Psychology of Planning, Proof, Insight & Choice

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Last updated 12:13 PM on 12/11/24
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23 Terms

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Problem Decomposition

Breaking down complex problems into smaller, manageable tasks, which can follow different approaches:

Breadth-first: Minimal commitments to parts of the problem.

Depth-first: Immediate feedback but higher cognitive effort.

Opportunistic: Leveraging the current state for decisions.

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The Problem Space (Newell & Simon, 1972)

Represents all possible paths between an initial state and a goal state in problem-solving. Larger problem spaces are harder to navigate due to increased possibilities.

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Bounded Rationality

Humans are limited in processing all available information, so they use satisficing (choosing an option that is "good enough") to make decisions.

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Problem Representation

The way a problem is presented influences how it is approached. Factors include format, thematic content, and external conditions like urgency or risk.

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Means-Ends Analysis

A heuristic that breaks problems into sub-goals and reduces the gap between the current state and the goal state (e.g., fixing a car step by step).

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Heuristics in Problem Solving

Mental shortcuts for decision-making:

Hill-Climbing: Always moving closer to the goal.

Trial and Error: Testing solutions without a clear plan.

Sampling Heuristics: Using anchoring or representativeness to guide choices.

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Consequences of Not Planning

Acting without planning often leads to suboptimal solutions, as demonstrated in studies like Ormerod et al. (2013) and the N-ball problem.

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Sub-goals and Decomposition

Breaking problems into smaller parts improves efficiency and success when solving complex tasks.

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Deduction

Drawing specific conclusions from general premises, used in proofs and logical reasoning (e.g., "If all mammals have fur, and dogs are mammals, then dogs have fur.").

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Induction

Forming general conclusions based on specific observations (e.g., "Every swan I’ve seen is white; therefore, all swans are white.").

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Abduction

Inferring the best explanation for an observation (e.g., "The grass is wet; it likely rained last night.").

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Modus Ponens

A valid logical structure:
"If A, then B. A is true; therefore, B is true."

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Modus Tollens

A valid logical structure:
"If A, then B. B is false; therefore, A is false."

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Mental Models (Johnson-Laird, 1983)

Reasoners construct possible outcomes that align with premises to draw conclusions. Limited by working memory capacity and constrained by the principle of truth (focusing on true elements).

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Information Gain

The process of reasoning by reducing uncertainty through the assessment of event rarity or likelihood, as explained in Bayesian frameworks.

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Dual-System Theory

Decision-making involves two systems:

System 1: Fast, intuitive, and heuristic-driven but error-prone.

System 2: Slow, logical, and deliberate but requires more cognitive effort.

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Insight

A sudden realization of a solution to a problem, often preceded by fixation or impasse. The "Aha moment" occurs after representational change.

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Representational Change Theory (Knoblich et al., 1999)

Insight arises when knowledge constraints are overcome, allowing new mental representations to form and enable problem-solving.

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Incubation

Taking a break from a problem to allow unconscious processing, which improves divergent thinking, linguistic insight, and visual problem-solving.

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Prospect Theory (Kahneman & Tversky, 1979)

A descriptive model of decision-making that explains behaviours like:

Loss Aversion: Preference for certain gains over uncertain losses.

Probability Weighting: Overestimating unlikely events and underestimating likely ones.

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Preference Reversals

When framing changes (e.g., presenting as a gain or loss), people may reverse their preferences, as shown by Lichtenstein and Slovic (1971).

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Anchoring

Initial information influences subsequent judgments and decisions disproportionately, as seen in decisions about credit card payments or pricing.

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Sleep and Problem-Solving

Sleep facilitates analogical transfer and problem-solving by consolidating memory and enabling creative thinking (Monaghan et al., 2000).

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