Psychological Development and Education ›› 2006, Vol. 22 ›› Issue (3): 75-81.

Previous Articles     Next Articles

Key Actions in Nine-dot Problem Solving

ZHAO Tong, ZHANG Qi   

  1. Department of Psychology, Liaoning Normal University, Dalian 116029
  • Online:2006-07-15 Published:2006-07-15

PDF (PC)

Abstract: Based on previous studies by others,the authors hypothesized that drawing out the third line was the key action to solve the nine-dot problem.There were three experiments to verify the hypothesis.The results of these experiments in-dicated that the solution rate was close to 100% after we clued subjects to any two lines at the same time,clues of two lines weren't the key actions to solve the nine-dot problem;the solution rate was significantly higher after we clued sub-jects to the third line than after cluing subjects to any of the other line alone,drawing out the third line was the key action to solve the nine-dot problem;the training which could lead subjects to draw out the third line significantly made the solution rate higher.

Key words: insight problems, the nine-dot problem, key actions, self-constraint, "non-dot turn"

CLC Number: 

  • G442
[1] Maier N R F.Reasoning in humans:I on direction.Journal of Comparative Psychology,1930,10:115-143.
[2] Chronicle E P,Ormerod T C,MacGregor J N.When insight just won't come:the failure of visual cues in the nine-dot problem.The Quarterly Journal of Experimental Psychology,2001,54(3):903-919.
[3] Weisberg R W,Alba J W.An examination of the alleged role of "fixation" in the solution of several "insight" problems.Journal of Experimental Psychology:General,1981,110(2):169-192.
[4] Burnham C A,Davis K G.The nine-dot problem:Beyond perceptual organization.Psychonomic Science,1969,17(6):321-323.
[5] Lung C T,Dominowski R L.Effects of strategy instructions and practice on nine-dot problem solving.Journal of Experimental Psychology:Learning,Memory,and Cognition,1985,11(4):804-811.
[6] Gary J.Testing two cognitive theories of insight.Journal of Experimental Psychology:Learning,Memory,and Cognition,2003,29(5):1017-1027.
[7] Kershaw T C,Ohlsson S.Multiple causes of difficulty in insight:The case of the nine-dot problem.Journal of Experimental Psychology:Learning,Memory,and Cognition,2004,30(1):3-13.
[8] Kershaw T C.Key actions in insight problems:further evidence for the importance of non-dot turns in the nine-dot problem.http://www.cogsci.northwestern.edu/cogsci2004/papers/paper156.pdf.
[1] LI Yan, LIANG Lichan, ZHOU Xinran, BIAN Yufang. Parent-teacher Relationships and Primary Students’ School Attitude: The Mediating Role of Teacher-child Relationships and the Difference between Parents [J]. Psychological Development and Education, 2024, 40(1): 74-82.
[2] YANG Baoyan, MA Xifeng, ZANG Hongyu, MAO Haiyan. The Influence of Family Economic Income and Father’s Education Level on Academic Engagement among Rural Junior Middle School Students:The Mechanisms of Family Obligation and Education-dependence Future Identity [J]. Psychological Development and Education, 2024, 40(1): 83-92.
[3] WANG Haolan, CHEN Hongjun, WU Xinchun, ZHAO Ying, SUN Peng. The Effect of Reading Modes to Reading Comprehension in Chinese Children: A Mediated Moderation Model [J]. Psychological Development and Education, 2023, 39(3): 369-378.
[4] CHENG Yangchun, HUANG Jin. Association between the Approximate Number System and Mathematical Competence: A Meta-analysis [J]. Psychological Development and Education, 2023, 39(3): 379-390.
[5] YU Haoxue, LI Hui, WANG Fuxing. The Relationship between Belief in a Just World and Learning Burnout in Undergraduates: The Mediating Role of Coping Style and Boredom Proneness [J]. Psychological Development and Education, 2023, 39(3): 391-401.
[6] CHEN Xu, ZHANG Dajun, CHEGN Gang, HU Tianqiang, LIU Guangzeng. The Effects of Teacher Support and Psychological Suzhi on Middle School Students' Academic Achievement [J]. Psychological Development and Education, 2018, 34(6): 707-714.
[7] NIE Qian, ZHANG Dajun, TENG Zhaojun, LU Xingyue, GUO Cheng. How Students Perceived School Climate Effect on Subjective and Objective Academic Achievement: The Mediating Role of Psychological Suzhi [J]. Psychological Development and Education, 2018, 34(6): 715-723.
[8] CHENG Gang, TANG Xinyi, NIU Juan, LI Jiajia, ZHANG Dajun. The Relationship between Middle School Students' Family Socioeconomic Status and Academic Achievement: Multiple Mediating Effects of Different Dimensions of Psychological Suzhi [J]. Psychological Development and Education, 2018, 34(6): 700-706.
[9] CHEN Chaoyang, LIU Zhifang, SU Yongqiang, CHENG Yahua. The Prediction Effects for Skill and Less-skill Deaf Readers in Chinese Reading: Evidence from Eye Movement [J]. Psychological Development and Education, 2018, 34(6): 692-699.
[10] ZOU Yuchen, DING Ying, ZHANG Xuran, LI Yanfang. The Effects of Feedback Type on Children's Learning Performance and the Gender Differences in These Effects [J]. Psychological Development and Education, 2018, 34(5): 567-575.
[11] LI Yongzhan. The Impact of Parental Rearing Style on Learning Engagement among Senior High School Students: A Serial Mediation Effect Model [J]. Psychological Development and Education, 2018, 34(5): 576-585.
[12] GAO Ruiyan, NIU Meixin, YANG Tao, ZHOU Xinlin. The Accuracy and Form of Fraction Magnitude Representation for 4 to 8 Graders [J]. Psychological Development and Education, 2018, 34(4): 443-452.
[13] ZHANG Jie, HUANG Bijuan, SI Jiwei, GUAN Dongxiao. Relationship between Math Anxiety and Mathematical Achievement in Township Pupils: The Chain Mediating Roles of Mathematical Self-efficacy and Metacognition [J]. Psychological Development and Education, 2018, 34(4): 453-460.
[14] WANG Mingzhong, WANG Mengran, WANG Jing. Interparental Conflict Compromises Adolescents' Academic Achievement: The Indirect Roles of Effortful Control and Classroom Engagement [J]. Psychological Development and Education, 2018, 34(4): 434-442.
[15] CHI Liping, ZONG Zheng, XIN Ziqiang, CHEN Yinghe. The Relationship of Constructivist Pedagogy and Metathinking: The Mediating Role of Cognitive Holding Power [J]. Psychological Development and Education, 2018, 34(2): 181-190.
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