Abstract
Methodological difficulties are encountered in the construction of a frequently used problem-solving rigidity scale. Specifically, lack of reliability data, sample loss due to arithmetical error and indirect rather than direct solution to control problems, and a lack of or an insufficient number of control problems (without use of control groups) are prevalent with use of such scales. Part I of this paper reports an attempt to resolve these difficulties. A split-half reliability coefficient, significant at the .01 level of confidence, was obtained for control and critical problems. 4 control and 5 critical problems were suggested as optimum. No differences were found between direct and indirect solvers on the basis of age, sex, or major course of study. A model rigidity scale applicable to groups was presented. In Part II, this scale was administered to 97 college students. A sample loss of 9% and indirect scores to critical problems sufficient to establish a rigidity scale were found. The females responded to Einstellung effect significantly differently from chance but the males were not differentiated with reference to this effect.
Get full access to this article
View all access options for this article.