Eureka effects
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eureka-effects
The eureka effect also known as the Aha! Some research describes the Aha! Insight is a psychological term that attempts to describe the process in problem solving when a previously unsolvable puzzle becomes suddenly clear and obvious.
Often this transition from not understanding to spontaneous comprehension is accompanied by an exclamation of joy or satisfaction, an Aha! A person utilizing insight to solve a problem is able to give accurate, discrete, all-or-nothing type responses, whereas individuals not using the insight process are more likely to produce partial, incomplete responses.
A recent theoretical account of the Aha! First, the Aha! These four attributes are not separate but can be combined because the experience of processing fluency , especially when it occurs surprisingly for example, because it is sudden , elicits both positive affect and judged truth. Insight can be conceptualized as a two phase process. The first phase of an Aha!
The second phase occurs suddenly and unexpectedly. After a break in mental fixation or re-evaluating the problem, the answer is retrieved. It is this elaborate rehearsal that may cause people to have better memory for Aha! Insight is believed to occur with a break in mental fixation, allowing the solution to appear transparent and obvious.
The effect is named from a story about ancient Greek polymath Archimedes. In the story, Archimedes was asked c. During a subsequent trip to a public bath, Archimedes noted that water was displaced when his body sank into the bath, and particularly that the volume of water displaced equaled the volume of his body immersed in the water.
This story is now thought to be fictional, because it was first mentioned by the Roman writer Vitruvius nearly years after the date of the alleged event, and because the method described by Vitruvius would not have worked. Research on the Aha! After several failed attempts to reach the banana, Sultan sulked in the corner for a while, then suddenly jumped up and stacked a few boxes upon each other, climbed them and thus was able to grab the banana.
This observation was interpreted as insightful thinking. The subject would be presented with an initially confusing sentence such as "The haystack was important because the cloth ripped". After a certain period of time of non-comprehension by the reader, the cue word parachute would be presented, the reader could comprehend the sentence, and this resulted in better recall on memory tests.
There was no evidence that elaboration had any effect for recall. It was found that both "easy" and "hard" sentences that resulted in an Aha! In fact equal recall rates were obtained for both "easy" and "hard" sentences which were initially noncomprehensible. It seems to be this noncomprehension to comprehension which results in better recall.
The essence of the aha feeling underling insight problem solving was systemically empirically investigated by Danek et al. Currently there are two theories for how people arrive at the solution for insight problems. The first is the progress monitoring theory. Once a person realizes that they cannot solve the problem while on their current path, they will seek alternative solutions.
In insight problems this usually occurs late in the puzzle. The second way that people attempt to solve these puzzles is the representational change theory.
Once the person relaxes his or her constraints, they can bring previously unavailable knowledge into working memory to solve the problem. The person also utilizes chunk decomposition, where he or she will separate meaningful chunks into their component pieces.
Both constraint relaxation and chunk decomposition allow for a change in representation, that is, a change in the distribution of activation across working memory, at which point they may exclaim, "Aha! The Eureka effect on memory occurs only when there is an initial confusion. If the clue was provided after the sentence was presented, an increase in recall occurred.
It had been determined that recall is greater for items that were generated by the subject versus if the subject was presented with the stimuli. Other evidence was found indicating that effort in processing visual stimuli was recalled more frequently than the stimuli that were simply presented.
It is believed that effort made to comprehend something when encoding induces activation of alternative cues that later participate in recall. Functional magnetic resonance imaging and electroencephalogram studies [18] have found that problem solving requiring insight involves increased activity in the right cerebral hemisphere as compared with problem solving not requiring insight. In particular, increased activity was found in the right hemisphere anterior superior temporal gyrus.
Some unconscious processing may take place while a person is asleep, and there are several cases of scientific discoveries coming to people in their dreams. Sleep may function to restructure problems, and allow new insights to be reached. Professor Stellan Ohlsson believes that at the beginning of the problem-solving process, some salient features of the problem are incorporated into a mental representation of the problem.
In the first step of solving the problem, it is considered in the light of previous experience. Eventually, an impasse is reached, where all approaches to the problem have failed, and the person becomes frustrated. Ohlsson believes that this impasse drives unconscious processes which change the mental representation of a problem, and cause novel solutions to occur. When studying insight, or the Aha! Initially a baseline measurement is taken, which generally asks the subject to simply remember an answer to a question.
Following this, subjects are asked to focus on the screen while a logogriph is shown, and then they are given time with a blank screen to get the answer, once they do they are required to press a key.
After which the answer appears on the screen. The subjects are then asked to press one key to indicate that they thought of the correct answer and another to indicate if they got the answer wrong, finally, not to press a key at all if they were unsure or did not know the answer. Resting-state neural activity has a standing influence on cognitive strategies used when solving problems, particularly in the case of deriving solutions by methodical search or by sudden insight.
Subjects studied were first recorded on the base-line resting state of thinking. After being tested using the method described in the General Procedure for Conducting ERP and EEG Studies , the ratio of insight versus non-insight solution were made to determine whether an individual is classified as a high insight HI or a low insight LI individual. Discriminating between HI and LI individuals were important as both groups use different cognitive strategies to solve anagram problems used in this study.
Evidence was found to support this idea, there was greater activation in HI subjects at the right dorsal-frontal low-alpha band , right inferior-frontal beta and gamma bands and the right parietal gamma band areas.
There were also differences in attention between individuals of HI and LI. It has been suggested that individuals who are highly creative exhibit diffuse attention, thus allowing them a greater range of environmental stimuli.
These results are more reflective of models, rather than empirical evidence , as source localization is hard to determine precisely. Due to the nature of these studies that use Chinese logographs, there is a difficulty in an exact translation; a language barrier certainly exists. There are some difficulties that exist in brain imaging when it comes to insight, thus making it hard to discuss neural mechanisms. Issues include: that insight occurs when an unwarranted mental fixation is broken and when novel task related associations are formed on top of old cognitive skills.
Another study was done showed that an Aha! It was found that there was a N in the posterior cingulate cortex for successful guessing of logographs, not in the anterior cingulate cortex. The posterior cingulate cortex seems to play a more non-executive function in monitoring and inhibiting the mind set and cognitive function. Another significant finding of this study done by Qiu and Zhang , was a late positive component LPC in successful guessing of the logograph and then recognition of the answer at and ms, post-stimulus, in the parahippocampal gyrus BA The data suggests that the parahippocampus is involved in searching of a correct answer by manipulating it in working memory, and integrating relationships between the base of the target logograph.
The parahippocampal gyrus may reflect the formation of novel associations while solving insight problem. Another ERP study is fairly similar to the Qiu and Zhang, study, however, this study claims to have anterior cingulate cortex activation at N, which may be responsible for the mediation of breaking the mental set.
Other areas of interest were prefrontal cortex PFC , the posterior parietal cortex , and the medial temporal lobe. If subjects failed to solve the riddle, and then were shown the correct answer, they displayed the feeling of insight, which reflected the electroencephalogram recordings.
Overall, it is quite apparent that there are many aspects that can explain the Aha! No particular area has been determined but from the information gathered, it seems that insight occurs in many parts of the brain, within a given time period. A study with the goal of recording the activity that occurs in the brain during an Aha! Participants in this study were presented with a series of Japanese riddles, and asked to rate their impressions toward each question using the following scale: 1 I can understand this question very well and know the answer; 2 I can understand this question very well and feel it is interesting, but I do not know the answer; or 3 I cannot understand this question and do not know the answer.
In previous studies on insight, researchers have found that participants reported feelings of insight when they viewed the answer to an unsolved riddle or problem.
This method allowed the researchers to directly observe the activity that was occurring in the participant's brains during an Aha!
Participants were given 3 minutes to respond to each riddle, before the answer to the riddle was revealed. If the participant experienced an Aha! This increased activity in the right hippocampus may be attributed to the formation of new associations between old nodes. More details on the neural basis of insight see a recent review named "New advances in the neural correlates of insight: A decade in review of the insightful brain [25] ".
The Nine Dot Problem is a classic spatial problem used by psychologists to study insight. The task is to connect all 9 dots using exactly 4 straight lines, without retracing or removing one's pen from the paper. The difficulty with the Nine Dot Problem is that it requires respondents to look beyond the conventional figure-ground relationships that create subtle, illusory spatial constraints and literally " think outside of the box ". Breaking the spatial constraints shows a shift in attention in working memory and utilizing new knowledge factors to solve the puzzle.
Verbal riddles are becoming popular problems in insight research. Example: "A man was washing windows on a high-rise building when he fell from the foot ladder to the concrete path below. Amazingly, he was unhurt.
Matchstick arithmetic, which was developed and used by G. Knoblich, [27] involves matchsticks that are arranged to show a simple but incorrect math equation in Roman numerals. The task is to correct the equation by moving only one matchstick. Anagrams involve manipulating the order of a given set of letters in order to create one or many words. The original set of letters may be a word itself, or simply a jumble. Rebus puzzles, also called "wordies", involve verbal and visual cues that force the respondent to restructure and "read between the lines" almost literally to solve the puzzle.
However, it has recently been utilized in insight research. The test consists of presenting participants with a set of words, such as lick , mine , and shaker.
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The eureka effect also known as the Aha! Some research describes the Aha!
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