Exam 12: Problem Solving and Intelligence

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A) He will score below average on the visuospatial test.
B) He will score above average on the visuospatial test
C) One cannot assume how he will score because there is no correlation between general and specialized intelligence.
D) He will score similarly if he takes the test today, but his score will 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 unconscious problem solving to occur.

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A) add extra constraints or assumptions to the problem so that it has more structure.
B) make the question less specific.
C) make the question rhetorical.
D) remove any clear or concrete goal state from the problem.

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A) participant's circumstances before he or she has understood the problem.
B) actual statement of the problem.
C) knowledge and resources one possesses at the outset of the problem.
D) first goal one must move toward in solving the problem.

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A) participants solve problems more quickly if they can divide the problem into smaller subproblems.
B) problem solving often gets stalled if a problem requires the participant to move briefly away from the goal state in order (ultimately) to reach the goal.
C) participants are disrupted in their problem solving if they are asked to think out loud as they proceed.
D) participants are often confused unless the problem's path constraints are clearly specified.

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A) helps participants to remember the exact formulation of the training problems.
B) makes the value of analogy use clear to participants.
C) encourages participants to pay attention to the training problem's deep structure.
D) teaches the participants general principles about how analogies function.

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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 solve more problems.
D) The groups will solve the same number of problems.

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A) Genetic factors cause whites to be more intelligent than blacks.
B) Economic factors lead to higher IQ scores among whites than blacks.
C) Stereotype threat causes black students to score lower on intelligence tests.
D) IQ scores among blacks can be improved by reducing stereotype threat.

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A) Experts tend to be more-skilled problem solvers in general, so they have an advantage even with unfamiliar problems.
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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A) Participants do not understand the value of analogies, so they do not bother searching for them.
B) Participants search their memories based on the surface structure of the problem and thus fail to think of many useful analogies.
C) Participants pay too much attention to the deep structure of a problem, and so they fail to see the features that lead to analogy.
D) Participants seem unable to use analogies even when explicitly instructed to do so.

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A) usually the best way to proceed for solving complicated problems.
B) more effective with ill-defined problems.
C) usually ruled out by the sheer number of possible states within the problem space.
D) often the only plan available.

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A) think of units that can be used to set subgoals.
B) create higher-order units that have a purpose.
C) avoid getting bogged down in the details by organizing the information.
D) break down chunks to create subgoals.

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A) participants will benefit from the interruption and are more likely to solve the problem when they return to it.
B) participants will be disrupted by the interruption and are less likely to solve the problem when they return to it.
C) participants will not be affected by the interruption.
D) data are mixed, with some studies showing a benefit from the interruption but with many studies showing no effect.

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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) You should attend to the deep structure of the problem.
B) Try to see the mapping between problems you already know and test problems.
C) Memorize as many problems as you can.
D) Search your memory for content related to the deep structure of the problem, not surface details.

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C

A) use analogies spontaneously in a wide range of problems.
B) use analogies only if they are experts in the domain of the problem.
C) are more likely to use analogies if there is a superficial resemblance between the problem being solved and the problem serving as the base for the analogy.
D) are more likely to use analogies in solving spatial problems than they are in solving verbal problems.

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A) illumination
B) articulation
C) preparation
D) incubation

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B