1 Laboratory #1 Notes: Problem Solving Experiment Problem solving refers to active efforts to discover what must be done to achieve a goal that is not readily attainable (Weiten, 2004). Every day, people around the world are faced with problems which have to be solved. The problems can be as simple as changing a flat tire or as complex as a physician diagnosing a rare disease. Research on problem solving has shown that there are typically four characteristics that can describe problem solving (Wieten, 2004). When faced with a problem: 1) where you are (the problem) is not where you want to be (the solution); 2) the path between the problem and its solution is not always obvious; 3) often, one must spend considerable effort to understand or diagnose the problem; 4) to diagnose or eliminate the problem, you may need to form several hypotheses about which path is correct and then test those hypotheses. Over the years, psychologists who study problem solving have identified a number of barriers that frequently impede one’s efforts to solve problems. Common obstacles to effective problem solving include a focus on irrelevant information (e.g., Gaeth & Shanteau, 2000), mental set (i.e., sticking with a strategy or solution that worked in the past; Luchins, 1942), the imposition of unnecessary constraints (Adams, 1980), and functional fixedness (e.g., Maier, 1931). The purpose of this experiment is to give you experience in evaluating the effects of functional fixedness in a problem solving task. Functional fixedness is defined as the tendency to perceive an item only in terms of its most common use (i.e., pliers are perceived only as a tool to screw bots into a piece of wood or metal). However, sometimes solutions to problems depend on one’s ability to represent the objects in his/her environment in novel ways. This observation has been demonstrated in a series of studies by different experimenters. For example, consider the two-string problem investigated by Maier (1931). The participants task was to tie two strings together that were hanging from the ceiling. These two strings were too far apart for the participant to grasp both at once. Among the different objects in the room were a chair and a pair of pliers. Participants tried various solutions involving the chair (e.g. stand on the chair to try and reach the string), but these did not work. The only solution that worked was to tie the pliers to one string and set that string swinging as a pendulum, and then to get the second string, bring it to the center of the room, and wait for the first string to swing close enough to grasp. Because many participants did not perceive the pliers as a “weight” that could be used as a pendulum, they could not solve the task. The present study is a partial replication of the design used by Scheerer (1963). Briefly, the task required the participant to place a plastic ring around a wooden peg using two wooden dowels from a position three feet from the ring and peg. The participant could not complete the task using just one dowel. Instead, they had to use tool in the room (i.e., a string holding up a calendar), which was serving a function other than that required to solve the task problem, to join the two dowels together. Joining the two dowels together would allow them to extend their reach to put the ring over the peg. Their participants had 10 minutes to figure out how to join the two dowels together. In the present study, the participants’ task will be to place a ring around a wooden peg as in the Scheerer study. To solve the problem, two dowels will have to be joined together so that the ring can reach the distance of the peg. The solution object will be a piece of masking tape that is either serving a function (i.e., holding down a sign on the floor; experimental group) or not serving a function (i.e., partially stuck to the floor; control group). The time it takes the participant to begin to wrap the tape around the two dowels will be recorded. Participants will only have 5 minutes to complete the task.2 Unlike the Scheerer (1963) study, the solution object will be restricted to the same side of the room that the participant is told he must stand when solving the problem. Also, other distractor items (those that could not be used to solve the problem) were placed near the tape. Finally, participants will be told that they cannot use any personal items to solve the task; the solution object is among those objects in their restricted space. Method: A. Materials: Discuss in lab (Be specific on sizes of items; placement; etc.,). Include all items relevant/irrelevant to solving task; measurement tools, etc. B. Procedure: Discuss in lab 1. Where task conducted; size of room; etc., 2. Restricted space- how indicated 3. Task instructions 4. IV: Tape: function/non-function distinction 5. Differences between control & experimental group; order in which run, etc. 6. DV: How measured (be very specific) 7. Other special instructions (e.g., personal items)? 8. Order of how subjects run 9. Debriefing questions C. Instructions: “Your task is to put the plastic ring over the peg without crossing the black line marked on the floor of the room. You may use anything on your side of the line (with the exception of items linked to the computer, desk, or electrical equipment in the room) to complete the task. You will not be penalized for using anything on your side of the line with the exception of those items just mentioned to be excluded. Make sure you do not bend or lean any part of your body over the black line. Also, please do not throw any objects or use any personal items to solve the task. You will have 5 minutes to solve the task. The problem is solvable. Are there any questions? You will be observed throughout the experiment.” D. Debriefing: After participant has completed the task (begins putting the tape around the dowels) or 5 minutes has elapsed, enter the room and debrief the participant. Then, ask the following debriefing questions and mark the answers down: • “Have you ever heard of functional fixedness?” • Did you have knowledge in how to complete the task before you participated in this experiment? • Did you contemplate using the tape at any time? If so, why did you not use the tape? Then, explain how to solve the task, that most people do not solve the task, and tell them that it