Learning during Problem Solving
A major thrust in LAPS Lab research explores the idea that the key to effective problem solving lies in making the right choices. When tackling any problem, a solver must choose a single strategy to pursue next (from potentially many available options). Choose the correct strategy, and the path to a solution is clear; choose the wrong strategy, and the result could be a dead end or a wrong answer. Our research has already shown that, with adequate feedback during practice, people improve their problem-solving choices quite naturally. In other words, when people solve problems, they are learning which strategies to apply and when to apply them. But, how do people's problem-solving choices develop when there is no clear "best" strategy? Where do people's problem-solving strategies come from in the first place? What do people do when none of their strategies is very effective? Answering these questions will help us specify the process by which people learn during problem solving.

Recent publications on this project:

• Brown, J., & Lovett, M. (2001). The effects of reducing information on a modified prisoner's dilemma game. In J. D. Moore & K. Stenning (Eds.) Proceedings of the 23rd Annual Conference of the Cognitive Science Society (pp. 162-167). Mahwah, New Jersey: Erlbaum. (Article)

• Lovett, M. C., & Schunn, C. D. (1999). Task representations, strategy variability, and base-rate neglect. Journal of Experimental Psychology: General, 128, 107-130. [lead article] (Abstract)

• Lovett, M. C., & Anderson, J. R. (1996). History of success and current context in problem solving: Combined influences on operator selection. Cognitive Psychology, 31, 168-217.

Sponsor:
Berkman Faculty Development Fund, Carnegie Mellon University

Collaborators:
Melanie Cary (U Wisconsin, La Crosse) Christian Schunn (UPitt)

Back to Current Research