;Schooler & Melcher, 1995), the current experiments examined the effects of the categorization training in a variety of problems. Further studies examining the effectiveness of training with taxonomic versus ad hoc categories are expected to provide additional support for the critical role of goal-derived categorization in problem solving.…”

Cognitive events in a problem-solving task: a qualitative method for investigating interactivity in the 17 Animals problem

“…Ansburg & Dominowski, 2000)? A key misleading assumption-namely, a horizontal throwing motion-must be abandoned in favour of a new interpretation: the throwing motion is vertical.…”

The Effects of Performance Incentives and Creativity Training on Creative Problem-Solving Performance

“…Two key features of insight problems are that people's initial or dominant responses are usually incorrect and that they often feel stuck until they find a way to re-structure the problem or re-code existing information; therefore, the discovery of an insight often feels refreshing and unexpected (Dominowski & Dallob, 1995;Knoblich et al, 1999). To assess creative performance, researchers usually measure individuals' speed at solving problems and their relative success rates (Ansburg & Dominowski, 2000;Glucksberg, 1962). …”

“…The problems used in this study were taken from McCaffrey (2012) and include the Duncker candle problem among others; similar problems have been used in past research on insight generation (e.g., Ansburg & Dominowski, 2000;Chrysikou, 2006;Dominowski & Dallob, 1995 Participants, however, were not obligated to spend the full seven minutes on each question and could move on if they felt that the solution had been found or if they had given up looking for the solution. Participants were also told that they could submit multiple (up to five) textual responses and that they would be given credit if one of their responses was correct 34 I sincerely thank Anthony McCaffrey, who provided not only his dissertation but also the detailed performance statistics for each problem.…”