13.3: Problem-Solving- When We Seek Solutions

Section Learning Objectives

• Define problems.
• Describe insight learning.
• Define and exemplify functional fixedness.

Let’s face it. Hardly anything in life runs smoothly. Even with the best-laid plan, and clearest goals we can formulate, success can be elusive. We might even be unsure how to proceed or to solve what are called problems or when we cannot achieve a goal due to an obstacle that we are unsure how to overcome. In Section 10.4.2 we discussed Gestalt principles of perceptual organization but in this section, we focus on what they said about problem-solving. Simply, when it comes to problem-solving, the Gestalt psychologists said that we had to proceed from the whole problem down to its parts. How so? Kohler studied the problem-solving abilities of chimpanzees and used simple props such as the bars of the cages, bananas, sticks, and a box. Chimps were placed in a cage with bananas hanging overhead. They could use any prop they needed to get them, but no one prop alone would suffice. The chimps had to figure out what combination of props would aid them in getting the bananas. At first, they did not do well but then out of nowhere saw the solution to the problem. He called this insight learning or the spontaneous understanding of relationships. The chimps had to look at the whole situation and the relationships among stimuli, or to restructure their perceptual field, before the solution to the problem could be seen.

One obstacle to problem-solving is what is called functional fixedness or when we focus on a typical use or familiar function of an object. Duncker (1945) demonstrated this phenomenon using what he called the candle problem. Essentially, participants were given candles, tacks, and matches in a matchbox and were asked to mount a candle on a vertical corkboard attached to the wall such that it would not drip wax on the floor. To successfully complete the task, the participant must realize that the matchbox can be used as a support and not just a container. In his study, Duncker presented one group with small cardboard boxes containing the materials and another group with all the same materials but not in the boxes (they were sitting beside the boxes). The group for which the materials were in the boxes found the task more difficult than the group for which the materials were outside. In the case of the latter, these participants were able to see the box as not just a container, but as another tool to use to solve the problem.

As you can see from the candle problem, and other related problem-solving tasks, we sometimes have to think outside of the box or to demonstrate creativity. This is called divergent thinking or thinking that involves more than one possible solution and that is open-ended. Part of the open-endedness is coming up with ideas on how to solve the problem, which we call brainstorming. Really, any idea could have merit so just saying whatever comes to mind is important.