Question 1

If you are trying to help a friend use analogies in problem-solving, which piece of advice should you NOT give?

Accepted Answer

A)  You should attend to the deep structure of the problem. 
B)  Try to see the mapping between problems you already know and test problems. 
C)  Memorize as many problems as you can. 
D)  Search memory for content related to the deep structure of the problem, not surface details. 
A)  You should attend to the deep structure of the problem. 
B)  Try to see the mapping between problems you already know and test problems. 
C)  Memorize as many problems as you can. 
D)  Search memory for content related to the deep structure of the problem, not surface details. C

Question 2

Dell is trying to solve the "hobbits and orcs" problem, so she must determine how to move the creatures across a river. Dell is most likely to be helped if she has had earlier experience with:

Accepted Answer

A)  a similar problem also involving hobbits and orcs 
B)  a formally identical problem involving jealous husbands and their wives 
C)  other problems involving transportation across obstacles 
D)  problems illustrating the techniques for dealing with river currents 
A)  a similar problem also involving hobbits and orcs 
B)  a formally identical problem involving jealous husbands and their wives 
C)  other problems involving transportation across obstacles 
D)  problems illustrating the techniques for dealing with river currents A

Question 3

Many years ago, Wallas argued that creative thought proceeds through four stages. Which of the following is NOT one of these stages?

Accepted Answer

A)  illumination 
B)  articulation 
C)  preparation 
D)  incubation 
A)  illumination 
B)  articulation 
C)  preparation 
D)  incubation B

Question 4

A participant was given practice in solving the "jealous husbands" problem and was then tested with the "hobbits and orcs" problem. The participant, however, was unable to figure out how to map the problems onto one another. That the "hobbits and orcs" solution lies in mapping is evident in the fact that:

Accepted Answer

A)  in solving the "hobbits and orcs" problem, the participant asked herself, "What else do I know about hobbits and orcs?" 
B)  the participant was unpersuaded that an analogy would be helpful 
C)  the participant was unable to think of an analogous case even though she tried to do so 
D)  the participant didn't realize that the rule "Orcs cannot outnumber hobbits" corresponds to the rule "Husbands cannot be left alone with other men's wives" 
A)  in solving the "hobbits and orcs" problem, the participant asked herself, "What else do I know about hobbits and orcs?" 
B)  the participant was unpersuaded that an analogy would be helpful 
C)  the participant was unable to think of an analogous case even though she tried to do so 
D)  the participant didn't realize that the rule "Orcs cannot outnumber hobbits" corresponds to the rule "Husbands cannot be left alone with other men's wives"

Question 5

In order to teach students to be better problem-solvers, we should do all of the following EXCEPT:

Accepted Answer

A)  teach some of the general-purpose heuristics, such as means-end analysis or working backward 
B)  teach students that it is better to memorize related problems rather than understand them 
C)  provide students with experience in the relevant domains so that they will have a basis from which to draw analogies 
D)  encourage students to approach their training with attention to deep structure rather than to surface details 
A)  teach some of the general-purpose heuristics, such as means-end analysis or working backward 
B)  teach students that it is better to memorize related problems rather than understand them 
C)  provide students with experience in the relevant domains so that they will have a basis from which to draw analogies 
D)  encourage students to approach their training with attention to deep structure rather than to surface details

Question 6

Which of the following is NOT a heuristic used in problem-solving?

Accepted Answer

A)  framing 
B)  hill-climbing 
C)  means-end analysis 
D)  working backward from the goal state 
A)  framing 
B)  hill-climbing 
C)  means-end analysis 
D)  working backward from the goal state

Question 7

In solving a problem, participants seem to develop a certain attitude or perspective, and they then approach all subsequent problems with the same attitude. This rigidity in approach is often called:

Accepted Answer

A)  transfer 
B)  Einstellung 
C)  mental inhibition 
D)  Zeitgeist 
A)  transfer 
B)  Einstellung 
C)  mental inhibition 
D)  Zeitgeist

Question 8

Participants approach a problem with certain assumptions about how the problem should be handled and the sorts of strategies that are likely to be productive. These assumptions are referred to as:

Accepted Answer

A)  functional fixedness 
B)  well-definedness 
C)  a problem frame 
D)  a problem-solving set 
A)  functional fixedness 
B)  well-definedness 
C)  a problem frame 
D)  a problem-solving set

Question 9

The tendency to be rigid in how one thinks about an object's function is called:

Accepted Answer

A)  mental stickiness 
B)  functional fixedness 
C)  functional narrowness 
D)  narrow focus 
A)  mental stickiness 
B)  functional fixedness 
C)  functional narrowness 
D)  narrow focus

Question 10

One way to turn an ill-defined question into a well-defined question is to:

Accepted Answer

A)  add extra constraints or assumptions to the problem so that it has more structure 
B)  make the question less specific 
C)  make the question rhetorical 
D)  remove any clear or concrete goal state from the problem 
A)  add extra constraints or assumptions to the problem so that it has more structure 
B)  make the question less specific 
C)  make the question rhetorical 
D)  remove any clear or concrete goal state from the problem

Question 11

Some psychologists describe problem-solving as a process of searching. Which of the following is NOT part of this description?

Accepted Answer

A)  the problem's initial state 
B)  the problem's path conflicts 
C)  the problem's goal state 
D)  the problem's operators 
A)  the problem's initial state 
B)  the problem's path conflicts 
C)  the problem's goal state 
D)  the problem's operators

Question 12

Smith and Blankenship gave participants problems to solve, and gave them clues. One group was forced to take a break after only 60 seconds of working on the problem. After a 30-second break, they were given another 30 seconds to try and solve the problem. Compared to the group that did not get the break, the incubation group:

Accepted Answer

A)  performed worse on the problem-solving task 
B)  remembered more of the clues 
C)  remembered fewer clues 
D)  solved the problems faster 
A)  performed worse on the problem-solving task 
B)  remembered more of the clues 
C)  remembered fewer clues 
D)  solved the problems faster

Question 13

Studies of analogy use indicate that participants:

Accepted Answer

A)  use analogies spontaneously in a wide range of problems 
B)  use analogies only if they are experts in the domain of the problem 
C)  are more likely to use analogies if there is a superficial resemblance between the problem being solved and the problem serving as the base for the analogy 
D)  are more likely to use analogies in solving spatial problems than they are in solving verbal problems 
A)  use analogies spontaneously in a wide range of problems 
B)  use analogies only if they are experts in the domain of the problem 
C)  are more likely to use analogies if there is a superficial resemblance between the problem being solved and the problem serving as the base for the analogy 
D)  are more likely to use analogies in solving spatial problems than they are in solving verbal problems

Question 14

A problem-solving heuristic is:

Accepted Answer

A)  guaranteed to find a problem solution, if one exists 
B)  a strategy that guides a search through the problem space 
C)  likely to be less effective than a strategy such as hill-climbing or means-end analysis 
D)  needed for unfamiliar problems but not for familiar problems 
A)  guaranteed to find a problem solution, if one exists 
B)  a strategy that guides a search through the problem space 
C)  likely to be less effective than a strategy such as hill-climbing or means-end analysis 
D)  needed for unfamiliar problems but not for familiar problems

Question 15

A group of participants is interrupted while working on a problem. The participants then spend some time on an unrelated task, and, finally, they return to the initial problem. Studies of this sort show that the:

Accepted Answer

A)  participants will benefit from the interruption and are more likely to solve the problem when they return to it 
B)  participants will be disrupted by the interruption and are less likely to solve the problem when they return to it 
C)  participants will not be affected by the interruption 
D)  data are mixed, with some studies showing a benefit from the interruption but with many studies showing no effect 
A)  participants will benefit from the interruption and are more likely to solve the problem when they return to it 
B)  participants will be disrupted by the interruption and are less likely to solve the problem when they return to it 
C)  participants will not be affected by the interruption 
D)  data are mixed, with some studies showing a benefit from the interruption but with many studies showing no effect

Question 16

Participants' use of "hill-climbing" is evident in that:

Accepted Answer

A)  participants solve problems more quickly if they can divide the problem into smaller subproblems 
B)  problem-solving often gets stalled if a problem requires the participant to move briefly away from the goal state in order (ultimately) to reach the goal 
C)  participants are disrupted in their problem-solving if they are asked to think out loud as they proceed 
D)  participants are often confused unless the problem's path constraints are clearly specified 
A)  participants solve problems more quickly if they can divide the problem into smaller subproblems 
B)  problem-solving often gets stalled if a problem requires the participant to move briefly away from the goal state in order (ultimately) to reach the goal 
C)  participants are disrupted in their problem-solving if they are asked to think out loud as they proceed 
D)  participants are often confused unless the problem's path constraints are clearly specified

Question 17

Experts have several advantages in problem-solving. Which of the following is NOT an advantage mentioned in this textbook? Experts have:

Accepted Answer

A)  advanced degrees 
B)  at least 10 years of experience 
C)  years of deliberate practice 
D)  more efficient ways off accessing their knowledge 
A)  advanced degrees 
B)  at least 10 years of experience 
C)  years of deliberate practice 
D)  more efficient ways off accessing their knowledge

Question 18

Which of the following problems is ill-defined?

Accepted Answer

A)  Sarah is trying to think of a way to impress her boss. 
B)  Susan is trying to decide which route to take to the soccer game. 
C)  Sheila can't decide whether to go to a movie this evening or to study in the library. 
D)  Samantha is having trouble choosing which courses to take next semester. 
A)  Sarah is trying to think of a way to impress her boss. 
B)  Susan is trying to decide which route to take to the soccer game. 
C)  Sheila can't decide whether to go to a movie this evening or to study in the library. 
D)  Samantha is having trouble choosing which courses to take next semester.

Question 19

A group of participants has just completed a series of problems involving water jars. In each problem, the participants needed to fill the largest jar, pour from it once into the middle-sized jar, and then pour from the largest jar twice into the smallest jar. The participants are now given a new problem, which cannot be solved via this procedure. We would expect that the participants will:

Accepted Answer

A)  quickly solve the new problem because they have had practice with a series of very similar problems 
B)  have difficulty with the new problem because they are now locked into the procedure they had used successfully 
C)  behave just as participants who have no experience with water jar problems; that is, there will be no effect of the prior training 
D)  try their already practiced procedure and, once they realize this procedure does not help them, they will show no effect of the prior training 
A)  quickly solve the new problem because they have had practice with a series of very similar problems 
B)  have difficulty with the new problem because they are now locked into the procedure they had used successfully 
C)  behave just as participants who have no experience with water jar problems; that is, there will be no effect of the prior training 
D)  try their already practiced procedure and, once they realize this procedure does not help them, they will show no effect of the prior training

Question 20

Experts seem able to break a problem into meaningful chunks. This strategy provides all of the following advantages EXCEPT it:

Accepted Answer

A)  makes it easier to remember the various elements of the problem 
B)  highlights the organization of the problem's elements, making it easier to see the problem's structure 
C)  helps in the identification of subproblems and therefore in the creation of subgoals 
D)  draws the expert's attention to the problem's microstructure 
A)  makes it easier to remember the various elements of the problem 
B)  highlights the organization of the problem's elements, making it easier to see the problem's structure 
C)  helps in the identification of subproblems and therefore in the creation of subgoals 
D)  draws the expert's attention to the problem's microstructure

If you are trying to help a friend use analogies in problem-solving, which piece of advice should you NOT give?

Dell is trying to solve the "hobbits and orcs" problem, so she must determine how to move the creatures across a river. Dell is most likely to be helped if she has had earlier experience with:

Many years ago, Wallas argued that creative thought proceeds through four stages. Which of the following is NOT one of these stages?

In order to teach students to be better problem-solvers, we should do all of the following EXCEPT:

Which of the following is NOT a heuristic used in problem-solving?

In solving a problem, participants seem to develop a certain attitude or perspective, and they then approach all subsequent problems with the same attitude. This rigidity in approach is often called:

Participants approach a problem with certain assumptions about how the problem should be handled and the sorts of strategies that are likely to be productive. These assumptions are referred to as:

The tendency to be rigid in how one thinks about an object's function is called:

One way to turn an ill-defined question into a well-defined question is to:

Some psychologists describe problem-solving as a process of searching. Which of the following is NOT part of this description?

Studies of analogy use indicate that participants:

A problem-solving heuristic is:

A group of participants is interrupted while working on a problem. The participants then spend some time on an unrelated task, and, finally, they return to the initial problem. Studies of this sort show that the:

Participants' use of "hill-climbing" is evident in that:

Experts have several advantages in problem-solving. Which of the following is NOT an advantage mentioned in this textbook? Experts have:

Which of the following problems is ill-defined?

Experts seem able to break a problem into meaningful chunks. This strategy provides all of the following advantages EXCEPT it:

The Science of the Mind

The Neural Basis for Cognition

Recognizing Objects

Paying Attention

The Acquisition of Memories and the Working-Memory System

Interconnections Between Acquisition and Retrieval

Remembering Complex Events

Associative Theories of Long-Term Memory

Concepts and Generic Knowledge

Language

Visual Knowledge

Judgment: Drawing Conclusions From Evidence

Reasoning: Thinking Through the Implications of What You Know

Conscious Thought, Unconscious Thought

Filters

Exam 14: Solving Problems

If you are trying to help a friend use analogies in problem-solving, which piece of advice should you NOT give?

Dell is trying to solve the "hobbits and orcs" problem, so she must determine how to move the creatures across a river. Dell is most likely to be helped if she has had earlier experience with:

Many years ago, Wallas argued that creative thought proceeds through four stages. Which of the following is NOT one of these stages?

In order to teach students to be better problem-solvers, we should do all of the following EXCEPT:

Which of the following is NOT a heuristic used in problem-solving?

In solving a problem, participants seem to develop a certain attitude or perspective, and they then approach all subsequent problems with the same attitude. This rigidity in approach is often called:

Participants approach a problem with certain assumptions about how the problem should be handled and the sorts of strategies that are likely to be productive. These assumptions are referred to as:

The tendency to be rigid in how one thinks about an object's function is called:

One way to turn an ill-defined question into a well-defined question is to:

Some psychologists describe problem-solving as a process of searching. Which of the following is NOT part of this description?

Studies of analogy use indicate that participants:

A problem-solving heuristic is:

A group of participants is interrupted while working on a problem. The participants then spend some time on an unrelated task, and, finally, they return to the initial problem. Studies of this sort show that the:

Participants' use of "hill-climbing" is evident in that:

Experts have several advantages in problem-solving. Which of the following is NOT an advantage mentioned in this textbook? Experts have:

Which of the following problems is ill-defined?

Experts seem able to break a problem into meaningful chunks. This strategy provides all of the following advantages EXCEPT it:

The Science of the Mind

The Neural Basis for Cognition

Recognizing Objects

Paying Attention

The Acquisition of Memories and the Working-Memory System

Interconnections Between Acquisition and Retrieval

Remembering Complex Events

Associative Theories of Long-Term Memory

Concepts and Generic Knowledge

Language

Visual Knowledge

Judgment: Drawing Conclusions From Evidence

Reasoning: Thinking Through the Implications of What You Know

Conscious Thought, Unconscious Thought

Filters