Functional fixedness is a cognitive bias that describes how previous knowledge of a tool's function can negatively impact the use of this tool in novel contexts. As such, functional fixedness disturbs the use of tools during mechanical problem solving. Little is known about whether this bias emerges from different experiences with tools, whether it occurs regardless of problem difficulty, or whether there are protective factors against it. To resolve the first issue, we created five experimental groups: Reading (R), Video (V), Manual (M), No Functional Fixedness (NFF), and No Training (NT). The R group learned to use tools by reading a description of their use, the V group by watching an instructional video, and the M group through direct instruction and active manipulation of the tools. To resolve the remaining two issues, we created mechanical puzzles of distinct difficulty and used tests of intuitive physics, fine motor skills, and creativity. Results showed that misleading functional knowledge is at the core of functional fixedness, and that this bias generates cognitive impasses in simple puzzles, but it does not play a role in higher difficulty problems. Additionally, intuitive physics and motor skills were protective factors against its emergence, but creativity did not influence it. Although functional fixedness leads to inaccurate problem solving, our results suggest that its effects are more limited than previously assumed.

Flavell, Cooper, and Loiselle (1958) found that functional fixedness (FF) varied inversely with the number of varied pre-problem experiences with an object. Although the decrease in FF was attributed to the increase in the number of experienced functions, task varied simultaneously with function. The present study attempted to separate these two factors by varying task only. It was hypothesized that such variation would increase FF, as measured by number of solutions and solution latency time, above that found when both task and function remain constant in the pre-problem experience. This hypothesis was not supported.

light the candle with the match. The concept of functional fixedness predicts that the participant will only see the box as a device to hold the thumbtacks The candle problem or candle task, also known as Duncker's candle problem, is a cognitive performance test, measuring the influence of functional fixedness on a participant's problem solving capabilities. The test was created by Gestalt psychologist Karl Duncker and published by him in 1935. Duncker originally presented this test in his thesis on problem-solving tasks at Clark University. The candle problem or candle task, also known as Duncker's candle problem, is a cognitive performance test, measuring the influence of functional fixedness on a participant's problem solving capabilities. The test was created by Gestalt psychologist Karl Duncker and published by him in 1935. Duncker originally presented this… The candle problem or candle task, also known as Duncker's candle problem, is a cognitive performance test, measuring the influence of functional fixedness on a participant's problem solving capabilities. The test was created by Gestalt psychologist Karl Duncker and published by him in 1935. Duncker originally presented this test in his thesis on problem-solving tasks at Clark University. The most efficient solution is to empty the box of thumbtacks, use the thumbtacks to nail the box to the wall, put the candle into the box, and light the candle with the match. The concept of functional fixedness predicts that the participant will only see the box as a device to hold the thumbtacks and not immediately perceive it as a separate and functional component available to be used in solving the task.

[The whole and its parts: solution logic of the 9-point problem]. The ill-defined nine-dot problem is reanalysed to provide a new theoretical perspective for this old problem. In particular, the theory shows how the functional fixedness of the dots can be overcome and the correct solution obtained by a process of logic. The perspective develops ideas from holistic and gestalt psychology, and shows how an entity defines its parts by demanding particular functions and how the parts in turn define the entity by the functions they serve. One central result for problem solving is the partition of processes into processes of composition and decomposition, thus leading to a theoretical foundation for the rule-governed process of planning backwards that contains both top-down and bottom-up processes. The theory is exemplified by providing a detailed account of the solution of the problem. Published in Archiv fur Psychologie (1989)

of problem forces participants to use objects in a way they are not accustomed to (thus, breaking their functional fixedness). An example is the "Duncker Insight is the understanding of a specific cause and effect within a particular context. The term insight can have several related meanings: a piece of information the act or result of understanding the inner nature of things or of seeing intuitively (called noesis in Greek) an introspection the power of acute observation and deduction, discernment, and perception, called intellection or noesis a The… a piece of information the act or result of understanding the inner nature of things or of seeing intuitively (called noesis in Greek) an introspection the power of acute observation and deduction, discernment, and perception, called intellection or noesis an understanding of cause and effect based on the identification of relationships and behaviors within a model, system, context, or scenario (see artificial intelligence) An insight that manifests itself suddenly, such as understanding how to solve a difficult problem, is sometimes called by the German word Aha-Erlebnis. The term was coined by the German psychologist and theoretical linguist Karl Bühler. It is also known as an epiphany, eureka moment, or (for crossword solvers) the penny dropping moment (PDM). Sudden sickening realisations often identify a problem rather than solving it, so Uh-oh rather than Aha moments are seen in negative insight. A further example of negative insight is chagrin which is annoyance at the obviousness of a solution that was missed up until the (perhaps too late) point of insight, an example of this being Homer Simpson's catchphrase exclamation, D'oh!. In psychology, insight occurs when a solution to a problem presents itself quickly and without warning. It is the sudden discovery of the correct solution following incorrect attempts based on trial and error. Solutions via insight have been proven to be more accurate than non-insight solutions. Insight was first studied by Gestalt psychology, in the early part of the 20th century, during the search for an alternative to associationism and the associationistic view of learning. Some proposed potential mechanisms for insight include: suddenly seeing the problem in a new way, connecting the problem to another relevant problem/solution pair, releasing past experiences that are blocking the solution, or seeing problem in a larger, coherent context. Generally, methodological approaches to the study of insight in the laboratory involve presenting participants with problems and puzzles that cannot be solved in a conventional or logical manner. Problems of insight commonly fall into three types: The first type of problem forces participants to use objects in a way they are not accustomed to (thus, breaking their functional fixedness). An example is the "Duncker candle problem", in which people are given matches and a box of tacks and asked to find a way to attach a candle to the wall to light the room. The solution requires the participants to empty the box of tacks, set the candle inside the box, tack the box to the wall, and light the candle with the matches. selective encoding focusing attention on ideas relevant to a solution, while ignoring features that are irrelevant selective combination combining the information previously deemed relevant selective comparison the use of past experience with problems and solutions that are applicable to the current problem and solution The person prepares to solve a problem. The person incubates on the problem, which encompasses trial-and-error, etc. The insight occurs, and the solution is illuminated. The verification of the solution to the problem is experienced. Since this model was proposed, other similar models have been explored that contain two or three similar stages. In psychology and psychiatry, insight can mean the ability to recognize one's own mental illness. This form of insight has multiple dimensions, such as recognizing the need for treatment, and recognizing consequences of one's behavior as stemming from an illness. A person with very poor recognition or acknowledgment is referred to as having "poor insight" or "lack of insight". The most extreme form is anosognosia, the total absence of insight into one's own mental illness. Mental illnesses are associated with a variety of levels of insight. For example, people with obsessive–compulsive disorder (OCD) and various phobias tend to have relatively good insight that they have a problem and that their thoughts and/or actions are unreasonable, although they feel compelled to carry out the thoughts and actions regardless. Patients with schizophrenia, and various psychotic conditions tend to have very poor awareness that anything is wrong with them. Psychiatric insight can be broken into a number of dimensions. Clinical insight, awareness of one's own disease and associated symptoms, is the oldest formulation. Aaron Beck et al. published a Beck cognitive insight scale (BCIS) in 2004, measuring the new concept of cognitive insight, that is, one's ability to recognize and distance oneself from distorted beliefs, and to re-evaluate and update existing beliefs. Finally, the concept of introspective accuracy, or one's ability to assess their own skills and capabilities, was developed from self-assessment questionnaire research in the 2000s. Good cognitive insight predicts favorable outcomes in cognitive behavioural therapy for people with psychosis. On the other hand, for people with schizophrenia, good cognitive insight is associated with higher self-stigma, higher insight into treatment, and lower medication compliance. It is not associated with a change in quality-of-life. Among people with schizophrenia, introspective accuracy is a very powerful predictor for functional outcomes. Some psychiatrists believe antipsychotics may contribute to the patient's lack of insight.