Original Research ARTICLE
The Effect of the Embodied Guidance in the Insight Problem Solving: An Eye Movement Study
- 1Guangzhou University, China
- 2psychology department, Department of Psychology, School of Education, Guangzhou University, China
- 3Department of Psychology, School of Education, Guangzhou University, China
Insight is an important cognitive process in creative thinking. The present research applied embodied cognitive perspective to explore the effect of embodied guidance on insight problem solving and its underlying mechanisms by two experiments. Experiment 1 used the matchstick arithmetic problem to explore the role of embodied gestures guidance in problem solving. The results showed that the embodied gestures facilitated the participants’ performance. Experiment 2 investigated how embodied attention guidance affects insight problem solving. The results showed that participants performed better in prototypical guidance condition. Experiment 2a adopted the Duncker’s Radiation problem to explore how embodied behavior and prototypical guidance influence problem solving by attention tracing techniques. Experiment 2b aimed to further examine whether implicit attention transfer was the real cause which resulted in participants over-performing in prototypical guidance condition in experiment 2a. The results demonstrated that overt physical motion was unnecessary for individuals to experience the benefits of embodied guidance in problem solving, which supported the reciprocal relation hypothesis of saccades and attention. In addition, the questionnaire completed after experiments showed that participants did not realize the relation between guidance and insight problem solving. Taken together, the current study provided further evidence for that embodied gesture and embodied attention both facilitated the insight problem solving and the facilitation is implicit.
Keywords: Insight, Problem Solving, Attention guidance, embodied effect, eye movement track
Received: 30 Jul 2018;
Accepted: 30 Oct 2018.
Edited by:Wangbing Shen, Hohai University, China
Reviewed by:Zhiya Liu, School of Psychology, South China Normal University, China
Ding Xiaobin, Northwest Normal University, China
Copyright: © 2018 Xing, Rong, lu, yao and yi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Prof. Qiang Xing, Guangzhou University, Guangzhou, China, email@example.com