The Cognitive Underpinnings of Multiply-Constrained Problem Solving

Abstract

Individuals encounter problems daily wherein varying numbers of constraints require delimitation of memory to target goal-satisfying information. Multiply-constrained problems, such as the compound remote associates, are commonly used to study this type of problem solving. Since their development, multiply-constrained problems have been theoretically and empirically related to creative thinking, analytical problem solving, insight problem solving, and a multitude of other cognitive abilities. In the present study, we empirically evaluated the range of cognitive abilities previously associated with multiply-constrained problem solving to assess common versus unique predictive variance (i.e., working memory, attention control, episodic and semantic memory, and fluid and crystallized intelligence). Additionally, we sought to determine whether problem-solving ability and self-reported strategy adoption (analytical or insightful) were task specific or task general through the use of novel multiply-constrained problem-solving tasks (TriBond and Location Bond). Performance across these tasks was shown to be domain general, solutions derived through insightful strategies were more often correct than those derived through analytical strategies, and crystallized intelligence was the sole cognitive ability that provided unique predictive value after accounting for all other abilities.

Flexibility to Change the Solution: An Indicator of Problem Solving That Predicted 9th Grade Students’ Academic Achievement during Distance Learning, in Parallel to Reasoning Abilities and Parental Education

“…Self-management indicators, mostly assessed with self-assessment type questionnaires, are also related to academic achievement ( Pintrich et al 1993 ; Zimmerman and Martinez-Pons 1988 ; Abd-El-Fattah 2010 ; Veenman et al 2014 ). Problem-solving skills (assessed via various methodological approaches) and cognitive ability also show interrelationships (e.g., Chuderski and Jastrzębski 2018 ; Kretzschmar et al 2017 ; Ellis et al 2021 ). In general, these results indicate that there is a set of cognitive abilities and additional skills which together can predict a student’s learning performance in regular learning settings.…”

Responses to Raven matrices: Governed by visual complexity and centrality

“…Another limitation of this study is that it was conducted with a time limit of 7 min. It is common to perform Raven matrices with a time limit, even with a stricter time limit than our current study (e.g., 18 items with a 10-min time limit: Ellis et al, 2021 ; Robison & Campbell, 2023 ; Tsukahara & Engle, 2021 ). Based on an overview of studies in the Supplementary Material, there seem to be some indications that if no time limit is used (as the Raven matrices are supposed to be administered), response time is more determined by item difficulty.…”

“…The current study used a short 12-item version of the RAPM. However, the edge density can also be computed for the remaining items and then correlated with the response times observed for those items in the literature (for studies that provide response times per RAPM item, see Adam & Vogel, 2018 ; Ellis et al, 2021 ; Frischkorn & Von Bastian, 2021 ; Goldhammer et al, 2015 ; Gonthier & Roulin, 2020 ; Liu et al, 2022 ; Loesche et al, 2015 ; Poulton et al, 2022 ; Rivollier et al, 2021 ; Robison & Campbell, 2023 ; Sense et al, 2019 ; Tsukahara & Engle, 2021 , 2023 ; and Vigneau et al, 2006 ). If using this approach, the edge density correlated between 0.27 and 0.73 with the mean response time, and Raven item number (1 to 36) correlated between 0.51 and 0.87 with the mean response time (see Supplementary Material ).…”

Longitudinal Data of High-school Students’ Grades during the COVID-19 Pandemic in Relation to Their Skills

“…A study showed that students who had higher self-assessed problem-solving skills reported having less stress about their ability to deal with distance learning (Hacatrjana, 2021a). There is a variety of approaches to studying problem-solving, and based on various methodological and theoretical approaches, problem-solving skills are significantly related to academic outcomes and cognitive abilities, studied with tests or questionnaires (e.g., Ellis et al, 2021;Fitzpatrick et al, 2020;Greiff et al, 2013;Kretzschmar et al, 2017). Definitions of problem-solving vary but most researchers agree that there are several processes that occur during the solving of the problem, such as exploring and understanding, representing and formulating, planning and executing, and monitoring and reflecting (OECD, 2013).…”