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Inducing flexibility in cognitive rigidity.

J W Gray, R S Dean, M L Seretny

    The International Journal of Neuroscience
    |July 1, 1987
    PubMed
    Summary
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    Cognitively rigid adults could not easily switch strategies when instructed, suggesting potential differences in cognitive rigidity. This finding is crucial for understanding learning differences in otherwise normal individuals.

    Area of Science:

    • Cognitive Psychology
    • Educational Psychology
    • Learning Sciences

    Background:

    • Cognitive rigidity can impede flexible problem-solving.
    • Understanding the adaptability of rigid learners is essential for educational interventions.

    Purpose of the Study:

    • To investigate if cognitively rigid individuals can adopt alternative strategies when explicitly instructed.
    • To compare high and low rigidity groups on strategy shifting and problem-solving accuracy.

    Main Methods:

    • Eighty adults were categorized into high and low cognitive rigidity groups based on performance on the "Three Jar Test" (TJT).
    • Participants were then instructed to employ a less rigid strategy on a second portion of the TJT.
    • Performance was assessed by comparing the number of correct solutions and the use of rigid solutions between groups.

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    Main Results:

    • No significant differences were found between the high and low rigidity groups in their use of the rigid solution (B-A-2C).
    • Both groups also showed no significant difference in the total number of correct solutions.
    • This indicates that instructed strategy shifting was equally difficult for both groups.

    Conclusions:

    • The findings suggest that cognitive rigidity may manifest in different forms, impacting strategy flexibility.
    • Normal adults identified as cognitively rigid may not readily adapt strategies even with direct instruction.
    • Further research is needed to explore the nuances of cognitive rigidity and its implications for learning.