Chapter11 Problem Solving and Creativity

I completed the summary and reflection before I saw the instructions on blackboard this morning so I will make the changes starting next week.

Chapter-11 Problem solving and Creativity
1.Summery
This chapter talks about problem solving. There are four phases of problem solving
a.Understanding the problem
b.Problem-solving strategies
c.Factors that influence problem solving
d.Creativity
Understanding the problem involves paying attention to its relevant information, with representing the problems using symbols, Matrices (A matrix is a chart that shows all possible combinations of items) diagrams and visual images. Situated cognition approach is also mentioned as a way of solving problems that we solve based on an information-rich environment opposing that traditional cognitive approach is too simple. Problem-solving strategies come next on the phase list based on heuristic (shortcut that typically produces a correct answer); the text starts with Hill-Climbing Heuristic that is a simple way of selecting the lead that takes you towards your goal. The next is Means-Ends Heuristic, contains two steps: divide problem in two sub-problems and reduce the difference between the initial state and the final state. This Heuristic forces you to identify the “ends” so that you will find the means to use to get to the goal. The final Heuristic is the analogy approach that uses previous experiences to solve new problem. The third phase in problem solving is Factors that affect problem solving: Expertise, Mental Set, Functional Fixedness, Insight Versus Non-insight problems. Expertise is where we try to solve a problem with our specific knowledge about the items (problems) given. Based on what kind of expertise experts differ from novices problem solving approach varies between both as well; knowledge base, Memory , representation are to name a few. Mental set is when we keep trying to use the same solution from previous problems on new problems, despite other simple approaches. Functional Fixedness, if our top-down processing is over-active with a tendency of relying on prior knowledge and expectation to solve new problems. The functions we assign to objects will stay the same hindering us from looking at features of a stimulus that might be useful to solve the problem. Creativity: two approaches for creativity, Divergent production, the number of varied responses made to each test item. Some test items require test takes to overcome functional fixedness allowing the test takers not to relay on top-down processing. Three criteria for creativity are that the solutions must be novel, high quality and useful.

2.How does it fit into what I have learned already in this course?
At first it was how we perceive objects we see, sounds we hear, on the next chapter after that, we looked at how cognitive tasks attention and consciousness in relation to cognitive processes. This chapter extends to another part of cognitive process with bounded ability of our cognitive process in limited memory called Working memory. This chapter emphasizes about long-term memory opposite to working memory, when I learned about short-term memory that is a temporary storage for what my brain is working on current events but in case of long-term memory, it composes the experiences, events and information that we have stored over life time. Memory strategies builds on the concept I have learned so far, once I know what working-memory and long-term memory are, then this two chapters help me better utilize these memories with the idea of metacognition and metamemory in mind. Memory strategy relies on perception, attention, and consciousness and in the end metamemory and metacognition; if we organize how we learn what materials we remember in what circumstances then our memory improves and ultimately store information in the long-term memory. Mental imagery and Cognitive Maps also aids to our memory strategy or how we learn if we can picture or visualize an object or item that is not physically present. This chapter also indicates how mental image is stored either in analog-code or propositional code. Memory strategy can be productive if we know how we store information or how we draw mental images of items we need to remember. Chapter 8 talks about how general knowledge relates to our cognitive process. Chapter 7 explains mental imagery and cognitive maps on how we code and visualize images of information, general knowledge influences how our cognitive system processes information taken from the outside world. The section uses two major concepts to explain general knowledge Semantic memory and Schemas. Chapter 11 basically will utilize all the concepts I have learned so far. That is when we know how our working memory and long-term memory works and with a knowledge of metamemory and metacognition and create strategy how we could recall new materials then the real challenge comes on how do we use all of the above to solve a problem and be creative.
3.What am I still not clear on?

Situated cognition argues that traditional cognitive approach is too simple, because in real life, our cognitive processes take advantage of an information-rich environment to solve a problem. So do we want to train our students/trainees with the beginning steps of problem solving and expose them to situated learning or do we just expose them directly to the problem in a situated environment and integrate the traditional cognitive approach?

4.How would I apply this to my own teaching/work?
I think I would apply situated cognition to help trainees solve a problem, especially when it is practical computer skills exposing trainees to the situated problem and ask for what steps they would use to solve the problem. Take everyone’s response and vote on which one leads to the shortest and clearest way of solving the problem.

5.What proof does the author offer that makes me believe this is valid? Do I believe it? Why?
The author presented a research conducted on situated cognition that conform my belief that students would be prepared to solve problems if they are exposed to information-rich environment that help them learn/solve problems instead of the common classroom setting way of teaching. According to my experience real work problems are nowhere near the homework problems I did in school.

6.Why is this important? What does it help improve or explain or predict?
I think we are surrounded by problems at work or school, after we learn about working memory, memory strategies, long term memory we will need to apply what we learn about our metamemroy and metacognition to solve problems and problem-solving strategies; because life is not just about recalling what a book says or what a teacher says.

7.When would I actually use this- under what kind of circumstances and for what kind of students?
I think it depends on the age and skill level on how and where to use these approaches in problem solving. If I am teaching small children I will cut the steps on how to solve a problem before I lose their attention, but if I am working with adults with higher levels of thinking, I would explore all the steps I learn in this chapter with the emphasis on learner based learning.

8.Are there other ways to accomplish the same thing that are faster, cheaper and/or better?
When I looked at the Stereotypes and problem solving, gender stereotypes, when there is a research supporting that women‘s performance is influenced by stereotypes, I don’t know if there are any programs to motivate girls at young age to fight against the gender stereotypes. Why does test anxiety still exist among young girls when they have to take math and/or science test? If you teach math or science what are you doing to motivate your students? I think there should be programs that motivate girls’ performance in schools.