Candle problem

The candle problem is a cognitive performance test that measures the influence of functional fixation on a subject's problem-solving capacity . It was developed by the Gestalt psychologist Karl Duncker and published posthumously after his death in 1945. Duncker originally presented this test in his disputation on problem solving at Clark University .

construction

The test requires the test person to fix a burning candle to a cork board hanging on the wall so that the wax does not drip onto the floor. The test subjects may use the following materials, which are handed out with the candle:

A pack of matches
A box with tacks in it

solution

The candle problem

The solution is to take the tacks out of the box they are in, instead put the candle in the box, use the tacks to pin the box to the cork board, and then use the matches to light the candle. The concept of functional fixation predicts that subjects will perceive the box containing the thumbtacks merely as a means of storing them and not as a separate and functional component that can be used to solve problems.

reception

Many participants in the test tried other creative but less efficient methods to achieve the goal. Some tried to attach the candle directly to the cork board without using the box. Others tried to use the melted wax to glue the candle to the board. But none of these methods worked. However, when the thumbtacks were on the table and the box was empty next to them, it was very easy for all test subjects to find the optimal solution.

Such creative problem solving is facilitated by positive affects . The same applies to other creativity tests such as the Remote Associates test and the nine-point problem .

Individual evidence

^ Daniel Biella and Wolfram Luther: A Synthesis Model for the Replication of Historical Experiments in Virtual Environments . In: 5th European Conference on e-Learning . Academic Conferences Limited,, ISBN 978-1-905305-30-8 , p. 23.
↑ ^a ^b ^c Dan Pink on the surprising science of motivation . Retrieved January 16, 2010.
^ ^A ^b Positive Affect and Organization . In: Richard E. Snow and Marshall J. Farr (Eds.): Aptitude, Learning, and Instruction Volume 3: Conative and Affective Process Analysis . Routledge, 1987, ISBN 978-0-89859-721-9 .
^ ^A ^b Michael Frank: Against Informational Atomism . Retrieved September 12, 2017.
↑ Alice M. Isen, Kimberly A. Daubman, Gary P. Nowicki: Positive affect facilitates creative problem solving . In: Journal of Personality and Social Psychology . tape 52 , no. 6 , June 1987, pp. 1122–1131 , doi : 10.1037 / 0022-3514.52.6.1122 (English).

[5th_European_Conference_on_e-Learning-1] Daniel Biella and Wolfram Luther: A Synthesis Model for the Replication of Historical Experiments in Virtual Environments . In: 5th European Conference on e-Learning . Academic Conferences Limited,, ISBN 978-1-905305-30-8 , p. 23.

[Dan_Pink-2] Dan Pink on the surprising science of motivation . Retrieved January 16, 2010.

[Aptitude,_Learning,_and_Instruction-3] A ^b Positive Affect and Organization . In: Richard E. Snow and Marshall J. Farr (Eds.): Aptitude, Learning, and Instruction Volume 3: Conative and Affective Process Analysis . Routledge, 1987, ISBN 978-0-89859-721-9 .

[stanford.edu-4] A ^b Michael Frank: Against Informational Atomism . Retrieved September 12, 2017.

[5] Alice M. Isen, Kimberly A. Daubman, Gary P. Nowicki: Positive affect facilitates creative problem solving . In: Journal of Personality and Social Psychology . tape 52 , no. 6 , June 1987, pp. 1122–1131 , doi : 10.1037 / 0022-3514.52.6.1122 (English).