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Problem-solving is at the heart of cognitive psychology—and it's one of the most heavily tested areas on exams. You're not just being asked to recall what "means-end analysis" means; you're being tested on when different strategies work best, why some approaches guarantee solutions while others trade accuracy for speed, and how cognitive barriers like functional fixedness prevent us from finding solutions. Understanding these strategies reveals fundamental principles about how the mind represents problems, searches for solutions, and sometimes gets stuck.
The strategies covered here demonstrate core concepts like algorithmic vs. heuristic processing, problem representation, cognitive flexibility, and the role of unconscious processing. When you study these, focus on the underlying mechanisms: What makes one approach systematic and another intuitive? Why do "aha" moments happen? Don't just memorize definitions—know what cognitive principle each strategy illustrates and when you'd use one approach over another.
These approaches involve methodically working through a problem space. They rely on explicit, step-by-step processing and are most effective when the problem structure is well-defined.
Compare: Means-End Analysis vs. Working Backward—both are systematic, but means-end moves forward by reducing differences while working backward starts at the goal. If an FRQ asks about planning strategies, working backward is your go-to for goal-clarity problems; means-end works better when you can measure progress incrementally.
Heuristics sacrifice guaranteed accuracy for cognitive efficiency. They exploit patterns and rules of thumb that usually work—but can lead us astray.
Compare: Algorithm vs. Heuristics—algorithms guarantee solutions but require time and cognitive resources; heuristics are quick but error-prone. Exams love asking you to identify which approach fits a given scenario—algorithms for precision tasks, heuristics for everyday judgments under uncertainty.
These strategies involve sudden shifts in understanding rather than incremental progress. Insight occurs when we restructure our mental representation of a problem.
Compare: Insight vs. Means-End Analysis—insight involves sudden restructuring with no clear intermediate steps, while means-end is gradual and trackable. FRQs may ask you to explain why some problems yield to systematic analysis while others require insight—representation is the key difference.
These strategies emphasize generating novel solutions and breaking free from conventional thinking patterns.
Compare: Lateral Thinking vs. Brainstorming—both promote creativity, but lateral thinking is an individual cognitive strategy while brainstorming is a group process. Know the distinction for questions about individual vs. collaborative problem-solving.
These approaches manage complexity by breaking problems into smaller pieces. They reduce cognitive load by limiting how much must be held in working memory at once.
Compare: Divide and Conquer vs. Means-End Analysis—both break problems into parts, but divide and conquer creates independent sub-problems while means-end creates sequential sub-goals. The distinction matters when sub-problems interact.
Understanding what blocks solutions is just as important as knowing strategies. These phenomena explain why smart people get stuck.
Compare: Mental Set vs. Functional Fixedness—mental set is broader (any habitual approach), while functional fixedness specifically concerns object use. Both illustrate how expertise can paradoxically impair problem-solving on novel tasks.
| Concept | Best Examples |
|---|---|
| Systematic/Algorithmic | Algorithm, Means-End Analysis, Forward Chaining |
| Goal-Directed Search | Working Backward, Means-End Analysis, Problem Space Theory |
| Speed-Accuracy Tradeoff | Heuristics vs. Algorithms, Trial and Error |
| Insight and Restructuring | Insight Problem Solving, Incubation, Representation |
| Creative/Divergent Thinking | Lateral Thinking, Brainstorming, Analogical Problem Solving |
| Complexity Management | Divide and Conquer, Problem Space Theory |
| Cognitive Barriers | Mental Set, Functional Fixedness |
| Transfer of Learning | Analogical Problem Solving |
Which two strategies both involve breaking problems into smaller parts, and what distinguishes how they do so?
A student solves a physics problem by recalling a similar problem from math class. Which strategy does this illustrate, and what cognitive process makes it difficult?
Compare and contrast algorithmic and heuristic approaches: When would you choose each, and what are the costs of each choice?
Why might an expert mechanic struggle more than a novice to find an unconventional use for a wrench? Which two barriers explain this?
An FRQ describes someone stuck on a puzzle who solves it immediately after taking a walk. Which two concepts from this guide explain what happened, and how do they work together?