Biomedical subjects

A Antonietti

Publications and source records attributed to A Antonietti.

12 recordsLinked to original sources

PubMed2001

Accessing source information in analogical problem-solving.

Several studies showed that people presented with source information fail to apply it to an analogous target problem unless they are instructed to use the source. Seven experiments were carried out to assess whether such a lack of spontaneous transfer occurs because individuals do not activate the source during the target task or because they do not realize the source-target relationship. Experiment 1 compared a condition in which the source was activated with no cue about the source-target connection to conditions in which subjects were informed about this connection. Results suggested that the lack of spontaneous transfer does not depend on failure in activating source information. Experiments 2, 3, and 4 were devised to falsify this finding by activating the source closer and closer to the target and by focusing participants' attention toward the relevant aspects of the source. Experiments 5, 6, and 7 were aimed at stressing source-target correspondences by introducing surface similarities. All experiments showed that the mere activation of the source does not facilitate analogical transfer. Results suggested that two processes should be distinguished in the access phase of analogical problem-solving: Source retrieval and identification of the source-target connection.

Adult↗

PubMed2000

Metacognitive knowledge about problem-solving methods.

BACKGROUND: The effective application of a problem-solving method requires the knowledge of what task is relevant, what the abilities involved are and how much effort is needed. However, as yet too little is known about these metacognitive representations. AIM: This study was aimed at describing beliefs about problem-solving methods and at assessing whether they vary according to the kind of method and of problem and are modified by psychological courses attended. SAMPLE: Forty-six Italian undergraduates in psychology and 37 in non-psychological disciplines. METHODS: Participants had to rate how frequently each of five problem-solving methods (free production, analogy, step-by-step analysis, visualisation and combining) is employed and how effective and easy each one is to apply. Ratings were requested for interpersonal, practical and study problems. Participants were also asked to identify which abilities they thought would be involved in each method. RESULTS: According to students' ratings, the most frequently used problem-solving method was analogy, which was also considered the easiest method to apply, whereas step-by-step analysis and combining were considered the most difficult. Problem-solving techniques were perceived as being relevant above all for practical problems, whereas they were conceived as less suitable for interpersonal problems. For study problems the most relevant strategy was step-by-step analysis. Students were aware of the abilities relevant to each problem-solving method. CONCLUSIONS: Undergraduates both in psychology and non-psychological disciplines can identify some critical features in the methods used to solve problems, even though some misconceptions emerged. Since metacognition plays a causal role in problem-solving, trainers should take into account trainees' folk representations of problem-solving strategies.

Adult↗

PubMed2000

Suggesting strategies improves creative visual synthesis.

An experiment assessed whether a figural or an interpretative strategy can enhance creative visual synthesis. 45 undergraduates were presented a set of simple figures and asked to imagine combining them to obtain a whole pattern corresponding to a creative product. In the figurative condition participants were instructed to combine figures in unusual ways; in the interpretative condition they were induced to look for unusual meanings embedded in the combinations; in the control condition no strategy was suggested. Results showed that certain strategies induced a more flexible visual synthesis.

Adult↗

PubMed1998

The Verbalizer-Visualizer Questionnaire: a review.

The psychometric properties of Richardson's 1977 Verbalizer-Visualizer Questionnaire have been studied by analyzing papers in which this questionnaire was employed. Such review showed that the Verbalizer-Visualizer Questionnaire does not measure a unidimensional construct and does not predict the actual use of mental imagery in thinking. Further, a lack of long-term reliability of the questionnaire emerged. In conclusion, use of the questionnaire to assess the verbal-visual cognitive style appears questionable.

Eye Movements↗

PubMed1997

Creative synthesis of visual images is not associated with individual differences.

50 undergraduates were tested on a mental synthesis task aimed at producing creative visual patterns and were administered three questionnaires measuring imagery vividness and control. Analysis did not support a relationship between scores on visual synthesis and imagery and showed that neither kind of score was influenced by sex and studies attended.

Adult↗

PubMed1995

Representation of mental imagery functions.

A questionnaire was administered to 250 undergraduates to study their conceptions about the efficacy of mental images in thinking. Analysis showed that subjects rated differently the usefulness of visual imagery according to the kind of content rather than the mental process involved.

Adult↗

PubMed1995

Solution of an insight problem at different age levels.

The purpose was to study performance on an insight problem by 3- to 25-yr.-olds. A task involving restructuring and requiring two wooden blocks be fitted together to form a tetrahedron was presented to five groups of 20 subjects each from kindergarten, primary school, secondary school, high school, and a university. The frequencies of solvers within each group increased from the first age group to the third but then remained constant. Solution times and frequencies of solutions attempted were not significantly different among the five groups. Perhaps insight does not follow the same developmental trend as other thinking processes.

Adolescent↗

PubMed1994

Undergraduates' conceptions of cognitive functions of mental imagery.

A questionnaire was administered to 42 undergraduates to study what they thought about the role of mental images in memorizing, problem-solving, musing, and everyday-life activities. Analysis showed that, according to students' conceptions, imagery is more useful in undirected than in directed thinking and that the efficacy of visual images is rated higher when they are employed to represent mentally concrete than abstract material.

Adult↗

PubMed1994

Mental visualization before and after problem presentation: a comparison.

Three experiments were carried out to study the effects on problem solving of visualization when subjects (secondary-school students and undergraduates) were instructed to generate mental images before the problem was presented and when they received such a hint after being given the problem. In each experiment an arithmetic, a geometric, and a practical problem were presented in three different conditions, a control condition, an "imagery-before" condition, and an "imagery-after" condition. Analysis showed that, in general, the "imagery-after" task helps subjects to overcome the misleading or fixating tendencies which interfere with problem solution; in contrast, the "imagery-before" task may enhance such tendencies.

Adult↗

PubMed1991

Effects of tryptophan depletion on Poggendorff illusion, corner Poggendorff illusion, and attention.

The effects of a tryptophan-free amino acid mixture on Poggendorff illusion, corner Poggendorff illusion, and attention were investigated with 12 male subjects who ingested either a balanced amino acid mixture or a tryptophan-free mixture, the latter known to cause a marked depletion of brain tryptophan and serotonin. No significant difference between the two mixtures on the perceptual illusions was found.

Adult↗

PubMed1990

An increase in strength of tilt aftereffect associated with tryptophan depletion.

The effects of a tryptophan-free amino acid mixture on tilt aftereffect, movement aftereffect, and the Mueller-Lyer illusion were studied. 12 male subjects ingested either a balanced amino acid mixture or a tryptophan-free mixture which causes a marked depletion of brain tryptophan and serotonin. The tryptophan-free mixture significantly increased the strength of tilt aftereffect but had no effect on movement aftereffect or the Mueller-Lyer illusion. These results were discussed with reference to the pharmacological activity of serotonin and its influence on the strength of lateral inhibition in mammalian brains.

Adult↗

PubMed1984

[Not Available].

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Australia↗