Problem Solving
1) Explore different kinds of problems and break down the basic anatomy of a problem.
2) Look at methods for successful problem solving and strategies that impede successful solutions.
3) Discuss three important issues related to problem solving:
· Transfer
· Incubation
· Insight
4) Examine personality characteristics/individual differences related to problem solving:
· Talent
· Creativity
· Expertise
Types of Problems
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Well-defined - problems with a limited set of inputs and operations that have a definite answer and a definite solution procedure.
EX: algebra problems
Fuzzy - problems with a functionally infinite set of inputs and operations with no obvious definite solution or best answer.
EX: psychology exam
Everyday problems:
I need to get to the bank, and the grocery store, mail my phone bill, go to class and show up for my job at 2:00. How can I get all of these things done?
Natural progression
· Theory vs. application
· Inside vs. outside the lab
· Across your educational career
Anatomy of a Problem
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Beginning State - the set of information given at the beginning; the state of affairs before any attempt to solve the problem is made.
Problem Space - a listing of all the relevant elements, procedures and rules for solving a problem
Goal State - the definition of what constitutes a successful solution to the problem.
Characteristics of problem solving
· Goal Directedness
· Sequence of steps
· Cognitive operations
· Subgoal decomposition
General Problem Solving Strategies
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Difference Reduction Method - create a number of attainable subgoals that will reduce the difficulty of the task to a series of manageable steps.
EX: cannibal missionary problem
Generate/Test - Generate a potential solution; see how well it works.
EX: professor's age
Alternative Representations - try describing the problem space in a different modality (e.g., visual instead of verbal)
EX: Monk-Mountain problem
Army-Cannon Problem
Solution Reversal - start at the end state and try to work your way back to the beginning state.
EX: Ten Pennies
Means-end analysis - create a subgoal that will allow a certain operator to become useful.
EX: Sultan the Monkey
What makes problem solving hard?
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Repeat State Avoidance - bias against returning to an earlier state; sometimes you have to go backwards in order to go forwards
EX: football vs. soccer
Cannibal / Missionary
Tower of Hanoi
Difference reduction - bias to make the move that will have the greatest
affect on the distance to the goal state.
EX:
Difference reduction issues: People
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C O L D
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W A R M
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F A L L
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C O L D
More Impediments to Problem Solving:
Persistence of Set
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You have three jugs and a faucet. Use the jugs to create the target volume of
water.
A
|
B
|
C
|
Target
|
21
|
127
|
3
|
100
|
14
|
163
|
25
|
99
|
18
|
43
|
10
|
5
|
9
|
42
|
6
|
21
|
20
|
59
|
4
|
31
|
23
|
49
|
3
|
20
|
Solve these Anagrams
hcsip rbkoo ugeid hcfie rfhes tseal
Even more Impediments to Problem Solving:
Functional Fixedness
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Dot problems
. . . .
. . . .
. . . .
. . . .
Match Problem
You have six matches. Arrange them such that you create 4
equilateral triangles with each side equal to the length of one match.
Even more Impediments to Problem Solving:
Functional Fixedness
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Using just the materials
shown here, can you construct a hat rack in the room shown in this figure?
Which of these games would be easiest to win?
______________________________________________
1) A set of cards showing the integers 1-9 are
placed face up between two players. The
goal of the game is to be the first to hold three cards bearing integers that
sum to 15 (you are not limited to three cards, but three of your cards must sum
to 15). If neither player satisfies
these conditions, the game is declared a draw, the cards are replaced on the
table, and the game begins anew.
2) Tic-Tac-Toe
3)
6
|
1
|
8
|
7
|
5
|
3
|
2
|
9
|
4
|
Each
player chooses a square. The first
player who completes a horizontal, vertical, or diagonal line that sums to 15
wins. If neither player wins, the game
is a draw and play starts over.
Analogical Transfer
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How well do we extract relevant information from an
example and use it to solve future problems?
Depends on two factors:
Structural
similarity - similar to deep structure
Surface
similarity - similar to surface structure
Gick and Holyoak (1980)
___________________________________________
Lightbulb story: Biff broke the filament of a lightbulb in the
physics lab where he works. A single
high-energy laser [ultrasound wave] would fix
the filament, but would break the glass of the bulb [would be too weak to fix the
filament]? How can Biff fix the
bulb?
Tumor story: A patient has a tumor that is inoperable by
standard means. A high intensity laser beam would destroy the tumor, but would also destroy too much of the surrounding tissue. How can the
patient be saved?
|
Laser
|
Ultra
|
|
Break Glass
|
75
|
81
|
78
|
Too weak
|
60
|
47
|
54
|
|
68
|
64
|
|
Incubation
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Incubation
- when all else fails, set the problem aside for a while and do something
else.
EX: crossword puzzles
Why does incubation work?
·
decay of less
important details
·
consolidation
·
new stimuli may
activate different perspectives
·
new problem
enables analogical transfer
·
when cognitive
arousal is low, a larger number of more remote cues can become activated
leading to a problem solution
Ways to make incubation
work for you:
·
try hard before
setting the problem aside
·
be patient; not
good if working on a deadline
·
REALLY STOP
THINKING ABOUT IT!
Insight Problems
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Insight Problem - a problem for which the solution requires the solver to dramatically
re-conceptualize some aspect of the problem.
Example #1: A prisoner was attempting to escape from
jail. He found a rope that was half as
long as he needed to slide out of his cell window and down to safety. He divided the rope in half and tied the two
parts together and escaped. How did he
do it?
Example #2: You have 4 links of chain. It costs two cents to open a link and three
cents to close the link back up. Your
goal is to join all 12 links into a single circle at a cost of no more than 15
cents.
Example #3: Move three pennies to form a triangle pointing in
the opposite direction.
Nature of insight
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Selective encoding - learn what to pay attention to and what to ignore
Selective comparison - learn how two pieces of seemingly separate
information actually relate to one another.
Selective combination - learn how to combine pieces of information into a
unified representation.
Metcalfe and Wiebe (1987)
______________________________________________
Theoretical Question: Can we create a theoretical distinction between
insight and noninsight problems?
Empirical Question: How would metacognitive behavior differ for
insight vs. noninsight problems?
·
What is
metacognition?
·
Why is insight
so difficult to study?
Method:
·
Solved insight
and noninsight problems
·
Gave warmth
ratings and expectations / predictions regarding whether a problem would be
solved correctly
Results:
·
Expectations /
predictions were more accurate for noninsight problems
·
Large changes
in both incremental and angular warmth ratings were associated with insight
problems
Metcalfe and Wiebe’s data: Warmth Ratings
______________________________________________
Metcalfe and Wiebe’s Interpretation
______________________________________________
Interpretation:
· Metacognitive
experience can distinguish insight from noninsight problems
Discussion:
1. What was the difference between Exp. 1 and Exp.
2? Why were both included in the paper?
2. What is the difference between personal and
normative predictions of success? Why
might they differ? What do the data
related to this analysis mean?
3. What are some other possible interpretations for the
results of the experiments?
Talent
___________________________________________
What determines
success?
·
Practice makes
perfect
or
·
Some people
born with an ability (a talent) to perform certain tasks?
Genes do matter
·
Parents who
read well have kids who read well (and vice versa)
·
I was never in
any danger of playing a sport professionally.
But, you can always get better.
Creativity
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What makes one creative?
a) Amount of
ideas one produces
I
give you a problem and ask you to create as many solutions as you can think
of. I measure diversity, numerosity and
appropriateness of your responses
b) It’s what you
know
Creative
people study their domain more, so they know more, and therefore, can produce
more valuable and new ideas by combining and reshaping what they already
know.
c) It’s who you
are
openness
to new ideas, new ways of thinking and seeing the world; intrinsic motivation
d) It’s where you
are
your
environment (parents) and social, scientific, and artistic communities in which
you are raised all play a role
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