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.