Judgement and Decision making and Problem Solving Flashcards

1
Q

What is Bayes’ theorem?

A

Everyday life is full of cases in which the strength of our beliefs is increased or decreased by fresh or new information.

Need to know prior ratio (probability before data is collected) –> p(HA) / p(HB)

And the likelihood ratio (relative probability of collecting the observed data) –> p(D/HA) / p(D/HB)

Bayes developed a way of conceiving about judgements. Many things increase or decrease our inference of something, and Bayes came up with the formula.

Odds of something happening or not, observation, ability to detect when this thing is happening. Prior odds and posterior odds.

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2
Q

What is the Bayes illustration: Tversky and Kahneman (1972)?

A
  • A taxi-cab was involved in a hit-and-run accident one night
  • Of he taxi-cabs in the city, 85% belonged to the Green company and 15% to the Blue company
  • An eyewitness identified the cab as a Blue cab
  • However, when her ability to identify cabs under appropriate visibility conditions was tested, she was wrong 20% of the time and correct in 80% of cases
  • The participant had to decide the probability that the cab involved in the accident was blue

Mustn’t ignore the ‘base rate’ probability, the prior ratio.

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3
Q

What is base rate neglect?

A

If people make snap judgements they focus on the posterior odds, we are biased to observing the data rather than getting the data in the first place.

People are not as good as understanding probabilities etc in base rate information in judgements, better at natural frequencies. This is because these are the types of figures we deal with in the natural world. More psychologically digestible.

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4
Q

About neglecting base rates…

A

Koehler (1996, p1) defined base-rate information as ‘the relative frequency with which an event occurs or an attribute is present in the population’

People often fail to take base rates fully into account. Why?

Tversky and Kahneman (1972): Taxi cab problem: participants said there was an 80% likelihood that the taxi was blue.

Tversky and Kahneman (1982) repeated study.

In the ‘causal’ condition, the problem was rephrased: Ps were told that although taxi firms were equal in size, 85% of the accidents involved green cabs

Estimated probabilities that a blue cab was responsible for the accident in causal and control conditions are shown below. Base rates are not so neglected in this example.

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5
Q

About heuristics and biases…

A
  • Kahneman and Tversky suggest that we are prone to errors because we rely on simple heuristics
  • Heuristics are simple, efficient rules, and can be hard-coded by evolutionary processes or learned
  • Heuristics work well under most circumstances, but in certain cases lead to systematic errors or biases.
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6
Q

What is the representative heuristic?

A

Why do we fail to make proper use of base rate information?

Kahneman and Tversky suggested that people often use a representativeness heuristic (rule of thumb):
"events that are representative or typical of a class are assigned a high probability of occurrence. If an event is highly similar to most of the others in a population or class of events, then it is considered representative" Kellogg, 1995

People judge the probability that an object A belongs to certain class of objects B.

For example in the Jack (lawyer/engineer) example or judge the likelihood of him being an engineer based on the similarity between the description of your stereotype of the job.

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7
Q

What is conjunction fallacy?

A

Further evidence of the representativeness heuristic is the conjunction fallacy (Kahneman and Tversky, 1983).

Mistaken belief that the probability of the conjunction of two events (A and B) is greater (ie more likely) than one of the two events separately (A or B)

A form of representativeness - a bias.

The conjunction fallacy tells us that it is less likely to be a combination of two things than to just be one.

Wrong to think that the conjunction of the two things together is greater than each of the single things. This is because of the representativeness.

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8
Q

What is the availability heuristic?

A

Estimating the frequencies of events on the basis of how easy or difficult it is to retrieve relevant information from long-term memory eg Tversky and Kahneman (1974)

Differences in availability (retrieval ability or fluency of examples) lead people to misjudge the relative frequency of the two categories of words.

(confirmation bias: orientated towards information that confirms our judgements and beliefs. Will orientate to ones that confirm our belief and ignore the ones that don’t. in todays day when we tell the news the things were interested in it pushes things our way and we ignore the things we don’t know or believe).

How available information is to you psychologically biases your judgement. Trying to rationalise a judgement.

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9
Q

What is the numerosity heuristic?

A
  • Pelham, Sumarta, and Myaskovsky (1994) proposed a numerosity heuristic. This involves over-inferring quantity or amount from numerosity or number of units into which something is divided. For instance:
  • People generally eat less when food is divided into small pieces
  • Participants who were asked to estimate the value of sets of coins gave higher estimates when there were many coins
  • High self-esteem seems to be enhanced if a single belief (eg I am creative, analytical, and verbal) about oneself is divided into several distinct statements (eg I am creative, I am analytical, I am verbal) (Showers, 1992).

We change our impression/inference of what’s going on based on the number of units that exist.

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10
Q

What is support theory?

A

Tversky and Koehler (1994) proposed their support theory:

- Any given event will appear more or less likely depending on how it is described. Need to distinguish between events themselves and the descriptions of those events.
- A more explicit description of an event will typically be regarded as having greater subjective probability when it is mentioned explicitly compared to the same event described in less explicit terms. An explicitly description may draw attention to aspects of the event that are less obvious in the non-explicit description.
- Memory limitations - people do not remember all the information (or possibilities) if it is not supplied - related to representativeness heuristic.

What is critical to making judgements is the assessment of how likely something is to occur, based on how its described. A more explicit description changes the subjective probability of the judgement.

More detail provided could mean that we think more likely, when actually not as less specific description encompasses more scenarios. Biases our judgement. This is seen in terms of insurance - ‘we cover everything’ or ‘we cover x, y, z, a, b, c…..’ and people will go for the second one.

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11
Q

What is evidence relating to support theory?

A

Johnson et al (1993) found supportive evidence in that Ps offered to pay more for insurance policies that covered a detailed range of illnesses than for one that covered all illnesses in general.

Support theory in conjunction with the discussed heuristics demonstrates when errors in judgements are made.

Insurance policy example.

Support theory tries to encompass why representativeness is so important and the detail.

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12
Q

What is a summary of heuristics?

A

• Heuristics are rules of thumb that we use to simplify decision making
• Overall, heuristics result in good decisions
• The loss in quality of decision is made up by the time saved
• However, heuristics can cause systematic biases or errors in decision even in experts
• There are some limitations however:
- Heuristic theory has failed to provide process models
- Some errors are made because participants misunderstand parts of the problem
- The research is detached from everyday life
- Individual differences are under-researched

Even though there is support theory, there are some limitations of looking at judgements just is that way. They are not a model - don’t provide a process model. Support theory goes some way to do that but doesn’t provide everything.

A lot of the time people misunderstand the question and this can lead to a number of errors being made. Using natural frequencies helps in this.

Individual differences: age, gender, personality, IQ, etc… means that we are unsure if these hold for all groups. So in this sense they are descriptive rather than predictive.

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13
Q

About fast and fugal heuristics…

A
  • Gigerenzer and colleagues tried to enumerate some ‘simple heuristics that male us smart’
  • Rapid processing of relatively little information
  • One example was the so-called ‘recognition heuristic’
  • A specific examples of the so-called ‘take the best heuristic’ - take the best ignore the rest
  • Goldstein and Gigerenzer (2002) in their city recognition/population size example (Herne vs Cologne). Which has the larger population, Cologne or Herne?
  • Which has the larger population, Herne or Cologne?
  • Start by which city name you recognise: more likely this is a larger city
  • Lets say you recognise both names
  • What may be another clue
  • Cathedral/football stadiums - cities with cathedrals/football stadiums usually have larger populations
  • Because you know that cologne has a cathedral your answer is cologne
  • Therefore you take the best heuristic. You search cues, stop after you find something that can discriminate between the options, then choose the outcome.
  • However, Newell and Shanks (2003) found that the take-the-best is not always used. In particular, more information is considered (ie. Weighed) when the decision is important, for instance when you decide to marry someone. More complex decision making.
  • We need to organise the cues hierarchically and this is not a fast or easy task.
  • More research is needed to explain how and why certain heuristics are used over others.

With very little information idea of fast mapping. Show things in contrast to one another can get people very quickly to learn, through them discounting the rest of the information. Very successful way of learning - learning things in contrast to what they’re not.

With very little information can cascade to make a decision about something with very little knowledge.

You take the best heuristic having searched for cues. Once done that you make the decision - very fast.

However, wouldn’t use a fast and frugal heuristic in huge decisions like marriage etc. for more complex decision making/judgement don’t use something so fast and frugal.

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14
Q

What are causal models of judgement?

A
  • If we’re so dumb, how come we’re so smart
    • People are generally accurate in real life decisions, which is not reflected in artificial problems
    • Easy to persuade people to take base rates into account when causal relationships are more explicit
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15
Q

What are the dual process models of judgement?

A
  • Use of complex processes as well as heuristics
    • System 1 - fast, automatic, associative, difficult to change, emotionally charges - most heuristics
    • System 2 - analytical, slower, consciously monitored, flexible, effortful
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16
Q

What are normative theories of decision making?

A
  • Focusses on how people should make decisions (best decisions/ideals) while de-emphasising how they actually make them. Typically developed by economists.
  • Von Neumann and Morgenstern’s (1947) Utility Theory suggests that Ps treat decisions like gambles and that they seek to maximise utility.
  • This was later modified to take into account subjective utility

How people should be making decisions. Came up with utility theory. We treat decisions like gambles and maximise the utility/benefit. Estimate the benefit vs the cost.benefit of the cost is going to be subjective to the individual.argue that we simply calculate the utility and cost.

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17
Q

What is expected utility theory?

A
  • Expected utility = (probability of an given outcome) x (utility of the outcome)
  • Eg lottery ticket had an 85% chance of winning £100. therefore the average over many weeks of lottery tickets would be £85. some weeks (15%) you would get nothing and a lot of the weeks 85% you would get £100. Therefore people should be willing to buy the ticket for anything up to £85
  • They way the problem is described should not affect the decision
  • However, people are not rational decision makers inline wit utility theory
  • It does not seem that people make decisions in this way. Psychologists found big departures from the expected utility theory in how people make decisions

Rather than just cost vs benefit, also look at the probability of getting that.

What’s the benefit and how likely is it?

People do not make decisions on this basis - they are not rational. This model of decision making shows that this is how people should make decisions, but they don’t. the description of the decision problem should not influence the outcome. Should just be cost vs utility.

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18
Q

What are descriptive theories of decision making?

A

Focusses on and describes how people actually make decisions. Typically put forward by psychologists.

Prospect theory.

This approach considers how people decide amongst games (prospects).

Normative theories might be better in that they are how we should make decisions and make better choices, descriptive theories focus on how we actually make decisions.

The most developed of these is prospect theory.

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19
Q

What is prospect theory?

A

Kahneman and Tversky (1979, 1984) proposed a development of subjective expected utility hteory called prospect theory. This can be summarised sing the following graph.

Eg a loss of £10 has greater negative utility than the gain of £10 has positive utility.

Losses of any kind are weighted disproportionately to gains of the same amount. That is why the line is not linear. Steeper slope for loses.

Explains why there is risk seeking for loses and risk aversion for gains.

Show that they developed subjective utility theory and showed that we have the value of something and whether it’s a gain or a loss. Prospect theory predicts that it’s not linear. We have gains of certain values, where its not symmetrical, losses are worth more than gains. We are a lot more sensitive to losses than we are to gains - loss aversive. The slop is steeper for losses than it is for gains. We want to avoid losses.

This proposes that a loss of £10 has greater negative utility than a gain of £10 has a positive utility.

Risk seeking for loses, the loss may not come about. Happy to be risk aversive for gains. This changes how people make decisions.

In addition, people give too much weight to very small probabilities. Most refused this bet: $20 if a tosses coin came up heads and a loss of $10 if it came up tails. The bet provides an average expected fain of $5 per toss.

K and T also identified risk aversion in securing a gain and risk seeking in attempting to avoid a loss.

Dawes (1988) also identified the sunk-cost effect: extra resources are committed to support a previously unsuccessful decision.

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20
Q

What is risk seeking and risk averse decisions making?

A

In making choices, people are sensitive to outcomes and to degrees of risk.

However, people are also heavily influenced by how a decision is frames.

- When cast in terms of gains, people tend to avoid any risk
- When cast in terms of losses, people seek out risk, presumably in hopes of avoiding it

This has also been shown to be the case with studies on surgical survival rates Edwards et al. (2001) 90% survival rate vs 10% death rate.

One of the things demonstrated nicely is framing effects. Framing effects are the way you cast information about the gains and the losses showing if people are risk averse or risk seeking.

People change their decisions dependent on the frame.

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21
Q

What are framing effects?

A

Decisions are influence by irrelevant aspects of the situation. For instance, in relation to Tversky and Kahneman’s (1987) Asian disease problem has shown the powerful effect of the framing of the decision.

Imagine that the UK is preparing for the outbreak of an unusual Asian disease, which is expected to kill 600 people. Two alternative programs to combat the disease have been proposed. Assume that the exact scientific estimate of the consequences of the programs are as follows:

Problem 1

- If program A is adopted, 200 people will be saved. (72%) positive - risk averse
- If program B is adopted, there is 1/3 probability that 600 people will be saved, and 2/3 probability that no people will be saved
- Which of the two programs would you favour?

Problem 2

- If program C is adopted 400 people will die
- If program D is adopted there is 1/3 probability that nobody will die, and 2/3 probability that 600 people will die (78%) negative - risk seeking
- Which of the two programs would you favour?
- What can account for the difference in the decision making

· Participants frame the problems in different ways
· Participants in problem 1 working in a gain frame - lives saved. Therefore they are risk averse.
· Participants in problem 2 are working in a losses frame - lives lost. Therefore they are risk seeking
· Utility theories can not account for these findings

Even though both options mean the same thing, people are risk averse so choose the first program.

When done the other way round, will choose the other option. When its negative they go for the risk seeking option as this its less certain about the people dying.

Powerful in the way that is shows that people make decisions on the basis of risk seeking and risk aversion when they’re thinking about gains and losses. Also that the gains and losses are not equally weighted.

22
Q

What is omission bias and decision avoidance?

A

Sometimes people prefer to do nothing rather than to do something that might have negative consequences, even if this is irrational. This is called an omission bias.

Ritov and Baron (1990) found that people overrated the risk of having a vaccine relative to the risk of the disease.

Samuelson and Zeckhauser (1988) also identified a status quo bias.

Both biases can result form both fear and anticipated regret as captured in Anderson’s (2003) rational emotional framework.

Status quo bias in which you just want to keep things as they are.

Omission bias where you leave something out

23
Q

What is the rational-emotional model?

A

Anderson’s (2003) rational-emotional model identifying factors associated with decision avoidance.

What drives decisions making is really the avoidance of experiences regret and fear regulation. Want to minimise these consequences most importantly.

24
Q

What is the social functionalist approach?

A
  • Tetlock (2002) criticised isolated laboratory experiments:
  • People sometimes behave like intuitive politicians, with a need to be able to justify their decisions to other people
  • People sometimes behave like intuitive theologians, and feel themselves obliged to a higher authority
  • People sometimes behave like intuitive prosecutors, who place obligations on other to ‘play fair’

Weren’t really real world, were lab based. Said that decision making largely depends on how well we believe we can justify our decisions to ourselves and to others. It is in the justification of the decision which drives which decision we take.

25
Q

What is evidence for the social functional approach?

A

Tversky and Shafir (1992) found that people chose to justify taking a cheap holiday if they had either failed or passed an exam, but deferred the decision (at some expense) when the result was as yet unknown.

Look for justification for making decisions. This adds a dimension to the previous models discussed that they don’t take into account.

26
Q

What is bounded rationality of complex decisions?

A
  • Finally, we draw attention to the way in which people make decisions in the real world in response to complex situations.
  • Simon (1957) proposed that peple employ bounded rationality: they produce reasonable or workable solutions to problems by using various short-cut strategies. Simon (1978) identified satisficing as one particular strategy. When satisficing, people choose the first option that meets their minimum requirements.
  • Schwarts et al. (2002) found that satisficers are happier and more optimistic than maximisers (or perfectionists), and they experience less regret and self-blame.
  • “The best is the enemy of the good enough”

Say that satisficing is better - as long as it satisfies a condition they make the decision. Tend to be happier and more optimistic than maximisers. Experience less regret and self-blame, which are the things people are trying to avoid.

Decision making can be thought of in a really good way, as satisfisers are happier. Doesn’t have to be the best, just has to be good enough which tips you into that decision.

Given the impression that small decisions don’t matter. But potentially every decision we make can be as impactful as any other that we make. Every decision could lead to devastating or brilliant outcomes, we don’t know.

We don’t see the things that don’t happen every day. Bias to look at the things we decided to do in case they have a big impact.

27
Q

What is unconscious decision making?

A
  • Dijksterhuis (2004) and Dijksterhius and Nordgren (2006) unconscious thought theory
  • Better for complex decision making
  • Poor processing capacity of conscious thought
  • Decision making on apartments based on positive/negative attributes
  • Asked to make a decision about which apartment was the most attractive
  • Either immediately, after conscious deliberation, after unconscious thought
  • Unconscious group made better decisions compared to the conscious and immediate groups
  • What are the implications of unconscious thought theory?

We know that we are making decisions that are influenced by things that were not sure of.

The power of the unconscious not just influencing our decision making but how it can inform decisions.

Argued that you get better quality decisions made when they are processes unconsciously.

75% positive attributes, 75% negative attributes and some 50:50 - a clear best, a clear worst, and some in the middle.
Flash the attributes up in a random order individually - one group make answer immediately, one group has 3 mins, and another has another task to do which is very hard for conscious processing.

They consistently find that the group given time doing another task, reliably choose the best option over the people who choose immediately or have time to consciously think about it.

Unconscious has more capacity and different constraints. Works well for more simple problems. Not bound by the same capacity constraints.

28
Q

How does decision making change throughout the day?

A
  • Decision making related to self regulation theories such as Baumeister’s ego depletion theory and mental resource replensihment eg Gailliot and Baumeister (2007)
  • Would like to think that judicial decision making is influenced by the facts of the case and
  • Surprisingly Danzinger finds that the percentage of favourable decisions gradually drops from around 65% to nearly 0% within each decision session and then jumps back up to around 65% after a break. This suggests that decision making can be influenced by factors that should have no affected legal decisions.

Ego depletion - may be due to some kind of glucose system.

Test and regulate with the motivation to meet a certain criteria.

Found that if make someone unable to have self restraint against eating cookies, have lowered restraint in situations following after - found to be due to glucose processing (listen to recording). Glucose and what you eat may limit your self control - we try and control ourselves all day and then break this. Control is a finite resource

Nudges can help in binary decision making.

First three and last three are very different

29
Q

How can we define problem solving?

A

“cognitive processing directed at transforming a given situation into a goal situation when no obvious method of solution is available to the problem solver” (Mayer, 1990)

Therefore problem solving is the interaction between a cognitive agent, the task and the task environment. Problem solving is a cognitive process.

Problem solving is:

- Purposeful - it is goal driven
- It is not automatic but requires cognitive processes
30
Q

What is a well defined problem?

A

• A well defined problem is where the ‘initial state’ is clearly defined and the moves, restrictions and the ‘goal state’ to the problem are explicitly known

31
Q

What is an ill-defined problem?

A

• Ill-defined problems are more like the ones we experience in everyday life. We have to find out the constraints for ourselves are usually the initial and goal states are not clear.

32
Q

How are problems knowledge dependent?

A

• Knowledge dependent. A problem for one person may not be a problem for another person who has more knowledge in that area (eg mathematician with a maths problem) knowledge rich vs knowledge lean problems

33
Q

What is the behaviourist approach to problem solving?

A
  • Behaviourist approach suggested by Thorndike (1898)
  • Research using cats
  • Trial and error learning - random search (generate and test) - learning through association and then REPRODUCED when faced with a similar problem or environment - “Law of Effect”

Reproductive thinking following trial and error

  • Can explain quite a lot of animal behaviour
  • Trial and error tends to be inefficient
  • Seems too simplistic to think that we only learn from our mistakes
34
Q

What is the Gestalt approach to decision making?

A

In response to Thorndike the Gestaltists (1930s) made the distinction between:

- Reproductive thinking - using past experience (Thorndike)
- Productive thinking - more complex than reproductive thinking. It is a RESTRUCTURING of the problem

· Argued that not all problems could simply be solved using reproductive thinking - the re-using of previous experiences
· Introduced the notion of insight - the Aha experience
· Insight is 'any sudden comprehension, realisation, or problem solution that involves a reorganisation of the elements of a person's mental representation of a stimulus, situation, or event to yield a nonobvious or nondominant interpretation" (Kounios and Beeman, 2014, p. 74)

· Insight and non-insight problems
· Gestalt approach sees them as not the same and claim insight is from a special process
· Large debate (see Weisberg, 2015) whether insight is the result of:
	- A special process or
	- Whether it involves the same processes as other thinking tasks (the 'business-as-usual' view) or
	- A combination - a lot of problems can be seen as hybrid problems
· Therefore, do solutions to insight problems derive from special processes (eg unconscious) or 'normal' problem solving processes

· Non-insight problems - wok within initial representation
· Insight problems require change in representation of the problem
· Metcalf and Wiebe (1987) feelings of warmth in insight and non-insight problems

Very early on 1920s/30s
Thought about things like visual perception and problem solving.

As well as reproductive thinking, also productive thinking which involves restructuring of the problem.

Restructure problems in to insight problems and non-insight problems.

Need to restructure the problem in order to gain insight.

Goes from zero to insight, sudden realisation.

Aha experience requires a change in representation.

Insight is an all or nothing process. Insight problems are not based on what you know.

35
Q

What is the Aha! effect?

A
  • Shows progressive feelings of warmth towards solution for non-insight task, but feeling of warmth increases dramatically from very low to high in insight task
  • Does not show how insight is achieved or that it is a special process
  • Only shows that it is all or nothing
36
Q

What is facilitating insight?

A

What is surprising is that even subtle hints are useful. Maier facilitated problem restructuring by accidently brushing against the rope setting it in motion (unconscious cue effect)

Knoblich and Wartenberg (1998) and Thomas and Lleras (2009) found that subtle hints that were not consciously noticed by Ps led to problem restructuring and solution.

The way we get hints of how to solve a problem that we aren’t even aware of - eg the brushing against the rope

37
Q

What are Wallas’ 4 stages of creative process (1926)

A

Preparation
Incubation
Illumination
Verification

38
Q

What is the incubation stage of problem solving?

A

Many anecdotal accounts of incubation

Explored using Convergent thinking tasks (eg RAT) and Divergent thinking tasks (eg Alternative Uses Task)

Incubation effects: the phenomenon where putting something aside and on returning there is insight or better problem solving ability after the break

What can be the explanation for this?

- Fatigue
- Conscious work
- Unconscious work
- Selective forgetting

See Gilhooly

39
Q

About blocking problem solving

A

What happens if we fail to restructure a problem? The reliance on past experience can often get in the way of restructuring a problem…

- Functional fixedness - a failure to see that an object may have alternative functions
- Mental sets - inappropriately using a previously successful strategy

Functional fixedness - fixated on a particular use fo something and cant relax that

Mental sets -

40
Q

About blocking insight in problem solving - FUNCTIONAL FIXEDNESS

A
  • Dunker (1945) Canle problem
  • Ps fixated on the box of nails as a container and not as a support for the candle
  • More correct solution when the box of nails was empty
  • Young children (5 yrs) suffer less as they have less strongly fixed association of objects to uses (Defeyter & German et al, 2003)

Young children suffer less with this kind of problem as have less functional fixity - still learning about objects and their uses.

41
Q

About blocking insight in decision making - MENTAL SET

A

• Einstellung - Luchins (1942) Luchins and Luchins (1959) - Water jug problem
• Application of a used method even though there may be a simpler solution - mental set that:
- Mechanisation of thought
- Persists over time
- B - 2C - A = Target

The method (B- 2C - A = Target) that is used for problem numbers up to 1 to 5 is also used for problems 6 and 7 even though there is a simpler method (A - C = Target). This is due to mental set.

People stick to doing one thing because they’re in a mental set rather than doing something else which might be more efficient.

42
Q

What are the conclusions of the gestalt approach to decision making?

A
  • Showed that problem solving is the result of both productive and reproductive thinking
  • Introduced concepts of restructuring and insight
  • Showed that past experience can hinder problem solving in the form of functional fixedness
  • Hard to measure concepts (eg insight)
  • Descriptive theories with no explanation of the underlying processes used in insight and restructuring (no process model)
43
Q

What is the representational change theory - Ohlsson (1992)?

A
  • Built on the back of Gestalt approach (Neo-Gestalt)
  • Tried to explain the udnerlying process that occurs during problem solving
  • Ohlsson focused on insight and saw it occurring after there is an impasse (block) to solving the problem
  • Representation of the problem probes long term memory for possible actions (cue for recall)
  • This is done through spreading activation
  • Impasse is broken when representation is changed and insight occurs when the retrieved knowledge is sufficient to solve the problem

Ohlsson (1992) based on a Gestalt approach to problem solving - restructuring how we perceive the problem through the following steps…

1. Initial perception and retrieval of relevant information from LTM
2. A block occurs when the way the problem is represented does not permit retrieval of the necessary memory/actions
3. This block is broken when the problem representation is changed. This can be done in a number of ways…

The representation can be changed in a number of ways:

1. Elaboration or addition of new information
2. Constraint relaxation - what was thought to be not allowed is now seen as being allowed
3. Re-encoding - problem representation is reinterpreted
44
Q

What is the nine dot puzzle (problem solving)?

A

The goal of the puzzle is to link all 9 dots using four straight lines or fewer, without lifting the pen and without tracing the same line more than once.

Constraint relaxation: solution is found because inhibitions of what is regarded as permissible are removed.

Nothing tells you that you cant go outside the box.This is where the phrase ‘think outside of the box’ comes from.

45
Q

What is the checkerboard problem?

A

Suppose a standard 8x8 chessboard has two diagonally opposite corners removed, leaving 62 squares. Is it possible to place 31 dominoes of size 2x1 so as to cover all of these squares?

46
Q

What is representational change theory?

A
  • Past experience of arithmetic informs us that typically we change values not operators like + or -
  • Ps found it harder to relax the constraints of arithmetic and therefore did not solve as many type B problems
  • Results do provide some evidence of the processes causing the difficulties (constraint relaxation and chunk decomposition)
  • Knoblich et al (2001) follow up study using eye tracking found that Ps fixated more on the values than the operators as they thought only these needed changing
  • Ps that did solve Type B problems showed a progressive increase in amount of time fixated on the operators
  • Representational change is like restructuring (Gestalt)
  • Constraint relaxation is important
  • More precise about the mechanism underlying insight than Gestalt theory
  • Good combination of Gestalt and information processing approaches
  • Still some ambiguity regarding mechanisms - difficult to predict when or in what way the representation will change
  • Unlikely to be the only factor. Kershaw and Ohlsson (2004) found that hints to encourage the relaxation of constraints only showed modest improvements on the nine dot problem
  • Constraint relaxation may not be sufficient on its own to explain insight
  • Ohlsson did not consider individual differences (ie intelligence, working memory capacity)
  • Theory is applicable mainly to insight problems but difficult when applied to non-insight problems eg maths problem
47
Q

What is the computational approach to problem solving?

A

Newell and Simon (1972)

Problem Space Theory - Information Processing Approach

• We will now look at Newell and Simon's influential Problem Space Theory as described in their book Human Problem Solving in 1972
• Tried to produce a computer simulation of human problem solving - General Problem Solver (GPS)
• Starting assumptions of information processing in problem solving were that
	- It is a serial (one process at a time)
	- People have limited capacity of short term
	- Information can be retrieved from long term memory
• To develop the theory and the program they asked people to think aloud while solving problems to understand the general strategy they used, so they could program GPS to do the same
• They characterised problem solving as passing through a series of states between an initial state and a goal state. A move from one state to another is implemented by an action or operator (eg moves) that allows change form one state to another state
• Therefore there will be intermediate states during problem solving
• The basic problem space is the entire set of possible states between initial and goal states. There may be so-called path constraints that actually forbid passing beyond certain points in the space
• There is a parallel system of knowledge states which are those subjective states experienced by the problem solver
• Working through a move from one knowledge state to another requires a mental operator (actions you need to take to solve the problems, in TOH this would be moves)
• Because the permissible space that remains might still be very large, people use techniques to limit the time spent on problem solving
• How do people decide or select mental operators or moves as they progress through a problem
• They might use heuristics: reasonable effective "rules of thumb" which help navigate the problem space efficiently
• Hillclimbing is one very simple heuristic
• They might create sub-goals, that is, staging posts which can be achieved on the way to a full solution
• The available heuristics and the appreciation of subgoals are just two aspects of problem-solving behaviour which will be strongly affected by prior experience and knowledge
• In some ways, the generation of subgoals can be seen as part of what is more generally called a means-ends analysis. This compromises noting a difference between the current state and the goal
• Form a subgoal that will reduce the difference between current state and goal state
• Select a mental operator that will allow you to achieve the next subgoal
• Apply the operator
• Repeat earlier steps until goal state is achieved
• Another heuristic is loop-avoidance - trying not to return to previously experienced states

Introduced the idea of problem space theory - information processing approach.

The other approaches are largely focussing on insight problems - these are however on very well defined problems

They wanted to produce a computer simulation of how people solve problems called GPS - general problem solver. Using the parameters people use.

In order to develop the simulation they asked people to think out loud while solving the problems so that they could build up an algorithm for the GPS.

48
Q

What is an example of GPS problem solving?

A
  • Goal state: to finish an essay
  • Current conditions: the essay will require extra reading
  • Rule: extra reading can be found in the library
  • Operator: visit the library

How do we know which operator to apply? The choice of operator depends on the nature of the problem space and the current conditions.

49
Q

About progress monitoring in problem solving…

A

• MacGregor, Ormerod and Chronicle (2001)
• Have proposed an addition to Newell and Simon’s approach by suggesting 2 general heuristics
• Maximisation heuristic
- Make as much progress towards the goal on each move (a kind of means-end analysis)
• Progress monitoring
- Solvers assess their rate of progress towards the goal
- Criterion failure occurs if progress is too slow for what needs to be achieved

Trying to maximise our progress towards the goal on each move.

Solver is constantly assessing their progress to see how likely it is that they might fail. If they’re not making enough progress this prompts them to change what they’re doing.

50
Q

Why might a problem be considered difficult (computational approach)?

A

• Real world problems and problem space
• How might you get to the O2 centre?
• A problem might be considered difficult because:
- It has a large problem space
- Effective subgoals are difficult to identify, or
- The solution places large demands on memory processes that “keep track” of one’s position in the problem space

51
Q

What are the conclusions of the computational approach?

A
  • Works well with well defined problems, but difficult to generalise to everyday, ill-defined problems
  • Specifies how quickly (shortest sequence) ideal problem solution is achieved compared to participants performance
  • Consistent with knowledge of information processing (eg memory limitations)
  • However GPS is better at memory of previous states in a problem
  • GPS is worse at planning future moves, as it only focuses on a single move. Humans often plan in sequences of moves (parallel not serial)
  • Problems used by Newell and Simon are well defined problems
  • How well would GPS do with ill defined problems in everyday life or insight problems that the Gestaltists used?
  • Little attention paid to individual differences of problem solvers
  • Insight is most likely to occur when constraint relaxation follows criterion failure
  • Progress monitoring involved in the first part of solving up to impasse then representational change involved in breaking the impasse leading to insight
  • Traditional input - output model focuses on internal transformations of problem representations
  • Problem states are represented in working memory
  • For well defined problems it seems that an input - output model does well to explain how a search in problem space, with the aid of heuristics can account for problem solving
52
Q

What is ACT-R theory?

A

Anderson, Fincham, Qin and Stocco (2008) proposed the adaptive control of thought rational (ACT-R) theory to explain how some areas of the brain deal with common/specific features of problem solving

- Retrieval module - retrieving cues from memory
- Imaginal module - transforms problem representations (see insight)
- Goal module - keeps track of intentions (reaching goal)
- Procedural module - uses production rules (see GPS) to determine the next action

Neuroimaging studies suggest:

- Retrieval module - inferior ventrolateral prefrontal cortex (Badre and Wagner, 2007)
- Imaginal module - posterior parietal cortex (Anderson, Albert and Fincham, 2005)
- Goal module  - anterior cingulate cortex (Fincham and Anderson, 2006)
- Procedural module - head of the caudate nucleus (Qin et al, 2004)
  • Large theory that makes a number of predictions
  • Has allowed neuroimaging approaches to focus on specific hypotheses
  • Other areas such as the DLPFS are likely to be involved in Colvin, Dunbar and Grafman (2001)
  • The separate functions of each area may not be so clear cut as simultaneous activation is present (Danker and Anderson, 2007)