Have you prepared the most important questions from Block 4 Unit 4 for IGNOU MAPC MPC001 Exam? Don't miss this chance to score good marks - start now!

Block 4 Unit 4 Impediments to Problem Solving

1) Define problem-solving.

Problem-solving is a directed thought process involved in a person’s effort to remove obstacles in the way to achieve a goal. It involves overcoming a difficulty, getting around an obstacle, or attaining a goal that is not immediately understandable. Problem solving is considered the most characteristically human activity and a specific achievement of intelligence.

2) Describe effective problem-solving. What is required for effective problem-solving.

• Effective problem-solving involves understanding the nature of the problem, generating potential solutions, choosing the best solution, implementing it, and evaluating its success.
• Effective problem solving is measured by the time taken to solve the problem and the probability of getting the correct solution.
• It requires a clear description of the problem, consideration of limiting factors, and an understanding of the problem's scope and consequences if not solved.
• Effective problem-solving involves critical thinking and the capacity to combine analytical and creative thinking. It also requires having the necessary cognitive skills which must be implemented to achieve an effective resolution.
• It is beneficial to develop an explicit plan for solving the problem, collect relevant information, monitor progress, and consult with others when necessary.
• It may also be helpful to ask reflective questions, such as "what will be the consequences?" or "will benefits be more than harm?".

3) What are the various other methods of problem-solving?

Besides general strategies like algorithms and heuristics, other problem-solving methods include:

• Generate and test: useful when there are limited possibilities.
• Means-ends analysis: breaking down a problem into sub-problems.
• Backward search: starting from the goal and working backward.
• Thinking aloud: verbalising the problem-solving process.
• Lateral thinking: approaching problems creatively and indirectly.
• Method of focal objects: synthesizing non-matching characteristics of different objects.
• Reduction: transforming the problem into another problem that is already solved.
• Research: using or adapting existing solutions.
• Root cause analysis: eliminating the root cause of the problem.
• Trial and error: testing possible solutions until the correct one is found.
• Brainstorming: generating numerous solutions or ideas in a group.

4) What are the two important aspects involved in problem-solving?

The two important aspects are problem orientation and problem-solving skills. Problem orientation is the motivational/attitudinal approach, and problem-solving skills are the actual cognitive and behavioural steps taken to solve the problem.

5) What are the ways in which the constraints in regard to problem-solving could be overcome?

To overcome constraints, problem solvers should:

• Anticipate constraints.
• Respond adaptively and flexibly to unexpected constraints.
• Not view constraints as major impediments.

6) What are the various impediments in problem-solving?

Impediments to problem-solving include:

• Einstellung (mental set): tendency to apply a routine approach.
• Functional fixedness: perceiving objects in terms of their typical use.
• Incomplete or incorrect representations of the problem.
• Lack of problem-specific knowledge or expertise.
• Inability to combine analytical and creative thinking.
• Failure to ensure effective implementation of the solution.

7) What is meant by Productive problem-solving?

Productive problem solving involves not only applying known solutions, but also requires insight and creativity to develop new ways of organizing the problem.

8) What are the essential pre-requisites for productive problem-solving?

Pre-requisites for productive problem-solving include:

• A clear description of the problem.
• A description of the limiting factors involved in the problem.
• A clear understanding of whose problem it is.
• A clear description of the scope of the problem, including how long it has existed and how many people are affected.
• A clear description of the consequences if the problem is not solved.
• A list of brainstormed solutions, analysed for reality and consequences.
• A system of ranking solutions to finalise the decision-making process.

9) What are the impediments to productive problem-solving?

Impediments to productive problem solving include:

• A "Yes, but" attitude.
• Intellectual defensiveness and being closed to new ideas.
• Fear of being perceived as incompetent or having ideas rejected.
• Inability to be objective or fear of being wrong.
• Being chronically immersed in problems.
• Discounting emotions, or resenting having to solve the problem.
• Denial that a problem exists.
• Bargaining with problem solutions.

10) How can you overcome these impediments to productive problem-solving?

Overcoming impediments can be done by recognizing the problem, understanding your attitudes towards problems, and using techniques such as brainstorming. It may be helpful to review the "rules" of brainstorming such as expressing all ideas, not judging any idea, and encouraging as many ideas as possible, as well as involving others in the process.

11) How do problems get resolved in teams and groups?

Problems are resolved in teams and groups through structured communication, collaboration, and a focus on a common goal. A lack of structure and poor or no communication can be barriers, as well as negative attitudes and a lack of participation.

12) What is meant by critical thinking in problem-solving?

Critical thinking involves being aware that assumptions exist, making those assumptions explicit, and assessing their accuracy. It requires one to move beyond emotional appeals and rely on logical reasons.

13) What are the impediments to problem-solving through critical thinking?

Impediments include the misconception that critical thinking is entirely negative, a lack of awareness of assumptions, and emotional appeals instead of logic.

14) What are the various other barriers to problem-solving?

Other barriers include perceptual, emotional, intellectual, environmental, and cultural blocks.

15) What is meant by perceptual blocks to problem-solving?

Perceptual blocks occur when we cannot clearly perceive a problem or the information needed to solve it effectively.

16) Discuss the emotional and intellectual blocks in problem-solving.

• Emotional blocks arise when we perceive threats to our emotional needs, including fear of making mistakes, impatience, avoiding anxiety, over-stress, lack of motivation, and lack of challenge.
• Intellectual blocks occur when we lack necessary thinking skills, including lack of problem-solving process knowledge, inflexible strategies, and an inability to use various problem-solving techniques.

17) Discuss the expressive and environmental blocks in problem-solving.

• Expressive blocks stem from an inability to communicate one's ideas, which may lead to a person keeping their ideas to themselves.
• Environmental blocks are caused by external factors like management style, distractions, physical discomfort, and lack of support.

18) What are the cultural blocks that affect problem-solving?

Cultural blocks result from our conditioning to accept what is expected, such as pressure to be serious-minded, or overemphasis on competition, or taboos.

19) Discuss the other barriers related to the person that affect the problem solving adversely.

Other barriers include the way a person learns, their learning style (visual, aural), their preferred approach (step-by-step), and gender linked thinking styles.

20) What is IDEAL? Elaborate. How do these help in problem-solving?

The IDEAL framework is an approach to problem solving consisting of:

• Identify the problem.
• Define and represent the problem.
• Explore possible strategies.
• Act on the strategies.
• Look back and evaluate.

This framework provides a structured approach that can benefit a wide range of disciplines.

21) Discuss the pedagogical strategies in problem-solving.

Pedagogical strategies are teacher-centered approaches that help address emotional, psychological, and cognitive barriers to problem solving. These may include open discussions, creating a comfortable learning environment, and reinforcing successes. Active involvement through group learning can promote experimentation with problems. Accepting multiple attempts of solutions, as well as discussing other possible solutions, can also help in developing problem solving skills.

22) What is Functional Fixedness? Explain mental set in problem-solving.

• Functional fixedness is the tendency to perceive objects in terms of their customary use.
• A mental set, or Einstellung, is the tendency to approach problems in a routine way.

23) What is meant by incomplete or incorrect representations? How do these affect problem-solving? Give suitable examples.

Incomplete or incorrect representations occur when the problem space is not adequately searched or represented well, thus resulting in a failure to solve the problem. An example might be representing a tic-tac-toe game as an abstract series of numbers (6 7 2, 1 5 9 etc.).

24) What is a mental set? Think of a few problem situations where you think your mental set hampered effective problem-solving.

• A mental set (Einstellung) is the tendency to approach problems in a routine way, often based on past experiences. A mental set can hinder problem solving by making people overlook simple, alternative solutions.
• For example, if you have been using the same method for years to solve a particular type of issue at work you may be reluctant to use a new solution when it is presented to you, even if it is more effective. Another example might be that you are used to a particular brand of an item that has served you well but are unwilling to try a different brand even if it is cheaper or more efficient.

25) Describe some novice-expert differences in problem-solving.

Experts have more problem-specific knowledge, better strategies, and better self-monitoring skills compared to novices. Experts also rely on their experience and domain specific strategies, while novices often use more general strategies.

26) Critically evaluate the concept of functional fixedness.

Functional fixedness is a cognitive bias that limits a person to using an object only in the way it is traditionally used. It can hinder problem-solving by preventing people from thinking creatively and in novel ways. However, it can be overcome through strategies that promote flexible thinking.

27) Compare and contrast, with the help of examples, the concept of Einstellung with the concept of functional fixedness.

• Both Einstellung (mental set) and functional fixedness are types of cognitive biases that hinder problem-solving.
• Einstellung refers to the tendency to use a familiar approach (or "set") when solving problems. For example, Luchin's water jar experiment demonstrates that people tend to adopt a particular solution method and keep using it even when a simpler solution is possible.
• Functional fixedness is when a person only considers the common uses of objects. For example, if given a box, string, and tacks, and told to hang a picture on the wall, one might overlook the idea of using the box as a stand or shelf because they only think of the box as a container.
• While both concepts limit problem-solving, Einstellung applies to the method of problem-solving itself, while functional fixedness applies to the perception of the uses of objects.

28) How does a lack of problem-specific knowledge or experience affect problem-solving?

A lack of problem-specific knowledge or experience can hinder problem-solving because individuals may lack the required understanding, strategies, or techniques to address the problem effectively. This will result in a reliance on general strategies and an inability to recognize important elements in a problem space, which may result in a less efficient path to a solution.

29) What is Einstellung? Explain

Einstellung, as described by Gestalt psychologists, refers to the tendency to adopt a routine approach to problem-solving, which can hinder the discovery of simpler solutions. This effect was demonstrated by Luchins' water jar experiment. In this experiment, participants were given a series of problems involving three jars of different capacities and were tasked with obtaining a desired quantity of water. After solving the first few problems with the same formula, B-A-2C, participants often failed to notice that later problems had a much easier solution and continued to use the more complex formula due to the established mental set. This mental set can constrain how we represent and search for solutions.

30) Why do people fail to find effective solutions to problems?

People fail to find effective solutions for a variety of reasons, including:

• Not being methodical in their approach to problem-solving
• A lack of commitment to finding a solution
• Misinterpreting the problem
• Lack of knowledge of effective problem-solving techniques
• An inability to use the techniques effectively
• Using a method that is inappropriate for the specific problem
• Having insufficient or inaccurate information
• An inability to combine analytical and creative thinking
• Failure to ensure effective implementation of the solution

31) What makes solution to the problem a failure in teams and groups?

Solutions to problems can fail in teams and groups due to:

• A lack of structure, causing the team to lose focus and direction
• Poor communication, leading to misunderstandings of the problem
• A lack of communication
• A negative attitude from team members
• The lack of a goal or agenda
• Lack of participation from members
• Emotions, learning styles, gender, and cognitive barriers
• The lack of transfer of structure between problems

32) Explain how promoting transfer and dialogue help in problem solving?

Promoting transfer and dialogue can help in problem-solving. Transfer is the ability to apply problem-solving techniques from one situation to another. This can be achieved by:

• Identifying the central theme common to a set of problems, enabling it to be applied in more abstract situations
• Using analogies to explore similar situations and transferring their structure to the problem at hand

Dialogue can be useful by:

• Highlighting the differences between how experts and novices approach problem-solving
• Encouraging discussions about the differences between problems that have similar surface features, but different underlying structures
• Having individuals work on numerous problems, both individually and in groups
• Selecting problems that move from simple and well-defined to complex and ill-defined

33) Present Duncker’s experiment.

Duncker's experiment involved participants being tasked with mounting candles at eye level on a wall using several small objects. These items included three cardboard boxes filled with candles, tacks, and matches, respectively, as well as an ashtray, paper, paper clips, string, pencils, and tinfoil. Duncker found that only 43% of participants could solve the problem. He proposed that the participants' fixation on the boxes as containers, rather than potential platforms, hindered their ability to find the solution. In a second iteration of the experiment, Duncker emptied the boxes of their contents, and all participants were then able to solve the problem by using the boxes as platforms for the candles. This demonstrated the concept of functional fixedness, where a person's understanding of an object's typical function blocks them from using it in a new and creative way.

34) How does coin problem demonstrate functional fixedness?

The coin problem demonstrates functional fixedness because it involves a tendency to divide a group of eight coins into two groups of four. This division is a common property of the number eight. Functional fixedness prevents people from seeing that the coins should be divided into three groups. Specifically, the coins should be divided into three groups of three, three, and two. The first weighing should compare the two groups of three; if they do not balance, one of the coins in the lighter group is the counterfeit. If the groups of three balance, then the counterfeit coin is within the two remaining coins, which must then be weighed against each other.