Erika Branchini

Contraries as an effective strategy in geometrical problem solving

A focused review of the literature on reasoning suggests that mechanisms based upon contraries are of fundamental importance in various abilities. At the same time, the importance of contraries in the human perceptual experience of space has been recently demonstrated in experimental studies. Solving geometry problems represents an interesting case as both reasoning abilities and the manipulation of perceptual–figural aspects are involved. In this study we focus on perceptual changes in geometrical problem solving processes in order to understand whether a mental manipulation in terms of opposites might help. Four conditions were studied, two of which concerned the search for contraries as an implicit or explicit strategy. Results demonstrated that contraries, when used explicitly in solution processes, constitute an effective heuristic: The number of correct solutions increased, less time was needed to find a solution and participants were oriented towards the use of perception-based solutions—not only were perceptual solutions more frequent, but also, more specifically, the number of correct perceptual solutions increased. These last results concerning perception-based solutions were found both when participants were advised about the usefulness of the strategy and when they were not advised. Differences concerning which aspects of a problem were focused on during the solution process also emerged.

The effects of modulating contrast in verbal irony as a cue for giftedness

Abstract This study adds to the existing literature on the ability to understand irony of typically developing versus gifted students (aged 12–15). In addition to the canonical condition of polarized statements applied to oppositely polarized situations, we also considered the case of intermediate statements and situations. The results showed a significant difference between the two groups of participants. Both groups recognized an ironic interpretation in the more usual condition of a polarized statement applied to a clearly oppositely polarized situation and they also grasped the idea that the bigger the contrast, the more ironic the message. However, gifted students demonstrated greater mastery, with regard to both polarized and intermediate statements. They also demonstrated greater ability compared with their non-gifted peers in the task which required them to explain the “rule” underlying the conditions which applied to the comments they had judged as ironic and to then produce ironic stories demonstrating the specificity of irony (not to be confused with generic humor).

Can Contraries Prompt Intuition in Insight Problem Solving

This paper aims to test whether the use of contraries can facilitate spatial problem solving. Specifically, we examined whether a training session which included explicit guidance on thinking in contraries would improve problem solving abilities. In our study, the participants in the experimental condition were exposed to a brief training session before being presented with seven visuo-spatial problems to solve. During training it was suggested that it would help them to find the solution to the problems if they systematically transformed the spatial features of each problem into their contraries. Their performance was compared to that of a control group (who had no training). Two participation conditions were considered: small groups and individuals. Higher success rates were found in the groups exposed to training as compared to the individuals (in both the training and no training conditions), even though the time required to find a solution was longer. In general, participants made more attempts (i.e., drawings) when participating in groups than individually. The number of drawings done while the participants were trying to solve the problems did not increase after training. In order to explore if the quality (if not the number) of drawings was modified, we sampled one problem out of the seven we had used in the experiment (the “pigs in a pen” problem) and examined the drawings in detail. Differences between the training and no training conditions emerged in terms of properties focused on and transformed in the drawings. Based on these results, in the final discussion possible explanations are suggested as to why training had positive effects specifically in the group condition.

Pleasures of the Mind: What Makes Jokes and Insight Problems Enjoyable

In this paper, a parallel analysis of the enjoyment derived from humor and insight problem solving is presented with reference to a “general” Theory of the Pleasures of the Mind (TPM) (Kubovy, 1999) rather than to “local” theories regarding what makes humor and insight problem solving enjoyable. The similarity of these two cognitive activities has already been discussed in previous literature in terms of the cognitive mechanisms which underpin getting a joke or having an insight experience in a problem solving task. The paper explores whether we can learn something new about the similarities and differences between humor and problem solving by means of an investigation of what makes them pleasurable. In the first part of the paper, the framework for this joint analysis is set. Two descriptive studies are then presented in which the participants were asked to report on their experiences relating to solving visuo-spatial insight problems (Study 1) or understanding cartoons (Study 2) in terms of whether they were enjoyable or otherwise. In both studies, the responses were analyzed with reference to a set of categories inspired by the TPM. The results of Study 1 demonstrate that finding the solution to a problem is associated with a positive evaluation, and the most frequent explanations for this were reported as being Curiosity, Virtuosity and Violation of expectations. The results of Study 2 suggest that understanding a joke (Joy of verification) and being surprised by it (Feeling of surprise) were two essential conditions: when they were not present, the cartoons were perceived as not enjoyable. However, this was not enough to explain the motivations for the choice of the most enjoyable cartoons. Recognizing a Violation of expectations and experiencing a Diminishment in the cleverness or awareness initially attributed to the characters in the cartoon were the aspects which were most frequently indicated by the participants to explain why they enjoyed the joke. These findings are evaluated in the final discussion, together with their limitations and potential future developments.