Assimilation resistance and affective response in problem solving

In a problem solving experiment, predictions were based upon a theory of motivation and action, the scheme theory, and a psychometric model for the component analysis of rating data, the sector model (Eckblad, 1981; 1980). Pattern guessing tasks were presented to 32 students, 8 to each subject, in individual sessions lasting more than one hour. Number of errors, rated attractiveness, and guessing latencies (the process variables) were recorded during each task. After completion of each task, the affective reaction to it was assessed by means of ratings on six scales, including the scales Pleasant, Interesting, and Complex. On the basis of the sector model, an index of assimilation resistance was computed from the ratings of each task/subject unit, and the index was used to predict mean values and gradients for the process variables. Results show that the sector structure is clearly present in the rating data, that the process variables fit into the structure in the predicted manner, and that mean values and gradients for the process variables differ highly significantly and as predicted among tasks of different levels of assimilation resistance.     

The affective consequences of expected and unexpected outcomes

How do people feel about unexpected positive and negative outcomes? Decision affect theory (DAT) proposes that people feel displeasure when their outcomes fall short of the counterfactual alternative and elated when their outcomes exceed the counterfactual alternative. Because disconfirmed expectations provide a counterfactual alternative, DAT predicts that bad outcomes feel worse when unexpected than when expected, yet good outcomes feel better when unexpected than when expected. Consistency theories propose that people experience displeasure when their expectations are disconfirmed because the disconfirmation suggests an inability to predict. According to consistency theories, both good and bad outcomes feel worse when unexpected than when expected. These two theoretical approaches were tested in three studies. The results consistently support DAT     

Cognitive and affective consequences of repressive coping

This investigation examined whether repressors, individuals who seem especially reactive to emotional stimuli, would attempt to control their emotional reactions to unpleasant events, and whether such attempts would impair repressors’ recall for those stimuli. Participants viewed either an unpleasant or an emotionally neutral film and then reported their mood following the film and their recall memory for details in the film. Repressors reported a more pleasant mood than nonrepressors after the unpleasant film. Repressors did not, however, differ from non-repressors in their memory for details in the film. The results suggest that while repressors are efficient regulators of emotion, the cognitive effects of the repressive coping style are less clear. This research was supported by a University of Plymouth QR grant to the first author.     

The affective consequences of visual attention in preview search

Comparisons of emotional evaluations of abstract stimuli just seen in a two-object visual search task show that prior distractors are devalued, as compared with prior targets or novel items, perhaps as a consequence of persistent attentional inhibition (Raymond, Fenske, & Tavassoli, 2003). To further explore such attention-emotion effects, we measured search response time in a preview search task and emotional evaluations of colorful, complex images just seen therein. On preview trials, the distractors appeared 1,000 msec before the remaining items. On no-preview trials, all the items were presented simultaneously. A single distractor was then rated for its emotional tone. Previewed distractors were consistently devalued, as compared with nonpreviewed distractors, despite longer exposure and being associated with an easier task. This effect was observed only in the participants demonstrating improved search efficiency with preview, but not in others, indicating that the attentional mechanisms underlying the preview benefit have persistent affective consequences in visual search.     

Cognitive and affective consequences of repressive coping

This investigation examined whether repressors, individuals who seem especially reactive to emotional stimuli, would attempt to control their emotional reactions to unpleasant events, and whether such attempts would impair repressors’ recall for those stimuli. Participants viewed either an unpleasant or an emotionally neutral film and then reported their mood following the film and their recall memory for details in the film. Repressors reported a more pleasant mood than nonrepressors after the unpleasant film. Repressors did not, however, differ from non-repressors in their memory for details in the film. The results suggest that while repressors are efficient regulators of emotion, the cognitive effects of the repressive coping style are less clear. This research was supported by a University of Plymouth QR grant to the first author.     

科学发明问题解决的脑机制再探

选取高生态学效度的科学发明问题作为实验材料, 采用“学习−测试”的两阶段实验范式, 利用静息态功能磁共振成像技术, 基于局部一致性(ReHo)和低频振幅(ALFF)的分析方法, 研究科学发明问题解决的神经机制。在控制被试性别、年龄和常规性问题解决能力后, 结果发现左侧前扣带回(Anterior Cingulate Cortex, ACC)的ReHo值和个体科学发明问题解决的正确率显著正相关, ALFF的结果同样印证了这一发现。结果强调了ACC在科学发明问题解决过程中的重要作用。     

The functional equivalence of problem solving skills

The tower of Hanoi problem is used to show that, even in simple problem environments, numerous distinct solution strategies are available, and different subjects may learn different strategies. Four major classes of solution strategies are described for the problem. Different strategies have different degrees of transferability, place different burdens on short-term memory and on perception, and require different learning processes for their acquisition. The analysis underscores the importance of subject-by-subject analysis of “what is learned” in understanding human behavior in problem-solving situations, and provides a technique for describing subjects' task performance programs in detail.     

The relation between problem categorization and problem solving among experts and novices

These investigations were conducted to examine the relationship between problem-solving ability and the criteria used to decide that two classical mechanics problems would be solved similarly. We began by comparing experts and novices on a similarity judgment task and found that the experts predominantly relied on the problems' deep structures in deciding on similarity of solution, although the presence of surface-feature similarity had a clear adverse effect on performance. The novices relied predominantly on surface features, but were capable of using the problems' deep structures under certain conditions. In a second experiment, we compared groups of novices, at the same level of experience, who tended to employ different types of reasoning in making similarity judgments. Compared to novices who relied predominantly on surface features, novices who made greater use of principles tended to categorize problems similarly to how experts categorized them, as well as score higher in problem solving. These results suggest that principles play a fundamental role in the organization of conceptual and procedural knowledge for good problem solvers at all levels.     

Analogical problem solving

The use of an analogy from a semantically distant domain to guide the problemsolving process was investigated. The representation of analogy in memory and processes involved in the use of analogies were discussed theoretically and explored in five experiments. In Experiment I oral protocols were used to examine the processes involved in solving a problem by analogy. In all experiments subjects who first read a story about a military problem and its solution tended to generate analogous solutions to a medical problem (Duncker's “radiation problem”), provided they were given a hint to use the story to help solve the problem. Transfer frequency was reduced when the problem presented in the military story was substantially disanalogous to the radiation problem, even though the solution illustrated in the story corresponded to an effective radiation solution (Experiment II). Subjects in Experiment III tended to generate analogous solutions to the radiation problem after providing their own solutions to the military problem. Subjects were able to retrieve the story from memory and use it to generate an analogous solution, even when the critical story had been memorized in the context of two distractor stories (Experiment IV). However, when no hint to consider the story was given, frequency of analogous solutions decreased markedly. This decrease in transfer occurred when the story analogy was presented in a recall task along with distractor stories (Experiment IV), when it was presented alone, and when it was presented in between two attempts to solve the problem (Experiment V). Component processes and strategic variations in analogical problem solving were discussed. Issues related to noticing analogies and accessing them in memory were also examined, as was the relationship of analogical reasoning to other cognitive tasks.     

The everyday dynamics of rumination and worry: precipitant events and affective consequences

ABSTRACT

Rumination and worry are two perseverative, negatively valenced thought processes that characterise depressive and anxiety disorders. Despite significant research interest, little is known about the everyday precipitants and consequences of rumination and worry. Using an experience sampling methodology, we examined and compared rumination and worry with respect to their relations to daily events and affective experience. Participants diagnosed with Major Depressive Disorder (MDD), Generalized Anxiety Disorder (GAD), co-occurring MDD–GAD, or no diagnosis carried an electronic device for one week and reported on rumination, worry, significant events, positive affect (PA), and negative affect (NA). Across the clinical groups, occurrences of everyday events predicted subsequent increases in rumination, but not worry. Further, higher momentary levels of rumination, but not worry, predicted subsequent decreases in PA and increases in NA. Thus, in these clinical groups, rumination was more susceptible to daily events and produced stronger affective changes over time. We discuss implications for theory and clinical intervention.     

Self-appraised social problem solving abilities, emotional reactions and actual problem solving performance

Self-report measures of social problem solving abilities have yet to be associated with objective problem solving performance in any consistent manner. In the present study, we investigated the relation of social problem solving abilities--as measured by the Social Problem Solving Skills Inventory--Revised (SPSI-R [Maydeu-Olivares, A. & D'Zurilla, T. J. (1996). A factor analytic study of the Social Problem Solving Inventory: an integration of theory and data. Cognitive Therapy and Research, 20, 115-133])--to performance on a structured problem solving task. Unlike previous studies, we examined the relation of problem solving skills to performance curves observed in repeated trials, while controlling for affective reactions to each trial. Using hierarchical modeling techniques, a negative problem orientation was significantly predictive of performance and this effect was not mediated by negative affectivity. Results are discussed as they pertain to contemporary models of social problem solving.     

The effect of problem size on representation in deductive problem solving

Adult Ss attempted to solve logical deductive reasoning problems that varied systematically in amount of information presented. Methods Ss employed in representing the problem were classified into five main types or modes. The proportion of Ss using a matrix mode of problem representation increased moderately with problems containing large amounts of information. The performance of Ss using a matrix mode of representation suggested that this advantage is related to ease of applying and/or storing the results of logical operations in such a problem space rather than to any facilitative effects of encoding processes. Specific limits to normal processing are hypothesized.     

Pupil size and problem solving

Pupil size changes were monitored during the solution of various types of problems. A number of solution and response strategies were required of the subject. There was strong confirmation of the theory that this autonomic index can provide a sensitive measure of the fluctuating levels of attention and arousal, which are associated with the various aspects of information processing and response.     

Achievement motivation and problem solving

Abstract.— The relationships between achievement motivation and problem solving were discussed. It was suggested that problem solving may be differentially related to achievement motivation in high and low ability groups. In a group of 46 male students, scoring high on a test of intellectual flexibility, a positive relationship was found between a projective measure of fear of failure and solution of the Hatrack Problem. In a group of 49 male subjects with low flexibility scores, fear of failure was negatively related to problem solving. The results were taken to indicate that the ability measure represented general self confidence and expectancy. Thus subjects with high self confidence might attempt to avoid failure by trying hard to succeed, while a more probable strategy for subjects with low expectancy would be to exert little effort. A test of this hypothesis was made by analyzing a measure of overt activity in the Hatrack situation across high/low motivational and ability groups. Whereas in the high ability group subjects with high fear of failure showed a high level of activity, high fear of failure subjects in the low ability group showed a low level of activity, thus supporting the hypothesis.     

The figural problem solving and problem finding of professional and semiprofessional artists and nonartists

The processes of finding a solution to a stated problem and those employed in formulating a problem prior to determining a solution strategy are implied by the behaviors observed in the manipulation of figural symbol systems. Sixty adult participants agreed to be videotaped while given two measures of spatial visualization, a figural problem‐solving activity, and two games which required defining a problem prior to producing a result. When groups, defined by their experience in producing ideas in art, were compared, traditional quantitative measures of performance yielded few significant differences. However, multivariate analyses of the observed qualitative variables resulted in significant differences. Theoretical and educational implications are discussed.     

The use of diagrams in analogical problem solving

In four experiments, we examined the impact of perceptual properties on the effectiveness of diagrams in analogical problem solving, using variants of convergence diagrams as source analogues for the radiation problem. Static diagrams representing the initial problematic state (one large line directed at a target) and the final state for a convergence solution (multiple converging lines) were not accessed spontaneously but were often used successfully once a hint to consider the diagram had been provided. The inaccessibility of static diagrams was not alleviated by adding additional diagrams to represent intermediate states (Experiment 1), but spontaneous access was improved by augmenting static diagrams with a verbal statement of the convergence principle (Experiment 3). Spontaneous retrieval and noticing were increased markedly by animating displays representing converging forces and thereby encouraging encoding of the lines as indicating motion toward a target (Experiments 3 and 4). However, neither static nor animated diagrams were effective when the arrows were reversed to imply divergence rather than convergence (Experiment 2). The results indicate that when animation encourages the interpretation of a diagram as a helpful source analogue, it can greatly enhance analogical transfer.