Thesis (Ph. D.)--University of Wisconsin--Madison, 1962. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 55-56).

Η παρούσα διπλωματική εργασία αφορά στη σχεδίαση και υλοποίηση ενός προγράμματος που θα απεικονίζει το επιτραπέζιο παιχνίδι Scrabble σε αντίστοιχη έκδοση για υπολογιστή, χρησιμοποιώντας αποκλειστικά την ελληνική γλώσσα, τόσο στο λεξιλόγιο όσο και στην απεικόνιση των εντολών και πληροφοριών του παιχνιδιού. Χρησιμοπoιώντας τη γλώσσα προγραμματισμού JAVA, δημιουργήθηκε το γραφικό περιβάλλον της εφαρμογής και στη συνέχεια αναπτύχθηκαν οι αλγόριθμοι που θα καθιστούσαν δυνατή την έναρξη μιας παρτίδας του παιχνιδιού ανάμεσα σε έναν άνθρωπο-παίκτη και στον υπολογιστή. Συγκεκριμένα αναπτύχθηκαν αλγόριθμοι για τη δημιουργία αναγραμματισμών από οποιαδήποτε δοσμένη λέξη, αναζήτησης των βέλτιστων λέξεων για τοποθέτηση στο ταμπλώ, αλλά και αλγόριθμοι υπολογισμού της βαθμολογίας των αντιπάλων. Επίσης αναζητήθηκε και ευρέθη η βέλτιστη λύση αναζήτησης μέσα σε μακροσκελές λεξικό. / This diploma dissertation presents the design and implementation of a program that outputs the classic board game of Scrabble for use in a computer environment, making exclusive use of the Greek language for the dictionary used, as well as the rest of the information and messages presented throughout the game. Using the JAVA code language, we created the graphic environment of the application and we also developed the algorithms that enabled the proper advance of the game between a human player and the computer. We specifically developed the algorithm of finding the anagrams of any given word, the algorithm of searching for the “best” word for placing on the board, but also algorithms of calculating the score of both opponents. We also had success in searching and finding the best implementation of traversing through a long dictionary.

In four experiments on insight problem solving, we investigated the time course of the development of solution knowledge prior to response, as well as the impact of stimulus familiarity on task performance and eye movement measures. In each experiment, participants solved anagram problems while their eye movements were monitored. In Experiments 1a and 1b, each anagram problem consisted of a circular array of letters: a scrambled four-letter solution word containing three consonants and one vowel, and an additional randomly-placed distractor consonant. Viewing times on the distractor consonant compared to the solution consonants provided an online measure of knowledge of the solution. Viewing times on the distractor consonant and the solution consonants were indistinguishable early in the trial. In contrast, several seconds prior to the response, viewing times on the distractor consonant decreased in a gradual manner compared to viewing times on the solution consonants. Importantly, this pattern was obtained across both trials in which participants reported the subjective experience of insight and trials in which they did not. These findings are consistent with the availability of partial knowledge of the solution prior to such information being accessible to subjective phenomenal awareness. In Experiments 2 and 3, each anagram problem consisted of a centrally located three-letter string plus three additional individual letters located above and to the side of the central letter string. All the letters in the central letter string were members of the five-letter solution word, while one of the individual letters was a randomly placed distractor. In Experiment 2, we replicated our findings of the gradual development of solution knowledge using this more complex stimulus display. In Experiment 3, we manipulated the familiarity of the central letter string by presenting it either in the form of a three-letter word, or as a meaningless string of letters. Behavioural measures showed an overall negative impact of familiarity on task performance, while eye movement measures revealed a more complex pattern of effects, including both interference and facilitation. Critically, the effects of familiarity on problem solving did not interact with the development of solution knowledge prior to response.

This thesis has examined the hypothesis that sex differences in perception influence anagram problem solving. Specifically, an experiment was designed to study the effects of different letter sizes on the anagram problem-solving performance of male and female eighth grade subjects. It was postulated that males would outperform females under normal letter size conditions, but that females would perform at least as well as males when the anagrams were printed in large letters.The results showed that the female subjects’ performance was superior to the males under both experimental conditions. The results were discussed in terms of lack of experimental control for cognitive style and of possible individual differences in intelligence between the male and female subjects. Ideas were suggested for further research in this area.

In four experiments on insight problem solving, we investigated the time course of the development of solution knowledge prior to response, as well as the impact of stimulus familiarity on task performance and eye movement measures. In each experiment, participants solved anagram problems while their eye movements were monitored. In Experiments 1a and 1b, each anagram problem consisted of a circular array of letters: a scrambled four-letter solution word containing three consonants and one vowel, and an additional randomly-placed distractor consonant. Viewing times on the distractor consonant compared to the solution consonants provided an online measure of knowledge of the solution. Viewing times on the distractor consonant and the solution consonants were indistinguishable early in the trial. In contrast, several seconds prior to the response, viewing times on the distractor consonant decreased in a gradual manner compared to viewing times on the solution consonants. Importantly, this pattern was obtained across both trials in which participants reported the subjective experience of insight and trials in which they did not. These findings are consistent with the availability of partial knowledge of the solution prior to such information being accessible to subjective phenomenal awareness. In Experiments 2 and 3, each anagram problem consisted of a centrally located three-letter string plus three additional individual letters located above and to the side of the central letter string. All the letters in the central letter string were members of the five-letter solution word, while one of the individual letters was a randomly placed distractor. In Experiment 2, we replicated our findings of the gradual development of solution knowledge using this more complex stimulus display. In Experiment 3, we manipulated the familiarity of the central letter string by presenting it either in the form of a three-letter word, or as a meaningless string of letters. Behavioural measures showed an overall negative impact of familiarity on task performance, while eye movement measures revealed a more complex pattern of effects, including both interference and facilitation. Critically, the effects of familiarity on problem solving did not interact with the development of solution knowledge prior to response.

Thesis (M. Sc.), Memorial University of Newfoundland, 1998. / Bibliography: leaves p. 42-44.

When faced with a challenging problem, we are often forced to choose between two cognitive strategies: stay focused on that problem until we arrive at an answer, or divert our attention elsewhere and return to the problem later. Malcolm Gladwell wrote Blink supporting the former strategy and intuition, while numerous famous creators such as Picasso, Poincare, and Cleese have all publicly noted the efficacy of skipping a problem and returning to it later. In the classroom, students often encounter test problems that they cannot answer immediately. They then face the integral decision about what to do next. In this situation, some will argue for a ‘gut-feeling’ approach, implying that students should input an answer then and there. Others claim it is best to leave the problem and return to it later. Which of these techniques will further increase the likelihood of arriving at a correct answer? There exists a substantial base of literature on incubation. When leaving a problem and returning to it later, incubation refers to the cognitive processes that occur in the meantime and assist in problem solving. This literature touches on mathematical, creative, and linguistic problem solving. Based on the literature, it seems evident that leaving explicitly and returning momentarily (or L.E.R.M.ing) assists problem solving across a wide domain of problem types, likely by harnessing the power of incubation. Thus, I will argue that substantial evidence indicates that it is advantageous for students who are unsure of an answer to leave problems explicitly and return to them momentarily (or, to L.E.R.M), rather than to force an answer based on gut feeling. In my pilot study, I apply these findings for the first time to reading comprehension problems. I then conduct a study on anagrams to test incubation effects on solve rates as well as on persistence in seeking alternative answers on anagram puzzles.