11. Problem Solving and Creativity

What is Problem Solving?
Problem solving is the process of overcoming obstacles that block a direct path to a solution. You know you're solving a problem when you can’t just pull the answer from memory — you have to think your way through it.

The Problem-Solving Cycle

Cognitive psychologists describe problem solving as a cycle:

1. Problem Identification – Do we have a problem?

2. Problem Definition and Representation – What exactly is the problem?

3. Strategy Formulation – How might we solve this? Use:

   • Analysis (break the problem into parts)

   • Synthesis (put those parts together)

   • Divergent thinking (generate many ideas)

   • Convergent thinking (narrow to the best one)

4. Organization of Information – How do the details connect?

5. Resource Allocation – How much time, energy, and money should I spend on this?

6. Monitoring – Am I on the right track?

7. Evaluation – Did I solve the problem effectively?

Types of Problems

• Well-Structured Problems: Have clear paths to the solution (e.g. math problems).

• Ill-Structured Problems: Lack clear steps; often require insight or a shift in perspective.

• Isomorphic Problems: Look different on the surface but have the same underlying structure.

  • Example: The Hobbits and Orcs problem is structurally the same as the Missionaries and Cannibals problem.

Ill-Structured Problems and Insight

Sometimes, these problems are solved not by steps, but by an a-ha moment — insight. However, insight doesn’t always come suddenly; it often builds gradually over time. One strategy is to take a break (incubation) if it doesn’t come.

Obstacles to Problem Solving

• Mental Sets: Approaching problems in familiar ways, even if they don’t work.

• Entrenchment: When a mental set is too rigid and deeply ingrained.

• Functional Fixedness: Inability to see an object being used for something other than its intended purpose.

• Stereotypes: Beliefs that all members of a group share certain traits, which can block creative thinking.

Transfer in Problem Solving

Transfer means applying knowledge from one situation to another.

• Negative Transfer: Previous experience interferes with solving a new problem.

• Positive Transfer: Previous experience helps solve a new problem more easily.

  • Example: The Radiation Problem. When participants are given a similar military problem as a hint, their success rate increases, showing the importance of recognizing deep structure, not just surface similarity.

Incubation

This means setting the problem aside for a while. It helps reduce the effects of negative transfer and gives your brain time to process subconsciously. Solutions often emerge when people are not actively thinking about the problem.

Problem Solving and Intelligence

People with higher intelligence scores tend to:

• Spend more time in global planning (defining the big picture).

• Spend less time in local planning (details of implementation).

Expertise and Problem Solving

Experts differ from novices in key ways:

• They have more knowledge, organized into useful chunks (schemas).

• Their knowledge is elaborated, well-practiced, and easy to access.

  • Example: Chess experts can instantly recognize thousands of board positions.

  • In psychology, an experienced clinician might diagnose with fewer tests because of accumulated knowledge.

Automatic Expert Processes

Experts often automatize steps through practice, which frees up working memory and allows them to focus on more complex parts of the problem.

Talent vs. Practice?

There are two views:

1. Practice makes perfect.

2. Practice combined with talent yields expertise – talent is sharpened through training.

Creativity

Creativity is producing something that is both original and worthwhile. It’s measured through divergent production — how many diverse and appropriate solutions one can come up with.

• Creative individuals work hard and study existing knowledge.

• They become experts in their fields and then diverge to create something new.

• Creative individuals are often intrinsically motivated, not just driven by external rewards.

• They tend to be flexible thinkers with open, stereotype-free attitudes.