Exam 13: Problem Solving and Intelligence

A) a quadratic function.
B) overlapping clusters of specialized forms of intelligence.
C) a hierarchical structure.
D) a set of distinct abilities,each independent of the others.

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A) functional fixedness
B) regression analysis
C) means-end analysis
D) local minimization

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A) making it easier to remember the various elements of the problem.
B) highlighting the organization of the problem's elements,making it easier to see the problem's structure.
C) helping in the identification of subproblems and therefore in the creation of subgoals.
D) drawing the expert's attention to the problem's microstructure.

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A) he will likely do less well on other portions of the test.
B) he is likely to do well on the entire test.
C) we can make no predictions about whether he'll do well on other portions of the test.
D) he will score similarly if he takes other portions of the test today,but his score will likely be very different if he takes the test in a few months.

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A) The interruption provides an opportunity for participants to gather further information about the problem.
B) The interruption provides an opportunity for frustration or fatigue to dissipate.
C) The interruption allows participants to forget their earlier approaches to the problem,thus enabling a fresh start.
D) The interruption allows an opportunity for participants to use means-end analysis to solve the problem.

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A) operators.
B) pathways.
C) problem definition.
D) problem space.

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A) mental stickiness.
B) functional fixedness.
C) functional narrowness.
D) narrow focus.

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A) The image depicts the problem in a concrete way,and this often makes the problem easier to remember.
B) The image often makes it easy to discern how the elements of the problem are spatially related to one another.
C) One can routinely make new discoveries about the imaged form,including discoveries that involve an entirely new understanding of the form.
D) It is usually easy to rearrange the elements of an image to explore other configurations.

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A) general intelligence
B) spatial intelligence
C) logical-mathematical intelligence
D) emotional intelligence

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A) Columbus Consequence.
B) Gardner Theory.
C) Flynn effect.
D) global IQ shift.

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A) Experts become experts for a reason: they started out with better problem-solving strategies,and this allowed them to reach expert levels of performance.
B) Experts have a much larger knowledge base,including a large set of exemplars on which they can draw.
C) Experts are more familiar with the higher-order patterns common in the area of expertise.
D) Expert knowledge is more heavily cross-referenced and is therefore more easily accessible.

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Two strategies for problem solving that ...

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A) The "memorize" group will be faster when solving the problems.
B) The "memorize" group will solve more problems.
C) The "structure" group will use analogies more often.
D) The groups will solve the same number of problems.

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A) Sam will also score high on a test of emotional intelligence.
B) Sam will spend more time deciding whether a tone is low- or high-pitched than someone with a lower IQ score would.
C) Sam will also score high on a test of working memory capacity.
D) Sam is likely to be less creative than someone with a lower IQ score.

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A) focus on the surface of a problem rather than on its deep structure.
B) use analogies less often than do novices.
C) tend to categorize problems in terms of their deep structure.
D) do not need to rely on mapping in their use of analogies.

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A) working backward
B) means-end analysis
C) hill climbing
D) problem-solving set

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A) this experience cannot be observed reliably in laboratory conditions.
B) there is no systematic relationship between reports of illumination and actual progress in problem solving.
C) when participants report an illumination,they are at least as likely to be moving toward a dead end as they are to be moving toward the problem's solution.
D) when participants report an illumination,they have,in fact,made a discovery that will allow them to solve the problem.

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Experts differ from novices in several s...

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