Insight has been investigated under the assumption that participants solve insight problems with insight processes and/or experiences. A recent trend has involved presenting participants with the solution and analysing the resultant experience as if insight has taken place. We examined self-reports of the aha experience, a defining aspect of insight, before and after feedback, along with additional affective components of insight (e.g., pleasure, surprise, impasse). Classic insight problems, compound remote associates, and non-insight problems were randomly interleaved and presented to participants. (...) Solution feedback increased ratings of aha experience in both insight and non-insight problems, with this result being driven by responses to solutions that were initially incorrectly generated. Ratings of aha for correctly generated solutions decreased after the correct solution was presented. These findings have implications for insight research paradigms as well as informing teaching methods. (shrink)

The ability to generate diverse ideas is valuable in solving creative problems ; yet, however advantageous, this ability is insufficient to solve the problem alone and requires the ability to logically deduce an assessment of correctness of each solution. Positive schizotypy may help isolate the aspects of divergent thinking prevalent in insight problem solving. Participants were presented with a measure of schizotypy, divergent and convergent thinking tasks, insight problems, and non-insight problems. We found no evidence for a relationship between schizotypy (...) and insight problem solving. Relationships between divergent thinking and insight problem solving were also surprisingly weak; however, measures of convergent thinking had a stronger relationship with problem solving. These results suggest that convergent thinking is more important than divergent thinking in problem solving. (shrink)