A generalization of the representational change theory from insight to non-insight problems: the case of arithmetic word problems

This paper provides evidence for a possible generalization of Knoblich and colleagues’ representational change theory [Knoblich, G., Ohlsson, S., Haider, H., & Rhenius, D. (1999). Constraint relaxation and chunk decomposition in insight problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 1534-1555; Knoblich, G., Ohlsson, S., & Raney, G. E. (2001). An eye movement study of insight problem. Memory and Cognition, 29, 1000-1009] outside its original scope of application. While this theory has been proposed to explain insight problem solving, we demonstrate here that its main concepts, namely, constraint relaxation and chunk decomposition, are applicable to incremental problem solving. In a first experiment, we confirm, as already shown by problem solving and reasoning researchers, that individuals avoid the construction of alternative representations of the problems when possible. In the second and third experiments, we show that alternative representations of arithmetic problems are easier to construct and maintain when they violate constraints of narrow rather than wide scope. The specificity of insight problem solving is discussed in the light of these new findings.     

顿悟:是进程监控还是表征转换

当前解释顿悟问题解决机制的理论主要有表征转换理论和进程监控理论。进程监控理论主要解释了顿悟问题为什么困难,但事实上它并没有说明顿悟问题为什么会解决,只回答了在什么情况下被试才会寻求其他的方法,而且它把顿悟问题解决的一般过程看成是同常规问题解决方法相同的过程。而表征转换理论主要解释了顿悟是如何获得的——顿悟的获得是由于问题解决者对问题的表征实现了正确的转变,但它并没有解释表征什么时候、怎么样才能转变?顿悟问题的解决经历了三个认知加工阶段,顿悟问题的解决需要在消除定势情况下激活正确的启发信息(线索),并验证了顿悟问题的原型激活和关键启发信息理论假说。     

顿悟问题解决的心理机制的验证性研究

目前顿悟问题解决的心理机制主要存在两个有争议性的理论：进程监控理论和表征变化理论。现以非限制性的停车场问题为实验材料,检验顿悟问题解决的这两个心理机制。结果发现：（1）进程监控理论可解释顿悟被试的成绩优劣;（2）表征变化理论可对顿悟问题能否解决做出解释。     

An eye movement study of insight problem solving

The representational change theory of insight claims that insight problems cause impasses because they mislead problem solvers into constructing inappropriate initial representations. Insight is attained when the initial representation is changed. In the present study (N = 24), we tested three specific implications of these hypotheses against eye movements recorded while participants solved matchstick arithmetic problems. The results were consistent with the predictions, providing converging evidence with prior findings using solution rates and solution times. Alternative theories of insight can explain individual findings, but only the representational change theory accounts for both the performance data and the eye movement data. The present study also suggests that eye movement recordings provide an important new window into processes of insight problem solving.     

Investigating the effect of mental set on insight problem solving

Mental set is the tendency to solve certain problems in a fixed way based on previous solutions to similar problems. The moment of insight occurs when a problem cannot be solved using solution methods suggested by prior experience and the problem solver suddenly realizes that the solution requires different solution methods. Mental set and insight have often been linked together and yet no attempt thus far has systematically examined the interplay between the two. Three experiments are presented that examine the extent to which sets of noninsight and insight problems affect the subsequent solutions of insight test problems. The results indicate a subtle interplay between mental set and insight: when the set involves noninsight problems, no mental set effects are shown for the insight test problems, yet when the set involves insight problems, both facilitation and inhibition can be seen depending on the type of insight problem presented in the set. A two process model is detailed to explain these findings that combines the representational change mechanism with that of proceduralization.     

How different spatial-frequency components contribute to visual information acquisition

We test 3 theories of global and local scene information acquisition, defining global and local in terms of spatial frequencies. By independence theories, high- and low-spatial-frequency information are acquired over the same time course and combine additively. By global-precedence theories, global information acquisition precedes local information acquisition, but they combine additively. By interactive theories, global information also affects local-information acquisition rate. We report 2 digit-recall experiments. In the 1st, we confirmed independence theories. In the 2nd, we disconfirmed both independence theories and interactive theories, leaving global-precedence theories as the remaining alternative. We show that a specific global-precedence theory quantitatively accounted for Experiments 1-2 data as well as for past data. We discuss how their spatial-frequency definition of spatial scale comports with definitions used by others, and we consider the suggestion by P. G. Schyns and colleagues (e.g., D. J. Morrison & Schyns, 2001) that the visual system may act flexibly rather than rigidly in its use of spatial scales.     

The contributions of convergent thinking,divergent thinking,and schizotypy to solving insight and non-insight problems

The ability to generate diverse ideas (divergent thinking) is valuable in solving creative problems (e.g., insight problems); yet, however advantageous, this ability is insufficient to solve the problem alone and requires the ability to logically deduce an assessment of correctness of each solution (convergent thinking). Positive schizotypy may help isolate the aspects of divergent thinking prevalent in insight problem solving. Participants were presented with a measure of schizotypy (Oxford-Liverpool Inventory of Feelings and Experiences), divergent and convergent thinking tasks, insight problems, and non-insight problems. We found no evidence for a relationship between schizotypy and insight problem solving. Relationships between divergent thinking and insight problem solving were also surprisingly weak; however, measures of convergent thinking had a stronger relationship with problem solving. These results suggest that convergent thinking is more important than divergent thinking in problem solving.     

认知灵活性和顿悟表征转换：练习类型的影响

以停车场问题为实验材料,以42名大学生为被试,探讨认知灵活性高和低的被试在不同练习类型下顿悟问题表征转换的差异。结果表明：1）不同的练习类型对顿悟表征转换有影响,被试在难度逐渐增加的练习类型下比在简单的练习类型下顿悟产生得更快;2）顿悟表征转换的速度因认知灵活性的不同有差异,在简单的练习类型下,认知灵活性高的被试比认知灵活性低的被试顿悟产生得更早,在难度逐渐增加的练习类型下两者无差异;3）认知灵活性高的被试比认知灵活性低的被试顿悟问题解决更快。     

Relation and lexical priming during the interpretation of noun-noun combinations

This research indicates that recent exposure to a similar combination (e.g., oil moisturizer or surgery treatment) influences the processing of a subsequent combination (e.g., oil treatment) by increasing the availability of the lexical entries for the modifier and head noun, and by altering the availability of the relation used to link the two nouns. The amount of lexical and relational priming obtained depends on whether the modifier or head noun is in common between the prime and target. The head noun prime yields more lexical priming than does the modifier prime and this finding suggests that the head noun is more strongly activated than the modifier. In contrast, relation priming is obtained only from the modifier prime and this finding is consistent with the CARIN theory (C. L. Gagné & E. J. Shoben, 1997) but inconsistent with schema-based theories of conceptual combination (e.g., G. L. Murphy, 1988; E. J. Wisniewski, 1996).     

Integration of social identities in the self: toward a cognitive-developmental model.

This article presents a model of social identity development and integration in the self. Classic intergroup theories (e.g., social identity theory, self-categorization theory) address the situational, short-term changes in social identities. Although these theories identify the contextual and environmental factors that explain situational changes in social identification, the intraindividual processes underlying developmental changes in social identities and their integration within the self remain to be identified. Relying on recent intergroup models as well as on developmental (i.e., neo-Piagetian) and social cognitive frameworks, this article proposes a four-stage model that explains the specific processes by which multiple social identities develop intraindividually and become integrated within the self over time. The factors that facilitate versus impede these identity change processes and the consequences associated with social identity integration are also presented.     

How Master’s Students Document Stability and Change Within and Across Progress Notes

To address a gap regarding how clinicians record progress in therapy, the researchers conducted a qualitative study of de-identified progress notes from a university-based brief therapy training clinic. The researchers described trainees’ stability and change documentation with respect to problem-oriented and solution-oriented talk in their progress notes. The patterns were (a) problem-oriented stability and problem to solution change within first sessions; (b) problem-oriented and solution-oriented stability within last sessions; and (c) stability (e.g., problem to problem) and change (e.g., problem to solution) across first and last sessions. Findings suggest that first session problem and solution outcomes do not necessarily predict last session outcomes (i.e., problem continuation or change to solutions).     

Quantifying the Qualitative: Measuring the Insight Experience

No scales currently exist that measure variability in the insight experience. Two scales were created to measure two factors hypothesized to be key drivers of the insight experience: insight radicality (i.e., perceived deviation between previous and new problem representations) and restructuring experience (i.e., the subjective experience of the problem representation being restructured). Data were collected online in two studies using a Mechanical Turk sample (N = 212) and a Zoomerang sample (N = 168) that reported on past experiences working to solve a challenging problem at work. Insight radicality and restructuring experience each positively correlated with and accounted for unique variance in (a) the nature of insight experiences (e.g., intensity), (b) insight terminology used to describe them (e.g., “a breakthrough”), and (c) perceived insight impact (e.g., on field/discipline). The 2 scales accounted for unique variance in these variables both individually and above and beyond improved processing fluency from the insight. The new scales offer a means of establishing the generalizability of experimental findings to insights in natural settings and of more precisely characterizing insight experiences across both experimental and natural settings.     

Learning More About and With the Face–Name Mnemonic Strategy

With the face–name mnemonic strategy, choosing and using ‘prominent’ facial features in interactive images can be difficult. The temptation is to stray from less‐than‐distinctive facial features and instead to associate an individual's name clue with an additional concrete detail (e.g., a headband). To examine this issue, undergraduates viewed face photographs with or without additional details under one of three conditions: own best method, fully imposed mnemonic, and partially imposed mnemonic. Experiment 2 examined a somewhat parallel situation that occurs when applying the strategy to abstract artwork (paintings with less familiar, less concrete elements) versus applying it to representational artwork (paintings with more familiar concrete elements). Our findings suggest that some pictorial stimuli (e.g., facial photos with details; representational paintings) are easier to work with mnemonically than are others (e.g., facial photos by themselves; abstract art). Moreover, in both experiments, mnemonic students displayed performance advantages on both immediate and delayed tests. Copyright © 2014 John Wiley & Sons, Ltd.     

The use of verbal protocols as data: An analysis of insight in the candle problem

In the present study, we examined the use of verbal protocols as data in the study of the cognitive processes underlying insight. Fifty-eight Temple University undergraduates attempted to solve Duncker's (1945) candle problem either silently or while thinking aloud. Solution rates, solving times, and solution types were comparable between conditions, suggesting that verbal overshadowing (Schooler, Ohlsson, & Brooks, 1993) did not occur when the participants attempted to solve the candle problem. Subsequent analysis of verbal protocols provided a catalogue of solutions generated by the participants, as well as empirical support for the occurrence of impasse and restructuring. Although restructuring was present in the majority of protocols, including those of the participants who later produced the box solution, the presence of impasse occurred with less frequency and was not associated with production of the box solution. These results provide information concerning how the candle problem is solved and suggest that verbalization can be used to examine how individuals solve insight problems and to evaluate existing theories of insight.     

Environmental invariants in the representation of motion: Implied dynamics and representational momentum,gravity, friction,and centripetal force

Memory for the final position of a moving target is often shifted or displaced from the true final position of that target. Early studies of this memory shift focused on parallels between the momentum of the target and the momentum of the representation of the target and called this displacementrepresentational momentum, but many factors other than momentum contribute to the memory shift. A consideration of the empirical literature on representational momentum and related types of displacement suggests there are at least four different types of factors influencing the direction and magnitude of such memory shifts: stimulus characteristics (e.g., target direction, target velocity), implied dynamics and environmental invariants (e.g., implied momentum, gravity, friction, centripetal force), memory averaging of target and nontarget context (e.g., biases toward previous target locations or nontarget context), and observers’ expectations (both tacit and conscious) regarding future target motion and target/context interactions. Several theories purporting to account for representational momentum and related types of displacement are also considered.     

Comparing different kinds of words and word-word relations to test an habituation model of priming

Huber and O'Reilly (2003) proposed that neural habituation exists to solve a temporal parsing problem, minimizing blending between one word and the next when words are visually presented in rapid succession. They developed a neural dynamics habituation model, explaining the finding that short duration primes produce positive priming whereas long duration primes produce negative repetition priming. The model contains three layers of processing, including a visual input layer, an orthographic layer, and a lexical-semantic layer. The predicted effect of prime duration depends both on this assumed representational hierarchy and the assumption that synaptic depression underlies habituation. The current study tested these assumptions by comparing different kinds of words (e.g., words versus non-words) and different kinds of word-word relations (e.g., associative versus repetition). For each experiment, the predictions of the original model were compared to an alternative model with different representational assumptions. Experiment 1 confirmed the prediction that non-words and inverted words require longer prime durations to eliminate positive repetition priming (i.e., a slower transition from positive to negative priming). Experiment 2 confirmed the prediction that associative priming increases and then decreases with increasing prime duration, but remains positive even with long duration primes. Experiment 3 replicated the effects of repetition and associative priming using a within-subjects design and combined these effects by examining target words that were expected to repeat (e.g., viewing the target word ‘BACK' after the prime phrase ‘back to'). These results support the originally assumed representational hierarchy and more generally the role of habituation in temporal parsing and priming.     

Flexible target templates improve visual search accuracy for faces depicting emotion

Theories of visual attention hypothesize that target selection depends upon matching visual inputs to a memory representation of the target – i.e., the target or attentional template. Most theories assume that the template contains a veridical copy of target features, but recent studies suggest that target representations may shift "off veridical" from actual target features to increase target-to-distractor distinctiveness. However, these studies have been limited to simple visual features (e.g., orientation, color), which leaves open the question of whether similar principles apply to complex stimuli, such as a face depicting an emotion, the perception of which is known to be shaped by conceptual knowledge. In three studies, we find confirmatory evidence for the hypothesis that attention modulates the representation of an emotional face to increase target-to-distractor distinctiveness. This occurs over-and-above strong pre-existing conceptual and perceptual biases in the representation of individual faces. The results are consistent with the view that visual search accuracy is determined by the representational distance between the target template in memory and distractor information in the environment, not the veridical target and distractor features.

     

Swinging into thought: Directed movement guides insight in problem solving

Can directed actions unconsciously influence higher order cognitive processing? We investigated how movement interventions affected participants’ ability to solve a classic insight problem. The participants attempted to solve Maier’s two-string problem while occasionally taking exercise breaks during which they moved their arms either in a manner related to the problem’s solution (swing group) or in a manner inconsistent with the solution (stretch group). Although most of the participants were unaware of the relationship between their arm movement exercises and the problem-solving task, the participants who moved their arms in a manner that suggested the problem’s solution were more likely to solve the problem than were those who moved their arms in other ways. Consistent with embodied theories of cognition, these findings show that actions influence thought and, furthermore, that we can implicitly guide people toward insight by directing their actions.     

Person-environment fit theory and organizations: Commensurate dimensions,time perspectives,and mechanisms

There are many theories of person-environment (PE) fit. One unique feature of the framework is its operationalization—the assessment of the P and E components along commensurate dimensions. This paper describes other facets of the theory, studies which have adhered most strictly to its framework, experiments in improving PE fit, and five areas for future research. One such area is the role of past, present, and anticipated PE fit on well-being and employee behavior. Another is the question of whether there are differences in such outcomes when PE fit is changed by altering P (e.g., abilities and aspirations), E (e.g., job demands and rewards), or some combination. Who brings about the adjustive change (self or other) is also considered as a determinant of employee wellbeing. It is suggested that an adequate intervention theory for improving PE fit in work settings is one which includes the systemic properties of organizations as a predictor of the likelihood and nature of individual change.