title: Linking attentional processes and conceptual problem solving: visual cues facilitate the automaticity of extracting relevant information from diagrams.
abstract: This study investigated links between visual attention processes and conceptual problem solving. This was done by overlaying visual cues on conceptual physics problem diagrams to direct participants' attention to relevant areas to facilitate problem solving. Participants (N = 80) individually worked through four problem sets, each containing a diagram, while their eye movements were recorded. Each diagram contained regions that were relevant to solving the problem correctly and separate regions related to common incorrect responses. Problem sets contained an initial problem, six isomorphic training problems, and a transfer problem. The cued condition saw visual cues overlaid on the training problems. Participants' verbal responses were used to determine their accuracy. This study produced two major findings. First, short duration visual cues which draw attention to solution-relevant information and aid in the organizing and integrating of it, facilitate both immediate problem solving and generalization of that ability to new problems. Thus, visual cues can facilitate re-representing a problem and overcoming impasse, enabling a correct solution. Importantly, these cueing effects on problem solving did not involve the solvers' attention necessarily embodying the solution to the problem, but were instead caused by solvers attending to and integrating relevant information in the problems into a solution path. Second, this study demonstrates that when such cues are used across multiple problems, solvers can automatize the extraction of problem-relevant information extraction. These results suggest that low-level attentional selection processes provide a necessary gateway for relevant information to be used in problem solving, but are generally not sufficient for correct problem solving. Instead, factors that lead a solver to an impasse and to organize and integrate problem information also greatly facilitate arriving at correct solutions.
authors.affiliation: Department of Physics, Kansas State University Manhattan, KS, USA.
authors.forename: Amy
authors.initials: A
authors.lastname: Rouinfar
authors.affiliation: Department of Physics, Kansas State University Manhattan, KS, USA.
authors.forename: Elise
authors.initials: E
authors.lastname: Agra
authors.affiliation: Department of Psychology, University of Findlay Findlay, OH, USA.
authors.forename: Adam M
authors.initials: AM
authors.lastname: Larson
authors.affiliation: Department of Physics, Kansas State University Manhattan, KS, USA.
authors.forename: N Sanjay
authors.initials: NS
authors.lastname: Rebello
authors.affiliation: Department of Psychological Sciences, Kansas State University Manhattan, KS, USA.
authors.forename: Lester C
authors.initials: LC
authors.lastname: Loschky
keywords: automaticity; overt visual attention; physics education; problem solving; visual cognition