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Mitigating the Effects of Implicit Constraints in Verbal Insight Problem Solving Through Training

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Mitigating the Effects of Implicit Constraints in Verbal Insight Problem Solving Through Training Mitigating the Effects of Implicit Constraints in Verbal Insight Problem Solving through Training Afla Ahmed BA (Hons), MSc, C Occ Psychol A Thesis submitted for the Degree of Doctor of Philosophy School of Psychology, Cardiff University 70 Park Place Cardiff, CF10 3AT UMI Number: U584516 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI U584516 Published by ProQuest LLC 2013. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 DECLARATION This work has not previously been accepted in substance for any degree and is not concurrently submitted in candidature for any degree. Signed .. .............. .... (candidate) Date .t Vi.\P.Vi.}XQ.U.............. STATEMENT 1 This thesis is being submitted in partial fulfilment of the requirements for the degree o f ......................................... (insert MCh, MD, MPhil, PhD etc, as appropriate) Signed . l/? \ ..................(candidate) Date .!V j. 1.9 .^ .|. 3 -.9 .W ........ STATEMENT 2 This thesis is the result of my own independent work/investigation, except where otherwise stated. Other sources are acknowledged by explicit references. A bibliography is appended. Signed .. ..................(candidate) Date . 1 Lv.. .OM J. STATEMENT 3 I hereby give consent for my thesis, if accepted, to be available for photocopying and for inter-library loan, and for the title and summary to be made available to outside organisations. Signed .. J e f f ..................(candidate) Date ..).Vh. ) .0.^.). .?rp.».\. STATEMENT 4: PREVIOUSLY APPROVED BAR ON ACCESS I hereby give consent for my thesis, if accepted, to be available for photocopying and for inter-library loan, after expiry of a bar on access previously approved by the Graduate Development Committee. Signed (candidate) Date ACKNOWLEDGEMENTS I would like to extend my warmest gratitude to my supervisor, Professor John Patrick, for his time, patience and support. He has been an excellent teacher not just during this PhD but also throughout my professional career at Cardiff University. I am particularly grateful to him for providing me with the many opportunities that allowed me to develop my research and teaching skills. I sincerely thank all the people who have provided assistance in some way during my research. In particular, I would like to thank the following undergraduate students: C. Brennan, B. Cotterell, M. Curry, S. Wilkinson, and R. Walker. Also, thank you to R. Chadwick, O. De Condappa, Dr. S. King, Dr. P. Morgan, T. Patrick, and V. Smy for their help in coding the verbal protocols in this thesis. Thanks to all my ‘old’ university friends, particularly Eileen, Hazel, Laura, and Lorraine for their support. Thanks also go to Eman, Lisa, Michal and Phil. A big thank you to my childhood friend, Dr. Sheeja Joy, for her emails of encouragement and for frequently reminding me that ‘it will be over soon’. Thank you to my parents and siblings for their love and support throughout my academic life. Thank you especially to my mum and sister for being there for my son, Ibrahim, to enable me to have the time to write this thesis. I would like to thank my husband, without whose encouragement, I never would have embarked on this journey. I have learnt so much from you since we started our lives together. Most of all, thank you for showing me that anything is possible when you have the belief and determination. Last, but certainly not least, a very big thank you to Ibrahim, my beautiful boy. This PhD became a bigger challenge once you came along! You are a constant reminder that I have so much more to learn. Thank you for helping me to see the brighter side of life and for ending my days with a smile. I dedicate this thesis to you. TABLE OF CONTENTS Acknowledgements ............................................................................................................. ii Table of Contents ............................................................................................................... iii List of Tables ...................................................................................................................... vii List of Figures..................................................................................................................... viii SUMMARY........................................................................................................................ ix CHAPTER 1 Introduction to insight problem solving......................................................................... 1 1.1 What is insight problem solving and how is it different?....................................... 1 1.2 Why is insight problem solving practically important?.......................................... 14 1.3 The importance of training....................................................................................... 17 1.3.1 The benefits of training in different dom ains .............................. 18 1.3.2 Theoretical approaches to transfer................................................ 20 1.3.3 Factors that inhibit positive transfer of training.......................... 21 1.4 Overview of thesis layout........................................................................................ 23 CHAPTER 2 Review of problem solving theories relevant to achieving insight............................. 26 2.1 Problem Space Theory (Newell & Simon, 1972) ................................................... 26 2.2 Gestalt Theory (e.g., Kohler, 1924; Wertheimer, 1945)......................................... 29 2.3 Representational Change Theory (Ohlsson, 1992)................................................. 36 2.4 Restructuring Change Theory (Knoblich et al., 1999)............................................ 42 2.5 Progress Monitoring Theory (MacGregor etal., 2001).......................................... 45 2.6 Summary .................................................................................................................... 51 CHAPTER 3 Review of methods that facilitate insight problem solving.......................................... 54 3.1 Incubation .................................................................................................................. 54 iii 3.2 Hints approach.......................................................................................................... 57 3.3 Training..................................................................................................................... 60 3.3.1 Specific training and positive transfer......................................... 61 3.3.2 Generic training and positive transfer......................................... 65 3.4 Summary....................!............................................................................................. 72 CHAPTER 4 Heuristic-based training for verbal insight problems ................................................ 74 4.1 Heuristic-based training and transfer to verbal insight problem solving ................ 74 4.2 Experiment 1 ............................................................................................................. 78 4.2.1 Method........................................................................................... 78 4.2.2 Results and Discussion................................................................. 85 4.3 Experiment 2 ............................................................................................................. 89 4.3.1 Method........................................................................................... 91 4.3.2 Results and Discussion................................................................. 93 4.4 General Discussion................................................................................................... 97 CHAPTER 5 Specific training for functional fixedness verbal insight problems ........................... 102 5.1 Divergent thinking and representational change in solving functional fixedness problems................................................................................................................... 102 5.2 Experiment 3 .............................................. .............................................................. 107 5.2.1 M ethod........................................................................................... 108 5.2.2 Results and Discussion................................................................. 113 5.3 General Discussion................................................................................................... 117 CHAPTER 6 Inconsistency checking as form of generic training for verbal insight problems 120 6.1 Inconsistency checking as a mechanism for representational change ...................... 120 6.2 Experiment 4 .............................................................................................................. 125 6.2.1 Method ........................................................................................... 125 iv 6.2.2 Results and Discussion ................................................................
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