Einstellung Effect

“Instead of the individual mastering the habit, the habit masters the individual.” (Luchins, 1942)

Problem
To Study the effect of the priming questions (set Problems/Einstellung problems) along with visual and
verbal demonstrations of strategy on problem solving in new situations. i.e. To study the impact of
exposure to a strategy to solve problems on problem solving in novice situations.

Alternative Hypothesis: Priming questions given as Einstellung problems /set problems with visual and
verbal demonstration of strategy will reduce the problem-solving ability to solve problems during
extinction problem. That is, the number of solvers during extinction problem in CG (who were not
exposed to Einstellung problems /set problems) will be more than those in EG (who were exposed to
Einstellung problems /set problems with demonstrations).

Null Hypothesis: Priming questions given as Einstellung problems /set problems with visual and verbal
demonstration of strategy will not reduce the problem-solving ability to solve problems during extinction
problem. That is, the number of solvers during extinction problem in CG (who were not exposed to
Einstellung problems /set problems) will be less than or equal to those in EG (who were exposed to
Einstellung problems /set problems with demonstrations).

Operational definition of variables

IV- Procedural understanding of the Einstellung problems /set problems by demonstration and
explanations and practice through set problems which is given to EG and not CG.

DV- No of solvers of the Extinction problem in both groups

Controls
1. Participants to be not familiar with water jug problem
2. Participants need to be equated for age, educational qualification and gender in both EG & CG
3. All cards will have pictorial depiction of problem with verbal instructions.
4. Demo problem, einstellung problems /set problems, Critical trial and extinction trail problems
should be presented in separate cards.
5. Answers to the problems need to be illustrated both visually and verbally for Demo problem,
einstellung problems /set problems for EG whether solved or not
6. Einstellung problems /set problems need to be followed by critical trials and then extinction
problem for EG
 7. Only Demo problem is illustrated to CG. Einstellung problems /set problems will not be
presented to CG
8. Each trial is of 150 sec
9. None of the participants are informed about the different kinds of problems presented
beforehand.

Apparatus/materials

• Demonstration cards for EP & CP

• Cards with water jug problem for Einstellung /set, critical and extinction trials for EP
• Cards with water jug problem for critical and extinction trials for CP
• Scoring sheets for EP &CP
• Stopwatch
• Stationery
• Screen

Design-
Random group design

Procedure
Instructions (EP)
Participant is seated comfortably in the laboratory. Rapport was established and the following
instructions were given:
“This is a simple experiment on problem solving. The task you have is to figure out how to obtain a
required volume of water, given 3 empty jars for measures or How would you use 3 jars to get the
indicated amount of water from the following capacities to measure. I will demonstrate to you the
solution of the first problem”.

Demo problem -: 20 litres from jars measuring 29(A) & 3(B).

E shows the question in the demo card and will demonstrate (problem I) by solving this problem on piece
of paper with verbal instructions as follows “you can fill the 29 ltr jar once and from it fill the 3-ltr jar 3
times. Now in the 29-ltr jar there remains only 20 ltrs of water”.
“Now you have to solve the remaining problems as per instructions. Solve the problems as quickly as
possible, while still maintaining accuracy. You will be given 150 seconds to solve them”.

Einstellung problem
E hands over the cards with Einstellung problem /set problem one problem at a time.
E hands over the first Einstellung problem /set problem and gives the instructions as follows “figure out
how to obtain a required volume of water, given 3 empty jars for measures, here how to obtain _____
ltrs of water from __________. You have 150 seconds to solve”.

Problem I: 100 litres from jars measuring 21(A) 127(B) 3(C).

After 150 sec or after the Participant solves the problem (whichever is earlier), E takes back the card and
illustrates the answer in both a written and verbal form as follows “you can fill the 127ltr jar first and
from it fill the 3-ltr jar twice and 21-ltr jar once. Now in the 127-ltr jar there remains only 100 ltrs of
water”

The same procedure was followed for all the remaining problems up to problem 5.

“figure out how to obtain _____ litres of water from jars measuring ________. You have 150 seconds to
solve”.

• problem 2- 99 litres from jars measuring 14(A) 163(B) 25(C)

• problem 3- 5 litres from jars measuring 18(A) 43(B) 10(C)
• problem 4- 21 litres from jars measuring 9(A) 42(B) 6(C)
• problem 5- 31 litres from jars measuring 20(A) 59(B) 4(C)

{Formula (B-2C-A) could be used to reach the goal in all the above problems}

Critical trials (no illustration)

“Now continue to solve the problems as per instructions.” Each problem handed over one after the other
in a card. procedure remains same. Reminded the time given as 150sec. Card taken away after 150 sec.
No demo given with correct solution.

“figure out how to obtain _____ litres of water from jars measuring ________. You have 150 seconds to
solve”.

• problem 1- 23 litres from jars measuring 20(A) 49 (B) 3(C)

• problem 2- 18 litres from jars measuring 15(A) 39 (B) 3(C)
{simpler formula (A+C) can be used to solve the problem but (B-2C-A) could also be used to
reach the goal.}
Extinction trial
Instruction remains the same. “figure out how to obtain _____ litres of water from jars measuring
________. You have 150 seconds to solve”.

• problem 1- 25 litres from jars measuring 28(A)76 (B) 3(C)

{formula (A-C)}

Instructions (CS)
Participant is seated comfortably in the laboratory. Rapport was established and following instructions
were given:

“This is a simple experiment on problem solving. The task you have is to figure out how to obtain a
required volume of water, given 3 empty jars for measures or how would you use 3 jars to get the
indicated amount of water from the following capacities to measure. I will demonstrate to you the
solution of the first problem”.

Demo problem -: 20 litres from jars measuring 29(A) 3 (B}.

E shows the question in the demo card and will demonstrate (problem I) by solving this problem on piece
of paper with verbal instructions as follows “you can fill the 29 ltr jar once and from it fill the 3-ltr jar 3
times. Now in the 29-ltr jar there remains only 20 ltrs of water”.

“Now you have to solve the remaining problems as per instructions. Solve the problems as quickly as
possible, while still maintaining accuracy. You will be given 150 sec to solve each of them”.

Critical trials (no demo)

Each problem handed over one after the other. E hands over the first problem and gives the instructions
as follows “figure out how to obtain a required volume of water, given 3 empty jars for measures, here
how to obtain _____ ltrs of water from _______________. You have 150 sec to solve.”

Time given is 150 Sec. Card taken away after 150 sec. No illustrations given with correct solution.

• problem 1- 23 litres from a jars measuring 20(A) 49 (B) 3(C)

• problem 2- 18 litres from a jars measuring 15(A) 39 (B) 3(C)

Extinction trial
“figure out how to obtain _____ litres of water from jars measuring ________. You have 150 seconds to
solve”.

• problem 1- 25 litres from a jars measuring 28(A)76 (B) 3(C)

{formula (A-C)
Solution sheet : questions for all trials and solution

Problem Jar A Jar B Jar C Desired ltrs of Strategy

water
Demo problem
Demo 29 3 . 20
Einstellung problems /set problem
1 21 127 3 100 (B-2C-A)
2 14 163 25 99 (B-2C-A)
3 18 43 10 5 (B-2C-A)
4 9 42 6 21 (B-2C-A)
5 20 59 4 31 (B-2C-A)
Critical trials
(B-2C-A)or
1 20 49 3 23
A+C
(B-2C-A)or
2 15 39 3 18
A+C
Extinction trial
1 28 76 3 25 A-C
 • Scoring sheet details

Individual Data

1. Responses of participant were recorded in record sheet for EP and CP

2. On the basis of solution sheet mark the correct /incorrect response & strategy used and the
same
3. Solvers for extinction trail will be recorded for group data
4. A bar graph drawn to depict number of correct responses for both participants in critical and
extinction trials
Record sheet: Participant I (EP)

Problem
Demo
Solved Strategy
Einstellung Time
/not used
problems taken
solved
1
2
3
4
5
Solved Strategy
Critical Time
/not used
trial taken
solved
1
2
Solved Strategy
Extinction Time
/not used
trial taken
solved
1

Record sheet: Participant II(CP)

Problem
Demo
Solved Strategy
Critical Time
/not used
trial taken
solved
1
2
Solved Strategy
Extinction Time
/not used
trial taken
solved
1
• Post task questions
1. What do you think was the purpose of this experiment?
P1

P2

2. Did you experience any difficulty in solving the problem? Explain if yes.

P1

P2

3. Did you use any specific technique to solve the problem? Give details

P1

P2

4. Did demo trails / previous trial help you to solve the problem? ( question to be modified
according to the condition )

P1

P2
• Analysis of data
1. Chi square test
2. A bar graph drawn to depict number of correct responses in extinction trial

Group data: Number of participants in each condition who used a correct strategy

Problems Experimental Control group

group
Extinction Trial
Calculation of chi square

Group Solvers in Non solvers in Total

Extinction trail Extinction trail
EG( impact of a b
EE)
CG ( no impact c d
of EE)
Total

Method I

cell Fo-fe (fo-fe)2 fo-fe)2/fe

a
b
c
d
Total
=

Method II

n(ad − bc)2
= ⁄(a
+ b)(c + d)(a + c)(b + d)
a,b,c,d = observed frequencies
n=Total

Correction for conformity ( calculation)

cell fo- fe- 0.5 (fo- fe- 0.5)2 (fo- fe- 0.5)2/fe

a
b
c
d
Total =
Debriefing

1. Purpose of the experiment

The Einstellung Effect (EE) refers to an individual’s bias towards a familiar, working solution to solve
problems even though more appropriate solutions are available. The purpose is to understand the effect
of previous experience when solving new problems “Instead of the individual mastering the habit, the
habit masters the individual.” (Luchins, 1942)
2. Explain Einstellung Effect and its impact on problem solving
Einstellung refers to a person's predisposition to solve a given problem in a specific manner even
though better or more appropriate methods of solving the problem exist. Individuals prefer a well-
known routine even when a simpler, more economic approach to a task or problem exists, leading to
‘blindness’ towards alternative solutions. In line with Luchins, the term used here is Einstellung
(mental set) effect to describe this phenomenon. It causes conscious or unconscious aversion to
investing effort and inability to break through the mental set
3. Explain about 2 conditions - This can be done by students
4. Inferences from observations related to problem solving – strategy used by subject and post task
inferences and its relation to Einstellung Effect
5. Practical applications
• Difficulty in breaking old habits - learning new practices implies some kind of investment or
effort which is the reason why people tend to stick to routines or habit
• Speedy responses that are often required in question and answer situations lead to students often
relying on familiar solution strategies.
• Programming- Einstellung poses problems because programmers tend to utilize familiar and
possibly ineffective solutions
• Doctors’ diagnosis biases – overlook beyond the current trending illness
• Importance of change in mindset and reimagining the use of resources can help to overcome
functional fixedness and promote creative problem-solving.
Discussion

Individual data discussion:

Discuss the strategy used by both participants in the critical and extinction trials. Discuss the impact of
Einstellung problems on Experimental participant performance in critical and extinction trials. Are
results in expected direction? Provide the results; Compare the differences in strategy used in the light
of Einstellung Effect.

Clearly include the following pointers for the above discussion

1. Performance on the set problems- strategy used , comparison with other set problems
2. Performance on the critical problem- strategy used , comparison with set problems and other
critical problem
3. Performance on the extinction problem- strategy used , comparison with set problems and
critical problems
4. Impact of Einstellung Effect seen across trials

Discuss relevant theory or research. Explain if trends in the individual data were consistent with the
Hypothesis. Discuss contrary results if obtained.

As an additional observation, discuss the time taken by participant in both condition to solve the
problems. Elaborate on the trend seen across trails as to time taken as constant or fluctuating? Any
theoretical explanations?

Discuss whether controls were in place.

Group data discussion:

Compare the number of solvers in EG &CG. Are the solvers more in CG than EG.
Discuss the inferential statistical technique that is most appropriate to analyze the group data, provide
reasons and justify. Discuss the result in the light of its statistical significance. Provide relevant
theoretical basis for results.
If the group data is not in the expected direction discuss reasons.
Explain methodological issues of the experiment
Discuss practical applications and recent research in this area
Discuss suggestions for improvement {use time taken to solve as DV in critical & extinction trials , can
have more groups with think aloud and silent problem solvers- and use logistic regression using thinking
mode as predictor}
Practical applications
In the context of programming, Einstellung poses problems because programmers tend to utilize familiar
and possibly ineffective solutions.
Speedy responses that are often required in question-and-answer situations lead to students often relying
on familiar solution strategies.
Study showed, e.g., that depressive patients with a high suicidal risk “[...] tend to exhibit a narrowing of
perceived options and difficulty in considering alternatives.”