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Cognitive Psychology > Chapter 11 Problem Solving & Creativity > Flashcards

Chapter 11 Problem Solving & Creativity Flashcards

1
Q

Components of a problem

A

Initial state
Goal state
Obstacles

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2
Q

Problem solving is used

A

When you want to reach a certain goal, but the solution is not immediately obvious
Missing information or obstacles block the path

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3
Q

Understanding the problem

A

Construct a well-organized mental representation of the problem based on the information provided in the problem and previous experience

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4
Q

Paying attention to important information

A

Identify and attend to the most relevant information

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5
Q

Bransford and Stein 1984

A

Algebra story problems
Distracting negative thoughts

Effective problem solvers read the description of a problem very carefully, paying particular attention
to inconsistencies

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6
Q

Symbols

A

Algebra
Translating words into symbols can cause issues
-oversimplification and misremembering the problem

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7
Q

Matrix

A

A grid showing all possible combination of items

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8
Q

Matrices

A

Matrix
Most useful for complex, stable, categorical information

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9
Q

Problem representation

A

The way you translate the elements of the problem into a different format

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10
Q

Visual images

A

Escape boundaries of traditional concrete representations
Good visual-imagery skills provide advantage

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11
Q

Diagrams

A

Instructions for assembling objects
Represent abstract information in a concrete fashion
Reduce large about of complicated information into a concrete form
Hierarchical tree diagram
Graphs

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12
Q

Novick and Morse 2000

A

Origami
Participants were more accurate with both a verbal description and a step-by-step diagram rather than only a verbal description

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13
Q

Hierarchical Tree Diagram

A

A figure that uses a tree like structure to show various possible options in a problem. This kind of diagram is especially helpful in showing the relationship between categorized items

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14
Q

Situated-cognition approach

A

We use helpful information in our immediate environment to create spatial representations; importance of external situation/context

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15
Q

Embodied cognition approach

A

We often use our own body and our own motor actions, in order to express our abstract thoughts and knowledge; importance of own body as context

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16
Q

Situated Cognition

A

Problem solving does not only take place inside a persons head
Real life provides information needed to solve complicated problems
Other people provide information

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17
Q

Embodied Cognition

A

People solve certain kinds of problems more quickly or more accurately if allowed to move parts of their bodies
Mental rotation tasks
Swinging rope problem
Movement of gears problem

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18
Q

Exhaustive search

A

Try all possible answers

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19
Q

Heuristic

A

General rule/strategy in in which you ignore some alternatives and explore only those alternatives that seem especially likely to produce a solution

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20
Q

Analogy approach

A

Using a salutation to a similar, earlier problem to help in solving a new problem

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21
Q

Algorithm

A

A well-defined procedure or set of rules that is used to solve a problem or accomplish a task or they is used for conducting a series of computations
Always produces a solution; sometimes inefficient

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22
Q

The structure of the analogy approach

A

Determining the real problem
Problem isomorphs
Surface features
Structural features

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23
Q

Factors that encourage appropriate use of analogies

A

overcoming the influence of context
trying several structurally similar problems before the target problem
training to sort problems into categories based on structural similarities

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24
Q

Problem isomorphs

A

A set of problems that have the same underlying structures and solutions, but different specific details

25
Surface features
Such as specific objects and terms used in the questions
26
Structural features
The underlying core that they must understand in order to solve the problem correctly
27
The means-ends heuristic important components
Divide the problem into sub problems Try to reduce the difference between the initial state and the goal state for each of the sub problems
28
The means ends heuristic
identify the “ends” you want and then figure out the “means” to reach them one of the most effective and flexible problem- solving strategies
29
Elves and Goblins (Greeno, 1974)
People pause at points in the problem when they begin to tackle a subproblem and need to organize a sequence of moves. Working memory is active during planning. Sometimes the correct solution requires moving backward, temporarily increasing the distance to the goal. People are reluctant to move away from goal state.
30
The Means–Ends Heuristic Computer Simulation
involves a computer program that will perform a task the same way that a human would includes false starts should be no better (or worse) at solving the problem than a human would be test by comparing program with the steps humans would take in solving the problem generality not as great as researchers had wished real-life problems not so clear cut
31
Computer Simulation Newell and Simon’s General Problem Solver (GPS)
had participants talk out loud while working on a relevant problem narrative then used to create computer simulations uses means–ends analysis strategy; difference reduction strategy
32
Computer Simulation Newell and Simon’s General Problem Solver (GPS)
had participants talk out loud while working on a relevant problem narrative then used to create computer simulations uses means–ends analysis strategy; difference reduction strategy
33
Anderson’s ACT-R theory
computer simulations for problem solving (like Elves and Goblins), algebra, geometry, computer science developed to learn more about how people acquire skills in problem solving developed “cognitive tutors” for use in mathematics classes
34
The Hill-Climbing Heuristic
When you reach a choice point, choose the alternative that seems to lead most directly toward your goal
35
Expertise
consistent exceptional skill and performance on representative tasks for a particular area
36
Expertise Problem-Solving Strategies
are more likely to use the means–ends heuristic effectively on a novel problem approach problems systematically are more likely to emphasize structural features when using the analogy approach
37
Expertise Speed and Accuracy
problem-solving operations become more automatic parallel processing serial processing
38
Expertise Knowledge Base
knowledge schemas training in variety of relevant settings training with immediate feedback
39
Expertise Memory
Memory skills of experts tend to be very specific. Chess experts’ memory is better only if the information fits a particular schema. Experts are only slightly better than novices at remembering random arrangements of chess pieces.
40
Expertise Metacognitive Skills
Experts are better than novices at monitoring their own problem solving. Experts are also better at judging the difficulty of the problem, allocating time, monitoring the usefulness of ideas, recovering from errors. Experts underestimate the amount of time novices will require to solve a problem in the experts’ area of specialization.
41
Mental Set
using the same solution from previous problems, even though the problem could be solved by a different, easier method close mind prematurely; stop thinking breaking mental set associated with greater change in event-related brain potentials (ERPs) overactive top-down processing
42
Fixed mindset
You believe that you possess a certain amount of intelligence and other skills, and that no amount of effort can help you perform better
43
Growth mindset
You believe that you can cultivate your intelligence and other skills
44
Functional fixedness
We assign stable/fixed uses to an object results in a failure to think about the features of the object that might be useful in helping solve a problem
45
Gender stereotypes and math problems
generally not supported by research when it comes to problem solving skills consistent gender similarities on standardized math tests for students of all ages
46
Stereotype threat
If you belong to a group that is hampered by a negative stereotype, and you think about your membership in that group, then your performance may suffer
47
Insight problem
A problem that seams impossible untill sudden solution appears light bulb aha
48
Non-insight problem
A problem that you solve gradually
49
The nature of insight
gestalt psychologists vs. behaviorists begin with inappropriate assumptions that need to be discarded inappropriate use of top-down processing
50
Advice About Problem Solving If a problem seems to be an insight problem:
try to represent the problem in a different way think about a different meaning for an ambiguous word draw sketches, work with physical objects, use gestures be willing to think “outside the box”
51
Creativity
finding solutions that are novel and useful Psychologists disagree as to whether creativity involves ordinary thinking or exceptional people
52
Divergent production
A measure of creativity in terms of the number of different responses made to a test items
53
Divergent production tests
Moderate correlations between divergent production test scores and other judgments of creativity Number of salutations doesn’t indicate novelty and/or usefulness
54
The nature of creativity
Creativity includes convergent thinking as well as divergent thinking. (In contrast, convergent production asks test-takers to supply a single, best response.) Creativity is associated with many regions within the left hemisphere as well as many regions within the right brain. Creativity can occur when we use focused attention (conscious attention) as well as defocused attention (altered states of consciousness).
55
Extrinsic motivation
Desire to work on a task to earn a promised reward People often produce less creative projects if they are working on these projects for external reasons. Creativity can actually be enhanced if the extrinsic factors provide useful feedback
56
Intrinsic motivation
Motivation to work on a task for its own sake, because you find it interesting, exciting or personally challenging People are more likely to to be creative when they are working on a task that they truly enjoy
57
Intrinsic Motivation and Creativity Ruscio and colleagues (1998)
students rate level of interest in writing, art, and problem solving later perform tasks in the three areas had judges rate projects high intrinsic motivation was related to higher judged creativity of projects
58
Intrinsic Motivation and Creativity Prabhu, Sutton, and Sauser (2008)
Slides 811-815

Cognitive Psychology (13 decks)

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