The Diagnostic Power of the Stages of Critical Discussion in the Analysis and Evaluation of Problem-Solving Discussions

In this article, the pragma-dialectical model of a critical discussion is demonstrated to provide a useful instrument for discovering causes of an unsatisfactory development of problem-solving discussions. First a sketch is given of the development of a problem-solving discussion which, in the opinion of the participants themselves, developed in an unsatisfactory fashion. Then it is argued that this development can be traced back to flaws in the execution of the stages of a critical discussion.     

Unconscious Insights

From early in the history of psychology, theorists have argued about whether insights are initially unconscious or whether they are conscious from the start. Empirically identifying unconscious insights has proven difficult, however: How can we tell if people have had an insight if they do not tell us they have had one? Fortunately, although obtaining evidence of unconscious insights is difficult, it is not impossible. The present article describes an experiment in which evidence of unconscious insights was obtained. Almost 90% of second graders generated an arithmetic insight at an unconscious level before they were able to report it. Within five trials of the unconscious discovery, 80% of the children made the discovery consciously, as indicated by their verbal reports. Thus, the initial failure to report the insight could not be attributed to the children lacking the verbal facility to describe it. The results indicate that at least in some cases, insights arise first at an unconscious level, and only later become conscious. Rising activation of the new strategy may be the mechanism that leads children to become conscious of using it.     

The Aha! Moment: The Cognitive Neuroscience of Insight

ABSTRACT— A sudden comprehension that solves a problem, reinterprets a situation, explains a joke, or resolves an ambiguous percept is called an insight (i.e., the " Aha! moment"). Psychologists have studied insight using behavioral methods for nearly a century. Recently, the tools of cognitive neuroscience have been applied to this phenomenon. A series of studies have used electroencephalography (EEG) and functional magnetic resonance imaging (fMRI) to study the neural correlates of the " Aha! moment" and its antecedents. Although the experience of insight is sudden and can seem disconnected from the immediately preceding thought, these studies show that insight is the culmination of a series of brain states and processes operating at different time scales. Elucidation of these precursors suggests interventional opportunities for the facilitation of insight.     

儿童问题解决中的类比迁移

儿童问题解决中的类比迁移是儿童认知发展中的一个基本问题,但在儿童发展研究中却一直没有得到足够的重视。在对儿童问题解决中的类比迁移研究进行回顾和总结的基础上,特别是仔细分析最近十年里的类比迁移研究,该文总结出了儿童问题解决中类比迁移研究的发展趋势,主要包括从探讨迁移是否存在到验证迁移是一种早期能力、从关注迁移的年龄差异到关注促进迁移的有关因素、从关注迁移是否是基本能力到关注迁移的加工机制、从描述迁移技能到领域概化、从关注近迁移到关注远迁移。最后,该文对未来儿童问题解决中的类比迁移研究进行了展望     

Creative Failure: Why Can't People Solve Creative Problems

Although people attempt many creative problem solutions, in general, most creative problem-solving efforts, at least real-world efforts, fail. In the present effort, we examine the reasons creative problem-solving efforts typically fail. We argue that creative problem-solving efforts fail, in part, due to the fundamental nature of the kinds of problems that call for creative thought. However, the nature of people's creative problem-solving skills and the context in which they attempt to develop and implement creative problem solutions also results in failed attempts to solve creative problems. Based on these observations, we discuss how one might seek to develop people to encourage more success in creative problem-solving efforts.     

计算机动态测验中问题解决过程策略的分析：多水平混合IRT模型的拓展与应用

学生在完成计算机动态测验过程中, 会产生大量带有时间标记的过程性数据。本研究基于5个国家(地区) 3196名学生在PISA2012一道交通问题解决任务上的139990条数据, 将多水平混合IRT (MMixIRT)模型进行拓展, 用于探索问题解决过程策略的类别特点。结果表明, 该模型不仅可以基于行为序列对不同国家(地区)学生在解决问题时策略使用情况的典型特征进行分析, 还可以提供个体水平的能力估计值。拓展的MMixIRT模型可用于分析过程性数据的特征。     

创造性问题解决中的联想能力及其作用

长期以来,研究者一直认为联想能力与创造力之间存在着紧密的联系,但相关的实证研究并不能很好地支持这一论断,这可能是由于联想能力的界定不清所造成的。本研究梳理了以往研究中联想能力与创造力的关系,在此基础上辨析了联想能力测验所反映的实质,进一步提出了一个创造性问题解决中联想能力的作用模型：（1）联想能力主要作用于创造性问题解决中的重构阶段;（2）存在三种相对独立的联想能力,它们对空间类顿悟问题和言语类顿悟问题的影响不同;（3）联想内容中经验关系的联想能力与领域一般创造力关联最密切。     

The analytic situation as a dynamic field. 1969

This paper discusses the consequences of the importance that recent ³ papers assign to the countertransference. When the latter acquires a theoretical and technical value equal to that of the transference, the analytic situation is configured as a dynamic bi‐personal field, and the phenomena occurring in it need to be formulated in bi‐personal terms. First, the field of the analytic situation is described, in its spatial, temporal and functional structure, and its triangular character (the present–absent third party in the bi‐personal field) is underlined. Then, the ambiguity of this field is emphasized, with special weight given to its bodily aspect (the bodily experiences of the analyst and the patient being particularly revealing of the unconscious situation in the field). The different dynamic structures or lines of orientation of the field are examined: the analytic contract, the configuration of the manifest material, the unconscious configuration – the unconscious bi‐personal phantasy manifesting itself in an interpretable point of urgency – that produces the structure of the field and its modifications. The authors describe the characteristics of this unconscious couple phantasy: its mobility and lack of definition, the importance of the phenomena of projective and introjective identification in its structuring. The authors go on to study the functioning of this field, which oscillates between mobilisation and stagnation, integration and splitting. Special reference is made to the concept of the split off unconscious ‘bastion’ as an extremely important technical problem. The analyst’s work is described as allowing oneself to be partially involved in the transference–countertransference micro‐neurosis or micro‐psychosis, and interpretation as a means of simultaneous recovery of parts of the analyst and the patient involved in the field. Finally, the authors describe the bi‐personal aspect of the act of insight that we experience in the analytic process.     

A Model of the Relationship of Sex-Role Orientation to Social Problem-Solving

The study developed and empirically tested an integrated model that examined the relationships between sex-role orientations and the two conceptually related coping behaviors, namely, response styles and social problem-solving, using structural equation modeling. A total of 181 (129 females and 52 males) undergraduate students from a large public university in the northeast United States completed the Bem-Sex Role Inventory, the Response Style Questionnaire and the Rational Problem Solving scale of the Social Problem-Solving Inventory—Revised. Results showed that masculinity was related to social problem-solving. Sex-role orientations were not related to response styles. Both ruminative response style and distractive response style were positively related to rational problem-solving.