The neural basis of insight problem solving: an event-related potential study

The electrophysiological correlates of successful insight problem solving (Chinese logogriphs) were studied in 18 healthy subjects using high-density event-related potentials (ERPs). A new experimental paradigm (learning-testing model) was adopted in order to make subjects find a solution on their own initiative rather than receive an answer passively. Results showed that Successful guessed logogriphs elicited a more positive ERP deflection (P200-600) than did Unsuccessful guessed logogriphs in the time window from 200 to 600 ms after onset of the stimuli. Subsequently Successful logogriphs elicited a more negative ERP deflection than did Unsuccessful logogriphs in the time windows of 1500-2000 ms (N1500-2000) and 2000-2500 ms (N2000-2500). Maps of the P200-600 showed strong activity in the midline parieto-occipital scalp regions. Dipole analysis localized the generator of P200-600 in the left superior temporal gyrus and parietotemporo-occipital cortex areas. The N1500-2000 and N2000-2500 had a distinct activation over left frontal scalp regions. Dipole analysis localized the generator of the N1500-2000 in the anterior cingulate cortex (ACC) and the N2000-2500 in the posterior cingulate cortex (PCC). This result indicates that the parietotemporo-occipital cortex areas might be involved in forming rich associations in the early stage of successful logogriph solving. Then, the ACC might play an important role in the breaking mental set and the forming of novel associations. At last, "Aha" feeling might activate the PCC.     

Spatial visualization in physics problem solving

Three studies were conducted to examine the relation of spatial visualization to solving kinematics problems that involved either predicting the two-dimensional motion of an object, translating from one frame of reference to another, or interpreting kinematics graphs. In Study 1, 60 physics-naíve students were administered kinematics problems and spatial visualization ability tests. In Study 2, 17 (8 high- and 9 low-spatial ability) additional students completed think-aloud protocols while they solved the kinematics problems. In Study 3, the eye movements of fifteen (9 high- and 6 low-spatial ability) students were recorded while the students solved kinematics problems. In contrast to high-spatial students, most low-spatial students did not combine two motion vectors, were unable to switch frames of reference, and tended to interpret graphs literally. The results of the study suggest an important relationship between spatial visualization ability and solving kinematics problems with multiple spatial parameters.     

The role of stimulus preexposure in problem solving by Octopus vulgaris

Octopus vulgaris is able to open transparent glass jars closed with plastic plugs and containing live crabs. The decrease in performance times for removing the plug and seizing the prey with increasing experience of the task has been taken to indicate learning. However, octopuses’ attack behaviors are typically slow and variable in novel environmental situations. In this study the role of preexposure to selected features of the problem-solving context was investigated. Although octopuses failed to benefit from greater familiarity with the training context or with selected elements of the task of solving the jar problem, the methodological strategies used are instructive in potentially clarifying the role of complex problem-solving behaviors in this species including stimulus preexposure and social learning. Received: 27 April 1998 / Accepted after revision: 24 July 1998     

Inhibition and language pragmatic view in redundant data problem solving

The present study concerns redundant data problems, defined as problems in which irrelevant data is provided. This type of problem provides a misleading context [Pascual-Leone, J. (1987). Organismic process for neo-Piagetian theories: A dialectical causal account of cognitive development. International Journal of Psychology, 22, 531–570] similar to the Piagetian class inclusion task. The two experiments performed showed that adding the a-pragmatic cue ‘in total’ to the final question of redundant data problems increased both 7- and 9-year-old children's failure rate, without modifying the structure of the problem. This indicates that a non-structural linguistic cue can bias children towards failure by enhancing the lack of inhibition of the ordinary adding schema.     

Social problem solving and autobiographical memory in posttraumatic stress disorder

This study investigated the relationship between overgeneral autobiographical memory and social problem solving in posttraumatic stress disorder (PTSD). Civilian trauma survivors with and without PTSD (N=41) provided autobiographical memories of events in response to positive and negative cue words. Participants also completed the means-end problem-solving (MEPS) procedure. PTSD participants reported more overgeneral memories, regardless of cue valence, than non-PTSD participants. Individuals with PTSD also displayed poorer problem solving than those without PTSD. Overgeneral autobiographical memory was strongly associated with deficits in problem solving. This study suggests that deficient problem solving in PTSD is associated with impaired retrieval of specific autobiographical memories.     

Insight versus analysis: Evidence for diverse methods in problem solving

Since the Gestalt psychologists made the distinction approximately 100 years ago, psychologists have differentiated between solving problems through analysis versus insight. The present paper presents evidence to support the idea that, rather than conceptualising insight versus analysis as distinct modes of solving problems, it is more useful to conceive of insight and analysis as two approaches within a set of possible solving methods. In the present research, 60 participants solved insight problems while thinking aloud, which provided evidence concerning the processes underlying problem solution. Comparison with performance of a nonverbalisation control group (n = 35) indicated no negative effects of thinking aloud on insight in problem solving. The results supported the idea that various methods are utilised in solving insight problems. The “classic” impasse–restructuring–insight sequence occurred in only a small minority of solutions. A number of other solution methods were found, ranging from relatively direct applications of knowledge, to various heuristic methods, to restructuring arising from new information gleaned from a failed solution. It is concluded that there is not a sharp distinction between solving a problem through analysis versus insight, and implications of that conclusion are discussed.     

A microgenetic study of insightful problem solving

An eight-session microgenetic study of acquisition of an insightful problem-solving strategy was conducted. A total of 35 second graders who did not use this insightful strategy initially were assigned to two groups that differed in the frequency of problems likely to facilitate discovery and generalization of the strategy. Children in the facilitative problems group discovered the insightful strategy earlier, used it more often subsequently, and transferred it more often to novel problems than did those in the nonfacilitative problems group. Children generally discovered the insightful strategy on the most facilitative items and extended it progressively to items on which its advantages were smaller but still substantial. The results indicate that experience outside the experimental situation, as well as experience inside the experimental situation, influences use of new strategies.     

Traumatic stress,neural self and the spiritual mind

According to recent findings stressful experiences may influence various physiological disturbances and also neuroanatomical changes and some studies also show that psychotherapy and meditation may influence brain functions. Traumatic stress is frequently related to a dissociative response that disintegrates conscious experience. In this context, self-reflection is an essential principle in the process of posttraumatic growth related to spiritual experiences and meditation states that enable mental integration and create the novel integrated self. According to recent findings there is no widely accepted evidence about specific neural mechanisms of processes related to mental integration linked to the spiritual experiences and meditation. Nevertheless there is growing evidence that these integrative experiences are related to various alterations in the brain’s physiology and morphology. These findings provide a new paradigm for understanding of mental disorders and emphasize the fundamental role of mental integration and integrated self in the therapy of psychiatric disorders.     

The effect of semantics on problem solving is to reduce relational complexity

This article reports a study carried out in order to measure how semantic factors affect reductions in the difficulty of the Chinese Ring Puzzle (CRP) that involves removing five objects according to a recursive rule. We hypothesised that semantics would guide inferences about action decision making. The study involved a comparison of problem solving for two semantic isomorphic variants of the CRP ( fish and fleas ) with problem solving for the puzzle's classic variant (the Balls and Boxes problem; Kotovsky & Simon, 1990 Kotovsky, K. and Simon, H. A. 1990. What makes some problems really hard: Exploration in the problem space difficulty. Cognitive Psychology, 22: 143–183. [Crossref], [Web of Science ®] , [Google Scholar]). Our results showed that the number of moves was reduced by 47% in the fish version and by 51% in the flea version. We discuss these results in terms of semantic inferences and reductions in relational complexity. During the exploratory stage of problem solving participants discover the dependent relations between elements in the puzzle. Initially these relations are processed separately; learning involves generalising the relations within a coherent, interconnected whole that makes up the puzzle's rules. It seems that semantics make it easier for the puzzle's elements to be grouped together within coherent, meaningful wholes, which reduces relational complexity and facilitates problem solving.     

Time of day effects on problem solving: When the non-optimal is optimal

In a study examining the effects of time of day on problem solving, participants solved insight and analytic problems at their optimal or non-optimal time of day. Given the presumed differences in the cognitive processes involved in solving these two types of problems, it was expected that the reduced inhibitory control associated with non-optimal times of the day would differentially impact performance on the two types of problems. In accordance with this expectation, results showed consistently greater insight problem solving performance during non-optimal times of day compared to optimal times of day but no consistent time of day effects on analytic problem solving. The findings indicate that tasks involving creativity might benefit from a non-optimal time of day.     

Multiple paths to transfer and constraint relaxation in insight problem solving

In two experiments participants received various training methods designed to relax constraints present in the Four-Tree problem (deBono, 1967 deBono, E. 1967. The use of lateral thinking, London: Jonathan Cape.  [Google Scholar]), a difficult insight problem. Geometry misconceptions were corrected via direct instruction. Participants’ difficulty with developing three-dimensional representations was addressed via spontaneous analogical transfer (Experiment 1) or via cued analogical transfer (Experiment 2). We found that, while both training methods were effective, alleviating multiple constraints was more effective than the alleviation of single constraints via training programmes (c.f. Kershaw & Ohlsson, 2004 Kershaw, T. C. and Ohlsson, S. 2004. Multiple causes of difficulty in insight: The case of the nine-dot problem. Journal of Experimental Psychology: Learning Memory and Cognition, 30: 3–13. doi: 10.1037/0278-7393.30.1.3[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Providing single difficulty hints was ineffective in promoting solution. Implications for multiple paths to transfer (Nokes, 2009 Nokes, T. J. 2009. Mechanisms of knowledge transfer. Thinking & Reasoning, 15: 1–36. doi: 10.1080/13546780802490186[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]; Nokes & Ohlsson, 2005 Nokes, T. J. and Ohlsson, S. 2005. Comparing multiple paths to mastery: What is learned?. Cognitive Science, 29: 769–796. doi: 10.1207/s15516709cog0000_32[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) and multiple constraints are discussed.     

A proposed universal model of problem solving for design,science and cognate fields

A modestly generic, innovative, problem solving process with roots in the study of design and scientific research problem solving is presented and motivated. It is argued to be the shared core process of all problem solving. At its heart is a recognition of five foci or nodes of change vital to the process (changes in problem and solution formulation, method, constraints, and partial solution proposals) together with a bootstrap marked by the formation of higher order knowledge about problem solving in the domain in tandem with the solving of specific problems, the essential feature of all learned improvement. None of these elements is entirely original, but the way they are made explicit and developed (rather than folded into fewer, more abstract, boxes) is argued to provide fresh understanding of the organisation and power of the process to deal with complex practical problems.     

Acquiring an understanding of design: evidence from children's insight problem solving

The human ability to make tools and use them to solve problems may not be zoologically unique, but it is certainly extraordinary. Yet little is known about the conceptual machinery that makes humans so competent at making and using tools. Do adults and children have concepts specialized for understanding human-made artifacts? If so, are these concepts deployed in attempts to solve novel problems? Here we present new data, derived from problem-solving experiments, which support the following. (i) The structure of the child's concept of artifact function changes profoundly between ages 5 and 7. At age 5, the child's conceptual machinery defines the function of an artifact as any goal a user might have; by age 7, its function is defined by the artifact's typical or intended use. (ii) This conceptual shift has a striking effect on problem-solving performance, i.e. the child's concept of artifact function appears to be deployed in problem solving. (iii) This effect on problem solving is not caused by differences in the amount of knowledge that children have about the typical use of a particular tool; it is mediated by the structure of the child's artifact concept (which organizes and deploys the child's knowledge). In two studies, children between 5 and 7 years of age were matched for their knowledge of what a particular artifact "is for", and then given a problem that can only be solved if that tool is used for an atypical purpose. All children performed well in a baseline condition. But when they were primed by a demonstration of the artifact's typical function, 5-year-old children solved the problem much faster than 6-7-year-old children. Because all children knew what the tools were for, differences in knowledge alone cannot explain the results. We argue that the older children were slower to solve the problem when the typical function was primed because (i) their artifact concept plays a role in problem solving, and (ii) intended purpose is central to their concept of artifact function, but not to that of the younger children.     

Dissociable stages of problem solving (I): temporal characteristics revealed by eye-movement analyses

Understanding the functional neuroanatomy of planning and problem solving may substantially benefit from better insight into the chronology of the cognitive processes involved. Based on the assumption that regularities in cognitive processing are reflected in overtly observable eye-movement patterns, here we recorded eye movements while participants worked on Tower of London (TOL) problems that comprised an experimental manipulation of different task demands. Single-trial saccade-locked analyses revealed that higher demands on forming an internal problem representation were associated with an increased number of gaze alternations between start state and goal state, but did not show any effect on the durations of these inspections of the states. In contrast, higher demands on actual planning in terms of mental manipulations of working memory contents coincided with a prolonged duration of the very last inspection of the start state (i.e., immediately preceding movement execution) but did not show any effect on the number of gaze alterations. Differential task demands on internalization and planning processes during problem solving hence selectively affect different eye-movement parameters. Moreover, these findings complement previous neuroimaging data on dissociable contributions of left and right dorsolateral prefrontal cortex in problem solving with novel evidence for a corresponding dissociation in the eye-movement patterns reflecting the associated cognitive processes.     

On the spontaneous discovery of a mathematical relation during problem solving

People spontaneously discover new representations during problem solving. Discovery of a mathematical representation is of special interest, because it shows that the underlying structure of the problem has been extracted. In the current study, participants solved gear-system problems as part of a game. Although none of the participants initially used a mathematical representation, many discovered a parity-based, mathematical strategy during problem solving. Two accounts of the spontaneous discovery of mathematical strategies were tested. According to the automatic schema abstraction hypothesis, experience with multiple, unique problem exemplars facilitates extraction of the parity relation. According to the comparison-based abstraction hypothesis, explicitly comparing gear pathways that have different number, but the same parity, should result in extraction of parity. An event history analysis showed that accumulation of experiences with different-number, same-parity comparisons predicted discovery of parity; accumulation of unique exemplars did not. Results suggest that comparison-based abstraction processes can lead to the discovery of a mathematical relation.     

Locating experience in time and place: a look at young adult fiction and spiritual intelligence

Spiritual intelligence describes self-awareness and intuition, with the development of creative thinking, compassion and connectedness with others. Many researchers point to an awakening and development of spiritual intelligence that is enhanced through exploration of existential questions within the genre of young adult fiction. Such literature absorbs the adolescent reader so that they become transported into the narrative, exploring a sense of self and of others This article discusses the ways in which young adult fiction, including comparison of a novel of older context (An Episode of Sparrows) with contemporary dystopian fiction (The Maze Runner), can foster young adults’ exploration of self-awareness and cultivate the continued development of notions of connectedness, justice and responsibility. It describes current research on the relationship between spiritual intelligence in young adults and the narrative transportation effect of young adult fiction.     

Young children’s analogical problem solving: Gaining insights from video displays

This study examined how toddlers gain insights from source video displays and use the insights to solve analogous problems. The sample of 2- and 2.5-year-olds viewed a source video illustrating a problem-solving strategy and then attempted to solve analogous problems. Older, but not younger, toddlers extracted the problem-solving strategy depicted in the video and spontaneously transferred the strategy to solve isomorphic problems. Transfer by analogy from the video was evident only when the video illustrated the complete problem goal structure, including the character’s intention and the action needed to achieve a goal. The same action isolated from the problem-solving context did not serve as an effective source analogue. These results illuminate the development of early representation and processes involved in analogical problem solving. Theoretical and educational implications are discussed.     

Spatial and visual working memory ability in children with difficulties in arithmetic word problem solving

Although various studies support the multicomponent nature of visuospatial working memory, to date there is no general consensus on the distinction of its components. A difference is usually proposed between visual and spatial components of working memory, but the individual roles of these components in mathematical learning disabilities remains unclear. The present study aimed to examine the involvement of visual and spatial working memory in poor problem-solvers compared with children with normal level of achievement. Fourth-grade participants were presented with tasks measuring phonological loop, central executive, and visual versus spatial memory. In two separate experiments, both designed to distinguish visual and spatial component involvement, poor problem-solvers specifically failed on spatial—but not visual or phonological—working memory tasks. Results are discussed in the light of possible working memory models, and specifically demonstrate that problem-solving ability can benefit from analysis of spatial processes, which involves ability to manipulate and transform relevant information; instead, no benefit is gained from the analysis of visual pictorial detail.     

Gesture offers insight into problem‐solving in adults and children

When asked to explain their solutions to a problem, both adults and children gesture as they talk. These gestures at times convey information that is not conveyed in speech and thus reveal thoughts that are distinct from those revealed in speech. In this study, we use the classic Tower of Hanoi puzzle to validate the claim that gesture and speech taken together can reflect the activation of two cognitive strategies within a single response. The Tower of Hanoi is a well‐studied puzzle, known to be most efficiently solved by activating subroutines at theoretically defined choice points. When asked to explain how they solved the Tower of Hanoi puzzle, both adults and children produced significantly more gesture‐speech mismatches—explanations in which speech conveyed one path and gesture another—at these theoretically defined choice points than they produced at non‐choice points. Even when the participants did not solve the problem efficiently, gesture could be used to indicate where the participants were deciding between alternative paths. Gesture can, thus, serve as a useful adjunct to speech when attempting to discover cognitive processes in problem‐solving.