Psychological Development and Education ›› 2021, Vol. 37 ›› Issue (5): 609-618.doi: 10.16187/j.cnki.issn1001-4918.2021.05.01

    Next Articles

The Facilitating Effect of Element Type and Crossed Relation on Problem Solving

ZHANG Zhonglu1, YI Junru1, ZHANG Zhuqing1, XING Qiang1, LEI Yi2, LI Hong2   

  1. 1. Department of Psychology, School of Education, Guangzhou University, Guangzhou 510006;
    2. Institute of Brain and Psychological Sciences, Sichuan Normal University, Chengchu 610066
  • Published:2021-09-23

RichHTML

PDF (PC)

Abstract: The current study aimed to explore whether and how the information of element type and spatially crossed relation in a perceptual chunk can facilitate problem solving. Seventy-one valid participants (25 females, mean age=20.51±2.35 years) completed the character decomposition task in a learning-testing paradigm. The study manipulated two variables in both learning and testing phases:Element type was defined as whether the to-be-removed element is a meaningful chunk or not (chunk vs. stroke), while crossed relation was defined as whether the to-be-removed element and the remained part is spatially crossed or not in a perceptual chunk (uncrossed vs. crossed). The combinations of the two variables thus generated four conditions. In Condition 1, the task carries the information of character level as well as uncrossed relation; In Condition 2, the task carries the information of stroke level as well as uncrossed relation; In Condition 3, the task carries the information of character level as well as crossed relation; In Condition 4, the task carries the information of stroke level as well as crossed relation. Participant completed the chunk decomposition task for one condition in the learning phase and then performed all tasks for four conditions in the testing phase. To further explore the time course in the learning phase, we manipulated another two variables:time position (1, 2, 3, 4, 5, 6) and presentation times (1, 2, 3). There are 6 stimuli recursively presented once for each position in each learning condition. Participants repeatedly performed the character decomposition tasks for three times (every 6 trials) in the learning phase. The results in the testing phase showed that participants performed more accurately and faster for the information of crossed relation than uncrossed relation, not vice versa. In contrast, we did not find similar facilitation effect for the information of element type on problem solving. The results indicate that the information of crossed relation rather than element type facilitates the chunk decomposition problem solving. Moreover, the results in the learning phase showed that the chunk decomposition task was performed better for the information of crossed relation with repeated times, not over time. The results indicate that the facilitation effect of crossed relation requires repeated performances on the task during the learning phase.

Key words: chunk decomposition, insight problem solving, Chinese character, element type, crossed relation

CLC Number: 

  • B844
Baird, B., Smallwood, J., Mrazek, M. D., Kam, J. W. Y., Franklin, M. S., & Schooler, J. W. (2012). Inspired by distraction:Mind wandering facilitates creative incubation. Psychological Science, 23(10), 1117-1122.
Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4(1), 55-81.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ:Erlbaum.
Gobet, F., Lane, P. C. R., Croker, S., Cheng, P. C-H., Jones, G., Oliver, I., & Pine, J. M. (2001). Chunking mechanisms in human learning. Trends in Cognitive Sciences, 5(6), 236-243.
Huang, F., Fan, J., & Luo, J. (2015). The neural basis of novelty and appropriateness in processing of creative chunk decomposition. NeuroImage, 113, 122-132.
Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966-968.
Kattner, F., Cochrane, A., Cox, C. R., Gorman, T. E., & Green, C. S. (2017). Perceptual learning generalization from sequential perceptual training as a change in learning rate. Current Biology, 27(6), 840-846.
Kim, T., Chen, J., Verwey, W. B., & Wright, D. L. (2018). Improving novel motor learning through prior high contextual interference training. Acta Psychologica, 182, 55-64.
Knoblich, G., Ohlsson, S., Haider, H., & Rhenius, D. (1999). Constraint relaxation and chunk decomposition in insight problem solving. Journal of Experimental Psychology:Learning, Memory, and Cognition, 25(6), 1534-1555.
Knoblich, G., Ohlsson, S., & Raney, G. E. (2001). An eye movement study of insight problem solving. Memory & Cognition, 29(7), 1000-1009.
Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science:A practical primer for t-tests and ANOVAs. Frontiers in Psychology, 4, 863.http://doi.org/10.3389/fpsyg.2013.00863
Luo, J., Niki, K., & Knoblich, G. (2006). Perceptual contributions to problem solving:Chunk decomposition of Chinese characters. Brain Research Bulletin, 70(4-6), 430-443.
Qiu, J., Li, H., Yang, D., Luo, Y. J., Li, Y., Wu, Z. Z., & Zhang, Q. L. (2008). The neural basis of insight problem solving:An event-related potential study. Brain and Cognition, 68(1), 100-106
Roediger III, H. L., & Karpicke, J. D. (2006). The power of testing memory:Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181-210.
Tang, X., Pang, J., Nie, Q. Y., Conci, M., Luo, J., & Luo, J. (2016). Probing the cognitive mechanism of mental representational change during chunk decomposition:A parametric fMRI study. Cerebral Cortex, 26(7), 2991-2999.
Verkoeijen, P. P., Tabbers, H. K., & Verhage, M. L. (2011). Comparing the effects of testing and restudying on recollection in recognition memory. Experimental Psychology, 58(6), 490-498
Wu, L., Knoblich, G., & Luo, J. (2013). The role of chunk tightness and chunk familiarity in problem solving:Evidence from ERPs and fMRI. Human Brain Mapping, 34(5), 1173-1186.
Wu, L., Knoblich, G., Wei, G., & Luo, J. (2009). How perceptual processes help to generate new meaning:An EEG study of chunk decomposition in Chinese characters. Brain Research, 1296, 104-112.
Zhang, Z. L., Luo, Y., Wang, C. L., Warren, C. M., Xia, Q., Xing, Q., … Li, H. (2019). Identification and transformation difficulty in problem solving:Electrophysiological evidence from chunk decomposition. Biological Psychology, 143, 10-21.
Zhang, Z., Yang, K., Warren, C. M., Zhao, G., Li, P., Lei, Y. & Li, H. (2015). The influence of element type and crossed relation on the difficulty of chunk decomposition. Frontiers in Psychology, 6, 1025.http://doi.org/10.3389/fpsyg.2015.01025
曹贵康, 杨东, 张庆林. (2006). 顿悟问题解决的原型事件激活:自动还是控制. 心理科学, 29(5), 1123-1127.
黄福荣, 和美, 罗劲. (2017). 组块破解形态顿悟的脑认知机理. 科学通报, 62(31), 3594-3604.
贾永萍, 周楚, 李林, 郭秀艳. (2016). 汉字的无线索回忆再认效应:重复学习和重复测验的作用. 心理学报, 48(2), 111-120.
邱江, 张庆林. (2011). 创新思维中原型激活促发顿悟的认知神经机制. 心理科学进展, 19(3), 312-317.
邢强, 张忠炉, 孙海龙, 张金莲, 王菁. (2013). 字谜顿悟任务中限制解除和组块破解的机制及其原型启发效应. 心理学报, 45(10), 1061-1071.
吴真真, 邱江, 张庆林. (2008). 顿悟的原型启发效应机制探索. 心理发展与教育, 24(1), 31-35.
张庆林, 邱江. (2005). 顿悟与源事件中启发信息的激活. 心理科学, 28(1), 6-9.
张庆林, 邱江, 曹贵康. (2004). 顿悟认知机制的研究述评与理论构想. 心理科学, 27(6), 1435-1437.
张忠炉, 李红. (2014). 通达创造性顿悟的具身之路. 华东师范大学学报 (教育科学版), 32(4), 80-89.
张忠炉, 张嘉卉, 宋欣欣, 窦皓然, 杨文龙, 于龙, …李红. (2016). P300 与创造性组块破解. 科学通报, 61(22), 2494-2501.
朱丹, 罗俊龙, 朱海雪, 邱江, 张庆林. (2011). 科学发明创造思维过程中的原型启发效应. 西南大学学报:社会科学版, 37(5), 144-149.
[1] LIU Yufei, QIAN Yi, SONG Yaowu, BI Hongyan. Study on the Emergence and Development of Orthographic Awareness in Chinese Preschool Children [J]. Psychological Development and Education, 2018, 34(1): 65-72.
[2] LIAN Rong. Teachers' Psychology: Perspectives from the Expertise and Professional Development [J]. Psychological Development and Education, 2015, 31(1): 92-99.
[3] CHEN Yu, LI Hong, ZHANG Jie, RUAN Xiao-tong, RAO Xia-wei, WU Xin-chun. The Role of Orthography in Oral Vocabulary Learning of Chinese Children [J]. Psychological Development and Education, 2014, 30(6): 616-623.
[4] ZHANG Zhen-jun, DING Guo-sheng, CHEN Bao-guo. Age-of-Acquisition Effects of Chinese Character: Test of Phonological Completeness Hypothesis [J]. Psychological Development and Education, 2011, 27(6): 577-583.
[5] SHI Bing-jie, LI Hong, ZHANG Yu-ping, SHU Hua. The Role of Logographeme Characteristics and Orthographic Awareness in Low-Grade Children’s Writing Development [J]. Psychological Development and Education, 2011, 27(3): 297-303.
[6] WANG En-guo, SHEN De-li, LV Yong, HU Wei, LI Yong-xin, CHEN Hai-xia. Chinese Language Learning Disabilities in the ERP Study Memory Encoding [J]. Psychological Development and Education, 2011, 27(2): 164-173.
[7] CHEN Xiao, ZHOU Hui, ZHAO Jin-dong. The Relationships among Children’s Home Literacy Activities, Early Literacy Acquisition and their Performance on Chinese Lesson in Grade One [J]. Psychological Development and Education, 2010, 26(3): 258-266.
[8] CHEN Xiao, ZHOU Hui, ZHAO Jin-dong. The Relationships among Children’s Home Literacy Activities, Early Literacy Acquisition and their Performance on Chinese Lesson in Grade One [J]. Psychological Development and Education, 2010, 26(3): 258-266.
[9] CHEN Xiao, ZHOU Hui, ZHAO Jin-dong. The Relationships among Children’s Home Literacy Activities, Early Literacy Acquisition and their Performance on Chinese Lesson in Grade One [J]. Psychological Development and Education, 2010, 26(3): 258-266.
[10] DOU Dong-hui, JIN Ping, CAI Liang. Insight Problem Solving under Different Cues: The Latent Common Influence of the Development of Scheme-using Level and Capability of Representation-manipulating [J]. Psychological Development and Education, 2007, 23(4): 9-14.
[11] WANG Jing-xin, SHEN De-li. Developmental Researches on Identity Negative Priming of Chinese Characters [J]. Psychological Development and Education, 2003, 18(2): 9-13.
[12] 栾辉, 舒华, 张大成. The Characteristics and Factors Affecting Children Character Output Under the Dictation Task [J]. Psychological Development and Education, 2001, 17(1): 1-5.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd