Problem Representations

Question 1

Describe the thermostat question.

Answer 1

Thermostat at 55 degrees farenheit. Either set the thermostat to the desired temperature (feedback model) and then setting the thermostat above the desired temperature (valve model) for the room to heat up faster.

Question 2

Valve model:

Answer 2

Set the thermostat to put hotter air in the room so it would be easier to cool the air

Question 3

Feed back model

Answer 3

Heat mode on then the air is just going to the same temperature

Question 4

Is the feedback model or the valve model correct for air conditioning

Answer 4

Feedback model

Question 5

The way a problem is represented determines not only how a problem is solved but whether?

Answer 5

It’s even solvable

Question 6

Problem representations are charactized by?

Answer 6

A goal state (what do you want to achieve)
An initial state (where are we starting?)
A set of operators (what are the means?)
A set of intermediate states (what is the method?)

Question 7

Finding a path between initial state and goal state within the space of all possible states

Answer 7

Problem solving (problem space concept)

Question 8

What is the goal state in the thermostat problem?

Answer 8

target temperature

Question 9

What is the initial state on the thermostat question:?

Answer 9

55 degrees

Question 10

What is the operators in the thermostat question?

Answer 10

The thermostat unit itself

Question 11

What is the intermediate state of the thermostat question>:

Answer 11

The temperature between the current temperature and the temperature you desire

Question 12

In the thermostat question, the operators are applied differently, because?

Answer 12

Different constructs on how the operator/ thermostat works: valve and feedback models

Question 13

Describe the tower of Hanoi task

Answer 13

Initial state has all disks on left most peg, goal state is all disks on rightmost peg, and operator is move disks one at a time, small above big, and 27 intermediate states (potential legal moves)

Question 14

Why is the Tower of Hanoi problem popular to solve

Answer 14

Clear defined states and operators, well-defined

Question 15

Provide example as well-defined problems

Answer 15

Mazes, crossword puzzles, sudoku, math problems

Question 16

What are some examples of ill-defined problems?

Answer 16

Policy planning, art, scientific inquiry

Question 17

Psychologists study how we actually solve problems and therefore distinct:

Answer 17

Task representation of problem
Problem space: internal representation of problem

Question 18

What behavioral data is relevant to the problem space?

Answer 18

Response time/solution times across conditions
Think aloud protocols
Intermediate products
Computer models on how to solve the problmes

Question 19

What is an insight problem? Discuss the match problem

Answer 19

Requires the insight that one’s initial representation is flawed. If the foal is to create two squares are of an equal size, there is no path from the initial states to goal state.
“Think outside the box” , or confines of our initial representation

Question 20

What are three cases where people struggle to think outside the box?

Answer 20

Einstelllung (attitude, fail to look more optimal solutions)
Functional fixedness (get fixated on intended function of an object)
Content effects (such as Wason task)

Question 21

Describe the Einstellung quart jar question. (Luchin’s 1946)

Answer 21

If you prime someone into thinking that you need 3 jars, on another question, you might fixate on your previous solution and take more steps/use more jars than necessary because you’re fixated on how to solve the question the first time. Having participants solve b-a-2c multiple times would use the more complicated solutions, and most would fail to solve the more simple problem which can’t use the solutions that you currently have been using

Question 22

Describe the Thomas and Didjerdean and magic study

Answer 22

When presenting a magical trick to adults, most would figure it out (80%) unless they were misdirected by telling them their choice was because of physical suggestion, then they would fixate on that and fail to figure it out (70%)

Question 23

Inability to use objects in ways that were not intended to be used

Answer 23

Functional fixedness

Question 24

Describe the candle problem.

Answer 24

Participants are given a box of tacks and a candle. The solution is to empty the box, tack the box to the wall, melt the bottom of the candle and stick the candle to the box. The correct solution requires conceptualizing the box as a support, not just as a container. Participants would do better if tacks and box was used separately (41% vs 86%), Took preutilized box user as 4.1 minutes, not preutilized 2.1 minutes

Question 25

Describe content effects in insufficient circuit wires in Glucksberg and Danks

Answer 25

You can utilize pliers, wire, clay, etc. Gave plier or wrench to participants, thought that 75% of participants would solve the problem with a wrench and 95% to solve given pliers, aligned solution times too.

Question 26

What is the question of German and Defeyter?

Answer 26

Does functional fixedness increase with age?

Question 27

What are the alternatives of German and Defeyter?

Answer 27

Yes, Young children think of object functions more fluidly than older children and adults No, inhibitory control increases with age, so older kids should be better at inhibiting known function

Question 28

What is logic of German and Defeyter

Answer 28

If functional fixedness increased with age, younger children should be able to complete their version of the Dunker task faster than older kids

Question 29

What was the method of German and Defeyter

Answer 29

Given a box of blocks (or box separately) to get a bear to the top of the shelf. See if they utilize the box as a support

Question 30

What were the results of German and Defeyter?

Answer 30

No preutilization helped kids solve the problem. However younger kids typically solved the task significantly faster if pre utilization was present compared to older children

Question 31

What are the inferences of German and Defeyter?

Answer 31

Children under six do not exhibit functional fixedness. May be because lenient criteria for an objects function or a lack of knowledge of an object’s function (more likely the first hypothesis in this case).