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@INPROCEEDINGS{Kizilirmak:280944,
      author       = {Kizilirmak, Jasmin and Colin, Thomas R. and Becker, Maxi
                      and Ball, Linden J. and Webb, Margaret E.},
      title        = {{L}earning via {I}nsight},
      reportid     = {DZNE-2025-01026},
      pages        = {452 - 453},
      year         = {2020},
      comment      = {Proceedings for the 42nd Annual Meeting of the Cognitive
                      Science Society: Developing a Mind: Learning in Humans,
                      Animals, and Machines, CogSci 2020},
      booktitle     = {Proceedings for the 42nd Annual
                       Meeting of the Cognitive Science
                       Society: Developing a Mind: Learning in
                       Humans, Animals, and Machines, CogSci
                       2020},
      abstract     = {Problem solving can be understood as a very active learning
                      strategy which is also being employed in education, even
                      though the mechanisms behind it are poorly understood
                      (Loyens, Kirschner, $\&$ Paas, 2012). Insight in problem
                      solving is often heralded as a moment of blinding
                      understanding which generates a great deal of motivation
                      (Liljedahl, 2005). Research on insight focuses on these
                      moments, examining the cognitive processes that lead to this
                      feeling of sudden understanding alongside the solution, and
                      on methods of eliciting these electrifying sensations
                      reliably (e.g., Webb, Little, $\&$ Cropper, 2017). An
                      important consideration in insight research is the
                      considerable differences in operationalizations of
                      “insight” between studies. For example, Mednick (1962)
                      operationalised insight/creativity as the ability to solve a
                      verbal association problem (the remote associates task,
                      RAT), in which participants are presented with three
                      remotely associated words, and are required to find a single
                      fourth word that provides a common link between the three
                      (e.g., cottage, blue, goat-cheese). If the words were
                      already closely associated, it would not require creativity
                      to find the missing link. Insight has therefore sometimes
                      been operationalized as a sudden switch from a state of
                      incomprehension, to a state of comprehension, which might be
                      induced by presenting the solution (Auble et al., 1979; Webb
                      et al., 2018). This definition has held for a long time,
                      with substantial shifts in more recent years. Increasingly,
                      the presence of a subjective ‘‘aha!’’ experience is
                      considered necessary to interpret a solution to a problem as
                      an insight (e.g., Bowden $\&$ Jung-Beeman, 2003). Finally,
                      some researchers have proposed that insight does not
                      necessarily include a state of incomprehension,but needs
                      mental restructuring (Wills, Estow, Soraci, $\&$ Garcia,
                      2006).},
      month         = {Jul},
      date          = {2020-07-29},
      organization  = {42nd Annual Meeting of the Cognitive
                       Science Society: Developing a Mind:
                       Learning in Humans, Animals, and
                       Machines, Virtual, 29 Jul 2020 - 1 Aug
                       2020},
      cin          = {AG Wiltfang},
      cid          = {I:(DE-2719)1410006},
      pnm          = {353 - Clinical and Health Care Research (POF4-353)},
      pid          = {G:(DE-HGF)POF4-353},
      typ          = {PUB:(DE-HGF)8 / PUB:(DE-HGF)7},
      url          = {https://pub.dzne.de/record/280944},
}