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dc.contributor.authorGilhooly, K.
dc.contributor.authorFioratou, E.
dc.date.accessioned2010-09-30T08:09:28Z
dc.date.available2010-09-30T08:09:28Z
dc.date.issued2009
dc.identifier.citationGilhooly , K & Fioratou , E 2009 , ' Executive functions in insight versus non-insight problem solving: an individual differences approach ' , Thinking and Reasoning , vol. 15 , no. 4 , pp. 355-376 . https://doi.org/10.1080/13546780903178615
dc.identifier.issn1354-6783
dc.identifier.otherPURE: 194047
dc.identifier.otherPURE UUID: 4f95d32a-ca78-45c5-a061-be60dc779ace
dc.identifier.otherdspace: 2299/4860
dc.identifier.otherScopus: 70449346924
dc.identifier.urihttp://hdl.handle.net/2299/4860
dc.descriptionOriginal article can be found at: http://www.informaworld.com/smpp/title~content=t713685607~db=all Copyright Informa / Taylor and Francis
dc.description.abstractThis study investigated the roles of the executive functions of inhibition and switching and of verbal and visuo-spatial working memory capacities in insight and non-insight tasks. Eighteen insight tasks, 10 non-insight tasks and measures of individual differences in working memory capacities, switching and inhibition were administered to 120 participants. Performance on insight problems was not linked with executive functions of inhibition or switching but was linked positively to measures of verbal and visuo-spatial working memory capacities. Non-insight task performance was positively linked to the executive function of switching (but not to inhibition) and to verbal and visuo-spatial working memory capacities. These patterns regarding executive functions were maintained when the insight and non-insight composites were split into verbal and spatial insight and non-insight composite scores. The results are discussed in relation to dual processing accounts of thinking.en
dc.language.isoeng
dc.relation.ispartofThinking and Reasoning
dc.subjectproblem solving
dc.subjectexecutive functions
dc.titleExecutive functions in insight versus non-insight problem solving: an individual differences approachen
dc.contributor.institutionDepartment of Psychology
dc.contributor.institutionLearning, Memory and Thinking
dc.contributor.institutionPsychology
dc.description.statusPeer reviewed
rioxxterms.versionofrecordhttps://doi.org/10.1080/13546780903178615
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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