Control mechanisms in problem solving.

Abstract

Hypothesis-testing theories and information processing theories have both been used to explain the results of problem solving experiments. The theories have, in general, been applied to different classes of problems, resulting in little overlap or interaction between them. Information processing theories have tended to emphasize problems in which the problem solver’s primary source of information concerning the correctness of his moves is the problem goal and, as a result, the goal plays a major role in the control mechanisms determining moves. Hypothesis theories have emphasized problems in which direct feedback is the primary control mechanism available. It is suggested that altering a problem solver’s major source of information from a goal to feedback or vice versa will have important implications for the course of problem solving and what is learned during the solution process. Specifically, changes in the information feedback and/or goal-specificity characteristics of a problem should, in a predictable fashion, alter problem solving strategies, which should, in tum, through the presence or absence of information compression devices such as rule induction, strongly affect transfer. Experiments using the Tower of Hanoi and visual maze-tracing problems indicated that altering the density of subgoals resulted in alterations in subsequent transfer performance.