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What is negative problem-solving orientation?

Posted by Veronica Grigore Over 1 Year Ago

We know that in order to solve a problem we need problem-solving skills. Intuitively most people are aware of the steps that they need to take when facing a problem.

How do we recognise a problem in its early stage and before it is too late?

1. Even if a problem is not in our awareness, our body will signal it either through a bodily symptom or through an emotion: stress, anxious, tired, irritable, annoyed. Some people report that they can’t stop crying 'with no apparent' reason. Notice what the body signals without aiming to get rid of the signal. The general heuristic when it comes to resolving a problem is getting rid of the problem (one step solution). It makes sense that if we touch a hot surface and we experience pain, we want to get rid of it (removing our hand makes the pain stop/problem solved). If we see the signal (emotions, bodily symptoms) as the problem we are running the risks of taking one step approach to get rid of an uncomfortable emotions or sensation. Remember the problem is not an emotion or a symptom. All emotions are allowed. Symptoms in isolations are not illnesses that need getting rid of. Often people fall into the trap of removing a problem by avoiding situations, people, places

2. Complex problems such as social interactions require complex steps rather than one step approach (moving away/avoidance). A vital ingredient in problem solving is the problem-solving orientation which is a set of cognitions, beliefs, emotions arising from previous experiences. A negative problem-solving orientation is seen as a consequence of a negative cognitive set/negative childhood experiences. 

The negative problem-solving orientation consists of:

• an appraisal of self as the agent of change  (helplessness).  A sense of being able to effect change in one’s environment is absolutely crucial in solving problems. It is present from a very early stage of our life when we shake a toys to effect noises. It gives a sense of ‘I can’. It then develops into more complex responses such as asking, seeking to meet our needs by verbalising them, seeking to express a difficulty in order to get help. ‘It is okay to ask for help. It is okay to say what I need’. Many childhood experiences will distort such adaptive learning, generating negative beliefs that stay in the way of acting as an agent of change.
• the tendency to view problems as threatening, as barriers or obstacles  (persistent negative thinking)  rather than opportunities for learning. Many social problems/conflicts are ambiguous, vague, unclear, uncertain and, therefore, the outcome of a solution is hard to estimate. An important step is defining the problem: what is it that is bothering me right now? Where do I want to be with the problem/situation? Taking action without knowing the outcome, allowing space for failures and mistakes make a problem less threatening when it occurs. ‘Keeping an eye’ on the opportunity for learning increases the confidence in approaching a problem that makes us uncomfortable. If I set myself to go on a journey of 10 km, and I am at 1km point, I can look at it in two ways (2 perspectives): 1. I have 9 km to go, or 2. I am 1 km closer to where I want to be. Which perspective is the more attractive, motivating one? ‘Keeping an eye’ on 'what we have rather than on what we don’t' saves us from investing effort and resources that are fuelling negative feelings.
• doubting ability  (rigidity of rules and beliefs) : What do I need to do? What options do I have? At this point, it is more adaptive to consider the best choice given the data available rather than the ‘right’ or ‘perfect’ choice. Often people get trapped into acting in line with codes of conduct (what is ‘nice’ or ‘right’ thing to do): staying in a relationship of betrayal because it is the right thing for the children; not raising a concern with a boss because it is not nice to complain. We make the rules and the standards; we do not want to become the slaves of our own rules.
• a negative vision of the future will never encourage action toward the problem  (hopelessness) . It is important to encourage ourselves to move forward with the problem even if we do not know the outcome. 

These notes are concerned with seeing the ‘standard’ problem-solving (I CAN DO/identify a problem; clarify, alternatives, narrow down solutions, implement and review) differently by assigning importance to the problem solving orientation (self as agent of change, problems as opportunities, seeking the best solution at that time rather than the perfect or right one and considering an engaging and motivating vision of the future in the absence of knowing with certainty).

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What Is Negative Problem-Solving Orientation, and How Can That Mentality Affect Our Lives?

Individuals with a negative problem orientation address problems in a non-functional way when they meet them. What is a negative problem orientation, and how can we avoid its impacts?

Problem orientation refers to the affective and cognitive features that people exhibit in the presence of issues, whereas problem-solving style refers to the behavioral and cognitive traits that people exhibit in the face of problems. People with a negative problem orientation are unable to conduct logical problem-solving functions. 

Negative problem orientation is characterized as a disruptive cognitive-emotional stance, or attitude, toward problems that involve a perceived threat to well-being, self-inefficacy or skepticism about one’s problem-solving capacity, a tendency to be pessimistic about the outcome, and poor frustration tolerance. Positive problem orientation, on the other hand, has been defined as a constructive cognitive framework characterized by perceived difficulty, self-efficacy, and optimistic end expectancy. 

Because negative problem orientation has been uniquely related to various mental disorders, it has a direct impact on problem-solving abilities, particularly as it relates to psychiatric problems.

What is a negative problem-solving orientation?

Negative problem orientation implies that the individual has unfavorable reactions to the problems they confront. People who have a negative problem orientation see the difficulties they confront as threats, thus, their emotional reactions are negative as well. Another characteristic of persons with negative problem orientation is a lack of trust in their own problem-solving skills and abilities. When a person exhibits negative reactions when confronted with a challenging circumstance, it either adversely motivates them to tackle the problem and find a solution or leads to reluctance, frequently to the point of avoiding action.

The negative problem-solving orientation consists of the following:

• Feelings of helplessness : Negative problem-solving orientation conveys the feeling of ‘I can’. It then progresses to more complicated reactions such as asking, attempting to meet our needs verbally, and difficulty in acceptable to seek assistance. Many childhood experiences will distort this adaptive learning, generating negative beliefs that stay in the way of acting as an agent of change. 
• The tendency to see issues as threats, such as roadblocks or impediments (chronic negative thinking), rather than learning opportunities : Many social problems/conflicts are ambiguous, hazy, unclear, and uncertain, making it difficult to predict the outcome of a solution. A critical first step is to define the problem: what is it that is upsetting me right now? Where do I want to be in relation to the problem/situation? People with negative problem-solving orientation don’t do that, they tend to see all issues as blocks, without taking action or leaving room for errors and mistakes.
• Having no faith in one’s abilities : There people are frequently locked into acting in accordance with rules of behavior (what is ‘nice’ or ‘right’ to do): staying in a betrayal relationship because it is the right thing to do for the children; not raising an issue with a boss because it is not pleasant to complain. This is because they believe that cannot work on the problem, so they accept what is.
• Fearing the future: It includes a pessimistic view of the future will never inspire action to address the issue (hopelessness). It causes people to lose motivation to continue working on the problem since they fear what the outcome will be.

Individuals with positive problem orientation, as opposed to negative problem orientation, believe that the problems they face can be solved or conquered. Those with positive problem orientation identify problems and, unlike those with negative problem orientation, believe that the problems can be solved. Rather than seeing issues as threats, they see them as chances for progress, and they believe they can address the problems they encounter. Having a positive problem orientation, as opposed to a negative problem orientation, drives people to solve and overcome the problems, difficulties, and barriers they confront.

How to develop a positive problem-solving orientation?

Recognize that there is a problem. 

While it may appear to be an obvious step, recognizing the problem is not always as straightforward as it appears. In rare circumstances, people may identify the incorrect source of an issue, rendering attempts to remedy it ineffective or even futile. Some methods for determining the cause of a problem are as follows:

• Posing problems-related inquiries
• Dividing the problem into smaller pieces
• Examining the subject from many angles

Define the Issue

After identifying the problem, it is critical to properly characterize the problem so that it may be solved. A problem can be defined by operationally identifying each part of the problem and establishing goals for which aspects of the problem you will handle. You should now concentrate on determining which components of the difficulties are facts and which are opinions. Clearly define the problem and the scope of the remedy.

Gather Information 

You must first organize the available facts before coming up with a solution. What information do you have regarding the problem? What do you not understand? The more knowledge you have, the better prepared you will be to find an exact solution. When approaching a challenge, it is critical to ensure that you have all of the necessary facts. Making a decision without sufficient knowledge can result in biased or erroneous outcomes.

Track your progress

After deciding on a problem-solving strategy, it is time to put the plan into action and see how well it works. This step may entail experimenting with various solutions to determine which one is the most successful. It is also critical to monitor the situation following the implementation of a solution to confirm that the problem has been resolved and that no new problems have arisen as a result of the proposed remedy.

It is crucial to realize that there are other problem-solving methods with various steps, and this is only one example. Real-world problem-solving necessitates a tremendous level of inventiveness, flexibility, resilience, and constant contact with the environment.

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Thinking and Intelligence

Pitfalls to Problem Solving

Learning objectives.

• Explain some common roadblocks to effective problem solving

Not all problems are successfully solved, however. What challenges stop us from successfully solving a problem? Albert Einstein once said, “Insanity is doing the same thing over and over again and expecting a different result.” Imagine a person in a room that has four doorways. One doorway that has always been open in the past is now locked. The person, accustomed to exiting the room by that particular doorway, keeps trying to get out through the same doorway even though the other three doorways are open. The person is stuck—but she just needs to go to another doorway, instead of trying to get out through the locked doorway. A mental set is where you persist in approaching a problem in a way that has worked in the past but is clearly not working now.  Functional fixedness is a type of mental set where you cannot perceive an object being used for something other than what it was designed for. During the Apollo 13 mission to the moon, NASA engineers at Mission Control had to overcome functional fixedness to save the lives of the astronauts aboard the spacecraft. An explosion in a module of the spacecraft damaged multiple systems. The astronauts were in danger of being poisoned by rising levels of carbon dioxide because of problems with the carbon dioxide filters. The engineers found a way for the astronauts to use spare plastic bags, tape, and air hoses to create a makeshift air filter, which saved the lives of the astronauts.

Link to Learning

Check out this Apollo 13 scene where the group of NASA engineers are given the task of overcoming functional fixedness.

Researchers have investigated whether functional fixedness is affected by culture. In one experiment, individuals from the Shuar group in Ecuador were asked to use an object for a purpose other than that for which the object was originally intended. For example, the participants were told a story about a bear and a rabbit that were separated by a river and asked to select among various objects, including a spoon, a cup, erasers, and so on, to help the animals. The spoon was the only object long enough to span the imaginary river, but if the spoon was presented in a way that reflected its normal usage, it took participants longer to choose the spoon to solve the problem. (German & Barrett, 2005). The researchers wanted to know if exposure to highly specialized tools, as occurs with individuals in industrialized nations, affects their ability to transcend functional fixedness. It was determined that functional fixedness is experienced in both industrialized and nonindustrialized cultures (German & Barrett, 2005).

In order to make good decisions, we use our knowledge and our reasoning. Often, this knowledge and reasoning is sound and solid. Sometimes, however, we are swayed by biases or by others manipulating a situation. For example, let’s say you and three friends wanted to rent a house and had a combined target budget of $1,600. The realtor shows you only very run-down houses for $1,600 and then shows you a very nice house for $2,000. Might you ask each person to pay more in rent to get the $2,000 home? Why would the realtor show you the run-down houses and the nice house? The realtor may be challenging your anchoring bias. An anchoring bias occurs when you focus on one piece of information when making a decision or solving a problem. In this case, you’re so focused on the amount of money you are willing to spend that you may not recognize what kinds of houses are available at that price point.

The confirmation bias is the tendency to focus on information that confirms your existing beliefs. For example, if you think that your professor is not very nice, you notice all of the instances of rude behavior exhibited by the professor while ignoring the countless pleasant interactions he is involved in on a daily basis. This bias proves that first impressions do matter and that we tend to look for information to confirm our initial judgments of others.

You can view the transcript for “Confirmation Bias: Your Brain is So Judgmental” here (opens in new window) .

Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Representative bias describes a faulty way of thinking, in which you unintentionally stereotype someone or something; for example, you may assume that your professors spend their free time reading books and engaging in intellectual conversation, because the idea of them spending their time playing volleyball or visiting an amusement park does not fit in with your stereotypes of professors.

Finally, the availability heuristic is a heuristic in which you make a decision based on an example, information, or recent experience that is that readily available to you, even though it may not be the best example to inform your decision . To use a common example, would you guess there are more murders or more suicides in America each year? When asked, most people would guess there are more murders. In truth, there are twice as many suicides as there are murders each year. However, murders seem more common because we hear a lot more about murders on an average day. Unless someone we know or someone famous takes their own life, it does not make the news. Murders, on the other hand, we see in the news every day. This leads to the erroneous assumption that the easier it is to think of instances of something, the more often that thing occurs.

Watch the following video for an example of the availability heuristic.

You can view the transcript for “Availability Heuristic: Are Planes More Dangerous Than Cars?” here (opens in new window) .

Biases tend to “preserve that which is already established—to maintain our preexisting knowledge, beliefs, attitudes, and hypotheses” (Aronson, 1995; Kahneman, 2011). These biases are summarized in Table 2 below.

Learn more about heuristics and common biases through the article, “ 8 Common Thinking Mistakes Our Brains Make Every Day and How to Prevent Them ” by  Belle Beth Cooper.

You can also watch this clever music video explaining these and other cognitive biases.

Think It Over

Which type of bias do you recognize in your own decision making processes? How has this bias affected how you’ve made decisions in the past and how can you use your awareness of it to improve your decisions making skills in the future?

CC licensed content, Original

• Modification, adaptation, and original content. Provided by : Lumen Learning. License : CC BY: Attribution

CC licensed content, Shared previously

• Problem Solving. Authored by : OpenStax College. Located at : https://openstax.org/books/psychology-2e/pages/7-3-problem-solving . License : Public Domain: No Known Copyright . License Terms : Download for free at https://openstax.org/books/psychology-2e/pages/1-introduction
• More information on heuristics. Authored by : Dr. Scott Roberts, Dr. Ryan Curtis, Samantha Levy, and Dr. Dylan Selterman. Provided by : University of Maryland. Located at : http://openpsyc.blogspot.com/2014/07/heuristics.html . Project : OpenPSYC. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike

continually using an old solution to a problem without results

inability to see an object as useful for any other use other than the one for which it was intended

faulty heuristic in which you fixate on a single aspect of a problem to find a solution

seeking out information that supports our stereotypes while ignoring information that is inconsistent with our stereotypes

belief that the event just experienced was predictable, even though it really wasn’t

faulty heuristic in which you stereotype someone or something without a valid basis for your judgment

faulty heuristic in which you make a decision based on information readily available to you

General Psychology Copyright © by OpenStax and Lumen Learning is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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What is negative problem-solving orientation?

We know that in order to solve a problem we need problem-solving skills. Intuitively most people are aware of the steps that they need to take when facing a problem.

How do we recognise a problem in its early stage and before it is too late?

• Even if a problem is not in our awareness, our body will signal it either through a bodily symptom or through an emotion: stress, anxiety, tiredness, irritability or annoyance. Some people report that they can’t stop crying for no apparent reason. Notice what the body signals without aiming to get rid of the signal. The general heuristic when it comes to resolving a problem is getting rid of the problem (one-step solution). It makes sense that if we touch a hot surface and we experience pain, we want to get rid of it (removing our hand makes the pain stop/problem solved). If we see the signal (emotions, bodily symptoms) as the problem we are running the risks of taking one step approach to get rid of uncomfortable emotions or sensations. Remember the problem is not an emotion or a symptom. All emotions are allowed. Symptoms in isolations are not illnesses that need getting rid of. Often people fall into the trap of removing a problem by avoiding situations, people, places.
• Complex problems such as social interactions require complex steps rather than a one-step approach (moving away/avoidance). A vital ingredient in problem-solving is the problem-solving orientation which is a set of cognitions, beliefs, emotions arising from previous experiences. A negative problem-solving orientation is seen as a consequence of a negative cognitive set/negative childhood experiences. 

The negative problem-solving orientation consists of:

• An appraisal of self as the agent of change (helplessness). A sense of being able to effect change in one’s environment is absolutely crucial in solving problems. It is present from a very early stage of our life when we shake toys to effect noises. It gives a sense of ‘I can’. It then develops into more complex responses such as asking, seeking to meet our needs by verbalising them, seeking to express difficulty in order to get help. ‘It is okay to ask for help. It is okay to say what I need’. Many childhood experiences will distort such adaptive learning, generating negative beliefs that stay in the way of acting as an agent of change.
• The tendency to view problems as threatening, like barriers or obstacles (persistent negative thinking) rather than opportunities for learning. Many social problems/conflicts are ambiguous, vague, unclear, uncertain and, therefore, the outcome of a solution is hard to estimate. An important step is defining the problem: what is it that is bothering me right now? Where do I want to be with the problem/situation? Taking action without knowing the outcome, allowing space for failures and mistakes make a problem less threatening when it occurs. Keeping an eye on the opportunity for learning increases the confidence in approaching a problem that makes us uncomfortable. If I set myself to go on a journey of 10 km, and I am at a 1km point, I can look at it in two ways (two perspectives): 1. I have 9km to go, or 2. I am 1km closer to where I want to be. Which perspective is the more attractive, motivating one? Keeping an eye on 'what we have rather than on what we don’t' save us from investing effort and resources that are fuelling negative feelings.
• Doubting ability (rigidity of rules and beliefs): What do I need to do? What options do I have? At this point, it is more adaptive to consider the best choice given the data available rather than the ‘right’ or ‘perfect’ choice. Often people get trapped into acting in line with codes of conduct (what is ‘nice’ or ‘right’ thing to do): staying in a relationship of betrayal because it is the right thing for the children; not raising a concern with a boss because it is not nice to complain. We make the rules and the standards; we do not want to become the slaves of our own rules.
• A negative vision of the future will never encourage action toward the problem (hopelessness). It is important to encourage ourselves to move forward with the problem even if we do not know the outcome. 

These notes are concerned with seeing the ‘standard’ problem-solving (I can do/identify a problem; clarify, alternatives, narrow down solutions, implement and review) differently by assigning importance to the problem-solving orientation (self as agent of change, problems as opportunities, seeking the best solution at that time rather than the perfect or right one and considering an engaging and motivating vision of the future in the absence of knowing with certainty).

The views expressed in this article are those of the author. All articles published on Counselling Directory are reviewed by our editorial team .

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Problem Solving: Understanding and Dealing with Challenges

The "three-legged-table" schema can help you spot problems..

Updated July 25, 2023 | Reviewed by Ray Parker

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• Problems can manifest in three ways: physical symptoms, negative thoughts, and maladaptive behaviours.
• Awareness of how your problems manifest and play out is essential for effective problem-solving.
• By identifying symptoms through the "three-legged table," you can effectively address your problems.

When life is going well, we think positively and we make healthy choices in our day-to-day lives. But when we are overwhelmed, struggling with negative, self-limiting thoughts or maladaptive habits or behaviors, life can seem unmanageable and out of control.

In my work as a clinical psychologist, I use this three-legged table to help my patients find clarity, support, and healing. There are times in our lives when it is critical that we pause, reflect, and try to understand what is going on in our bodies and minds. My three-legged table provides a means of doing just that. It has helped thousands of people understand their problems, and it can help you too. Here’s how it works.

Gaining an awareness of how problems manifest

Every problem we have in life manifests in three possible ways—physical symptoms, negative thoughts (cognitions), and maladaptive, negative behaviors. We can examine how our problems show up and play out in our lives by identifying our physical symptoms, and maladaptive thoughts and behaviors. With these insights and awareness, we can seek the support we need to address what’s happening and start to make positive changes.

A closer look at symptoms

Let’s start with physical symptoms—the first leg of our three-legged table. A number of physical symptoms are triggered by our emotions. Anxiety , for example, is often accompanied by a number of distressing physical symptoms , including headaches, gastrointestinal problems, muscle tension, fatigue, and a racing heart, to name a few. Insomnia , another troubling physical symptom, is also often tied to emotions.

Moving along to the second leg of our table, our problems also manifest as negative, unhealthy thoughts or cognitions. We internalize past hurts and ingrained negative beliefs about how the world works, and our sense of worth in the world.

In low self-esteem , we often develop negative thoughts, which lead to self-depreciation, feelings of hopelessness or worthlessness, and negative thoughts about our abilities, relationships, the world, and opportunities.

Onward to leg number three—maladaptive choices, patterns, and behaviors. Often, we distract or self-soothe with any number of unhealthy, maladaptive behaviors and habits —from eating too much, eating too little, sleeping too much or too little, relying on alcohol and drugs to numb physical symptoms or escape negative thoughts to angry outbursts, self-sabotage , procrastination , self-harm , inflicting or tolerating abuse, mismanaging money, gambling or shopping addictions, staying in a job we dislike, and many more unhealthy behaviors.

Putting the table to use

Whatever is troubling you, put your problem on the top of this three-legged table It can be used for work struggles, low self-esteem, becoming a caregiver to children or elderly parents, relationship troubles, inter-personal conflicts, anger , medical conditions, addictions (like food, alcohol, shopping, and gambling), chronic pain , money concerns, depression , anxiety: anything.

Mired in day-to-day physical symptoms, negative thoughts, and unhealthy patterns, we can feel overwhelmed and helpless. When we are stuck, awareness is the first step to creating positive change.

We can use the three-legged table to gain insight and awareness of the connections between our problems and symptoms, negative thoughts, and maladaptive behaviors. By identifying our symptoms in all three categories (legs), we can begin to address them effectively.

Seeking expert interventions

Most of us are comfortable seeking medical interventions for our physical symptoms, but less aware of what to do about our negative thoughts and maladaptive behaviors. Here, seeking therapy , and working with a mental health professional can be of great assistance in both healing and growth.

Cognitive Behavioural Therapy (CBT), for example, is a solutions-based form of therapy that addresses maladaptive thoughts by challenging and reframing the cognitive distortions and thoughts we hold onto. It also facilitates positive changes by slowly shifting maladaptive behaviors, choices, and habits to healthier, more adaptive ones.

With a deeper understanding and awareness of how problems manifest and play out, we are better able to navigate life’s challenges. We owe it to ourselves to pay attention to our physical and mental health and to create positive change where change is needed.

The first step to positive change—and to addressing our physical symptoms and troublesome thoughts and behaviors—is awareness. With this awareness, we can begin to create positive changes that tackle our problems head-on.

Put your problems on the table

You can work on building awareness when you are struggling or feeling overwhelmed by:

• Listing your troubling physical/physiological symptoms, negative thoughts, and maladaptive behaviors, choices, and patterns
• Thinking about the areas of your life where you would like to create positive change
• Making a commitment to yourself to reach out and find the supports you need to address your physical symptoms, negative thoughts, and behaviors
• Bringing in the resources you need to address problematic thoughts and behaviors and address your physical symptoms

To find a therapist, please visit the Psychology Today Therapy Directory.

Monica Vermani, C. Psych., is a clinical psychologist specializing in the treatment of trauma, stress, mood and anxiety disorders, and the author of A Deeper Wellness .

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Sticking up for yourself is no easy task. But there are concrete skills you can use to hone your assertiveness and advocate for yourself.

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7 Module 7: Thinking, Reasoning, and Problem-Solving

This module is about how a solid working knowledge of psychological principles can help you to think more effectively, so you can succeed in school and life. You might be inclined to believe that—because you have been thinking for as long as you can remember, because you are able to figure out the solution to many problems, because you feel capable of using logic to argue a point, because you can evaluate whether the things you read and hear make sense—you do not need any special training in thinking. But this, of course, is one of the key barriers to helping people think better. If you do not believe that there is anything wrong, why try to fix it?

The human brain is indeed a remarkable thinking machine, capable of amazing, complex, creative, logical thoughts. Why, then, are we telling you that you need to learn how to think? Mainly because one major lesson from cognitive psychology is that these capabilities of the human brain are relatively infrequently realized. Many psychologists believe that people are essentially “cognitive misers.” It is not that we are lazy, but that we have a tendency to expend the least amount of mental effort necessary. Although you may not realize it, it actually takes a great deal of energy to think. Careful, deliberative reasoning and critical thinking are very difficult. Because we seem to be successful without going to the trouble of using these skills well, it feels unnecessary to develop them. As you shall see, however, there are many pitfalls in the cognitive processes described in this module. When people do not devote extra effort to learning and improving reasoning, problem solving, and critical thinking skills, they make many errors.

As is true for memory, if you develop the cognitive skills presented in this module, you will be more successful in school. It is important that you realize, however, that these skills will help you far beyond school, even more so than a good memory will. Although it is somewhat useful to have a good memory, ten years from now no potential employer will care how many questions you got right on multiple choice exams during college. All of them will, however, recognize whether you are a logical, analytical, critical thinker. With these thinking skills, you will be an effective, persuasive communicator and an excellent problem solver.

The module begins by describing different kinds of thought and knowledge, especially conceptual knowledge and critical thinking. An understanding of these differences will be valuable as you progress through school and encounter different assignments that require you to tap into different kinds of knowledge. The second section covers deductive and inductive reasoning, which are processes we use to construct and evaluate strong arguments. They are essential skills to have whenever you are trying to persuade someone (including yourself) of some point, or to respond to someone’s efforts to persuade you. The module ends with a section about problem solving. A solid understanding of the key processes involved in problem solving will help you to handle many daily challenges.

7.1. Different kinds of thought

7.2. Reasoning and Judgment

7.3. Problem Solving

READING WITH PURPOSE

Remember and understand.

By reading and studying Module 7, you should be able to remember and describe:

• Concepts and inferences (7.1)
• Procedural knowledge (7.1)
• Metacognition (7.1)
• Characteristics of critical thinking:  skepticism; identify biases, distortions, omissions, and assumptions; reasoning and problem solving skills  (7.1)
• Reasoning:  deductive reasoning, deductively valid argument, inductive reasoning, inductively strong argument, availability heuristic, representativeness heuristic  (7.2)
• Fixation:  functional fixedness, mental set  (7.3)
• Algorithms, heuristics, and the role of confirmation bias (7.3)
• Effective problem solving sequence (7.3)

By reading and thinking about how the concepts in Module 6 apply to real life, you should be able to:

• Identify which type of knowledge a piece of information is (7.1)
• Recognize examples of deductive and inductive reasoning (7.2)
• Recognize judgments that have probably been influenced by the availability heuristic (7.2)
• Recognize examples of problem solving heuristics and algorithms (7.3)

Analyze, Evaluate, and Create

By reading and thinking about Module 6, participating in classroom activities, and completing out-of-class assignments, you should be able to:

• Use the principles of critical thinking to evaluate information (7.1)
• Explain whether examples of reasoning arguments are deductively valid or inductively strong (7.2)
• Outline how you could try to solve a problem from your life using the effective problem solving sequence (7.3)

7.1. Different kinds of thought and knowledge

• Take a few minutes to write down everything that you know about dogs.
• Do you believe that:
• Psychic ability exists?
• Hypnosis is an altered state of consciousness?
• Magnet therapy is effective for relieving pain?
• Aerobic exercise is an effective treatment for depression?
• UFO’s from outer space have visited earth?

On what do you base your belief or disbelief for the questions above?

Of course, we all know what is meant by the words  think  and  knowledge . You probably also realize that they are not unitary concepts; there are different kinds of thought and knowledge. In this section, let us look at some of these differences. If you are familiar with these different kinds of thought and pay attention to them in your classes, it will help you to focus on the right goals, learn more effectively, and succeed in school. Different assignments and requirements in school call on you to use different kinds of knowledge or thought, so it will be very helpful for you to learn to recognize them (Anderson, et al. 2001).

Factual and conceptual knowledge

Module 5 introduced the idea of declarative memory, which is composed of facts and episodes. If you have ever played a trivia game or watched Jeopardy on TV, you realize that the human brain is able to hold an extraordinary number of facts. Likewise, you realize that each of us has an enormous store of episodes, essentially facts about events that happened in our own lives. It may be difficult to keep that in mind when we are struggling to retrieve one of those facts while taking an exam, however. Part of the problem is that, in contradiction to the advice from Module 5, many students continue to try to memorize course material as a series of unrelated facts (picture a history student simply trying to memorize history as a set of unrelated dates without any coherent story tying them together). Facts in the real world are not random and unorganized, however. It is the way that they are organized that constitutes a second key kind of knowledge, conceptual.

Concepts are nothing more than our mental representations of categories of things in the world. For example, think about dogs. When you do this, you might remember specific facts about dogs, such as they have fur and they bark. You may also recall dogs that you have encountered and picture them in your mind. All of this information (and more) makes up your concept of dog. You can have concepts of simple categories (e.g., triangle), complex categories (e.g., small dogs that sleep all day, eat out of the garbage, and bark at leaves), kinds of people (e.g., psychology professors), events (e.g., birthday parties), and abstract ideas (e.g., justice). Gregory Murphy (2002) refers to concepts as the “glue that holds our mental life together” (p. 1). Very simply, summarizing the world by using concepts is one of the most important cognitive tasks that we do. Our conceptual knowledge  is  our knowledge about the world. Individual concepts are related to each other to form a rich interconnected network of knowledge. For example, think about how the following concepts might be related to each other: dog, pet, play, Frisbee, chew toy, shoe. Or, of more obvious use to you now, how these concepts are related: working memory, long-term memory, declarative memory, procedural memory, and rehearsal? Because our minds have a natural tendency to organize information conceptually, when students try to remember course material as isolated facts, they are working against their strengths.

One last important point about concepts is that they allow you to instantly know a great deal of information about something. For example, if someone hands you a small red object and says, “here is an apple,” they do not have to tell you, “it is something you can eat.” You already know that you can eat it because it is true by virtue of the fact that the object is an apple; this is called drawing an  inference , assuming that something is true on the basis of your previous knowledge (for example, of category membership or of how the world works) or logical reasoning.

Procedural knowledge

Physical skills, such as tying your shoes, doing a cartwheel, and driving a car (or doing all three at the same time, but don’t try this at home) are certainly a kind of knowledge. They are procedural knowledge, the same idea as procedural memory that you saw in Module 5. Mental skills, such as reading, debating, and planning a psychology experiment, are procedural knowledge, as well. In short, procedural knowledge is the knowledge how to do something (Cohen & Eichenbaum, 1993).

Metacognitive knowledge

Floyd used to think that he had a great memory. Now, he has a better memory. Why? Because he finally realized that his memory was not as great as he once thought it was. Because Floyd eventually learned that he often forgets where he put things, he finally developed the habit of putting things in the same place. (Unfortunately, he did not learn this lesson before losing at least 5 watches and a wedding ring.) Because he finally realized that he often forgets to do things, he finally started using the To Do list app on his phone. And so on. Floyd’s insights about the real limitations of his memory have allowed him to remember things that he used to forget.

All of us have knowledge about the way our own minds work. You may know that you have a good memory for people’s names and a poor memory for math formulas. Someone else might realize that they have difficulty remembering to do things, like stopping at the store on the way home. Others still know that they tend to overlook details. This knowledge about our own thinking is actually quite important; it is called metacognitive knowledge, or  metacognition . Like other kinds of thinking skills, it is subject to error. For example, in unpublished research, one of the authors surveyed about 120 General Psychology students on the first day of the term. Among other questions, the students were asked them to predict their grade in the class and report their current Grade Point Average. Two-thirds of the students predicted that their grade in the course would be higher than their GPA. (The reality is that at our college, students tend to earn lower grades in psychology than their overall GPA.) Another example: Students routinely report that they thought they had done well on an exam, only to discover, to their dismay, that they were wrong (more on that important problem in a moment). Both errors reveal a breakdown in metacognition.

The Dunning-Kruger Effect

In general, most college students probably do not study enough. For example, using data from the National Survey of Student Engagement, Fosnacht, McCormack, and Lerma (2018) reported that first-year students at 4-year colleges in the U.S. averaged less than 14 hours per week preparing for classes. The typical suggestion is that you should spend two hours outside of class for every hour in class, or 24 – 30 hours per week for a full-time student. Clearly, students in general are nowhere near that recommended mark. Many observers, including some faculty, believe that this shortfall is a result of students being too busy or lazy. Now, it may be true that many students are too busy, with work and family obligations, for example. Others, are not particularly motivated in school, and therefore might correctly be labeled lazy. A third possible explanation, however, is that some students might not think they need to spend this much time. And this is a matter of metacognition. Consider the scenario that we mentioned above, students thinking they had done well on an exam only to discover that they did not. Justin Kruger and David Dunning examined scenarios very much like this in 1999. Kruger and Dunning gave research participants tests measuring humor, logic, and grammar. Then, they asked the participants to assess their own abilities and test performance in these areas. They found that participants in general tended to overestimate their abilities, already a problem with metacognition. Importantly, the participants who scored the lowest overestimated their abilities the most. Specifically, students who scored in the bottom quarter (averaging in the 12th percentile) thought they had scored in the 62nd percentile. This has become known as the  Dunning-Kruger effect . Many individual faculty members have replicated these results with their own student on their course exams, including the authors of this book. Think about it. Some students who just took an exam and performed poorly believe that they did well before seeing their score. It seems very likely that these are the very same students who stopped studying the night before because they thought they were “done.” Quite simply, it is not just that they did not know the material. They did not know that they did not know the material. That is poor metacognition.

In order to develop good metacognitive skills, you should continually monitor your thinking and seek frequent feedback on the accuracy of your thinking (Medina, Castleberry, & Persky 2017). For example, in classes get in the habit of predicting your exam grades. As soon as possible after taking an exam, try to find out which questions you missed and try to figure out why. If you do this soon enough, you may be able to recall the way it felt when you originally answered the question. Did you feel confident that you had answered the question correctly? Then you have just discovered an opportunity to improve your metacognition. Be on the lookout for that feeling and respond with caution.

concept :  a mental representation of a category of things in the world

Dunning-Kruger effect : individuals who are less competent tend to overestimate their abilities more than individuals who are more competent do

inference : an assumption about the truth of something that is not stated. Inferences come from our prior knowledge and experience, and from logical reasoning

metacognition :  knowledge about one’s own cognitive processes; thinking about your thinking

Critical thinking

One particular kind of knowledge or thinking skill that is related to metacognition is  critical thinking (Chew, 2020). You may have noticed that critical thinking is an objective in many college courses, and thus it could be a legitimate topic to cover in nearly any college course. It is particularly appropriate in psychology, however. As the science of (behavior and) mental processes, psychology is obviously well suited to be the discipline through which you should be introduced to this important way of thinking.

More importantly, there is a particular need to use critical thinking in psychology. We are all, in a way, experts in human behavior and mental processes, having engaged in them literally since birth. Thus, perhaps more than in any other class, students typically approach psychology with very clear ideas and opinions about its subject matter. That is, students already “know” a lot about psychology. The problem is, “it ain’t so much the things we don’t know that get us into trouble. It’s the things we know that just ain’t so” (Ward, quoted in Gilovich 1991). Indeed, many of students’ preconceptions about psychology are just plain wrong. Randolph Smith (2002) wrote a book about critical thinking in psychology called  Challenging Your Preconceptions,  highlighting this fact. On the other hand, many of students’ preconceptions about psychology are just plain right! But wait, how do you know which of your preconceptions are right and which are wrong? And when you come across a research finding or theory in this class that contradicts your preconceptions, what will you do? Will you stick to your original idea, discounting the information from the class? Will you immediately change your mind? Critical thinking can help us sort through this confusing mess.

But what is critical thinking? The goal of critical thinking is simple to state (but extraordinarily difficult to achieve): it is to be right, to draw the correct conclusions, to believe in things that are true and to disbelieve things that are false. We will provide two definitions of critical thinking (or, if you like, one large definition with two distinct parts). First, a more conceptual one: Critical thinking is thinking like a scientist in your everyday life (Schmaltz, Jansen, & Wenckowski, 2017).  Our second definition is more operational; it is simply a list of skills that are essential to be a critical thinker. Critical thinking entails solid reasoning and problem solving skills; skepticism; and an ability to identify biases, distortions, omissions, and assumptions. Excellent deductive and inductive reasoning, and problem solving skills contribute to critical thinking. So, you can consider the subject matter of sections 7.2 and 7.3 to be part of critical thinking. Because we will be devoting considerable time to these concepts in the rest of the module, let us begin with a discussion about the other aspects of critical thinking.

Let’s address that first part of the definition. Scientists form hypotheses, or predictions about some possible future observations. Then, they collect data, or information (think of this as making those future observations). They do their best to make unbiased observations using reliable techniques that have been verified by others. Then, and only then, they draw a conclusion about what those observations mean. Oh, and do not forget the most important part. “Conclusion” is probably not the most appropriate word because this conclusion is only tentative. A scientist is always prepared that someone else might come along and produce new observations that would require a new conclusion be drawn. Wow! If you like to be right, you could do a lot worse than using a process like this.

A Critical Thinker’s Toolkit 

Now for the second part of the definition. Good critical thinkers (and scientists) rely on a variety of tools to evaluate information. Perhaps the most recognizable tool for critical thinking is  skepticism (and this term provides the clearest link to the thinking like a scientist definition, as you are about to see). Some people intend it as an insult when they call someone a skeptic. But if someone calls you a skeptic, if they are using the term correctly, you should consider it a great compliment. Simply put, skepticism is a way of thinking in which you refrain from drawing a conclusion or changing your mind until good evidence has been provided. People from Missouri should recognize this principle, as Missouri is known as the Show-Me State. As a skeptic, you are not inclined to believe something just because someone said so, because someone else believes it, or because it sounds reasonable. You must be persuaded by high quality evidence.

Of course, if that evidence is produced, you have a responsibility as a skeptic to change your belief. Failure to change a belief in the face of good evidence is not skepticism; skepticism has open mindedness at its core. M. Neil Browne and Stuart Keeley (2018) use the term weak sense critical thinking to describe critical thinking behaviors that are used only to strengthen a prior belief. Strong sense critical thinking, on the other hand, has as its goal reaching the best conclusion. Sometimes that means strengthening your prior belief, but sometimes it means changing your belief to accommodate the better evidence.

Many times, a failure to think critically or weak sense critical thinking is related to a  bias , an inclination, tendency, leaning, or prejudice. Everybody has biases, but many people are unaware of them. Awareness of your own biases gives you the opportunity to control or counteract them. Unfortunately, however, many people are happy to let their biases creep into their attempts to persuade others; indeed, it is a key part of their persuasive strategy. To see how these biases influence messages, just look at the different descriptions and explanations of the same events given by people of different ages or income brackets, or conservative versus liberal commentators, or by commentators from different parts of the world. Of course, to be successful, these people who are consciously using their biases must disguise them. Even undisguised biases can be difficult to identify, so disguised ones can be nearly impossible.

Here are some common sources of biases:

• Personal values and beliefs.  Some people believe that human beings are basically driven to seek power and that they are typically in competition with one another over scarce resources. These beliefs are similar to the world-view that political scientists call “realism.” Other people believe that human beings prefer to cooperate and that, given the chance, they will do so. These beliefs are similar to the world-view known as “idealism.” For many people, these deeply held beliefs can influence, or bias, their interpretations of such wide ranging situations as the behavior of nations and their leaders or the behavior of the driver in the car ahead of you. For example, if your worldview is that people are typically in competition and someone cuts you off on the highway, you may assume that the driver did it purposely to get ahead of you. Other types of beliefs about the way the world is or the way the world should be, for example, political beliefs, can similarly become a significant source of bias.
• Racism, sexism, ageism and other forms of prejudice and bigotry.  These are, sadly, a common source of bias in many people. They are essentially a special kind of “belief about the way the world is.” These beliefs—for example, that women do not make effective leaders—lead people to ignore contradictory evidence (examples of effective women leaders, or research that disputes the belief) and to interpret ambiguous evidence in a way consistent with the belief.
• Self-interest.  When particular people benefit from things turning out a certain way, they can sometimes be very susceptible to letting that interest bias them. For example, a company that will earn a profit if they sell their product may have a bias in the way that they give information about their product. A union that will benefit if its members get a generous contract might have a bias in the way it presents information about salaries at competing organizations. (Note that our inclusion of examples describing both companies and unions is an explicit attempt to control for our own personal biases). Home buyers are often dismayed to discover that they purchased their dream house from someone whose self-interest led them to lie about flooding problems in the basement or back yard. This principle, the biasing power of self-interest, is likely what led to the famous phrase  Caveat Emptor  (let the buyer beware) .  

Knowing that these types of biases exist will help you evaluate evidence more critically. Do not forget, though, that people are not always keen to let you discover the sources of biases in their arguments. For example, companies or political organizations can sometimes disguise their support of a research study by contracting with a university professor, who comes complete with a seemingly unbiased institutional affiliation, to conduct the study.

People’s biases, conscious or unconscious, can lead them to make omissions, distortions, and assumptions that undermine our ability to correctly evaluate evidence. It is essential that you look for these elements. Always ask, what is missing, what is not as it appears, and what is being assumed here? For example, consider this (fictional) chart from an ad reporting customer satisfaction at 4 local health clubs.

Clearly, from the results of the chart, one would be tempted to give Club C a try, as customer satisfaction is much higher than for the other 3 clubs.

There are so many distortions and omissions in this chart, however, that it is actually quite meaningless. First, how was satisfaction measured? Do the bars represent responses to a survey? If so, how were the questions asked? Most importantly, where is the missing scale for the chart? Although the differences look quite large, are they really?

Well, here is the same chart, with a different scale, this time labeled:

Club C is not so impressive any more, is it? In fact, all of the health clubs have customer satisfaction ratings (whatever that means) between 85% and 88%. In the first chart, the entire scale of the graph included only the percentages between 83 and 89. This “judicious” choice of scale—some would call it a distortion—and omission of that scale from the chart make the tiny differences among the clubs seem important, however.

Also, in order to be a critical thinker, you need to learn to pay attention to the assumptions that underlie a message. Let us briefly illustrate the role of assumptions by touching on some people’s beliefs about the criminal justice system in the US. Some believe that a major problem with our judicial system is that many criminals go free because of legal technicalities. Others believe that a major problem is that many innocent people are convicted of crimes. The simple fact is, both types of errors occur. A person’s conclusion about which flaw in our judicial system is the greater tragedy is based on an assumption about which of these is the more serious error (letting the guilty go free or convicting the innocent). This type of assumption is called a value assumption (Browne and Keeley, 2018). It reflects the differences in values that people develop, differences that may lead us to disregard valid evidence that does not fit in with our particular values.

Oh, by the way, some students probably noticed this, but the seven tips for evaluating information that we shared in Module 1 are related to this. Actually, they are part of this section. The tips are, to a very large degree, set of ideas you can use to help you identify biases, distortions, omissions, and assumptions. If you do not remember this section, we strongly recommend you take a few minutes to review it.

skepticism :  a way of thinking in which you refrain from drawing a conclusion or changing your mind until good evidence has been provided

bias : an inclination, tendency, leaning, or prejudice

• Which of your beliefs (or disbeliefs) from the Activate exercise for this section were derived from a process of critical thinking? If some of your beliefs were not based on critical thinking, are you willing to reassess these beliefs? If the answer is no, why do you think that is? If the answer is yes, what concrete steps will you take?

7.2 Reasoning and Judgment

• What percentage of kidnappings are committed by strangers?
• Which area of the house is riskiest: kitchen, bathroom, or stairs?
• What is the most common cancer in the US?
• What percentage of workplace homicides are committed by co-workers?

An essential set of procedural thinking skills is  reasoning , the ability to generate and evaluate solid conclusions from a set of statements or evidence. You should note that these conclusions (when they are generated instead of being evaluated) are one key type of inference that we described in Section 7.1. There are two main types of reasoning, deductive and inductive.

Deductive reasoning

Suppose your teacher tells you that if you get an A on the final exam in a course, you will get an A for the whole course. Then, you get an A on the final exam. What will your final course grade be? Most people can see instantly that you can conclude with certainty that you will get an A for the course. This is a type of reasoning called  deductive reasoning , which is defined as reasoning in which a conclusion is guaranteed to be true as long as the statements leading to it are true. The three statements can be listed as an  argument , with two beginning statements and a conclusion:

Statement 1: If you get an A on the final exam, you will get an A for the course

Statement 2: You get an A on the final exam

Conclusion: You will get an A for the course

This particular arrangement, in which true beginning statements lead to a guaranteed true conclusion, is known as a  deductively valid argument . Although deductive reasoning is often the subject of abstract, brain-teasing, puzzle-like word problems, it is actually an extremely important type of everyday reasoning. It is just hard to recognize sometimes. For example, imagine that you are looking for your car keys and you realize that they are either in the kitchen drawer or in your book bag. After looking in the kitchen drawer, you instantly know that they must be in your book bag. That conclusion results from a simple deductive reasoning argument. In addition, solid deductive reasoning skills are necessary for you to succeed in the sciences, philosophy, math, computer programming, and any endeavor involving the use of logic to persuade others to your point of view or to evaluate others’ arguments.

Cognitive psychologists, and before them philosophers, have been quite interested in deductive reasoning, not so much for its practical applications, but for the insights it can offer them about the ways that human beings think. One of the early ideas to emerge from the examination of deductive reasoning is that people learn (or develop) mental versions of rules that allow them to solve these types of reasoning problems (Braine, 1978; Braine, Reiser, & Rumain, 1984). The best way to see this point of view is to realize that there are different possible rules, and some of them are very simple. For example, consider this rule of logic:

therefore q

Logical rules are often presented abstractly, as letters, in order to imply that they can be used in very many specific situations. Here is a concrete version of the of the same rule:

I’ll either have pizza or a hamburger for dinner tonight (p or q)

I won’t have pizza (not p)

Therefore, I’ll have a hamburger (therefore q)

This kind of reasoning seems so natural, so easy, that it is quite plausible that we would use a version of this rule in our daily lives. At least, it seems more plausible than some of the alternative possibilities—for example, that we need to have experience with the specific situation (pizza or hamburger, in this case) in order to solve this type of problem easily. So perhaps there is a form of natural logic (Rips, 1990) that contains very simple versions of logical rules. When we are faced with a reasoning problem that maps onto one of these rules, we use the rule.

But be very careful; things are not always as easy as they seem. Even these simple rules are not so simple. For example, consider the following rule. Many people fail to realize that this rule is just as valid as the pizza or hamburger rule above.

if p, then q

therefore, not p

Concrete version:

If I eat dinner, then I will have dessert

I did not have dessert

Therefore, I did not eat dinner

The simple fact is, it can be very difficult for people to apply rules of deductive logic correctly; as a result, they make many errors when trying to do so. Is this a deductively valid argument or not?

Students who like school study a lot

Students who study a lot get good grades

Jane does not like school

Therefore, Jane does not get good grades

Many people are surprised to discover that this is not a logically valid argument; the conclusion is not guaranteed to be true from the beginning statements. Although the first statement says that students who like school study a lot, it does NOT say that students who do not like school do not study a lot. In other words, it may very well be possible to study a lot without liking school. Even people who sometimes get problems like this right might not be using the rules of deductive reasoning. Instead, they might just be making judgments for examples they know, in this case, remembering instances of people who get good grades despite not liking school.

Making deductive reasoning even more difficult is the fact that there are two important properties that an argument may have. One, it can be valid or invalid (meaning that the conclusion does or does not follow logically from the statements leading up to it). Two, an argument (or more correctly, its conclusion) can be true or false. Here is an example of an argument that is logically valid, but has a false conclusion (at least we think it is false).

Either you are eleven feet tall or the Grand Canyon was created by a spaceship crashing into the earth.

You are not eleven feet tall

Therefore the Grand Canyon was created by a spaceship crashing into the earth

This argument has the exact same form as the pizza or hamburger argument above, making it is deductively valid. The conclusion is so false, however, that it is absurd (of course, the reason the conclusion is false is that the first statement is false). When people are judging arguments, they tend to not observe the difference between deductive validity and the empirical truth of statements or conclusions. If the elements of an argument happen to be true, people are likely to judge the argument logically valid; if the elements are false, they will very likely judge it invalid (Markovits & Bouffard-Bouchard, 1992; Moshman & Franks, 1986). Thus, it seems a stretch to say that people are using these logical rules to judge the validity of arguments. Many psychologists believe that most people actually have very limited deductive reasoning skills (Johnson-Laird, 1999). They argue that when faced with a problem for which deductive logic is required, people resort to some simpler technique, such as matching terms that appear in the statements and the conclusion (Evans, 1982). This might not seem like a problem, but what if reasoners believe that the elements are true and they happen to be wrong; they will would believe that they are using a form of reasoning that guarantees they are correct and yet be wrong.

deductive reasoning :  a type of reasoning in which the conclusion is guaranteed to be true any time the statements leading up to it are true

argument :  a set of statements in which the beginning statements lead to a conclusion

deductively valid argument :  an argument for which true beginning statements guarantee that the conclusion is true

Inductive reasoning and judgment

Every day, you make many judgments about the likelihood of one thing or another. Whether you realize it or not, you are practicing  inductive reasoning   on a daily basis. In inductive reasoning arguments, a conclusion is likely whenever the statements preceding it are true. The first thing to notice about inductive reasoning is that, by definition, you can never be sure about your conclusion; you can only estimate how likely the conclusion is. Inductive reasoning may lead you to focus on Memory Encoding and Recoding when you study for the exam, but it is possible the instructor will ask more questions about Memory Retrieval instead. Unlike deductive reasoning, the conclusions you reach through inductive reasoning are only probable, not certain. That is why scientists consider inductive reasoning weaker than deductive reasoning. But imagine how hard it would be for us to function if we could not act unless we were certain about the outcome.

Inductive reasoning can be represented as logical arguments consisting of statements and a conclusion, just as deductive reasoning can be. In an inductive argument, you are given some statements and a conclusion (or you are given some statements and must draw a conclusion). An argument is  inductively strong   if the conclusion would be very probable whenever the statements are true. So, for example, here is an inductively strong argument:

• Statement #1: The forecaster on Channel 2 said it is going to rain today.
• Statement #2: The forecaster on Channel 5 said it is going to rain today.
• Statement #3: It is very cloudy and humid.
• Statement #4: You just heard thunder.
• Conclusion (or judgment): It is going to rain today.

Think of the statements as evidence, on the basis of which you will draw a conclusion. So, based on the evidence presented in the four statements, it is very likely that it will rain today. Will it definitely rain today? Certainly not. We can all think of times that the weather forecaster was wrong.

A true story: Some years ago psychology student was watching a baseball playoff game between the St. Louis Cardinals and the Los Angeles Dodgers. A graphic on the screen had just informed the audience that the Cardinal at bat, (Hall of Fame shortstop) Ozzie Smith, a switch hitter batting left-handed for this plate appearance, had never, in nearly 3000 career at-bats, hit a home run left-handed. The student, who had just learned about inductive reasoning in his psychology class, turned to his companion (a Cardinals fan) and smugly said, “It is an inductively strong argument that Ozzie Smith will not hit a home run.” He turned back to face the television just in time to watch the ball sail over the right field fence for a home run. Although the student felt foolish at the time, he was not wrong. It was an inductively strong argument; 3000 at-bats is an awful lot of evidence suggesting that the Wizard of Ozz (as he was known) would not be hitting one out of the park (think of each at-bat without a home run as a statement in an inductive argument). Sadly (for the die-hard Cubs fan and Cardinals-hating student), despite the strength of the argument, the conclusion was wrong.

Given the possibility that we might draw an incorrect conclusion even with an inductively strong argument, we really want to be sure that we do, in fact, make inductively strong arguments. If we judge something probable, it had better be probable. If we judge something nearly impossible, it had better not happen. Think of inductive reasoning, then, as making reasonably accurate judgments of the probability of some conclusion given a set of evidence.

We base many decisions in our lives on inductive reasoning. For example:

Statement #1: Psychology is not my best subject

Statement #2: My psychology instructor has a reputation for giving difficult exams

Statement #3: My first psychology exam was much harder than I expected

Judgment: The next exam will probably be very difficult.

Decision: I will study tonight instead of watching Netflix.

Some other examples of judgments that people commonly make in a school context include judgments of the likelihood that:

• A particular class will be interesting/useful/difficult
• You will be able to finish writing a paper by next week if you go out tonight
• Your laptop’s battery will last through the next trip to the library
• You will not miss anything important if you skip class tomorrow
• Your instructor will not notice if you skip class tomorrow
• You will be able to find a book that you will need for a paper
• There will be an essay question about Memory Encoding on the next exam

Tversky and Kahneman (1983) recognized that there are two general ways that we might make these judgments; they termed them extensional (i.e., following the laws of probability) and intuitive (i.e., using shortcuts or heuristics, see below). We will use a similar distinction between Type 1 and Type 2 thinking, as described by Keith Stanovich and his colleagues (Evans and Stanovich, 2013; Stanovich and West, 2000). Type 1 thinking is fast, automatic, effortful, and emotional. In fact, it is hardly fair to call it reasoning at all, as judgments just seem to pop into one’s head. Type 2 thinking , on the other hand, is slow, effortful, and logical. So obviously, it is more likely to lead to a correct judgment, or an optimal decision. The problem is, we tend to over-rely on Type 1. Now, we are not saying that Type 2 is the right way to go for every decision or judgment we make. It seems a bit much, for example, to engage in a step-by-step logical reasoning procedure to decide whether we will have chicken or fish for dinner tonight.

Many bad decisions in some very important contexts, however, can be traced back to poor judgments of the likelihood of certain risks or outcomes that result from the use of Type 1 when a more logical reasoning process would have been more appropriate. For example:

Statement #1: It is late at night.

Statement #2: Albert has been drinking beer for the past five hours at a party.

Statement #3: Albert is not exactly sure where he is or how far away home is.

Judgment: Albert will have no difficulty walking home.

Decision: He walks home alone.

As you can see in this example, the three statements backing up the judgment do not really support it. In other words, this argument is not inductively strong because it is based on judgments that ignore the laws of probability. What are the chances that someone facing these conditions will be able to walk home alone easily? And one need not be drunk to make poor decisions based on judgments that just pop into our heads.

The truth is that many of our probability judgments do not come very close to what the laws of probability say they should be. Think about it. In order for us to reason in accordance with these laws, we would need to know the laws of probability, which would allow us to calculate the relationship between particular pieces of evidence and the probability of some outcome (i.e., how much likelihood should change given a piece of evidence), and we would have to do these heavy math calculations in our heads. After all, that is what Type 2 requires. Needless to say, even if we were motivated, we often do not even know how to apply Type 2 reasoning in many cases.

So what do we do when we don’t have the knowledge, skills, or time required to make the correct mathematical judgment? Do we hold off and wait until we can get better evidence? Do we read up on probability and fire up our calculator app so we can compute the correct probability? Of course not. We rely on Type 1 thinking. We “wing it.” That is, we come up with a likelihood estimate using some means at our disposal. Psychologists use the term heuristic to describe the type of “winging it” we are talking about. A  heuristic   is a shortcut strategy that we use to make some judgment or solve some problem (see Section 7.3). Heuristics are easy and quick, think of them as the basic procedures that are characteristic of Type 1.  They can absolutely lead to reasonably good judgments and decisions in some situations (like choosing between chicken and fish for dinner). They are, however, far from foolproof. There are, in fact, quite a lot of situations in which heuristics can lead us to make incorrect judgments, and in many cases the decisions based on those judgments can have serious consequences.

Let us return to the activity that begins this section. You were asked to judge the likelihood (or frequency) of certain events and risks. You were free to come up with your own evidence (or statements) to make these judgments. This is where a heuristic crops up. As a judgment shortcut, we tend to generate specific examples of those very events to help us decide their likelihood or frequency. For example, if we are asked to judge how common, frequent, or likely a particular type of cancer is, many of our statements would be examples of specific cancer cases:

Statement #1: Andy Kaufman (comedian) had lung cancer.

Statement #2: Colin Powell (US Secretary of State) had prostate cancer.

Statement #3: Bob Marley (musician) had skin and brain cancer

Statement #4: Sandra Day O’Connor (Supreme Court Justice) had breast cancer.

Statement #5: Fred Rogers (children’s entertainer) had stomach cancer.

Statement #6: Robin Roberts (news anchor) had breast cancer.

Statement #7: Bette Davis (actress) had breast cancer.

Judgment: Breast cancer is the most common type.

Your own experience or memory may also tell you that breast cancer is the most common type. But it is not (although it is common). Actually, skin cancer is the most common type in the US. We make the same types of misjudgments all the time because we do not generate the examples or evidence according to their actual frequencies or probabilities. Instead, we have a tendency (or bias) to search for the examples in memory; if they are easy to retrieve, we assume that they are common. To rephrase this in the language of the heuristic, events seem more likely to the extent that they are available to memory. This bias has been termed the  availability heuristic   (Kahneman and Tversky, 1974).

The fact that we use the availability heuristic does not automatically mean that our judgment is wrong. The reason we use heuristics in the first place is that they work fairly well in many cases (and, of course that they are easy to use). So, the easiest examples to think of sometimes are the most common ones. Is it more likely that a member of the U.S. Senate is a man or a woman? Most people have a much easier time generating examples of male senators. And as it turns out, the U.S. Senate has many more men than women (74 to 26 in 2020). In this case, then, the availability heuristic would lead you to make the correct judgment; it is far more likely that a senator would be a man.

In many other cases, however, the availability heuristic will lead us astray. This is because events can be memorable for many reasons other than their frequency. Section 5.2, Encoding Meaning, suggested that one good way to encode the meaning of some information is to form a mental image of it. Thus, information that has been pictured mentally will be more available to memory. Indeed, an event that is vivid and easily pictured will trick many people into supposing that type of event is more common than it actually is. Repetition of information will also make it more memorable. So, if the same event is described to you in a magazine, on the evening news, on a podcast that you listen to, and in your Facebook feed; it will be very available to memory. Again, the availability heuristic will cause you to misperceive the frequency of these types of events.

Most interestingly, information that is unusual is more memorable. Suppose we give you the following list of words to remember: box, flower, letter, platypus, oven, boat, newspaper, purse, drum, car. Very likely, the easiest word to remember would be platypus, the unusual one. The same thing occurs with memories of events. An event may be available to memory because it is unusual, yet the availability heuristic leads us to judge that the event is common. Did you catch that? In these cases, the availability heuristic makes us think the exact opposite of the true frequency. We end up thinking something is common because it is unusual (and therefore memorable). Yikes.

The misapplication of the availability heuristic sometimes has unfortunate results. For example, if you went to K-12 school in the US over the past 10 years, it is extremely likely that you have participated in lockdown and active shooter drills. Of course, everyone is trying to prevent the tragedy of another school shooting. And believe us, we are not trying to minimize how terrible the tragedy is. But the truth of the matter is, school shootings are extremely rare. Because the federal government does not keep a database of school shootings, the Washington Post has maintained their own running tally. Between 1999 and January 2020 (the date of the most recent school shooting with a death in the US at of the time this paragraph was written), the Post reported a total of 254 people died in school shootings in the US. Not 254 per year, 254 total. That is an average of 12 per year. Of course, that is 254 people who should not have died (particularly because many were children), but in a country with approximately 60,000,000 students and teachers, this is a very small risk.

But many students and teachers are terrified that they will be victims of school shootings because of the availability heuristic. It is so easy to think of examples (they are very available to memory) that people believe the event is very common. It is not. And there is a downside to this. We happen to believe that there is an enormous gun violence problem in the United States. According the the Centers for Disease Control and Prevention, there were 39,773 firearm deaths in the US in 2017. Fifteen of those deaths were in school shootings, according to the Post. 60% of those deaths were suicides. When people pay attention to the school shooting risk (low), they often fail to notice the much larger risk.

And examples like this are by no means unique. The authors of this book have been teaching psychology since the 1990’s. We have been able to make the exact same arguments about the misapplication of the availability heuristics and keep them current by simply swapping out for the “fear of the day.” In the 1990’s it was children being kidnapped by strangers (it was known as “stranger danger”) despite the facts that kidnappings accounted for only 2% of the violent crimes committed against children, and only 24% of kidnappings are committed by strangers (US Department of Justice, 2007). This fear overlapped with the fear of terrorism that gripped the country after the 2001 terrorist attacks on the World Trade Center and US Pentagon and still plagues the population of the US somewhat in 2020. After a well-publicized, sensational act of violence, people are extremely likely to increase their estimates of the chances that they, too, will be victims of terror. Think about the reality, however. In October of 2001, a terrorist mailed anthrax spores to members of the US government and a number of media companies. A total of five people died as a result of this attack. The nation was nearly paralyzed by the fear of dying from the attack; in reality the probability of an individual person dying was 0.00000002.

The availability heuristic can lead you to make incorrect judgments in a school setting as well. For example, suppose you are trying to decide if you should take a class from a particular math professor. You might try to make a judgment of how good a teacher she is by recalling instances of friends and acquaintances making comments about her teaching skill. You may have some examples that suggest that she is a poor teacher very available to memory, so on the basis of the availability heuristic you judge her a poor teacher and decide to take the class from someone else. What if, however, the instances you recalled were all from the same person, and this person happens to be a very colorful storyteller? The subsequent ease of remembering the instances might not indicate that the professor is a poor teacher after all.

Although the availability heuristic is obviously important, it is not the only judgment heuristic we use. Amos Tversky and Daniel Kahneman examined the role of heuristics in inductive reasoning in a long series of studies. Kahneman received a Nobel Prize in Economics for this research in 2002, and Tversky would have certainly received one as well if he had not died of melanoma at age 59 in 1996 (Nobel Prizes are not awarded posthumously). Kahneman and Tversky demonstrated repeatedly that people do not reason in ways that are consistent with the laws of probability. They identified several heuristic strategies that people use instead to make judgments about likelihood. The importance of this work for economics (and the reason that Kahneman was awarded the Nobel Prize) is that earlier economic theories had assumed that people do make judgments rationally, that is, in agreement with the laws of probability.

Another common heuristic that people use for making judgments is the  representativeness heuristic (Kahneman & Tversky 1973). Suppose we describe a person to you. He is quiet and shy, has an unassuming personality, and likes to work with numbers. Is this person more likely to be an accountant or an attorney? If you said accountant, you were probably using the representativeness heuristic. Our imaginary person is judged likely to be an accountant because he resembles, or is representative of the concept of, an accountant. When research participants are asked to make judgments such as these, the only thing that seems to matter is the representativeness of the description. For example, if told that the person described is in a room that contains 70 attorneys and 30 accountants, participants will still assume that he is an accountant.

inductive reasoning :  a type of reasoning in which we make judgments about likelihood from sets of evidence

inductively strong argument :  an inductive argument in which the beginning statements lead to a conclusion that is probably true

heuristic :  a shortcut strategy that we use to make judgments and solve problems. Although they are easy to use, they do not guarantee correct judgments and solutions

availability heuristic :  judging the frequency or likelihood of some event type according to how easily examples of the event can be called to mind (i.e., how available they are to memory)

representativeness heuristic:   judging the likelihood that something is a member of a category on the basis of how much it resembles a typical category member (i.e., how representative it is of the category)

Type 1 thinking : fast, automatic, and emotional thinking.

Type 2 thinking : slow, effortful, and logical thinking.

• What percentage of workplace homicides are co-worker violence?

Many people get these questions wrong. The answers are 10%; stairs; skin; 6%. How close were your answers? Explain how the availability heuristic might have led you to make the incorrect judgments.

• Can you think of some other judgments that you have made (or beliefs that you have) that might have been influenced by the availability heuristic?

7.3 Problem Solving

• Please take a few minutes to list a number of problems that you are facing right now.
• Now write about a problem that you recently solved.
• What is your definition of a problem?

Mary has a problem. Her daughter, ordinarily quite eager to please, appears to delight in being the last person to do anything. Whether getting ready for school, going to piano lessons or karate class, or even going out with her friends, she seems unwilling or unable to get ready on time. Other people have different kinds of problems. For example, many students work at jobs, have numerous family commitments, and are facing a course schedule full of difficult exams, assignments, papers, and speeches. How can they find enough time to devote to their studies and still fulfill their other obligations? Speaking of students and their problems: Show that a ball thrown vertically upward with initial velocity v0 takes twice as much time to return as to reach the highest point (from Spiegel, 1981).

These are three very different situations, but we have called them all problems. What makes them all the same, despite the differences? A psychologist might define a  problem   as a situation with an initial state, a goal state, and a set of possible intermediate states. Somewhat more meaningfully, we might consider a problem a situation in which you are in here one state (e.g., daughter is always late), you want to be there in another state (e.g., daughter is not always late), and with no obvious way to get from here to there. Defined this way, each of the three situations we outlined can now be seen as an example of the same general concept, a problem. At this point, you might begin to wonder what is not a problem, given such a general definition. It seems that nearly every non-routine task we engage in could qualify as a problem. As long as you realize that problems are not necessarily bad (it can be quite fun and satisfying to rise to the challenge and solve a problem), this may be a useful way to think about it.

Can we identify a set of problem-solving skills that would apply to these very different kinds of situations? That task, in a nutshell, is a major goal of this section. Let us try to begin to make sense of the wide variety of ways that problems can be solved with an important observation: the process of solving problems can be divided into two key parts. First, people have to notice, comprehend, and represent the problem properly in their minds (called  problem representation ). Second, they have to apply some kind of solution strategy to the problem. Psychologists have studied both of these key parts of the process in detail.

When you first think about the problem-solving process, you might guess that most of our difficulties would occur because we are failing in the second step, the application of strategies. Although this can be a significant difficulty much of the time, the more important source of difficulty is probably problem representation. In short, we often fail to solve a problem because we are looking at it, or thinking about it, the wrong way.

problem :  a situation in which we are in an initial state, have a desired goal state, and there is a number of possible intermediate states (i.e., there is no obvious way to get from the initial to the goal state)

problem representation :  noticing, comprehending and forming a mental conception of a problem

Defining and Mentally Representing Problems in Order to Solve Them

So, the main obstacle to solving a problem is that we do not clearly understand exactly what the problem is. Recall the problem with Mary’s daughter always being late. One way to represent, or to think about, this problem is that she is being defiant. She refuses to get ready in time. This type of representation or definition suggests a particular type of solution. Another way to think about the problem, however, is to consider the possibility that she is simply being sidetracked by interesting diversions. This different conception of what the problem is (i.e., different representation) suggests a very different solution strategy. For example, if Mary defines the problem as defiance, she may be tempted to solve the problem using some kind of coercive tactics, that is, to assert her authority as her mother and force her to listen. On the other hand, if Mary defines the problem as distraction, she may try to solve it by simply removing the distracting objects.

As you might guess, when a problem is represented one way, the solution may seem very difficult, or even impossible. Seen another way, the solution might be very easy. For example, consider the following problem (from Nasar, 1998):

Two bicyclists start 20 miles apart and head toward each other, each going at a steady rate of 10 miles per hour. At the same time, a fly that travels at a steady 15 miles per hour starts from the front wheel of the southbound bicycle and flies to the front wheel of the northbound one, then turns around and flies to the front wheel of the southbound one again, and continues in this manner until he is crushed between the two front wheels. Question: what total distance did the fly cover?

Please take a few minutes to try to solve this problem.

Most people represent this problem as a question about a fly because, well, that is how the question is asked. The solution, using this representation, is to figure out how far the fly travels on the first leg of its journey, then add this total to how far it travels on the second leg of its journey (when it turns around and returns to the first bicycle), then continue to add the smaller distance from each leg of the journey until you converge on the correct answer. You would have to be quite skilled at math to solve this problem, and you would probably need some time and pencil and paper to do it.

If you consider a different representation, however, you can solve this problem in your head. Instead of thinking about it as a question about a fly, think about it as a question about the bicycles. They are 20 miles apart, and each is traveling 10 miles per hour. How long will it take for the bicycles to reach each other? Right, one hour. The fly is traveling 15 miles per hour; therefore, it will travel a total of 15 miles back and forth in the hour before the bicycles meet. Represented one way (as a problem about a fly), the problem is quite difficult. Represented another way (as a problem about two bicycles), it is easy. Changing your representation of a problem is sometimes the best—sometimes the only—way to solve it.

Unfortunately, however, changing a problem’s representation is not the easiest thing in the world to do. Often, problem solvers get stuck looking at a problem one way. This is called  fixation . Most people who represent the preceding problem as a problem about a fly probably do not pause to reconsider, and consequently change, their representation. A parent who thinks her daughter is being defiant is unlikely to consider the possibility that her behavior is far less purposeful.

Problem-solving fixation was examined by a group of German psychologists called Gestalt psychologists during the 1930’s and 1940’s. Karl Dunker, for example, discovered an important type of failure to take a different perspective called  functional fixedness . Imagine being a participant in one of his experiments. You are asked to figure out how to mount two candles on a door and are given an assortment of odds and ends, including a small empty cardboard box and some thumbtacks. Perhaps you have already figured out a solution: tack the box to the door so it forms a platform, then put the candles on top of the box. Most people are able to arrive at this solution. Imagine a slight variation of the procedure, however. What if, instead of being empty, the box had matches in it? Most people given this version of the problem do not arrive at the solution given above. Why? Because it seems to people that when the box contains matches, it already has a function; it is a matchbox. People are unlikely to consider a new function for an object that already has a function. This is functional fixedness.

Mental set is a type of fixation in which the problem solver gets stuck using the same solution strategy that has been successful in the past, even though the solution may no longer be useful. It is commonly seen when students do math problems for homework. Often, several problems in a row require the reapplication of the same solution strategy. Then, without warning, the next problem in the set requires a new strategy. Many students attempt to apply the formerly successful strategy on the new problem and therefore cannot come up with a correct answer.

The thing to remember is that you cannot solve a problem unless you correctly identify what it is to begin with (initial state) and what you want the end result to be (goal state). That may mean looking at the problem from a different angle and representing it in a new way. The correct representation does not guarantee a successful solution, but it certainly puts you on the right track.

A bit more optimistically, the Gestalt psychologists discovered what may be considered the opposite of fixation, namely  insight . Sometimes the solution to a problem just seems to pop into your head. Wolfgang Kohler examined insight by posing many different problems to chimpanzees, principally problems pertaining to their acquisition of out-of-reach food. In one version, a banana was placed outside of a chimpanzee’s cage and a short stick inside the cage. The stick was too short to retrieve the banana, but was long enough to retrieve a longer stick also located outside of the cage. This second stick was long enough to retrieve the banana. After trying, and failing, to reach the banana with the shorter stick, the chimpanzee would try a couple of random-seeming attempts, react with some apparent frustration or anger, then suddenly rush to the longer stick, the correct solution fully realized at this point. This sudden appearance of the solution, observed many times with many different problems, was termed insight by Kohler.

Lest you think it pertains to chimpanzees only, Karl Dunker demonstrated that children also solve problems through insight in the 1930s. More importantly, you have probably experienced insight yourself. Think back to a time when you were trying to solve a difficult problem. After struggling for a while, you gave up. Hours later, the solution just popped into your head, perhaps when you were taking a walk, eating dinner, or lying in bed.

fixation :  when a problem solver gets stuck looking at a problem a particular way and cannot change his or her representation of it (or his or her intended solution strategy)

functional fixedness :  a specific type of fixation in which a problem solver cannot think of a new use for an object that already has a function

mental set :  a specific type of fixation in which a problem solver gets stuck using the same solution strategy that has been successful in the past

insight :  a sudden realization of a solution to a problem

Solving Problems by Trial and Error

Correctly identifying the problem and your goal for a solution is a good start, but recall the psychologist’s definition of a problem: it includes a set of possible intermediate states. Viewed this way, a problem can be solved satisfactorily only if one can find a path through some of these intermediate states to the goal. Imagine a fairly routine problem, finding a new route to school when your ordinary route is blocked (by road construction, for example). At each intersection, you may turn left, turn right, or go straight. A satisfactory solution to the problem (of getting to school) is a sequence of selections at each intersection that allows you to wind up at school.

If you had all the time in the world to get to school, you might try choosing intermediate states randomly. At one corner you turn left, the next you go straight, then you go left again, then right, then right, then straight. Unfortunately, trial and error will not necessarily get you where you want to go, and even if it does, it is not the fastest way to get there. For example, when a friend of ours was in college, he got lost on the way to a concert and attempted to find the venue by choosing streets to turn onto randomly (this was long before the use of GPS). Amazingly enough, the strategy worked, although he did end up missing two out of the three bands who played that night.

Trial and error is not all bad, however. B.F. Skinner, a prominent behaviorist psychologist, suggested that people often behave randomly in order to see what effect the behavior has on the environment and what subsequent effect this environmental change has on them. This seems particularly true for the very young person. Picture a child filling a household’s fish tank with toilet paper, for example. To a child trying to develop a repertoire of creative problem-solving strategies, an odd and random behavior might be just the ticket. Eventually, the exasperated parent hopes, the child will discover that many of these random behaviors do not successfully solve problems; in fact, in many cases they create problems. Thus, one would expect a decrease in this random behavior as a child matures. You should realize, however, that the opposite extreme is equally counterproductive. If the children become too rigid, never trying something unexpected and new, their problem solving skills can become too limited.

Effective problem solving seems to call for a happy medium that strikes a balance between using well-founded old strategies and trying new ground and territory. The individual who recognizes a situation in which an old problem-solving strategy would work best, and who can also recognize a situation in which a new untested strategy is necessary is halfway to success.

Solving Problems with Algorithms and Heuristics

For many problems there is a possible strategy available that will guarantee a correct solution. For example, think about math problems. Math lessons often consist of step-by-step procedures that can be used to solve the problems. If you apply the strategy without error, you are guaranteed to arrive at the correct solution to the problem. This approach is called using an  algorithm , a term that denotes the step-by-step procedure that guarantees a correct solution. Because algorithms are sometimes available and come with a guarantee, you might think that most people use them frequently. Unfortunately, however, they do not. As the experience of many students who have struggled through math classes can attest, algorithms can be extremely difficult to use, even when the problem solver knows which algorithm is supposed to work in solving the problem. In problems outside of math class, we often do not even know if an algorithm is available. It is probably fair to say, then, that algorithms are rarely used when people try to solve problems.

Because algorithms are so difficult to use, people often pass up the opportunity to guarantee a correct solution in favor of a strategy that is much easier to use and yields a reasonable chance of coming up with a correct solution. These strategies are called  problem solving heuristics . Similar to what you saw in section 6.2 with reasoning heuristics, a problem solving heuristic is a shortcut strategy that people use when trying to solve problems. It usually works pretty well, but does not guarantee a correct solution to the problem. For example, one problem solving heuristic might be “always move toward the goal” (so when trying to get to school when your regular route is blocked, you would always turn in the direction you think the school is). A heuristic that people might use when doing math homework is “use the same solution strategy that you just used for the previous problem.”

By the way, we hope these last two paragraphs feel familiar to you. They seem to parallel a distinction that you recently learned. Indeed, algorithms and problem-solving heuristics are another example of the distinction between Type 1 thinking and Type 2 thinking.

Although it is probably not worth describing a large number of specific heuristics, two observations about heuristics are worth mentioning. First, heuristics can be very general or they can be very specific, pertaining to a particular type of problem only. For example, “always move toward the goal” is a general strategy that you can apply to countless problem situations. On the other hand, “when you are lost without a functioning gps, pick the most expensive car you can see and follow it” is specific to the problem of being lost. Second, all heuristics are not equally useful. One heuristic that many students know is “when in doubt, choose c for a question on a multiple-choice exam.” This is a dreadful strategy because many instructors intentionally randomize the order of answer choices. Another test-taking heuristic, somewhat more useful, is “look for the answer to one question somewhere else on the exam.”

You really should pay attention to the application of heuristics to test taking. Imagine that while reviewing your answers for a multiple-choice exam before turning it in, you come across a question for which you originally thought the answer was c. Upon reflection, you now think that the answer might be b. Should you change the answer to b, or should you stick with your first impression? Most people will apply the heuristic strategy to “stick with your first impression.” What they do not realize, of course, is that this is a very poor strategy (Lilienfeld et al, 2009). Most of the errors on exams come on questions that were answered wrong originally and were not changed (so they remain wrong). There are many fewer errors where we change a correct answer to an incorrect answer. And, of course, sometimes we change an incorrect answer to a correct answer. In fact, research has shown that it is more common to change a wrong answer to a right answer than vice versa (Bruno, 2001).

The belief in this poor test-taking strategy (stick with your first impression) is based on the  confirmation bias   (Nickerson, 1998; Wason, 1960). You first saw the confirmation bias in Module 1, but because it is so important, we will repeat the information here. People have a bias, or tendency, to notice information that confirms what they already believe. Somebody at one time told you to stick with your first impression, so when you look at the results of an exam you have taken, you will tend to notice the cases that are consistent with that belief. That is, you will notice the cases in which you originally had an answer correct and changed it to the wrong answer. You tend not to notice the other two important (and more common) cases, changing an answer from wrong to right, and leaving a wrong answer unchanged.

Because heuristics by definition do not guarantee a correct solution to a problem, mistakes are bound to occur when we employ them. A poor choice of a specific heuristic will lead to an even higher likelihood of making an error.

algorithm :  a step-by-step procedure that guarantees a correct solution to a problem

problem solving heuristic :  a shortcut strategy that we use to solve problems. Although they are easy to use, they do not guarantee correct judgments and solutions

confirmation bias :  people’s tendency to notice information that confirms what they already believe

An Effective Problem-Solving Sequence

You may be left with a big question: If algorithms are hard to use and heuristics often don’t work, how am I supposed to solve problems? Robert Sternberg (1996), as part of his theory of what makes people successfully intelligent (Module 8) described a problem-solving sequence that has been shown to work rather well:

• Identify the existence of a problem.  In school, problem identification is often easy; problems that you encounter in math classes, for example, are conveniently labeled as problems for you. Outside of school, however, realizing that you have a problem is a key difficulty that you must get past in order to begin solving it. You must be very sensitive to the symptoms that indicate a problem.
• Define the problem.  Suppose you realize that you have been having many headaches recently. Very likely, you would identify this as a problem. If you define the problem as “headaches,” the solution would probably be to take aspirin or ibuprofen or some other anti-inflammatory medication. If the headaches keep returning, however, you have not really solved the problem—likely because you have mistaken a symptom for the problem itself. Instead, you must find the root cause of the headaches. Stress might be the real problem. For you to successfully solve many problems it may be necessary for you to overcome your fixations and represent the problems differently. One specific strategy that you might find useful is to try to define the problem from someone else’s perspective. How would your parents, spouse, significant other, doctor, etc. define the problem? Somewhere in these different perspectives may lurk the key definition that will allow you to find an easier and permanent solution.
• Formulate strategy.  Now it is time to begin planning exactly how the problem will be solved. Is there an algorithm or heuristic available for you to use? Remember, heuristics by their very nature guarantee that occasionally you will not be able to solve the problem. One point to keep in mind is that you should look for long-range solutions, which are more likely to address the root cause of a problem than short-range solutions.
• Represent and organize information.  Similar to the way that the problem itself can be defined, or represented in multiple ways, information within the problem is open to different interpretations. Suppose you are studying for a big exam. You have chapters from a textbook and from a supplemental reader, along with lecture notes that all need to be studied. How should you (represent and) organize these materials? Should you separate them by type of material (text versus reader versus lecture notes), or should you separate them by topic? To solve problems effectively, you must learn to find the most useful representation and organization of information.
• Allocate resources.  This is perhaps the simplest principle of the problem solving sequence, but it is extremely difficult for many people. First, you must decide whether time, money, skills, effort, goodwill, or some other resource would help to solve the problem Then, you must make the hard choice of deciding which resources to use, realizing that you cannot devote maximum resources to every problem. Very often, the solution to problem is simply to change how resources are allocated (for example, spending more time studying in order to improve grades).
• Monitor and evaluate solutions.  Pay attention to the solution strategy while you are applying it. If it is not working, you may be able to select another strategy. Another fact you should realize about problem solving is that it never does end. Solving one problem frequently brings up new ones. Good monitoring and evaluation of your problem solutions can help you to anticipate and get a jump on solving the inevitable new problems that will arise.

Please note that this as  an  effective problem-solving sequence, not  the  effective problem solving sequence. Just as you can become fixated and end up representing the problem incorrectly or trying an inefficient solution, you can become stuck applying the problem-solving sequence in an inflexible way. Clearly there are problem situations that can be solved without using these skills in this order.

Additionally, many real-world problems may require that you go back and redefine a problem several times as the situation changes (Sternberg et al. 2000). For example, consider the problem with Mary’s daughter one last time. At first, Mary did represent the problem as one of defiance. When her early strategy of pleading and threatening punishment was unsuccessful, Mary began to observe her daughter more carefully. She noticed that, indeed, her daughter’s attention would be drawn by an irresistible distraction or book. Fresh with a re-representation of the problem, she began a new solution strategy. She began to remind her daughter every few minutes to stay on task and remind her that if she is ready before it is time to leave, she may return to the book or other distracting object at that time. Fortunately, this strategy was successful, so Mary did not have to go back and redefine the problem again.

Pick one or two of the problems that you listed when you first started studying this section and try to work out the steps of Sternberg’s problem solving sequence for each one.

a mental representation of a category of things in the world

an assumption about the truth of something that is not stated. Inferences come from our prior knowledge and experience, and from logical reasoning

knowledge about one’s own cognitive processes; thinking about your thinking

individuals who are less competent tend to overestimate their abilities more than individuals who are more competent do

Thinking like a scientist in your everyday life for the purpose of drawing correct conclusions. It entails skepticism; an ability to identify biases, distortions, omissions, and assumptions; and excellent deductive and inductive reasoning, and problem solving skills.

a way of thinking in which you refrain from drawing a conclusion or changing your mind until good evidence has been provided

an inclination, tendency, leaning, or prejudice

a type of reasoning in which the conclusion is guaranteed to be true any time the statements leading up to it are true

a set of statements in which the beginning statements lead to a conclusion

an argument for which true beginning statements guarantee that the conclusion is true

a type of reasoning in which we make judgments about likelihood from sets of evidence

an inductive argument in which the beginning statements lead to a conclusion that is probably true

fast, automatic, and emotional thinking

slow, effortful, and logical thinking

a shortcut strategy that we use to make judgments and solve problems. Although they are easy to use, they do not guarantee correct judgments and solutions

udging the frequency or likelihood of some event type according to how easily examples of the event can be called to mind (i.e., how available they are to memory)

judging the likelihood that something is a member of a category on the basis of how much it resembles a typical category member (i.e., how representative it is of the category)

a situation in which we are in an initial state, have a desired goal state, and there is a number of possible intermediate states (i.e., there is no obvious way to get from the initial to the goal state)

noticing, comprehending and forming a mental conception of a problem

when a problem solver gets stuck looking at a problem a particular way and cannot change his or her representation of it (or his or her intended solution strategy)

a specific type of fixation in which a problem solver cannot think of a new use for an object that already has a function

a specific type of fixation in which a problem solver gets stuck using the same solution strategy that has been successful in the past

a sudden realization of a solution to a problem

a step-by-step procedure that guarantees a correct solution to a problem

The tendency to notice and pay attention to information that confirms your prior beliefs and to ignore information that disconfirms them.

a shortcut strategy that we use to solve problems. Although they are easy to use, they do not guarantee correct judgments and solutions

Introduction to Psychology Copyright © 2020 by Ken Gray; Elizabeth Arnott-Hill; and Or'Shaundra Benson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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The five pitfalls of problem-solving - and how to avoid them.

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Even experienced leaders make surprising and costly mistakes when solving complex problems and ... [+] selling their solutions.

Of the many skills leaders need to be effective, research consistently shows that complex problem solving is paramount. For most of us, however, solving difficult problems and selling the solutions doesn’t come naturally since we haven’t been taught how to do it well. And when we try, obstacles abound.

Through our research, teaching and consulting, we’ve identified five pitfalls that frequently trip up business leaders when they tackle complex problems. If we want to be better leaders, we must understand these pitfalls and how to overcome them.

Pitfall 1: Flawed problem definition

When digitalization swept through the music industry, record companies reacted by fighting a court battle against illegal file sharing. They won, forcing Napster to unplug in 2001. But it was a pyrrhic victory. By 2010, two-thirds of their revenues had evaporated.

At the heart of this disaster was the way music industry executives viewed file sharing. To them, it was simple piracy, and they stated the problem accordingly: “How do we stop this piracy?”

A different and more productive problem statement would have been: “How can we make money in a world of digital music?” One company – Apple – asked this question, laying the groundwork for the phenomenally successful iPod, iPhone and iTunes store.

iTunes music gift cards of different values displayed for sale. (Photo by Roberto Machado ... [+] Noa/LightRocket via Getty Images)

The contrast between the record companies and Apple illustrates the importance of stating the right problem. A flawed problem definition , which often happens when you think you recognize a situation from past experience, puts you on a glide path to irrelevant solutions.

A practical way to state a problem is to use the TOSCA checklist by answering the following questions:

• T rouble: What indicates the current situation is not the desired one?
• O wner: Who is responsible for its resolution?
• S uccess: What will success look like and when?
• C onstraints: What are the binding constraints on developing a solution?
• A ctors: Who are the relevant stakeholders?

This checklist helps you understand the various facets of the problem. You can then use your answers to develop the core question that will guide your solution-development efforts.

Pitfall 2: Solution confirmation

In October 2005, Muhammad Yunus, Nobel laureate and father of microfinance, met with Franck Riboud, CEO of Danone. With a handshake, they agreed to team up to fight childhood malnutrition in Bangladesh, one of the world’s poorest countries.

With virtually no investigation or experimentation, Danone quickly developed a nutrition-packed yogurt called Shokti Doi (energy yogurt) and the business model for it as the solution to the problem. The Grameen Danone Foods Limited (GDFL) joint venture began production in February 2007.

GDFL’s performance, however, didn’t live up to the founders’ expectations .  Despite several re-organization efforts, by 2015 GDFL was producing at only two-thirds capacity. Supermarkets in middle-class urban areas accounted for the vast majority of sales, while the impact on poor communities was marginal.

GDFL had fallen prey to the solution confirmation pitfall . Rather than start by understanding the problem —child malnutrition— to find relevant solutions, the two organizations quickly zeroed in on a candidate solution they assumed would work because it combined Danone’s yogurt production expertise with Grameen’s marketing clout. A desire to move quickly coupled with strong executive support deterred anyone from challenging the hypotheses that underpinned the solution.

To avoid this pitfall, you must structure the problem. Start with the core question you are attempting to answer from problem statement. Break this core question down into as many non-overlapping sub-questions (elementary issues) as possible. You can then investigate them one by one in search for adequate solutions.

Pitfall 3: Wrong framework

Through a consulting project, we came to know Lisa, the HR Director at a call center company. Because of high employee turnover, recruiting and training costs had spiraled out of control. Lisa was considering contracting with an HR analytics firm that promised, thanks to machine-learning algorithms, to identify the personality traits associated with longer employee tenure and to select applicants with those characteristics. The firm had impressive references from clients who it helped achieve significant increases in retention rates.

While Lisa wondered whether she should become a client, something troubled her. After some reflection, she put her finger on it. The analytics firm was forcing her to think of the problem in a specific way, to use a specific lens. While it offered a framework to address the retention issue, this framework used an unstated, disputable assumption – that retention is linked to employee personality.

To test this assumption, Lisa conducted some exit interviews and discovered employees were leaving because of low pay, poor working conditions, and brutal management. Employees who stayed did so largely because they couldn’t find jobs elsewhere.

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Lisa realized that if the analytics firm’s predictive model worked as advertised, it would identify the personality traits of employees that other employers wouldn’t hire and select for those traits in applicants! While this could result in lower turnover, it may also lead to lower job performance—a critical factor that hadn’t been part of the discussion.

This story highlights the third pitfall of problem solving: using the wrong framework . Frameworks tell us what to pay attention to in a particular situation; but by suggesting what we should attend to, they also tell us what to ignore. Our choice of frameworks can blind us to important aspects of a problem, leading us to develop ineffective solutions.

Be careful not to blindly apply frameworks to a problem simply because you’re familiar with them. When using frameworks to structure a problem, make sure their assumptions fit your problem.

Pitfall 4: Narrow framing

In June 2011, American department store chain J.C. Penney announced that Ron Johnson, head of Apple’s wildly successful retail stores, would become Penney’s new CEO. The stock market reacted by bidding up Penney’s share price 17.5%. Johnson’s mission was to turn around the ailing retailer, which had seen its sales, profits and stock price steadily erode.

Ron Johnson announces the new J.C. Penney strategy at the J.C. Penney launch event at Pier 57 on ... [+] January 25, 2012 in New York City. (Photo by Astrid Stawiarz/Getty Images for jcpenney)

Johnson quickly pursued changes that were a dramatic departure from what Penney’s customers expected from the century-old retailer. He eliminated sales promotions and replaced them with a simple, everyday low-pricing approach. He transformed Penney’s from a crowded and cluttered department store selling many of its own labels organized by product type to a collection of 100 boutiques spaciously organized by well-known brands. Store employees were encouraged to dress in their own style and outfitted with hand-held checkout devices. The company communicated these changes as part of a major rebranding effort.

The return on this investment of hundreds of millions of dollars became clear when Penney’s announced its 2012 results. They were awful. Same-store sales fell 25% from the previous year and Penney’s recorded a $1 billion loss. By April 2013 Johnson was out as CEO, only 18 months after he started.

Johnson’s misfortune illustrates the narrow framing pitfall . When we tackle a complex problem that we superficially understand, it’s tempting to frame it narrowly to make it look like one we’ve worked on before. We can then reason by analogy to quickly identify a solution instead of investing in thoroughly understanding the problem.

Johnson ignored his superficial understanding of Penney’s customers and quickly jumped to an Apple-inspired solution—undiscounted, branded merchandise sold in a hip setting by quirky salespeople supported by a fresh, minimalist brand. The assumption, which proved to be wrong, was that Penney’s customers were like Apple Store customers. This assumption also explains why Johnson didn’t see a need to pilot-test his solution. If Apple Store and Penney’s customers are similar, what worked at Apple will work at J.C. Penney.

When we face complex problems involving customers or users we understand poorly, we should avoid narrowly framing them by analogy to other situations. Instead, we should use a design thinking approach to solve them, starting with understanding the problem from the perspective of the people who experience it. Doing so can help us identify opportunities for solutions that we would otherwise miss. We can then prototype multiple potential solutions and test them with real users, rather than “bet the farm” on one idea that may not work.

Pitfall 5: Miscommunication

Recent research shows the main cause of obesity, diabetes, and heart disease is the overconsumption of sugar—not fat. British scientist John Yudkin made this discovery in the late 1950s, but policy-makers largely ignored his findings. When Yudkin died in 1995, his research had long been forgotten . Until scientists rediscovered the role of sugar in the 2000s, nutritionists and public health authorities issued dietary guidelines primarily focused on reducing saturated fat consumption.

How did they get it so wrong for so long? One of the main reasons was that Yudkin was wholly unpersuasive. Although Yudkin was an internationally recognized nutritionist, his story was counterintuitive, especially to lay people: how could sugar generate more harmful fat in the body than fat itself?

In contrast, his rival, Ancel Keys, had a flawed story – focused on fat – but did a beautiful job of selling it to both scientists and policy makers. Keys also fought Yudkin ruthlessly, calling his theory “a mountain of nonsense,” and accusing him of issuing propaganda for the meat and dairy industries.

This example illustrates a well-known point: communication is critical to motivate action. Solving the problem is worthless if you can’t sell your solution to decision makers. This happens far too often in organizations, where reports are reviewed, archived and forgotten, with no tangible impact.

But Keys’s story shows the opposite problem can be even more harmful: brilliant communication of the wrong answer can lead to misguided and detrimental action. This is why the approach to selling the solution must be grounded in the problem solving process. The evidence from the problem-solving process must provide the rationale for the recommended solution, which must address the core question from the problem statement and each element of the TOSCA checklist.

How to Solve the Toughest Business Problems

As these five stories illustrate, even experienced leaders make surprising and costly mistakes when solving complex problems and selling their solutions. But these pitfalls are not without preventive measures. Following a disciplined method can help you avoid the pitfalls and develop and sell better solutions. In our new book,  Cracked It! How to Solve Big Problems and Sell Solutions Like Top Strategy Consultants , we provide a step-by-step process and toolkit to help readers tackle challenging business problems. We guide you through each step in our 4S method: from how to state, structure and then solve problems to how to sell the solutions.

While the idea of a structured problem-solving process may not sound exciting, the guidance and discipline it provides can give leaders the confidence and ability to crack the problems that matter most to their organizations.

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What is Problem Solving? (Steps, Techniques, Examples)

What is problem solving, definition and importance.

Problem solving is the process of finding solutions to obstacles or challenges you encounter in your life or work. It is a crucial skill that allows you to tackle complex situations, adapt to changes, and overcome difficulties with ease. Mastering this ability will contribute to both your personal and professional growth, leading to more successful outcomes and better decision-making.

Problem-Solving Steps

The problem-solving process typically includes the following steps:

• Identify the issue : Recognize the problem that needs to be solved.
• Analyze the situation : Examine the issue in depth, gather all relevant information, and consider any limitations or constraints that may be present.
• Generate potential solutions : Brainstorm a list of possible solutions to the issue, without immediately judging or evaluating them.
• Evaluate options : Weigh the pros and cons of each potential solution, considering factors such as feasibility, effectiveness, and potential risks.
• Select the best solution : Choose the option that best addresses the problem and aligns with your objectives.
• Implement the solution : Put the selected solution into action and monitor the results to ensure it resolves the issue.
• Review and learn : Reflect on the problem-solving process, identify any improvements or adjustments that can be made, and apply these learnings to future situations.

Defining the Problem

To start tackling a problem, first, identify and understand it. Analyzing the issue thoroughly helps to clarify its scope and nature. Ask questions to gather information and consider the problem from various angles. Some strategies to define the problem include:

• Brainstorming with others
• Asking the 5 Ws and 1 H (Who, What, When, Where, Why, and How)
• Analyzing cause and effect
• Creating a problem statement

Generating Solutions

Once the problem is clearly understood, brainstorm possible solutions. Think creatively and keep an open mind, as well as considering lessons from past experiences. Consider:

• Creating a list of potential ideas to solve the problem
• Grouping and categorizing similar solutions
• Prioritizing potential solutions based on feasibility, cost, and resources required
• Involving others to share diverse opinions and inputs

Evaluating and Selecting Solutions

Evaluate each potential solution, weighing its pros and cons. To facilitate decision-making, use techniques such as:

• SWOT analysis (Strengths, Weaknesses, Opportunities, Threats)
• Decision-making matrices
• Pros and cons lists
• Risk assessments

After evaluating, choose the most suitable solution based on effectiveness, cost, and time constraints.

Implementing and Monitoring the Solution

Implement the chosen solution and monitor its progress. Key actions include:

• Communicating the solution to relevant parties
• Setting timelines and milestones
• Assigning tasks and responsibilities
• Monitoring the solution and making adjustments as necessary
• Evaluating the effectiveness of the solution after implementation

Utilize feedback from stakeholders and consider potential improvements. Remember that problem-solving is an ongoing process that can always be refined and enhanced.

Problem-Solving Techniques

During each step, you may find it helpful to utilize various problem-solving techniques, such as:

• Brainstorming : A free-flowing, open-minded session where ideas are generated and listed without judgment, to encourage creativity and innovative thinking.
• Root cause analysis : A method that explores the underlying causes of a problem to find the most effective solution rather than addressing superficial symptoms.
• SWOT analysis : A tool used to evaluate the strengths, weaknesses, opportunities, and threats related to a problem or decision, providing a comprehensive view of the situation.
• Mind mapping : A visual technique that uses diagrams to organize and connect ideas, helping to identify patterns, relationships, and possible solutions.

Brainstorming

When facing a problem, start by conducting a brainstorming session. Gather your team and encourage an open discussion where everyone contributes ideas, no matter how outlandish they may seem. This helps you:

• Generate a diverse range of solutions
• Encourage all team members to participate
• Foster creative thinking

When brainstorming, remember to:

• Reserve judgment until the session is over
• Encourage wild ideas
• Combine and improve upon ideas

Root Cause Analysis

For effective problem-solving, identifying the root cause of the issue at hand is crucial. Try these methods:

• 5 Whys : Ask “why” five times to get to the underlying cause.
• Fishbone Diagram : Create a diagram representing the problem and break it down into categories of potential causes.
• Pareto Analysis : Determine the few most significant causes underlying the majority of problems.

SWOT Analysis

SWOT analysis helps you examine the Strengths, Weaknesses, Opportunities, and Threats related to your problem. To perform a SWOT analysis:

• List your problem’s strengths, such as relevant resources or strong partnerships.
• Identify its weaknesses, such as knowledge gaps or limited resources.
• Explore opportunities, like trends or new technologies, that could help solve the problem.
• Recognize potential threats, like competition or regulatory barriers.

SWOT analysis aids in understanding the internal and external factors affecting the problem, which can help guide your solution.

Mind Mapping

A mind map is a visual representation of your problem and potential solutions. It enables you to organize information in a structured and intuitive manner. To create a mind map:

• Write the problem in the center of a blank page.
• Draw branches from the central problem to related sub-problems or contributing factors.
• Add more branches to represent potential solutions or further ideas.

Mind mapping allows you to visually see connections between ideas and promotes creativity in problem-solving.

Examples of Problem Solving in Various Contexts

In the business world, you might encounter problems related to finances, operations, or communication. Applying problem-solving skills in these situations could look like:

• Identifying areas of improvement in your company’s financial performance and implementing cost-saving measures
• Resolving internal conflicts among team members by listening and understanding different perspectives, then proposing and negotiating solutions
• Streamlining a process for better productivity by removing redundancies, automating tasks, or re-allocating resources

In educational contexts, problem-solving can be seen in various aspects, such as:

• Addressing a gap in students’ understanding by employing diverse teaching methods to cater to different learning styles
• Developing a strategy for successful time management to balance academic responsibilities and extracurricular activities
• Seeking resources and support to provide equal opportunities for learners with special needs or disabilities

Everyday life is full of challenges that require problem-solving skills. Some examples include:

• Overcoming a personal obstacle, such as improving your fitness level, by establishing achievable goals, measuring progress, and adjusting your approach accordingly
• Navigating a new environment or city by researching your surroundings, asking for directions, or using technology like GPS to guide you
• Dealing with a sudden change, like a change in your work schedule, by assessing the situation, identifying potential impacts, and adapting your plans to accommodate the change.
• How to Resolve Employee Conflict at Work [Steps, Tips, Examples]
• How to Write Inspiring Core Values? 5 Steps with Examples
• 30 Employee Feedback Examples (Positive & Negative)

10 Best Problem-Solving Therapy Worksheets & Activities

Cognitive science tells us that we regularly face not only well-defined problems but, importantly, many that are ill defined (Eysenck & Keane, 2015).

Sometimes, we find ourselves unable to overcome our daily problems or the inevitable (though hopefully infrequent) life traumas we face.

Problem-Solving Therapy aims to reduce the incidence and impact of mental health disorders and improve wellbeing by helping clients face life’s difficulties (Dobson, 2011).

This article introduces Problem-Solving Therapy and offers techniques, activities, and worksheets that mental health professionals can use with clients.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises explore fundamental aspects of positive psychology, including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains:

What is problem-solving therapy, 14 steps for problem-solving therapy, 3 best interventions and techniques, 7 activities and worksheets for your session, fascinating books on the topic, resources from positivepsychology.com, a take-home message.

Problem-Solving Therapy assumes that mental disorders arise in response to ineffective or maladaptive coping. By adopting a more realistic and optimistic view of coping, individuals can understand the role of emotions and develop actions to reduce distress and maintain mental wellbeing (Nezu & Nezu, 2009).

“Problem-solving therapy (PST) is a psychosocial intervention, generally considered to be under a cognitive-behavioral umbrella” (Nezu, Nezu, & D’Zurilla, 2013, p. ix). It aims to encourage the client to cope better with day-to-day problems and traumatic events and reduce their impact on mental and physical wellbeing.

Clinical research, counseling, and health psychology have shown PST to be highly effective in clients of all ages, ranging from children to the elderly, across multiple clinical settings, including schizophrenia, stress, and anxiety disorders (Dobson, 2011).

Can it help with depression?

PST appears particularly helpful in treating clients with depression. A recent analysis of 30 studies found that PST was an effective treatment with a similar degree of success as other successful therapies targeting depression (Cuijpers, Wit, Kleiboer, Karyotaki, & Ebert, 2020).

Other studies confirm the value of PST and its effectiveness at treating depression in multiple age groups and its capacity to combine with other therapies, including drug treatments (Dobson, 2011).

The major concepts

Effective coping varies depending on the situation, and treatment typically focuses on improving the environment and reducing emotional distress (Dobson, 2011).

PST is based on two overlapping models:

Social problem-solving model

This model focuses on solving the problem “as it occurs in the natural social environment,” combined with a general coping strategy and a method of self-control (Dobson, 2011, p. 198).

The model includes three central concepts:

• Social problem-solving
• The problem
• The solution

The model is a “self-directed cognitive-behavioral process by which an individual, couple, or group attempts to identify or discover effective solutions for specific problems encountered in everyday living” (Dobson, 2011, p. 199).

Relational problem-solving model

The theory of PST is underpinned by a relational problem-solving model, whereby stress is viewed in terms of the relationships between three factors:

• Stressful life events
• Emotional distress and wellbeing
• Problem-solving coping

Therefore, when a significant adverse life event occurs, it may require “sweeping readjustments in a person’s life” (Dobson, 2011, p. 202).

• Enhance positive problem orientation
• Decrease negative orientation
• Foster ability to apply rational problem-solving skills
• Reduce the tendency to avoid problem-solving
• Minimize the tendency to be careless and impulsive

D’Zurilla’s and Nezu’s model includes (modified from Dobson, 2011):

• Initial structuring Establish a positive therapeutic relationship that encourages optimism and explains the PST approach.
• Assessment Formally and informally assess areas of stress in the client’s life and their problem-solving strengths and weaknesses.
• Obstacles to effective problem-solving Explore typically human challenges to problem-solving, such as multitasking and the negative impact of stress. Introduce tools that can help, such as making lists, visualization, and breaking complex problems down.
• Problem orientation – fostering self-efficacy Introduce the importance of a positive problem orientation, adopting tools, such as visualization, to promote self-efficacy.
• Problem orientation – recognizing problems Help clients recognize issues as they occur and use problem checklists to ‘normalize’ the experience.
• Problem orientation – seeing problems as challenges Encourage clients to break free of harmful and restricted ways of thinking while learning how to argue from another point of view.
• Problem orientation – use and control emotions Help clients understand the role of emotions in problem-solving, including using feelings to inform the process and managing disruptive emotions (such as cognitive reframing and relaxation exercises).
• Problem orientation – stop and think Teach clients how to reduce impulsive and avoidance tendencies (visualizing a stop sign or traffic light).
• Problem definition and formulation Encourage an understanding of the nature of problems and set realistic goals and objectives.
• Generation of alternatives Work with clients to help them recognize the wide range of potential solutions to each problem (for example, brainstorming).
• Decision-making Encourage better decision-making through an improved understanding of the consequences of decisions and the value and likelihood of different outcomes.
• Solution implementation and verification Foster the client’s ability to carry out a solution plan, monitor its outcome, evaluate its effectiveness, and use self-reinforcement to increase the chance of success.
• Guided practice Encourage the application of problem-solving skills across multiple domains and future stressful problems.
• Rapid problem-solving Teach clients how to apply problem-solving questions and guidelines quickly in any given situation.

Success in PST depends on the effectiveness of its implementation; using the right approach is crucial (Dobson, 2011).

Problem-solving therapy – Baycrest

The following interventions and techniques are helpful when implementing more effective problem-solving approaches in client’s lives.

First, it is essential to consider if PST is the best approach for the client, based on the problems they present.

Is PPT appropriate?

It is vital to consider whether PST is appropriate for the client’s situation. Therapists new to the approach may require additional guidance (Nezu et al., 2013).

Therapists should consider the following questions before beginning PST with a client (modified from Nezu et al., 2013):

• Has PST proven effective in the past for the problem? For example, research has shown success with depression, generalized anxiety, back pain, Alzheimer’s disease, cancer, and supporting caregivers (Nezu et al., 2013).
• Is PST acceptable to the client?
• Is the individual experiencing a significant mental or physical health problem?

All affirmative answers suggest that PST would be a helpful technique to apply in this instance.

Five problem-solving steps

The following five steps are valuable when working with clients to help them cope with and manage their environment (modified from Dobson, 2011).

Ask the client to consider the following points (forming the acronym ADAPT) when confronted by a problem:

• Attitude Aim to adopt a positive, optimistic attitude to the problem and problem-solving process.
• Define Obtain all required facts and details of potential obstacles to define the problem.
• Alternatives Identify various alternative solutions and actions to overcome the obstacle and achieve the problem-solving goal.
• Predict Predict each alternative’s positive and negative outcomes and choose the one most likely to achieve the goal and maximize the benefits.
• Try out Once selected, try out the solution and monitor its effectiveness while engaging in self-reinforcement.

If the client is not satisfied with their solution, they can return to step ‘A’ and find a more appropriate solution.

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Positive self-statements

When dealing with clients facing negative self-beliefs, it can be helpful for them to use positive self-statements.

Use the following (or add new) self-statements to replace harmful, negative thinking (modified from Dobson, 2011):

• I can solve this problem; I’ve tackled similar ones before.
• I can cope with this.
• I just need to take a breath and relax.
• Once I start, it will be easier.
• It’s okay to look out for myself.
• I can get help if needed.
• Other people feel the same way I do.
• I’ll take one piece of the problem at a time.
• I can keep my fears in check.
• I don’t need to please everyone.

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PST practitioners have many different techniques available to support clients as they learn to tackle day-to-day or one-off trauma.

5 Worksheets and workbooks

Problem-solving self-monitoring form.

Ask the client to complete the following:

• Describe the problem you are facing.
• What is your goal?
• What have you tried so far to solve the problem?
• What was the outcome?

Reactions to Stress

It can be helpful for the client to recognize their own experiences of stress. Do they react angrily, withdraw, or give up (Dobson, 2011)?

The Reactions to Stress worksheet can be given to the client as homework to capture stressful events and their reactions. By recording how they felt, behaved, and thought, they can recognize repeating patterns.

What Are Your Unique Triggers?

Helping clients capture triggers for their stressful reactions can encourage emotional regulation.

When clients can identify triggers that may lead to a negative response, they can stop the experience or slow down their emotional reaction (Dobson, 2011).

The What Are Your Unique Triggers ? worksheet helps the client identify their triggers (e.g., conflict, relationships, physical environment, etc.).

Problem-Solving worksheet

Imagining an existing or potential problem and working through how to resolve it can be a powerful exercise for the client.

Use the Problem-Solving worksheet to state a problem and goal and consider the obstacles in the way. Then explore options for achieving the goal, along with their pros and cons, to assess the best action plan.

Getting the Facts

Clients can become better equipped to tackle problems and choose the right course of action by recognizing facts versus assumptions and gathering all the necessary information (Dobson, 2011).

Use the Getting the Facts worksheet to answer the following questions clearly and unambiguously:

• Who is involved?
• What did or did not happen, and how did it bother you?
• Where did it happen?
• When did it happen?
• Why did it happen?
• How did you respond?

2 Helpful Group Activities

While therapists can use the worksheets above in group situations, the following two interventions work particularly well with more than one person.

Generating Alternative Solutions and Better Decision-Making

A group setting can provide an ideal opportunity to share a problem and identify potential solutions arising from multiple perspectives.

Use the Generating Alternative Solutions and Better Decision-Making worksheet and ask the client to explain the situation or problem to the group and the obstacles in the way.

Once the approaches are captured and reviewed, the individual can share their decision-making process with the group if they want further feedback.

Visualization

Visualization can be performed with individuals or in a group setting to help clients solve problems in multiple ways, including (Dobson, 2011):

• Clarifying the problem by looking at it from multiple perspectives
• Rehearsing a solution in the mind to improve and get more practice
• Visualizing a ‘safe place’ for relaxation, slowing down, and stress management

Guided imagery is particularly valuable for encouraging the group to take a ‘mental vacation’ and let go of stress.

Ask the group to begin with slow, deep breathing that fills the entire diaphragm. Then ask them to visualize a favorite scene (real or imagined) that makes them feel relaxed, perhaps beside a gently flowing river, a summer meadow, or at the beach.

The more the senses are engaged, the more real the experience. Ask the group to think about what they can hear, see, touch, smell, and even taste.

Encourage them to experience the situation as fully as possible, immersing themselves and enjoying their place of safety.

Such feelings of relaxation may be able to help clients fall asleep, relieve stress, and become more ready to solve problems.

We have included three of our favorite books on the subject of Problem-Solving Therapy below.

1. Problem-Solving Therapy: A Treatment Manual – Arthur Nezu, Christine Maguth Nezu, and Thomas D’Zurilla

This is an incredibly valuable book for anyone wishing to understand the principles and practice behind PST.

Written by the co-developers of PST, the manual provides powerful toolkits to overcome cognitive overload, emotional dysregulation, and the barriers to practical problem-solving.

Find the book on Amazon .

2. Emotion-Centered Problem-Solving Therapy: Treatment Guidelines – Arthur Nezu and Christine Maguth Nezu

Another, more recent, book from the creators of PST, this text includes important advances in neuroscience underpinning the role of emotion in behavioral treatment.

Along with clinical examples, the book also includes crucial toolkits that form part of a stepped model for the application of PST.

3. Handbook of Cognitive-Behavioral Therapies – Keith Dobson and David Dozois

This is the fourth edition of a hugely popular guide to Cognitive-Behavioral Therapies and includes a valuable and insightful section on Problem-Solving Therapy.

This is an important book for students and more experienced therapists wishing to form a high-level and in-depth understanding of the tools and techniques available to Cognitive-Behavioral Therapists.

For even more tools to help strengthen your clients’ problem-solving skills, check out the following free worksheets from our blog.

• Case Formulation Worksheet This worksheet presents a four-step framework to help therapists and their clients come to a shared understanding of the client’s presenting problem.
• Understanding Your Default Problem-Solving Approach This worksheet poses a series of questions helping clients reflect on their typical cognitive, emotional, and behavioral responses to problems.
• Social Problem Solving: Step by Step This worksheet presents a streamlined template to help clients define a problem, generate possible courses of action, and evaluate the effectiveness of an implemented solution.

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While we are born problem-solvers, facing an incredibly diverse set of challenges daily, we sometimes need support.

Problem-Solving Therapy aims to reduce stress and associated mental health disorders and improve wellbeing by improving our ability to cope. PST is valuable in diverse clinical settings, ranging from depression to schizophrenia, with research suggesting it as a highly effective treatment for teaching coping strategies and reducing emotional distress.

Many PST techniques are available to help improve clients’ positive outlook on obstacles while reducing avoidance of problem situations and the tendency to be careless and impulsive.

The PST model typically assesses the client’s strengths, weaknesses, and coping strategies when facing problems before encouraging a healthy experience of and relationship with problem-solving.

Why not use this article to explore the theory behind PST and try out some of our powerful tools and interventions with your clients to help them with their decision-making, coping, and problem-solving?

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

• Cuijpers, P., Wit, L., Kleiboer, A., Karyotaki, E., & Ebert, D. (2020). Problem-solving therapy for adult depression: An updated meta-analysis. European P sychiatry ,  48 (1), 27–37.
• Dobson, K. S. (2011). Handbook of cognitive-behavioral therapies (3rd ed.). Guilford Press.
• Dobson, K. S., & Dozois, D. J. A. (2021). Handbook of cognitive-behavioral therapies  (4th ed.). Guilford Press.
• Eysenck, M. W., & Keane, M. T. (2015). Cognitive psychology: A student’s handbook . Psychology Press.
• Nezu, A. M., & Nezu, C. M. (2009). Problem-solving therapy DVD . Retrieved September 13, 2021, from https://www.apa.org/pubs/videos/4310852
• Nezu, A. M., & Nezu, C. M. (2018). Emotion-centered problem-solving therapy: Treatment guidelines. Springer.
• Nezu, A. M., Nezu, C. M., & D’Zurilla, T. J. (2013). Problem-solving therapy: A treatment manual . Springer.

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Pertinent negative concept (2023 Problem solving guide)

Learn how to use the pertinent negative to uncover blind spots and broaden the scope of analysis during problem-solving and decision-making.

We receive more sensory input than we can process through cognition and behavioral responses. We thus perceive and take in less information that is presented to our senses. This may be useful for quick decision-making and efficient utilization of time and energy.

However, this can lead to perceptual errors and sub-optimal decision-making. Burkus, D (2016, September 14) cites the “pertinent negative” concept as a useful tool to address sub-optimal perception. With Burkus in mind, let’s look at the value of pertinent negatives in problem-solving.

What is the pertinent negative concept?

The pertinent negative is seeing what is there as well as what is missing to give  a more complete picture . Herman, A (2016) describes it as, “Saying what isn’t there in addition to what is there to actually give a  more accurate picture  of what you are looking at.”

The concept is borrowed from medicine. In its original application in medicine, it is used to do diagnosis. The identified pertinent negatives help physicians narrow down to an accurate diagnosis. Herman, A (2016) applies the concept as a problem-solving  and decision-making conceptual tool .

Pertinent negative in the workplace

Having a complete data set of both present and missing variables is critical for  accurate decision-making . It is here that the pertinent negative is especially helpful.

The missing data may be the most critical element. Herman, A (2016) suggests this is more applicable where there are behavioral expectations.

Performance areas and under-performance areas both need mentioning in performance reviews, progress review meetings, and assessment feedback sessions. In the workplace, the pertinent negative can be applied to the following:

• Accident investigations
• Disciplinary inquiries
• Problem-solving
• Decision making
• Employee reference checks
• Performance evaluations
• Employee feedback
• Copy writing

Problem-solving using pertinent negative

The presence of something gives a subjective assumption of the presence of other things. In such cases, the missing element needs mentioning.

If two objects have a cause and effect relationship, yet one is missing it is critical to mention the missing element; so as not to miss a critical dimension. This is especially pertinent in  problem solving and investigations . e.g. Absence of referees from significant past employers in resumes may  flag an area that needs further examination.

How to use pertinent negative in decision making

Herman, A (2016) suggests the following steps in using the pertinent negative for effective problem solving and decision making.

• Assess, and analyze the situation in terms of present and missing elements
• Decide what is important and eliminate
• Articulate findings and ask others to contribute to check if you missed somethings
• Act on the findings

Thus, the pertinent negative  increases perceptual abilities, perceptual accuracy, and articulation  for effective problem solving and decision making.

Using pertinent negative for effective employee engagement

Burkus, D (2016, September 14) suggests that the pertinent negative gives a broader view beyond looking at available data; as we  incorporate missing data .

Focus on missing information helps to  uncover blind spots  and thus broaden  the range and scope of analysis . To ensure that the pertinent negative is taken into consideration in such case, the following practices can be helpful:

• Inviting other views in discussions, and meetings
• Asking copy editing from colleagues
• Inviting team input in reports

This way, what we may have missed is captured by others. The above-cited practices foster employee involvement and engagement, which motivate job performance, high job satisfaction, and citizenship behaviors.

Robbins & Judge, (2013) cite a 2010 Harvard Business School study that reported the positive correlation between job engagement and job satisfaction.

Pertinent negative as a management tool

The pertinent negative helps managers understand employee behavior and actions. It further helps managers improve their own human and conceptual skills. Notable value is improved management understanding in the following aspects:

• The reality of perceptual blind sports, errors, and inaccuracies. (Herman, A 2016)
• The value of the pertinent negative as a problem-solving and decision-making conceptual tool
• The benefits of the pertinent negative’s systematic and evidence-based approach to problem-solving and decision making

In conclusion, the pertinent negative is an important conceptual tool for deconstructing biases, perceptual errors, and inaccuracies.

It presents a systematic and evidence-based tool for organizational and personal decision-making. It presents a viable alternative problem-solving and decision-making approach from intuition.

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• Research and Studies of Collaborative Problem Solving »

Research and Studies of Collaborative Problem Solving

This is the full list of published studies on Collaborative Problem Solving.

• Ashworth, K., Tapsak, S., & Li, S. T. (2012). Collaborative Problem Solving: Is empathy the active ingredient?   Graduate Student Journal of Psychology ,  14 , 83-92.
• Basso, R. V. J. & Graham, J. W. (2016). A longitudinal intervention study to reduce aggression by children ages 4-11 .  Journal of Behavior Therapy and Mental Health, 1(2) :12-23.
• Becker, K. D., Chorpita, B. F., & Daleiden, E. L. (2011). Improvement in symptoms versus functioning: How do our best treatments measure up?   Administration and Policy in Mental Health and Mental Health Services Research ,  38 (6), 440-458.
• Black, V., Bobier, C., Thomas, B., Prest, F., Ansley, C., Loomes, B., Eggleston, G., & Mountford, H. (2020). Reducing seclusion and restraint in a child and adolescent inpatient area: implementation of a collaborative problem-solving approach .  Australasian Psychiatry , 1-7.
• Bonnell, W., Alatishe, Y. A., & Hofner, A. (2014). The effects of a changing culture on a child and adolescent psychiatric inpatient unit .  Journal of the Canadian Academy of Child and Adolescent Psychiatry ,  23 (1), 65.
• Epstein, T., & Saltzman-Benaiah, J. (2010). Parenting children with disruptive behaviors: Evaluation of a Collaborative Problem Solving pilot program .  Journal of Clinical Psychology Practice ,  1 (1), 27-40.
• Ercole‐Fricke, E., Fritz, P., Hill, L. E., & Snelders, J. (2016). Effects of a Collaborative Problem‐Solving approach on an inpatient adolescent psychiatric unit .  Journal of Child and Adolescent Psychiatric Nursing ,  29 (3), 127-134.
• Gathright, M. M., Holmes, K. J., Morris, E. M., & Gatlin, D. A. (2016). An innovative, interdisciplinary model of care for inpatient child psychiatry: An overview .  The journal of behavioral health services & research ,  43 (4), 648-660.
• Greene, R. W., Ablon, J. S., & Goring, J. C. (2003). A transactional model of oppositional behavior: Underpinnings of the Collaborative Problem Solving approach .  Journal of Psychosomatic Research ,  55 (1), 67-75.
• Greene, R. W., Ablon, J. S., Goring, J. C., Raezer-Blakely, L., Markey, J., Monuteaux, M. C., ... & Rabbitt, S. (2004). Effectiveness of Collaborative Problem Solving in affectively dysregulated children with oppositional-defiant disorder: Initial findings .  Journal of consulting and clinical psychology ,  72 (6), 1157.
• Greene, R. W., Ablon, J. S., & Martin, A. (2006). Use of Collaborative Problem Solving to reduce seclusion and restraint in child and adolescent inpatient unit s.  Psychiatric Services ,  57 (5), 610-612.
• Hart, S. C., & DiPerna, J. C. (2017). Teacher beliefs and responses toward student misbehavior: Influence of cognitive skill deficit s.  Journal of applied school psychology ,  33 (1), 1-15.
• Heath, G. H., Fife‐Schaw, C., Wang, L., Eddy, C. J., Hone, M. J., & Pollastri, A. R. (2020). Collaborative Problem Solving reduces children's emotional and behavioral difficulties and parenting stress: Two key mechanisms . Journal of Clinical Psychology.
• Holmes, K. J., Stokes, L. D., & Gathright, M. M. (2014). The use of Collaborative Problem Solving to address challenging behavior among hospitalized children with complex trauma: A case series .  Residential Treatment for Children & Youth ,  31 (1), 41-62.
• Johnson, M., Östlund, S., Fransson, G., Landgren, M., Nasic, S., Kadesjö, B., ... & Fernell, E. (2012). Attention‐deficit/hyperactivity disorder with oppositional defiant disorder in Swedish children–an open study of Collaborative Problem Solving .  Acta Paediatrica ,  101 (6), 624-630.
• Kulkarni, G., Deshmukh, P., & Barzman, D. (2010). Collaborative Problem Solving (CPS) as a primary method of addressing acute pediatric pathological aggression along with other modalities .  Psychiatric quarterly ,  81 (2), 167-175.
• Martin, A., Krieg, H., Esposito, F., Stubbe, D., & Cardona, L. (2008). Reduction of restraint and seclusion through Collaborative Problem Solving: A five-year prospective inpatient study .  Psychiatric Services ,  59 (12), 1406-1412.
• Mohr, W. K., Martin, A., Olson, J. N., Pumariega, A. J., & Branca, N. (2009). Beyond point and level systems: Moving toward child‐centered programming .  American Journal of Orthopsychiatry ,  79 (1), 8-18.
• Open Arms Program of the Cambridge Hospital Child Assessment Unit, Cambridge, Massachusetts. (2003). 2003 APA Gold Award: A more compassionate model for treating children with severe mental disturbances .  Psychiatric Services ,  54 (11), 1529-1531.
• Pollastri, A. R., Epstein, L. D., Heath, G. H., & Ablon, J. S. (2013). The Collaborative Problem Solving approach: Outcomes across settings .  Harvard Review of Psychiatry ,  21 (4), 188-199.
• Pollastri, A. R., Lieberman, R. E., Boldt, S. L., & Ablon, J. S. (2016). Minimizing seclusion and restraint in youth residential and day treatment through site-wide implementation of Collaborative Problem Solving .  Residential Treatment for Children & Youth ,  33 (3-4), 186-205.
• Pollastri, A. R., Rosenbaum, C., & Ablon, J. S. (2019). Disruptive Behavior Disorders . In  The Massachusetts General Hospital Guide to Learning Disabilities  (pp. 207-220). Humana Press, Cham.
• Pollastri, A.R., Wang, L., Eddy C.J., Ablon, J. S. An open trial of Collaborative Problem Solving in a naturalistic outpatient setting . Clinical Child Psychology and Psychiatry 2022; 28(2): 512-524.
• Pollastri, A. R., Wang, L., Raftery-Helmer, J. N., Hurley, S., Eddy, C. J., Sisson, J., Thompson, N., & Ablon, J. S. (2022). Development and evaluation of an audio coding system for assessing providers’ integrity to Collaborative Problem Solving in youth-service settings .  Professional Psychology: Research and Practice , online first.
• Pollastri, A. R., Wang, L., Youn, S. J., Ablon, J. S., & Marques, L. (2020). The value of implementation frameworks: Using the active implementation frameworks to guide system‐wide implementation of Collaborative Problem Solving . Journal of Community Psychology .
• Regan, K. M., Curtin, C., & Vorderer, L. (2006). Paradigm shifts in inpatient psychiatric care of children: approaching child‐and family‐centered care .  Journal of Child and Adolescent Psychiatric Nursing ,  19 (1), 29-40.
• Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing Collaborative Problem Solving in a school setting .  School Social Work Journal ,  35 (2), 72-93.
• Stetson, E. A., & Plog, A. E. (2016).  Collaborative Problem Solving in schools: Results of a year-long consultation project .  School Social Work Journal ,  40 (2), 17-36.
• Stewart, S. L., Rick, J., Currie, M., & Rielly, N. (2009).  Collaborative Problem Solving approach in clinically referred children: A residential program evaluation .  Unpublished manuscript, Department of Applied Research and Education Child and Parent Resource Institute, London, Ontario, Canada .
• Stoll, S. J., Hartman, J. D., Paxton, D., Wang, L., Ablon, J. S., Perry, B. D., & Pollastri, A. R. (2023). De-Implementing a Point and Level System in Youth Residential Care without Increased Safety Risk: A Case Study . Residential Treatment for Children & Youth. Online first.
• Valenkamp, M., Delaney, K., & Verheij, F. (2014). Reducing seclusion and restraint during child and adolescent inpatient treatment: Still an underdeveloped area of research .  Journal of Child and Adolescent Psychiatric Nursing ,  27 (4), 169-174.
• Wang, L., & Pollastri, A. R. (2019).   User’s Guide to the Collaborative Problem Solving Adherence & Impact Measures (CPS-AIMs) . Think:Kids, Massachusetts General Hospital, Harvard Medical School.
• Wang, L., Pollastri, A. R., Vuijk, P. J., Hill, E. N., Lee, B. A., Samkavitz, A., … & Doyle, A. E. (2019). Reliability and Validity of the Thinking Skills Inventory, a Screening Tool for Cross-Diagnostic Skill Deficits Underlying Youth Behavioral Challenges .  Journal of Psychopathology and Behavioral Assessment ,  41 (1), 144-159.
• Wang, L., Stoll, S. J., Eddy, C. J., Hurley, S., Sisson, J., Thompson, N., Raftery-Helmer, J. N., Ablon, J. S., Pollastri, A. R. (2023). Pragmatic fidelity measurement in youth service settings .  Implementation Research and Practice ,  4,  1-13.
• Wang, L., Stoll, S., Hone, M., Ablon, J. S., & Pollastri, A. R. (2022). Effects of a Collaborative Problem Solving parent group on parent and child outcomes . Child & Family Behavior Therapy, 44(4), 241-258.

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Examples of Negative Attitude (and Signs You Might Have One)

Categories Self-Improvement

A negative attitude is a pessimistic way of thinking that involves cynicism and a tendency to always focus on the worst in any situation. People with a negative attitude often see problems instead of solutions. This can result in decreased motivation, strained relationships, and missed opportunities. 

It’s important to recognize this type of attitude, because negativity doesn’t just affect your mood. It also affects your overall well-being, productivity, and how others perceive and interact with you. By knowing the signs of a negative attitude, you make positive changes and improve your outlook on life.

Key Takeaways

• A negative attitude involves persistent pessimism and focusing on problems rather than solutions.
• Common signs of a negative attitude include frequent complaining, defensiveness, and a tendency to blame others.
• To change a negative attitude, practice challenging negative thoughts, cultivate gratitude, and seek positive influences.
• Developing healthy coping strategies, setting realistic goals, and engaging in self-compassion are essential steps towards a more positive mindset.
• For deeply ingrained negative attitudes, seeking professional help can provide valuable tools and support for transformation.

Table of Contents

What Is a Negative Attitude?

In psychology, an attitude is defined as a set of emotions, beliefs, and behaviors toward a particular object, person, thing, or event. they can be either positive or negative.

Attitudes are often the result of experience or upbringing. Our attitudes significantly influence how we respond to situations.

A negative attitude, in particular, involves a tendency to expect the worst, focus on flaws, or anticipate failure. It often stems from automatic negative thought patterns that tend to be more pessimistic. People who have negative attitudes are skeptical and struggle to embrace positivity or change. 

This mindset can show up in various ways. Sometimes, it can involve subtle, everyday negativity. In other cases, it can be more pervasive, entrenched patterns of thinking that affect one’s overall outlook on life.

Key components of a negative attitude include:

Cognitive Distortions

These are irrational thought patterns that reinforce negative beliefs. Examples include catastrophizing (expecting the worst possible outcome), black-and-white thinking (seeing everything as either all good or all bad), and filtering (focusing exclusively on negative details while ignoring positive ones).

Emotional Reactions

A negative attitude is often accompanied by negative emotions such as anger, frustration, sadness, or bitterness. These intense emotions may surface quickly in response to perceived slights or disappointments.

Behavioral Signs

People with negative attitudes sometimes engage in self-sabotaging behaviors, such as procrastination, avoidance, or lashing out at others. These behaviors often perpetuate their negative outlook, creating a cycle that can be difficult to break.

Social Effects

A negative attitude can influence social interactions. Individuals who consistently display negativity may find themselves isolated or surrounded by others with the same mindset, reinforcing their negative perspective.

Examples of Negative Attitudes

In order to better understand negative attitudes and their effects, it can be helpful to look at a few examples. 

Constant Complaining

Always finding fault with almost everything , whether it’s the weather, work, or other people. This type of negativity often comes from focusing on problems rather than solutions. This leads to a perpetual sense of frustration and unhappiness.

Pessimism About the Future

Always being convinced that things will go wrong, even with new opportunities. This also includes always expecting to fail and giving up without even trying. This outlook, known as “catastrophizing,” can prevent people from taking risks or pursuing goals,which limits their opportunities to meet their goals and be successful.

Cynicism Toward Others

Being very skeptical of people’s motives. People with this negative attitude always assume the worst about their intentions. They question the sincerity of compliments and believe most actions are driven by self-interest.

Cynicism may stem from deep-seated distrust. Lack of trust can damage relationships by creating a barrier to genuine connection and mutual support.

Self-Defeating Thoughts

Constantly telling yourself that you’re not good enough. When people have this kind of negative attitude, they internalize failure and use it as evidence of their inadequacy. They also tend to ignore positive feedback or achievements.

This type of negative thinking can undermine self-esteem and prevent individuals from seizing opportunities or acknowledging their strengths.

Blaming Others

People with this negative attitude might blame their colleagues, family members, or external circumstances for their own misfortunes. Instead of reflecting on their role in a situation, they attribute their problems solely to the actions of others.

Blaming others helps people avoid responsibility. By failing to address one’s contributions to problems, people limit their ability to achieve personal growth..

Defensive Behavior

This involves getting defensive whenever you receive constructive criticism. You perceive any feedback as a personal attack. As a result, you may respond with hostility and denial rather than seeing feedback as a chance to improve.

Defensive behavior often signifies a fear of failure or inadequacy, and it can stifle personal development and hinder constructive dialogue.

Overgeneralization

After a few setbacks, a person might start to think that they will always fail, no matter what they do. They generalize these experiences to all aspects of life and ignore any successes or positive outcomes.

Overgeneralization can distort one’s view of reality and perpetuate a negative mindset by ignoring evidence that contradicts negative beliefs.

Other Negative Attitudes

• Self-doubt : Questioning one’s own abilities and worth, often leading to feelings of inadequacy.
• Negativity bias : Focusing more on negative experiences or details while ignoring positive aspects.
• Resistance to change : Being unwilling to adapt or embrace new ideas, often out of fear or skepticism.
• Dismissiveness : Ignoring or undervaluing the positive contributions or achievements of others.
• Resentment: Holding onto past grievances and allowing them to color current interactions and attitudes.
• Fatalism : Believing that one’s actions have little impact and that outcomes are predetermined or unavoidable.
• Isolation : Withdrawing from social interactions and relationships due to a negative outlook.
• Self-sabotage : Doing things that undermine your own success or happiness, which can stem from a belief that you don’t deserve better.

Signs You Might Have a Negative Attitude

It isn’t always easy to recognize your own negative attitudes. It can be extra hard to spot when it has become a habitual way of thinking. However, being aware of certain signs can help you identify a negative mindset and take steps to address it. Here are some common indicators that you might be experiencing a negative attitude:

You Complain a Lot

You often find yourself voicing dissatisfaction about various aspects of your life, whether it’s your job, relationships, or everyday situations. If you notice that you’re regularly focusing on what’s wrong rather than what’s going well, it could be a sign of negativity.

You’re Always Pessimistic

You tend to expect the worst possible outcomes in different scenarios, even when there is no concrete reason to believe that things will go badly. This ongoing pessimism can influence how you approach new opportunities and challenges.

You’re Self-Critical

You frequently engage in negative self-talk, doubting your abilities and questioning your worth. If you often find yourself putting yourself down or feeling unworthy of success or happiness, it’s a clear sign of a negative attitude.

You React Defensively

When faced with constructive criticism or feedback, you react defensively or with hostility rather than considering the input as a chance for growth. This defensiveness can indicate a deeper fear of failure or inadequacy.

You Blame Problems on Others

You regularly blame external factors or other people for your problems and setbacks, rather than reflecting on your own role in the situation. This tendency to shift responsibility can be a sign of avoiding self-accountability.

You Have a Hard Time Seeing the Positives

You struggle to acknowledge or appreciate positive aspects of your life or achievements. If you find yourself fixated on the negatives and dismissing your successes or the good things happening around you, it may point to a negative mindset.

You Tend to Overgeneralize

You make sweeping negative judgments based on isolated incidents, such as believing that a single failure means you’re destined to fail at everything. Overgeneralizing can distort your view of reality and reinforce a negative attitude.

You Are Isolated

You withdraw from social interactions or avoid engaging with others due to a negative outlook. It could be a sign of an underlying attitude problem if you pull away from relationships or avoid social activities because of a negative mindset.

You Resist Change

You resist new ideas or changes, often out of skepticism or fear. This reluctance to try new things can indicate a negative attitude toward uncertainty or change.

You Don’t Take Care of Yourself

You neglect taking care of your own needs and well-being, possibly because you feel unworthy or lack motivation. If you find yourself ignoring self-care or personal growth opportunities, it might reflect a negative outlook on yourself and your life.

Identifying these signs is the first step toward addressing and shifting a negative attitude. By becoming aware of these patterns, you can begin to challenge and change them, fostering a more positive and constructive mindset.

How to Change a Negative Attitude

Transforming a negative attitude into a more positive and constructive mindset involves conscious effort and practice. It’s not an overnight process, but with dedication and the right strategies, you can shift your perspective and improve your overall outlook on life. Here are some effective ways to change a negative attitude:

Identify and Challenge Negative Thoughts

Practice cognitive restructuring. Start by recognizing negative thought patterns, such as catastrophizing or overgeneralizing. Challenge these thoughts by questioning their validity and replacing them with more balanced and realistic perspectives. For example, if you think, “I always fail,” counter it with evidence of past successes.

Practice Gratitude

Keep a gratitude journal. Regularly write down things you are thankful for, no matter how small. This practice can help shift your focus from what’s wrong to what’s going well, fostering a more positive outlook.

Reframe Your Perspective

Change your interpretation. Try to view situations from a different angle. Instead of seeing challenges as insurmountable obstacles, view them as opportunities for growth and learning. This shift in perspective can help you approach difficulties with a more optimistic attitude.

Surround Yourself with Positivity

Your environment can have a big impact on your attitude, so try to find positive influences. Spend time with people who uplift and encourage you. Seek out positive content in your life. This can include books, podcasts, or videos that inspire and motivate.

Set Realistic Goals

Try to break down larger goals into smaller steps. Set achievable, incremental goals rather than overwhelming, long-term objectives. By celebrating the small victories, you can increase your self-confidence and inspire a more positive attitude .

Develop Healthy Coping Strategies

Practice stress management . Engage in activities that help manage stress, such as exercise, meditation, or hobbies. Effective stress management can improve your mood and reduce the likelihood of a negative mindset.

Focus on Solutions, Not Problems

Adopt a problem-solving approach. When faced with a challenge, concentrate on finding solutions rather than dwelling on the problem itself. This proactive approach can help you feel more empowered and less defeated.

Foster Self-Compassion

Be kind to yourself. Treat yourself with the same kindness and understanding that you would offer a friend. Practice self-compassion by acknowledging your mistakes and flaws without harsh judgment.

Seek Professional Help

You might also want to consider therapy. If negative attitudes are deeply ingrained and significantly impact your well-being, seeking the help of a mental health professional can provide valuable support. Therapy can offer tools and strategies to address and reframe negative thinking patterns.

Engage in Positive Activities

Participate in activities that uplift you. Focus on activities that bring you joy and fulfillment. This might include engaging in hobbies you love, volunteering for a cause you are passionate about, or spending time with your loved ones. Remember, positive experiences can counterbalance negative thinking and improve your overall mood.

Changing a negative attitude requires building self-awareness. It takes time and effort. By applying these strategies and continuing to monitor your thoughts, moods, and behaviors, you can gradually shift your mindset so you can develop a more optimistic outlook.

Related reading:

• 100 Positive Qualities in a Person
• Examples of Common Guilty Pleasures
• 40 Affirmations for Gratitude (and How to Use Them)

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How Mental Sets Can Prohibit Problem Solving

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A mental set is a tendency to only see solutions that have worked in the past. This type of fixed thinking can make it difficult to come up with solutions and can impede the problem-solving process. For example, that you are trying to solve a math problem in algebra class. The problem seems similar to ones you have worked on previously, so you approach solving it in the same way. Because of your mental set, you may be unable to see a simpler solution that is unique to this problem.

When we are solving problems, we tend to fall back on solutions that have worked in the past. In many cases, this is a useful approach that allows us to quickly come up with answers. In some instances, however, this strategy can make it difficult to think of new ways of solving problems .

Mental sets can lead to rigid thinking and create difficulties in the problem-solving process .

Functional Fixedness

Functional fixedness is a specific type of mental set where people are only able to see solutions that involve using objects in their normal or expected manner. Mental sets are definitely useful at times. By using strategies that have worked before, we are often able to quickly come up with solutions. This can save time and, in many cases, the approach does yield a correct solution.

While in many cases it is beneficial to use our past experiences to solve issues we face, it can also make it difficult to see novel or creative ways of fixing current problems. For example, imagine your vacuum cleaner has stopped working. When it has stopped working in the past, a broken belt was the culprit. Since past experience has taught you the belt is a common issue, you immediately replace the belt again. But, this time the vacuum continues to malfunction.

However, when you ask a friend to come to take a look at the vacuum, they quickly realize one of the hose attachments was not connected, causing the vacuum to lose suction. Because of your mental set, you failed to notice a fairly obvious solution to the problem.

Impact of Past Experiences

In daily life, a mental set may prevent you from solving a relatively minor problem (like figuring out what is wrong with your vacuum cleaner). On a larger scale, mental sets can prevent scientists from discovering answers to real-world problems or make it difficult for a doctor to determine the cause of an illness.

For example, a physician might see a new patient with symptoms similar to certain cases they have seen in the past, so they might diagnose this new patient with the same illness. Because of this mental set, the doctor might overlook symptoms that would actually point to a different illness altogether. Such mental sets can obviously have a dramatic impact on the health of the patient and possible outcomes.

Necka E, Kubik T. How non-experts fail where experts do not: Implications of expertise for resistance to cognitive rigidity . Studia Psychologica . 2012;54(1):3-14.

Valee-Tourangeau F, Euden G, Hearn V. Einstellung defused: Interactivity and mental set . Quarterly Journal of Experimental Psychology . 2011;64(10):1889-1895. doi:10.1080/17470218.2011.605151

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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HCF and LCM - Problem Solving Full lesson including Stretch and Challenge and GCSE Questions

Subject: Mathematics

Age range: 11-14

Resource type: Lesson (complete)

Last updated

28 August 2024

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Lesson is designed to guide students through the concepts of Highest Common Factor (HCF) and Least Common Multiple (LCM) with a focus on problem-solving techniques. The lesson includes a step-by-step explanation of finding HCF and LCM, practical examples, and a variety of problem-solving questions, including GCSE-style questions for exam preparation… A worksheet accompanying the lesson provides additional practice with Stretch and Challenge questions, allowing students to apply what they’ve learned in a structured and rigorous way.

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