Insight Problem Solving Research Articles

What causes the insight memory advantage?

Prior research indicates that solutions accompanied by an Aha! experience are remembered better than those missing this feeling of epiphany. The question for the present studies was whether this insight memory advantage for problem solutions is modulated by the affective component of insight (the strong feelings that typically accompany the Aha! experience), or by the cognitive component (the restructuring or representational change that occurs during insightful problem solving). In both studies, participants viewed a set of magic trick videos to generate solutions for how each trick was done, and memory for the generated solutions was tested after a week delay. They also indicated the extent to which they experienced an Aha! moment at solution along with other perceptions of their experience. In the second study, they additionally rated the relevance of five action verbs for each trick (including one that implied the correct solution) multiple times during solution as a measure of restructuring the problem representation. The explanation for the insight memory advantage that was best supported by the results is that it is the joint consequence of finding correct solutions, the subjective feeling that one has found a correct solution (certainty), and experiencing an emotional pleasurable reaction during the problem solving process that all contribute to better memory for the solution. However, it did not seem to rely on having reached the solution via a sudden restructuring process.

The Fox, the Hedgehog, and the Quest for Artificial General Intelligence

Artificial general intelligence continues to be elusive in part because of a focus on a narrow range of problems that can all be described as path problems. A researcher sets up the goals, the optimization methods, and the parameters of the problem, which determine the potential solutions that a machine can learn. Machine learning is the process of finding the right parameter values that solve the problem. Formal path problems, like the games of chess or go, are fully described by their rules and the current state. They can be treated as purely mathematical processes, independent of any physical instantiation. Other, less formal problems, such as how to drive a vehicle on a busy road, do depend on the physical properties of their instantiation and on feedback from the physical world. Path problems are well defined with relatively easy to evaluate metrics, but they are not the only kind of problem that a generally intelligent agent needs to address. Other problems, called insight problems, require the solver to not just evaluate well-defined functions, but to create those functions. Failure to recognize the need to solve multiple types of problems leads people to believe that computers will at some point be able to make themselves arbitrarily intelligent (the technological singularity), potentially to the detriment of human existence. Path problem solving has provided a good model for special purpose problem solvers, but not for general intelligence. As the ancient Greek poet, Archilochus observed, “a fox knows many things, but a hedgehog one important thing.” Artificial intelligence researchers have been able to build very sophisticated hedgehogs, but foxes remain elusive. And foxes know how to solve insight problems.

Common and specific neural correlates underlying insight and ordinary problem solving.

Previous studies have investigated the cognitive and neural mechanisms underlying insight problem solving (INPS). However, it is still unclear which mechanisms are common to both INPS and ordinary problem solving (ORPS), and which are distinctly involved in only one of these processes. In this study, we selected two types of Chinese character chunk decompositions, ordinary Chinese character chunk decomposition (OCD) and creative Chinese character chunk decomposition (CCD), as representatives of ORPS and INPS, respectively. By using functional magnetic resonance imaging (fMRI) to record brain activations when subjects executed OCD or CCD operations, we found that both ORPS and INPS resulted in significant activations in the widespread frontoparietal cognitive control network, including the middle frontal gyrus, inferior frontal gyrus, and inferior parietal lobe. Furthermore, compared with ORPS, INPS led to greater activations in higher-level brain regions related to symbolic processing in the default mode network, including the anterior cingulate cortex, superior temporal gyrus, angular gyrus, and precuneus. Conversely, ORPS induced greater activations than INPS in more posterior brain regions related to visuospatial attention and visual perception, such as the inferior temporal gyrus, hippocampus, and middle occipital gyrus/superior parietal gyrus/fusiform gyrus. In addition, an ROI analysis corroborated the neural commonalities and differences between ORPS and INPS. These findings provide new evidence that ORPS and INPS rely on common as well as distinct cognitive processes and cortical mechanisms.

The effects of emotional valence on insight problem solving in global-local processing: An ERP study

Recently, some studies have reported that the joint effects of different processing types and emotions can lead to different task outcomes, but it remains unclear how they affect insight problem solving. In this study, we used event-related potentials (ERP) to examine the joint effect and neural mechanism of processing type and emotional valence on insight problem solving. Behavioural results found that, compared to positive emotion, negative emotion promoted insight problem solving in the global processing condition. In contrast, in the local processing condition, positive emotion promoted insight problem solving compared to negative emotion. ERP results further found that local processing elicited larger N1 compared with global processing, indicating more focused visual processing. Importantly, negative emotion in global processing and positive emotion in local processing elicited more negative N450 amplitudes and N600–1200 amplitudes. The findings suggest that negative emotion in global processing and positive emotion in local processing facilitated insight problem solving by promoting the breaking of mental impasses and forming novel associations. The findings contribute to a new understanding of the relationship between emotional valence and insight problem solving.

Oculometric signature of switch into awareness? Pupil size predicts sudden insight whereas microsaccades predict problem-solving via analysis

According to the Gestalt theorists, restructuring is an essential component of insight problem-solving, contributes to the "Aha!" experience, and is similar to the perceptual switch experienced when reinterpreting ambiguous figures. Previous research has demonstrated that pupil diameter increases during the perceptual switch of ambiguous figures, and indexes norepeinephrine functioning mediated by the locus coeruleus. In this study, we investigated if pupil diameter similarly predicts the switch into awareness people experience when solving a problem via insight. Additionally, we explored eye movement dynamics during the same task to investigate if the problem-solving strategies used are linked to specific oculomotor behaviors. In 38 participants, pupil diameter increased about 500 msec prior to solution only in trials for which subjects report having an insight. In contrast, participants increased their microsaccade rate only prior to non-insight solutions. Pupil dilation and microsaccades were not reliably related, but both appear to be robust markers of how people solve problems (with or without insight). The pupil size change seen when people have an "Aha!" moment represents an indicator of the switch into awareness of unconscious processes humans depend upon for insight, and suggests important involvement of norepinephrine, via the locus coeruleus, in sudden insight.

Aha! Taking on the myth that simulation‐derived surprise enhances learning

This paper aims to discuss the recurring education-related issue of the high-fidelity simulation myth. In the current instantiation, educators erroneously believe that trainees benefit from authentic uncertainty and surprise in simulation-based training. We explore the origins of this myth within the experiential learning and social constructivism theories and propose an evidence-based solution of transparent and guided instruction in simulation. Constructivist theories highlight meaning making as the benefit of inquiry and discovery learning strategies. Inappropriate translation of this epistemology into an element of curriculum design creates unfortunate unintended consequences. We propose that the translation of constructivist theories of learning within simulation-based education has resulted in a pervasive myth, which decrees that scenarios must introduce realistic tension or surprises to encourage exploration and insightful problem solving. We argue that this myth is masquerading as experiential learning. In this narrative review, we interpret our experiences and observations of simulation-based education through our expertise in education science and curriculum design. We offer anecdotal evidence along with a review of selected literature to establish the presence of this previously undetected myth.

In-FUSE-ing STEAM learning with spatial reasoning: Distributed spatial sensemaking in school-based making activities.

This study examines the role of spatial reasoning in learning among 5th and 6th grade students participating in a set of in-school, technology-enhanced, STEAM (science, technology, engineering, arts, and math) making activities. We focus our analysis on a particular type of reasoning: spatial reasoning. Prior research has shown that spatial reasoning is relevant for problem-solving, participation, and achievement in STEAM disciplines. However, the literature on spatial reasoning lacks qualitative analyses of the processes through which spatial reasoning is learned, enacted, and leads to problem-solving insights, particularly in everyday learning contexts. Spatial reasoning is also underemphasized and undervalued in our schools. And although increasingly popular, hands-on, making activities have the potential to cultivate spatial skills, spatial reasoning has been largely ignored in the literature on learning through making. Informed by a distributed cognitive perspective and using a combination of qualitative categorical coding and interaction analysis, this study provides a qualitative analysis of the relation between spatial reasoning and learning through making. Our analyses show that during making activities, students engaged in frequent and diverse spatial reasoning with a variety of social and material resources and that the social and material contexts of different making activities facilitated different types of spatial reasoning. Our analyses also show how spatial reasoning developed over time and led to learning. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

Performance Incentives, Divergent Thinking Training, and Creative Problem Solving

ABSTRACTCreativity theory suggests that effective solutions to creative problems depend on both divergent and convergent thinking (Cropley 2006). Using an experiment in which participants solve insight problems, I investigate the effect of incentive schemes on creative problem-solving performance. I find that both piece-rate pay and a flat wage plus public recognition generate higher performance with divergent thinking training than without. Consistent with the idea that incentives may promote more convergent thinking than divergent thinking, piece-rate pay generates lower creative problem-solving performance than the flat wage in the absence of divergent thinking training (flat wage plus recognition has a neutral effect). The study suggests that when employee performance depends on creative problem solving, firms should implement incentive schemes and/or control systems that promote both divergent and convergent thinking.

Taking a Future Generation’s Perspective as a Facilitator of Insight Problem-Solving: Sustainable Water Supply Management

Human societies face various unsustainability problems, often characterized as “wicked” in the sense that they have no single definitive formulation. Thus, the role of creativity or insight in solving such problems has attracted a lot of attention from scholars. Therefore, this study investigated how an emerging methodology, Future Design (and its unique intervention of asking problem solvers to take a future generation’s perspective), can facilitate insight problem solving (IPS) and the generation of sustainable solutions. In a municipality in Japan, nine officers from a bureau responsible for water supply management participated in a series of seven Future Design workshops. In two groups, these officers created visions of water supply management 30 years into the future, taking the perspective of a future generation working in the same municipality. On the basis of in-depth transcription analyses of these workshops, we obtained a hypothetical framework demonstrating that four factors mediate the influence of perspective taking on IPS: (a) Discounting the present generation’s cost, (b) contrasting the future with the present, (c) deconstructing hierarchy, and (d) intellectual joy. While the first three mediators (a, b, and c) were considered to be contributors to the problem reframing and IPS via constraint relaxation, the fourth (d) was considered to do so via positive interpretation. Further, the reason why taking a future generation’s perspective is likely to lead to sustainable solutions, useful for the future—rather than the present—generation, is also discussed.

TDCS to the right anterior temporal lobe facilitates insight problem-solving

Problem-solving is essential for advances in cultural, social, and scientific knowledge. It is also one of the most challenging cognitive processes to facilitate. Some problem-solving is deliberate, but frequently people solve problems with a sudden insight, also known as a Eureka or “Aha!” moment. The advantage of solving problems via insight is that these solutions are more accurate, relying on a unique pattern of neural activity, compared to deliberative strategies. The right Anterior Temporal Lobe (rATL), putatively involved in semantic integration, is distinctively activated when people experience an insight. The rATL may contribute to the recognition of distant semantic relations that support insight solutions, although fMRI and EEG evidence for its involvement is, by nature, correlational. In this study, we investigate if focal sub-threshold neuromodulation to the rATL facilitates insight problem-solving. In three different groups, using a within- and between-subjects design, we tested the causal role of this brain region in problem-solving, by applying High Definition Transcranial Direct Current Stimulation to the rATL (active and sham condition) or the left frontopolar region while participants attempted to solve Compound Remote Associates problems before, during and after stimulation. Participants solved a higher percentage of problems, overall, and specifically by insight when they received rATL stimulation, compared to pre-stimulation, and compared to sham and left frontopolar stimulation. These results confirm the crucial role played by the rATL in insight problem-solving.

Do Performance-Contingent Incentives Help or Hinder Divergent Thinking?

Although divergent thinking generates multiple unconventional approaches to a problem or challenge, claims from prior experimental studies that incentives hinder divergent thinking often involve problems that have only one solution. In our first experiment, we replicate the negative effect of performance-based incentives in such settings, finding that participants solve fewer insight problems under performance-based pay than under fixed pay. But in a second experiment in which we modify these same problems to allow more than one unconventional solution, participants with performance-based pay identify significantly more divergent solutions than do their fixed-pay counterparts. We also find evidence that incentives stimulate increased divergent thinking in a third experiment in which participants design rather than solve insight problems. Overall, our findings suggest that the negative effect of performance-contingent incentives in some settings is more a reflection of the overly restrictive nature of these settings than the failure of incentives to stimulate divergent thinking.

The effect of motion-induced subliminal information in insight problem solving

The effect of motion-induced subliminal information in insight problem solving

Integration of subliminal presentation of sequential information in insight problem solving

Integration of subliminal presentation of sequential information in insight problem solving

Creative thinking and insight problem-solving in Keats’ “When I have fears … ”

According to cognitive psychologists, creativity is a special kind of problem-solving experience, which involves the activation of two opposite but complementary mental processes, convergent thinki...

The temporal dynamics of insight problem solving – restructuring might not always be sudden

Insight problems are likely to trigger an initial, inappropriate mental representation, which needs to be restructured in order to find the solution. Despite the widespread theoretical assumption that this restructuring process happens suddenly, which leads to the typical Aha! experience, the evidence is inconclusive. Among the reasons for this lack of clarity is a reluctance to measure solvers’ subjective experience of the solution process. Here, we overcome previous methodological problems by measuring the dynamics of the solution process using eye movements in combination with the subjective Aha! experience. Our results demonstrate that in a problem that requires restructuring of the initial mental representation, paying progressively more attention to the crucial elements of the problem often preceded the finding of the solution. Most importantly, the sooner solvers started paying attention to the crucial elements, the less sudden and surprising the solution felt to them. The close link between the eye movement patterns and self-reported Aha! experience in the present study underlines the necessity of measuring both the cognitive and the affective components of insight to capture the essence of this phenomenon.

LA FUNZIONE INTERPRETATIVA DEL PENSIERO ‘PARLANTE’ E L’INCONSCIO COGNITIVO

Macchi and Bagassi propose a conception of mind bounded by the qualitative constraint of relevance at conscious and unconscious levels. The core of this conception is an interpretative function in language and thought as adaptive characteristic of the human cognitive system. This perspective is supported by evidence from the authors' research on insight problem solving, which they consider a privileged route to understanding what kind of special unconscious thought produces the solution. During incubation, in the absence of conscious control, relevance constraint allows multilayered thinking to discover a new interpretation of the data that finally offers an exit from the impasse. The authors speculate that the creative act of restructuring implies a form of high-level unconscious thought, the unconscious analytic thought.

LA FUNZIONE INTERPRETATIVA DEL PENSIERO ‘PARLANTE’ E L’INCONSCIO COGNITIVO

Macchi and Bagassi propose a conception of mind bounded by the qualitative constraint of relevance at conscious and unconscious levels. The core of this conception is an interpretative function in language and thought as adaptive characteristic of the human cognitive system. This perspective is supported by evidence from the authors' research on insight problem solving, which they consider a privileged route to understanding what kind of special unconscious thought produces the solution. During incubation, in the absence of conscious control, relevance constraint allows multilayered thinking to discover a new interpretation of the data that finally offers an exit from the impasse. The authors speculate that the creative act of restructuring implies a form of high-level unconscious thought, the unconscious analytic thought.

An Experimental Comparison of Approaches to Training Insight

Abstract The purpose of the research was to investigate different types of training in insight problem solving. In doing so, we reviewed the literature on experimental tests of procedures for training insight problem solving. The results revealed that most procedures focused either on restructuring or divergent thinking, and provided some evidence for the effectiveness of both approaches. However, we found no studies that compared the effects of the two approaches. The article reports two experiments that compared different training procedures based on restructuring and divergent thinking. For the latter, the methods focused separately on fluency, flexibility and originality training. The first experiment compared a restructuring approach with fluency training and a placebo control condition. The results indicated that the restructuring training was significantly more effective than the others, but only when instructions were verbal, not in script form. The second experiment compared restructuring training with flexibility, fluency and originality training, all presented in script form, and the results indicated that the restructuring training was significantly more effective than both fluency training and flexibility training. Implications for future research are discussed.

Sharing the same languages helps us work better together

Collaborative problem-solving, the mutual engagement of people in a coordinated effort to solve a problem together, plays a critical role in the increasingly complex, linguistically diverse, and interconnected world. In particular, being able to communicate in the same languages provides a critical platform for facilitating problem solving among members of a multilingual team. Little research has explored whether sharing the same spoken languages would boost collaborative problem-solving over and beyond the effects of possible confounding variables such as language proficiency, personality, ethnicity, nationality, and non-verbal intelligence. This study manipulated the sharing of same languages by pairing 118 English-speaking bilingual participants either with someone who shares the same two spoken languages as themselves (English-same pair) or with someone who differs in one language (English-different pair). We explored whether such sharing of the same languages enhances collaborative problem-solving in multilingual pairs. Participants completed the Raven’s Matrices individually, as well as an insight problem-solving task (Triangle of Coins task) and a divergent thinking task (Mind-mapping) in pairs. English-same pairs performed better than English-different pairs in the insight problem-solving task but not in the divergent thinking task. English-different pairs collaborated (mean number of turns per minute) and communicated (mean number of utterances) more than English-same pairs in the divergent thinking task, although the effect of pair type on communication was fully mediated by a difference in ethnicity within pairs. More collaboration could have been needed between English-different pairs in the divergent thinking task to achieve comparable performance as English-same pairs, possibly due to the different communication processes experienced by English-different pairs. This study provides insights to the role of sharing spoken languages in enhancing collaborative problem-solving in small multilingual groups.

Early stimulation of the left posterior parietal cortex promotes representation change in problem solving

When you suddenly understand how to solve a problem through an original and efficient strategy, you experience the so-called “Eureka” effect. The appearance of insight usually occurs after setting the problem aside for a brief period of time (i.e. incubation), thereby promoting unconscious and novel associations on problem-related representations leading to a new and efficient solving strategy. The left posterior parietal cortex (lPPC) has been showed to support insight in problem solving, when this region is activated during the initial representations of the task. The PPC is further activated during the next incubation period when the mind starts to wander. The aim of this study was to investigate whether stimulating the lPPC, either during the initial training on the problem or the incubation period, might enhance representation change in problem solving. To address this question, participants performed the Number Reduction Task (NRT, convergent problem-solving), while excitatory or sham (placebo) transcranial direct current stimulation (tDCS) was applied over the lPPC. The stimulation was delivered either during the initial problem representation or during the subsequent incubation period. Impressively, almost all participants (94%) with excitatory tDCS during the initial training gained representational change in problem solving, compared to only 39% in the incubation period and 33% in the sham groups. We conclude that the lPPC plays a role during the initial problem representation, which may be considerably strengthened by means of short brain stimulation.