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In another study done by Tversky and Kahneman, subjects were given the following problem: [4] A cab was involved in a hit and run accident at night. Two cab companies, the Green and the Blue, operate in the city. 85% of the cabs in the city are Green and 15% are Blue. [4] A witness identified the cab as Blue.
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Over the course of the 20th century, it became a seminal text in the field of comparative psychology, significantly influencing the study of apes. [3] [4] [5] The increased interest was "followed by nearly a century of German primate research, observations of gorillas in Germany’s sophisticated zoos, and public funding for the study of primates."
The worked-example effect is a learning effect predicted by cognitive load theory. [1] [full citation needed] Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving [2] [page needed] and discovery learning.
Early coverage by Sam Keen in the November 1977 issue of Psychology Today considered Jaynes's hypothesis worthy and offered conditional support, arguing the notion deserves further study. [ 22 ] [ 23 ] The Origin of Consciousness in the Breakdown of the Bicameral Mind was a successful work of popular science, selling out the first print run ...
Ironic process theory (IPT), also known as the Pink elephant paradox [1] or White bear phenomenon, suggests that when an individual intentionally tries to avoid thinking a certain thought or feeling a certain emotion, a paradoxical effect is produced: the attempted avoidance not only fails in its object but in fact causes the thought or emotion to occur more frequently and more intensely. [2]
The problem format and the structural type of analog presentation showed the highest positive transference to problem solving. The researcher suggested that a well-thought and planned analogy relevant in format and type to the problem-solving task to be completed can be helpful for students to overcome functional fixedness.
[8] [1] One typical study from 1989 found that 32% of college women failed the test, compared to 15% of college men. [8] A 1995 experiment found that 50% of undergraduate males and 25% of females performed "very well" on the task and 20% of males and 35% of females performed "poorly". [1] Similar sex differences have been confirmed ...