Conceptual transfer insimple insight problems

Three experiments explored the conditions under which information presented in the first part of an experiment facilitates the subsequent solving of simple insight problems. We argue that previous unsuccessful attempts to obtain such facilitation are attributable to the experimenters' failure to present this information in a form that induces the conceptual operations needed to solve the problem. Substantial facilitation is obtained if the information is presented in a form that induces a few seconds of puzzlement and then a clue is presented that leads to an appropriate reconception; if identical information is presented without such a period of puzzlement and reconception, no facilitation is observed. The results demonstrate that conceptual processing operations, not merely informational content, must be relevant if conceptual transfer is to occur. One possible mechanism involved in such transfer is the indexing of concepts such that they contain pointers to conceptually anomalous episodes.