The facilitation of problem solving by prior exposure to uncommon responses.

Maltzman, Irving; Brooks, Lloyd O.; Bogartz, William; Summers, Stanley S.

doi:10.1037/h0046758

Cited by 26 publications

(9 citation statements)

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“…A third training procedure is the evocation of the uncommon responses as textual responses. Several recent experiments have employed this procedure (Judson, Cofer, & Gelfand, 1956;Maltzman, Brooks, Bogartz, & Summers, 1958;Maltzman, Simon, Raskin, & Licht, 1960) and will be discussed shortly. Instructions, as distinguished from training, may also be used to increase originality, and appear to be effective under certain conditions (Christensen, Guilford, & Wilson, 1957;Maltzman, Bogartz, & Breger, 1958;Royce, 1898).…”

Section: Earlier Accounts Of Originalitymentioning

confidence: 99%

“…Responses necessary for the solution of the problem are presumably uncommon, have a low probability of occurrence in the initial response hierarchy. An association procedure has also been used to determine the uncommonness of responses evoked in the initial response hierarchy and their relation to subsequent success in the two-string problem (Maltzman, Brooks, Bogartz, & Summers, 1958).…”

Section: Earlier Accounts Of Originalitymentioning

confidence: 99%

See 1 more Smart Citation

On the training of originality.

Maltzman¹

1960

Psychological Review

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183

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Section: Earlier Accounts Of Originalitymentioning

confidence: 99%

Section: Earlier Accounts Of Originalitymentioning

confidence: 99%

On the training of originality.

Maltzman¹

1960

Psychological Review

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183

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“…Similarly, within the problem-solving literature, the processes of categorization and concept acquisition are rarely discussed (e.g., Keane, 1989;Robertson, 2001; see also Maltzman, Brooks, Bogartz, & Summers, 1958). This article is, thus, the first attempt to examine problem solving as a process of frame instantiation in which solvers, faced with a goal, employ their knowledge to instantiate relevant properties of various problem elements and dynamically organize those elements in goal-derived categories dependent on a set of optimizations and constraints so as to satisfy the given goal (see also Chrysikou, in press).…”

mentioning

confidence: 99%

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

Chrysikou

2006

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Problem-solving theories have not examined how solvers navigate their knowledge to interpret problem situations or to plan strategies toward goals. In this article, the author argues that success in problem solving depends on the solver's ability to construct goal-derived categories, namely categories that are formed ad hoc to serve goals during the instantiation of problem frames. Experiment 1 (N ϭ 140) showed improved problem-solving performance after training to construct goal-derived categories. Experiment 2 (N ϭ 80) demonstrated that effects of training in category construction can be obtained without participants being explicitly informed regarding the relevance of training to problem solving. These studies suggest that problem solving is a dynamic expression of goal-directed cognition and provide evidence for the involvement of categorization in problem-solving processes. Keywords: problem solving, categorization, goal-derived categories, ad hoc categories, insight problemsProblem solving refers to a situation in which the solver develops and implements plans with the intention of moving from a problem state to a goal state within a range of constraints. Some problem-solving situations are well-defined, wherein both the goal to be achieved and the path to be followed for the solution are obvious (e.g., solving the equation 125 ϫ 5 ϭ ?). In contrast, other problem-solving situations are ill-defined, wherein both the goal and the steps necessary for its completion are ambiguous, and the solution possibilities appear infinite (e.g., how to attach a candle on the wall with a book of matches and a box of tacks). Theories of problem solving have examined a variety of strategies by which individuals reach solutions to different problems. Such theories approach solvers' success with a problem either as the result of special thinking processes (e.g

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“…The procedures given are based on his unpublished research. Maltzman and others (55) found that eliciting uncommon responses tended to further increase uncommon responses and thereby facilitated problem solving. Anderson (3) added substantial evidence to the hypothesis that children become more skillful in problem solving in quantitative situations if meanings, understandings, relations, and generalizations are developed in the teaching of arithmetic.…”

Section: Improvement In Thinkingmentioning

confidence: 97%

Chapter VI: Intellectual Processes

Lee¹,

Bingham²

1959

Review of Educational Research

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THis chapter summarizes the material on thinking which has appeared in the last six years, during which little significant research has been produced. As was noted in the previous REVIEW chapter (75), most of the research has been done at the college level, and its meaning for children is debatable. Only studies which have dealt directly with children or which have clear implications of significance for them have been included here. Partly because of the rapid recent development of concern in this area and partly in the hope that they may stimulate further research, some books and articles on theory have been included. The Nature of the Thinking ProcessThe general character of thinking challenged research workers, and efforts were made to synthesize existing investigations as well as to probe the dynamics of thinking. Johnson (47) and Bartlett (8) presented excellent opportunities for up-to-date orientation and mental stimulation in thinking and its related aspects. Along with the nature, methods for analysis, and classification of thought, Johnson included pertinent discussions of judgment. Price (70) rejected reduction of thinking to words and images and argued for the power of concepts.The outcome of part of the five-year program of the Cognition Project in the Laboratory of Social Relations at Harvard University was recorded by Bruner, Goodnow, and Austin (13). They described the nature of conceptualizing, and in reporting on a series of 20 experiments in concept attainment under a variety of conditions, integrated and evaluated theoretical issues in terms of the experiments reported. Russell (74) comprehensively studied children's thinking, discussing its backgrounds, materials, processes, and possible improvement. Galanter and Gerstenhaber (30) attempted to conceptualize the problem of the nature of thought from the S-R behavioral standpoint. Thurstone (86) reviewed hypotheses regarding creative talent and formulated suggestions helpful to research workers seeking ways to initiate exploratory and experimental studies.Piaget's careful, systematic investigation of the child's mental processes made significant contributions, stressing differentiation more than integration in the maturing process. In an important and noteworthy book with Inhelder, Piaget (44) attempted to isolate and describe mental structures which characterize the reasoning of the child of 7 to 11 years, then differentiated these structures from those which characterize the reasoning of early adolescents. They also reported on the perceptual aspect and structuring of the spatial field by children (67). Piaget's conclusion that sen-185 at UNIV ARIZONA LIBRARY on July 6, 2015 http://rer.aera.net Downloaded from REVIEW OF EDUCATIONAL RESEARCH Vol. XXIX, No. 2sorimotor substructure is essential in the development of conceptual expression (65) extended understanding of the origins of intelligence. Furthermore, Piaget defined intelligence in relation to adaptive processes, indicated that "grouping" operations according to definite structures made b...

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The facilitation of problem solving by prior exposure to uncommon responses.

Cited by 26 publications

References 11 publications

On the training of originality.

On the training of originality.

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

Chapter VI: Intellectual Processes

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