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Direct linkKershaw, Trina C.; Ohlsson, Stellan – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2004
Theories of insight problems are often tested by formulating hypotheses about the particular difficulties of individual insight problems. Such evaluations often implicitly assume that there is a single difficulty. We argue that the quantitatively small effects of many studies arise because the difficulty of many insight problems is determined by…
Descriptors: Prior Learning, Problem Solving, Undergraduate Students
Peer reviewedSchoenfeld, Alan H.; Herrmann, Douglas J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 1982
Experts' perceptions of mathematical problem structures were compared with students' perceptions before and after a course on mathematical problem solving. After the course the students perceived problem relatedness more like the experts, indicating that criteria for problem perception shift as a person's knowledge bases become more richly…
Descriptors: Classification, Cognitive Processes, Evaluation Criteria, Higher Education
Peer reviewedGriggs, Richard A.; Newstead, Stephen E. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 1982
Four experiments were conducted to determine the source of difficulty of Wason's THOG problem. The THOG problem permits examination of the way people tackle a novel hypothetico-deductive problem. The results are interpreted as demonstrating the importance of problem presentation in problem solving. (Author/PN)
Descriptors: Concept Formation, Deduction, Evaluation Methods, Generalization
