Problem Solving as an Encoding Task: A Special Case of the Generation Effect

Abstract

Recent evidence suggests that solving problems through insight can enhance long-term memory for the problem and its solution. Previous findings have shown that generation of the solution as well as experiencing a feeling of Aha! can have a beneficial relationship to later memory. These findings lead to the question of how learning in problem-solving tasks in which a novel solution needs to be generated-such as in tasks used to study insightdiffers from the classical generation effect. Because previous studies on learning from insight on one hand and the generation effect on the other hand have measured different types of memory, the present study examined two kinds of memory measures: indirect (solving old and new problems at test) and direct (recognition memory). At encoding, we manipulated whether participants had the chance to solve Compound Remote Associates Task items and compared later memory for generated solutions (generate condition) to solutions that were presented after failing to generate one (fail-to-generate condition), and to solutions that were presented without a chance at generation (read condition). Participants also reported if they had an Aha! experience for each problem. While both Aha! experiences and generated solutions were associated with more positive emotional responses, only the generation variable was associated with differences in later memory performance. While attempts to generate had an advantage over the read condition in recognition memory performance (generate > fail-to-generate > read), only when generation was successful did it enhance the solution rate of old items during testing (generate > read > fail-to-generate). Contrary to generation effects with other verbal stimuli, these results suggest that the generation effect in problem-solving tasks in which a novel solution needs to be found differs from the classical generation effect. Seeing a correct solution for a longer time (read) seems in the current case to be more helpful for solving the same problem later on, compared to being presented with the solution after a failed attempt at problem solving.

Neural Correlates of Learning from Induced Insight: A Case for Reward-Based Episodic Encoding

“…We had hypothesized that induced insight, that is, sudden comprehension of a previously incomprehensible problem upon the presentation of the solution, would evoke a positive feeling which may serve as an intrinsic reward, thereby facilitating successful encoding. Though this positive emotional response would probably be considerably weaker compared to generating the solution themselves, most likely due to the missing pride of solving the puzzle, evidence exists that it is still often accompanied by a moderate positive response (Kizilirmak et al, 2016). We had further hypothesized that CRA items would be associated with better semantic integration due to the formation of novel schemata, facilitating the integration of the new information into existing knowledge.…”

“…We used our own German version of the CRAT (Kizilirmak et al, 2016), which is based on the version published by Bowden and Jung-Beeman (2003b) and contains 180 items. Each item consists of three clue words (triad) and a solution word that can be used to form a compound word with each of the triad words ( Figure 1 ).…”

“…These variations can be boiled down to two main operationalizations: a relatively objective one, in which the experimenter classifies given problems as either insight or no-insight problems in advance (Auble et al, 1979; Metcalfe, 1986; Bowden and Jung-Beeman, 1998; Wills et al, 2000), and a subjective one, in which participants classify their solution either as being conceived via insight or not after they solved the problem (Bowden and Jung-Beeman, 2003b; Danek et al, 2013, 2014; Kizilirmak et al, 2016). In the experimenter-based approach, insight problems are designed to make it very difficult to solve them gradually by incorporating problem features that usually lead to initial solution attempts, which in turn lead to a dead end, necessitating “thinking outside of the box” to break the fixation on the dead end solution attempt (Öllinger et al, 2014).…”

“…Moreover, once comprehended, the solution appears to be very easy to understand. A few studies suggest that the subjective “aha!” experience does not depend on solving the problem, but that it can also be perceived when confronted with the solution after having unsuccessfully attempted to solve the problem (Bowden and Jung-Beeman, 2003a; Kizilirmak et al, 2015, 2016). It should be noted that both approaches to investigate insight, the experimenter-based classification of insight and no-insight problems, as well as the participant-based classification of solutions accompanied by a feeling of “aha!” (insight) and no “aha!” (no insight), are equally important to gain a better understanding of the mechanisms behind insight.…”

Pengaruh Model Pembelajaran Problem Solving Terhadap Kompetensi Belajar IPA Peserta Didik Kelas VIII SMP Negeri 13 Padang

“…Problem Solving dapat berpengaruh terhadap kemampuan berkomunikasi, mencari penyelesaian dari beberapa masalah, dan membandingkan solusi terbaik dari tingkat kegagalannya (Kizilirmak, 2016). Oleh karena itu penerapan model Problem Solving dapat dijadikan salah satu model pembelajaran untuk meningkatkan kompetensi belajar IPA peserta didik.…”