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Act first, think later: The presence and absence of inferential planning in problem solving

Overview of attention for article published in Memory & Cognition, April 2013
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1 X user
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Article details
Title
Act first, think later: The presence and absence of inferential planning in problem solving
Published in
Memory & Cognition, April 2013
DOI 10.3758/s13421-013-0318-5
Pubmed ID
Authors
Abstract

Planning is fundamental to successful problem solving, yet individuals sometimes fail to plan even one step ahead when it lies within their competence to do so. In this article, we report two experiments in which we explored variants of a ball-weighing puzzle, a problem that has only two steps, yet nonetheless yields performance consistent with a failure to plan. The results fit a computational model in which a solver's attempts are determined by two heuristics: maximization of the apparent progress made toward the problem goal and minimization of the problem space in which attempts are sought. The effectiveness of these heuristics was determined by lookahead, defined operationally as the number of steps evaluated in a planned move. Where move outcomes cannot be visualized but must be inferred, planning is constrained to the point where some individuals apply zero lookahead, which with n-ball problems yields seemingly irrational unequal weighs. Applying general-purpose heuristics with or without lookahead accounts for a range of rational and irrational phenomena found with insight and noninsight problems.

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X Demographics

X Demographics

The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Mendeley demographics

Mendeley demographics

The data shown below were compiled from readership statistics for 42 Mendeley readers of this research output. Click here to see the associated Mendeley record.
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Geographical breakdown

Geographical breakdown
Country Count As %
United States 1 2%
Russia 1 2%
Unknown 40 95%

Demographic breakdown

Readers by professional status
Readers by professional status Count As %
Student > Ph. D. Student 8 19%
Student > Master 6 14%
Professor 5 12%
Student > Bachelor 4 10%
Researcher 4 10%
Other 7 17%
Unknown 8 19%
Readers by discipline
Readers by discipline Count As %
Psychology 19 45%
Business, Management and Accounting 3 7%
Arts and Humanities 2 5%
Neuroscience 2 5%
Philosophy 1 2%
Other 7 17%
Unknown 8 19%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 15 September 2016.
All research outputs
#14,550,455
of 23,302,246 outputs
Outputs from Memory & Cognition
#850
of 1,574 outputs
Outputs of similar age
#101,405
of 176,461 outputs
Outputs of similar age from Memory & Cognition
#12
of 29 outputs
Altmetric has tracked 23,302,246 research outputs across all sources so far. This one is in the 35th percentile – i.e., 35% of other outputs scored the same or lower than it.
So far Altmetric has tracked 1,574 research outputs from this source. They typically receive more attention than average, with a mean Attention Score of 8.6. This one is in the 42nd percentile – i.e., 42% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 176,461 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 40th percentile – i.e., 40% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 29 others from the same source and published within six weeks on either side of this one. This one is in the 41st percentile – i.e., 41% of its contemporaries scored the same or lower than it.