Set-Breaking as a Learned Response

Abstract

72 undergraduates were given an experimental problem structured to provide competing associations which should interfere with successful solution. Half of this group was given prior training in the solution of problems whose answers are commonly considered to be “unconventional” in an attempt to engender a “set-breaking set” which would facilitate solution of the experimental problem. The trained group did appear superior in time to solution and frequency of solution. Other ways to facilitate problem solution were noted, and the existence of an independent “set-breaking set” was inferred. The superior performance of the males was tentatively attributed to a greater degree of motivation or relevant past experience.