Chapter 11, Problem Solving and Creativity Video Solutions, Cognition

Problem 1

This chapter examined several different methods of representing a problem. Return to pages 360 to 363 and point out how each method could be used to solve a problem you have recently faced, either in college classes or in your personal life during recent weeks. In addition, identify how the situated-cognition perspective can be applied to your understanding of this problem.

Trinity Steen

Numerade Educator

01:52

Problem 2

What barriers prevent our successful use of the analogy approach to problem solving? Think of an area in which you are an expert (such as an academic subject or work-related knowledge) and point out whether you are skilled in recognizing the structural similarities shared by problem isomorphs.

Emily Himsel

Numerade Educator

01:27

Problem 3

In problem solving, how do algorithms differ from heuristics? When you solve problems, what situations encourage each of these two approaches? Describe a situation in which the means-ends heuristic was more useful than an algorithm. Identify a time when you used the hill-climbing heuristic, and note whether it was effective in solving the problem.

Alyssa Mae L.

Numerade Educator

01:27

Problem 4

Think of someone you know well, who is an expert in a particular area. Explain the cognitive areas in which he or she may have an advantage over a novice. When discussing this area of expertise, does this person "talk over your head" and underestimate the difficulty that other people might have in comprehending the topic?

Emily Himsel

Numerade Educator

01:55

Problem 5

How are mental set and functional fixedness related to each other, and how do they limit problem solving? Why would incubation - when it works-help in overcoming these two barriers to effective problem solving?

Alyssa Mae L.

Numerade Educator

01:03

Problem 6

On two occasions, this chapter discussed metacognition. Discuss these two topics, and point out how metacognitive measures can help us determine which problems require insight and which do not.

Trinity Steen

Numerade Educator

01:01

Problem 7

Imagine that you are teaching seventh grade, and your students are about to take a series of standardized tests in mathematics. Assume that your students hold the stereotype that boys are better at math. Just before the test, you hear the students discussing which gender will earn a higher score. How might stereotype threat influence their performance? Describe two specific ways in which stereotype threat could influence the students' cognitive processes.

Nick Johnson

Numerade Educator

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Problem 8

Think of an example of an insight problem and a noninsight problem that you have solved recently. Based on the discussion of this topic, how would these two problems differ with respect to the way in which you made progress in solving the problem and the nature of your metacognitions about your progress in problem solving.

Michael Anderson

Numerade Educator

01:10

Problem 9

We discussed the influence of the environment on problem solving in several places, in connection with (a) situated cognition, (b) the analogy approach, (c) one of the approaches to creativity, and (d) factors influencing creativity. Using this information, point out why environmental factors are important in problem solving.

Emily Himsel

Numerade Educator

Problem 10

Imagine that you are supervising ten employees in a small company. Describe how you might use the material in this chapter to encourage more effective problem solving and greater creativity. Then describe the activities you would want to avoid because they might hinder problem solving and creativity.

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