An Experimental Set to Adopt a Set

Jacobus, Kenneth A.; Johnson, Neal F.

doi:10.2466/pr0.1964.15.3.737

Cited by 8 publications

(4 citation statements)

References 2 publications

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“…Not only can a person's response pattern become fixated, but it appears that some prior experiences may hinder later problem-solving abilities. For example, evidence from traditional problemsolving tasks, such as anagram problems (Safren, 1962) and water jar problems (Bugelski & Huff, 1962;Jacobus & Johnson, 1964), seems to indicate that one's past experience can introduce incompatible or inhibitive response tendencies for solving a new task or problem (Schultz, 1960).…”

Section: Generating Alternativesmentioning

confidence: 99%

A review of the problem-solving literature and its relationship to the counseling process.

Heppner¹

1978

Journal of Counseling Psychology

115

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The problem-solving process within counseling was analyzed by extending a problem-solving model proposed by D'Zurilla and Goldfried. It was maintained that the counseling process can be viewed as a problem-solving event, a perspective that may lead researchers into new research problems and greater specificity. Selected research from psychological, industrial, and counseling fields was used to delineate essential problem-solving skills as well as hypotheses regarding techniques to develop such skills. A pervasive conclusion was that more research is needed (a) to analyze the behavior of successful problem solvers, and (b) to determine the most efficacious manner to facilitate problem-solving skills in a counseling context. Several areas of research were suggested in terms of specific problem-solving skills as well as research problems in general.Problem solving is a topic that has been the focus of inquiry for many years in psychology. During that time many conceptions of the problem-solving process have been proposed, ranging from various learning approaches (

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Section: Generating Alternativesmentioning

confidence: 99%

A review of the problem-solving literature and its relationship to the counseling process.

Heppner¹

1978

Journal of Counseling Psychology

115

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“…Much of the earlier problem-solving research examined how people solved impersonal predefined laboratory problems such as puzzles, anagrams, and water-jar problems (e.g., Jacobus & Johnson, 1964;Tresselt & Mayzner, 1960). These predefined problems are different than the real-life personal problems that daily confront people, and there is evidence to suggest that the manner in which the laboratory problems are solved may be less complex than personal problems (Horan, 1979;Jam's & Mann, 1977;Spivack & Shure, 1974;Wickelgren, 1974).…”

mentioning

confidence: 99%

Personal problem solving: A descriptive study of individual differences.

Heppner¹,

Hibel²,

Neal³

et al. 1982

Journal of Counseling Psychology

144

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This study examined differences between students who have perceived themselves as "successful" and "unsuccessful" problem solvers. Specifically, differences were examined across a range of cognitive, affective, and behavioral variables, with two different types of problems-intrapersonal and interpersonal. Twenty undergraduate students who scored high and 20 who scored low on an independently developed Problem Solving Inventory (a) were questioned about how they solved interpersonal and intrapersonal problems within a 1-hour structured interview, and (b) completed the Mooney Problem Checklist. Following the session, interviewers rated each subject on several cognitive and behavioral variables, and they recorded behavioral observations and anecdotal events. The results revealed that the self-perceived "successful" and "unsuccessful" problem solvers differed (a) in the number of problems they acknowledged on the Mooney; (b) on a number of self-report ratings about the personal problem solving process (e.g., attributions, expectations, intervention strategies, attitudes, and behaviors); and (c) on ratings made by the interviewers on several cognitive and behavioral variables. In addition, results indicated that the type of personal problem being solved affected the problem-solving process.Applied real-life problem solving is of special concern for professionals who are interested in helping others solve problems that are particularly troublesome. Counselors are a group of such professionals who are interested in problem solving. Krumboltz (1965) indicates that "the central reason for the existence of counseling is based on the fact that people have problems that they are unable to resolve by themselves" (p. 383). Yet, after reviewing much of the problem-solving literature, Horan (1979) concluded that investigators have not developed a technology for helping clients with

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“…Tresselt and Leeds (1953) found evidence for two different stages in the acquisition of set; the performance curves for the first 445 problems were different from the subsequent problems in the set training series. Finally, Jacobus and Johnson (1964) found that inducing a letter order set in an anagram task resulted in greater susceptibility to set and inability to overcome set in a subsequent water jars task. Thus, there is evidence that set in this task involves two different processes and that a set induced in another task (i.e.…”

Section: The Phenomenamentioning

confidence: 96%

Problem-solving set and functional fixedness: A contextual dependency hypothesis.

Kearsley¹

1975

Canadian Psychological Review / Psychologie Canadienne

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Problem-solving set and functional fixedness (f.f.) are usually considered to be manifestations of the same basic phenomena, viz. the effects of immediate or past experience on subsequent performance in a problem-solving task.However, it has been shown that certain variables have different effects on set and f.f-, suggesting that the two involve dissimilar underlying mechanisms. The experimental situations in which set and f.f. have been studied are reviewed and the findings compared. A contextual dependency hypothesis is proposed which explains set and f.f. in terms of processes which are common to a wide range of cognitive phenomena. Furthermore, this hypothesis offers a possible hint for relating the different theoretical perspectives which presently exist in the study of human cognition. RESUME L'attitude mentale (set) et la rigidite fonctionnelle dans la resolution des problemes sont habituellement considerees comme des manifestations d'un meme phenomene de base, a savoir 1'effet produit par I'experience immediate ou passee sur le rendement subsequent dans la resolution d'un probleme.Pourtant, on a pu montrer deja que certaines variables exercent des effets differents sur l'attitude mentale et la rigidite fonctionnelle, ce qui suggere que les deux font appel a des mecanismes de base differents. L'auteur fait me revue critique des experiences faites sur ces deux notions et compare les donnees obtenues. II propose ensuite une hypothese de dependance contextuelle, qui voit dans l'attitude mentale et la rigidite fonctionnelle des processus communs a un large eventail de phenomenes cognitifs.Une telle hypothese suggere egalement un moyen possible d'integrer les differentes perspectives theoriques qui existent presentement dans I'etude de la connaissance humaine.

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An Experimental Set to Adopt a Set

Cited by 8 publications

References 2 publications

A review of the problem-solving literature and its relationship to the counseling process.

A review of the problem-solving literature and its relationship to the counseling process.

Personal problem solving: A descriptive study of individual differences.

Problem-solving set and functional fixedness: A contextual dependency hypothesis.

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