Psmim Midterm Module 1

Problem Solving Heuristics
Heuristics and Problem Solving:

Definitions, Benefits, and Limitations
 The term heuristic, from the Greek, means, “serving to find
out or discover” (Todd and Gigerenzer, 2000, p. 738). In the
context of problem solving, heuristics are experientially
derived cognitive “rules of thumb” that serve as guides in
problem-solving processes. Heuristics guide problem solvers
by helping them simplify choices regarding the numerous
immensely complex and imperfectly understood factors that
act simultaneously to shape problems.
Benefits of Heuristics
 Benefits of Heuristics in Problem Solving. As
guidelines for problem solving, heuristics prove
surprisingly robust across a wide array of problem
types and problem contexts (Todd and Gigerenzer,
2000), proving remarkably accurate in both
laboratories (Orbell and Dawes, 1991) and real-life
contexts (Todd and Gigerenzer, 2000).
 Successful problem solving is a function of how efficiently,
rather than how strenuously, a problem solver works (Anokhin
and others, 1996), and heuristics enhance efficiency regardless of
whether the problem is well structured (Anderson, 1993) or ill
structured (Chi and Glaser, 1985). Some studies suggest that
heuristic reasoning processes appear most useful in concrete
situations (Todd and Gigerenzer, 2000). In fact, heuristics can
help produce results that are comparable to problem-solving
strategies that consider all available information and employ
complex computational processes (Todd and Gigerenzer, 2000;
Heiner, 1983).
Limitations of Heuristics
 Limitations of Heuristics in Problem Solving. Heuristics do not
guarantee correct solutions to problems (Mayer, 1983). Being
based on generalized rules of thumb, heuristics may yield only
approximate solutions. Also, effectively selecting and applying
heuristics seem to require some conceptual and informational
expertise (Wood, 1988). One type of misapplication commonly
occurs when problem solvers use heuristics in situations where
logic and probability theory would have been more effective
(for example, Kahneman and Tversky, 1979).
Representation Heuristics
 To begin solving a problem, students should create a
concrete representation for that problem. By making the
problem concrete, students can more easily “see”
complicating issues that are often abstract. The irony is that
although no one correct form of representation exists,
problem solvers can improve performance when they strike
upon the “right” representation (Kotovsky and Simon,
1990). Professors can guide students through representing
the problem by using numerous heuristic questions:
A General Heuristic Model for Problem Solving
Search Heuristics
 Once students represent problems in meaningful ways, they should
analyze the representations to identify functional and insightful
elements within a problem. Numerous heuristic questions might be
useful for guiding students toward determining salient elements:
What relationships and patterns among elements of the problem are
evident in this representation (Kintsch and Greeno, 1985)? Do any
of the relationships or patterns evident within the representation
seem to point to a solution (Kintsch and Greeno, 1985)? Does any
single element in the problem representation suggest a next step for
solving the problem (Todd and Gigerenzer, 2000)?
 Beyond using these heuristic questions as a guide,
professors can help students take a more intuitive approach
to analyzing the problem representation. For students who
have some experience solving problems, simply asking
them to determine similarities between the current problem
representation and representations of previous problems
that they are familiar with can prompt students’ thinking
toward possible important characteristics of the problem
representation (Todd and Gigerenzer, 2000).
Termination Heuristics
 Ideally, based on the search heuristics, students will end up
with one clear-cut choice for a potential solution. Therefore,
termination heuristics will be unnecessary. But most
problems are ill structured, so one clear-cut answer rarely
surfaces. Professors should use the termination phase to
help students see that not all problems culminate in single
and clear solutions. In fact, professors can help students see
that terminating a problem-solving activity is sometimes
simply a matter of running out of time.
 One termination heuristic is based on finding the
answer that will suffice. This heuristic is helpful when a
problem involves an unknown number of viable
options. This heuristic requires students to consider two
questions: What single criterion could serve as an
aspiration level for a solution? and Have you found a
potential solution that meets that criterion? Once
students can answer the second question with a “yes,”
they are ready to implement the solution.
Implementation Heuristics
 Superficially, an implementation heuristic is simply a matter of
answering a question about the success of a solution: Is the
implementation successful in solving the problem? Addressing
this question can be complex, and numerous variables can
contribute to this complexity. In helping students evaluate
implementation, professors can help students simply determine a
“yes” or “no” answer to the question of success. Should
implementation fail, professors can guide students through
reviewing their application of the problem-solving model in this
article and reemploying the various heuristics within this model.
 https://www.youtube.com/
watch?
v=LIk2oVr7BUc&t=38s
Each 4 neighbors Aster, Anji, Agnes and Anna has
different occupations (writer, teacher, chef or doctor).
From the following clues, determine their occupations.
1.Anji gets home from work after the teacher but before
the doctor.
2.Agnes who is last to go home is not the writer.
3.The doctor and Agnes leave for work at the same
time.
4.The teacher leaves next door to Anna.

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Problem Solving Heuristics

Heuristics and Problem Solving:

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