The candle problem or candle task, also known as Duncker's candle problem, is a cognitive performance test, measuring the influence of functional fixedness on a participant's problem solving capabilities. The test was created by Gestalt psychologist Karl Duncker[1] and published posthumously in 1945. Duncker originally presented this test in his thesis on problem-solving tasks at Clark University.[2]
Karl Duncker On Problem Solving Pdf 13
Another way to explain the higher levels of failure during the high-drive condition is that the process of turning the task into a competition for limited resources can create mild levels of stress in the subject, which can lead to a sympathetic nervous system response known as fight-or-flight. This stress response effectively shuts down the creative thinking and problem solving areas of the brain in the prefrontal cortex.
Embodied cognitive can be understood that cognition is influenced by the environment and the body, including its potential actions (Adam and Galinsky, 2012; Goldinger et al., 2016). Embodied effect refers to changes in cognition, attitude, social perception, emotion, and others related to the tasks involved when experience or simulate the movement or state of body, and this kind of functional dependence theory is embodied theory (Qiu-Ping et al., 2011; Horchak et al., 2014). According to embodied theory, bodied behavior and states of the body could change cognitive status (Wilson and Sabrina, 2013). The insight experience is a special experience in the process of insight problem solving, and it existed in the whole process of insight problem solving (Shen et al., 2015). Shen et al. (2018b) showed that insight experience was a complex, multidimensional construction with cognitive, affective, and embodied characteristics. Some researches supported that insight problem solving or insight experience is embodied (Leung et al., 2012; Jarman, 2014). And some studies found that gestures or speech could help to understand knowledge and solve problems. The information of problem would lead into mental representation by gestures or speech, then promote thinking and problem solving (Broaders et al., 2007; Cook et al., 2008; Cook and Tanenhaus, 2009; Beilock and Goldin-Meadow, 2010; Cook et al., 2010; Chu and Kita, 2011). Chu and Kita (2011) used mental rotation task and origami task to investigate whether the gesture can improve visual space problem solving, and the results showed that the group allowed to use gestures performed better in task than that not allowed to use gestures, which indicates that gestures not only reflect the process of thinking, but also affect it and then promote problem solving.
In addition, it was still controversial whether an individual can realize the process of insight problem solving. Most research found that the process of insight problem solving is implicit, and individuals do not realize the hints of problem solving (Grant and Spivey, 2003; Ollinger et al., 2013; Riffert, 2013; Branchini et al., 2016). Ollinger et al. (2013) on eight-coin problem found that implicit use the third dimension to find the solution. Conversely, some research found individuals are aware of the hints or trains (Dow and Mayer, 2004; Patrick and Ahmed, 2014). It may be related to feature of the problem hints or trains. Therefore, we intended to explore whether individuals realize the connection between embodied guidance and problem solving in this study, and it is inferred that the process of insight problem solving is implicit or explicit.
The Chi-square test showed that there was a significant difference in response accuracy: χ(2)2 = 6.575, p = 0.037. There was a marginal significant difference in the response accuracy in the prototypical guidance and the non-prototypical guidance condition: χ(1)2 = 3.313, p = 0.069. There was a significant difference in the response accuracy in the prototypical guidance and the non-guidance condition, χ(1)2 = 4.262, p = 0.039. There was no significant difference in the response accuracy in the prototypical guidance and non-prototypical guidance condition, χ(1)2 = 0.302, p = 0.583. It indicated that the prototypical cue had heuristic effect on the insight problem solving.
Prior problem-solving experience can lead us to associate new problems with ones we have previously resolved. When a client arrives and exhibits similar challenges to a recent case, we are tempted to conclude they have the same issues and use a similar problem-solving approach. 2ff7e9595c
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