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STAGES OF PROBLEM SOLVING

STAGES OF PROBLEM SOLVING. PREPARATION encode the “problem space” and allowable “operators” retrieve relevant knowledge from LTM PRODUCTION devise strategy for searching the space implement the search EVALUATION has the goal been reached? are you rpgressing toward the goal?.

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STAGES OF PROBLEM SOLVING

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  1. STAGES OF PROBLEM SOLVING • PREPARATION • encode the “problem space” and allowable “operators” • retrieve relevant knowledge from LTM • PRODUCTION • devise strategy for searching the space • implement the search • EVALUATION • has the goal been reached? • are you rpgressing toward the goal?

  2. UNDERSTANDING THE PROBLEM (Greeno, 1977) • Our internal representation (or model) of the problem should have • accurate CORRESPONDENCE between relevant elements in the world and model • good COHERENCE between elements in the model • appropriate links to PRIOR KNOWLEDGE that can aid problem solving correspondence links to prior knowledge coherence environment model of problem

  3. SOLVING SCHEMATICALLY “ODD” PROBLEMS “odd” versions of problems are harder to solve: • Monsters & Globes (Simon & Hayes ‘76) “exchange” versus “grow/shrink” rules • “surreal” problems (Hinkley & Hayes, 1977) • A boat takes two hours to steam 20 miles up a river but only one and a third hours for the return trip. Find the rate of the boat in still water. (original) • A wine takes seven years to mature properly from the time the grapes are harvested but only four years for the return trip. How fast would the wine mature in still time? (surreal)

  4. FUNCTIONAL FIXEDNESS Duncker’s (1940) CANDLE problem: attach the candle to the wall so it burns properly. fewer than half the subjects solve it in 15 minutes. Why? Adams (1952): put tacks outside of box to reduce fixedness on “container” function:

  5. STRATEGIES FOR SEARCHING THE PROBLEM SPACE • RANDOM SEARCH STRATEGIES • unsystematic search • systematic random search • HEURISTIC SEARCH STRATEGIES • constraining the space • finding analogies (transfer) • modelling & planning • means-end analysis • reducing the distance between current state and goal state • creating subgoals

  6. MENTAL SET (“einstellung”)Luchins (1942) task: given three containers of known quantity, produce target quantity: ABCgoal 2 #1: 7 17 4 5 #2: 19 30 3 4 #3: 7 17 3 prior set control use of B-A-2C on #3:83%___%

  7. SETTING THE PROBLEM ASIDE task: make a necklace out of the chains for $15: $2 to open a link $3 to close a link 1st blockRest2nd block%solving 15 min ------ 15 min 55% 15 min 15 min 15 min __% 15 min 4 hr 15 min __% (Silviera, 1971) mental set dissipates? incubation?

  8. CREATIVE PROBLEM SOLVING • the ability to (solve) (ill-defined) problems in a novel and appropriate way • typically results from intensive work and extensive knowledge • Edison: 1% inspiration, 99% perspiration • individuals vary “normally” by ability, knowledge and style • cognitive, social, and motivational factors influence creative potential and achievement

  9. MEASURING CREATIVE PERFORMANCE • Guilford & others develop tests for creative aptitude stressing “divergent production” • Remote Associations Test • Uses Test • Consequences Test • Correlations of scores with peer-rated professional creativity are modest (+.2 to +.4) • reliance on sheer productivity, rather than rarity or appropriateness • wrong mental set? • job constraints on opportunities for creative work • lack of “domain-specific” aspects testing knowledge in field

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