12 EBQ Boggio 2

Using the sources provided, develop and justify an argument about the role of external factors in enhancing or impairing problem-solving abilities across different populations.

A. Propose a specific and defensible claim based in psychological science that responds to the question.

B(i) Support your claim using at least one piece of specific and relevant evidence from one of the sources.

B(ii) Explain how the evidence from Part B (i) supports your claim using a psychological perspective, theory, concept, or research finding learned in AP Psychology.

C(i) Support your claim using an additional piece of specific and relevant evidence from a different source than the one that was used in Part B (i).

C(ii) Explain how the evidence from Part C (i) supports your claim using a different psychological perspective, theory, concept, or research finding learned in AP Psychology than the one used in Part B (ii).

Source A

Introduction

Recent research suggests that sleep plays a critical role in enhancing problem-solving abilities by consolidating memory and facilitating insightful thinking. This study investigates the relationship between sleep quality, duration, and problem-solving performance among college students.

Participants

The study included 150 college students (75 male, 75 female; M age = 20.4 years) recruited from a large university. Participants were randomly selected and stratified based on their declared major to include a mix of STEM and humanities students.

Method

Participants were randomly assigned to one of three experimental groups based on their self-reported average sleep duration: Short Sleep (less than 6 hours per night), Normal Sleep (6-8 hours per night), and Extended Sleep (more than 8 hours per night). Each group consisted of 50 students. Over a period of one month, participants underwent weekly testing sessions where they completed a series of standardized problem-solving tasks, including logic puzzles and creative thinking exercises. The difficulty of tasks was standardized based on preliminary tests to ensure consistency.

Problem-solving performance was quantitatively assessed using a scoring system that evaluated both the accuracy and the innovative approaches in the creative tasks. Sleep quality and duration were continuously monitored using wearable technology that recorded sleep patterns, including REM cycles and deep sleep phases. Additionally, subjective measures of sleepiness were collected using the Stanford Sleepiness Scale administered before each testing session.

Results and Discussion

Data analysis revealed a significant correlation between sleep duration and problem-solving scores (r = .36, p < .05), with students reporting more than 8 hours of sleep showing the highest performance. Additionally, better sleep quality correlated with improved performance on creative problem-solving tasks. These findings support the hypothesis that adequate sleep enhances cognitive functions critical for effective problem-solving.

Adapted from Smith, J., & Nguyen, A. (2014). The impact of sleep duration on problem-solving abilities among college students. Journal of Cognitive Performance, 12(3), 234-248.

Source B

Introduction

Problem-solving efficiency can be significantly affected by environmental factors. This study examines how controlled environmental distractions impact problem-solving tasks in different age groups.

Participants

200 individuals participated, divided evenly into four age groups: children (8-12 years), teenagers (13-17 years), young adults (18-25 years), and older adults (40-60 years). Participants were recruited from community centers and educational institutions.

Method

A total of 200 participants were evenly divided into four age groups and randomly assigned to solve problem-solving tasks under two environmental conditions: Quiet and Distracted. The distracted environment included auditory distractions (intermittent sounds at 60 dB) and visual distractions (periodic visual flashes on the periphery).

Each participant completed a battery of problem-solving tasks adapted from standardized cognitive tests, which included spatial reasoning puzzles and word problems to measure both spatial and verbal problem-solving abilities. The order of task conditions was counterbalanced across participants to control for order effects.

Statistical Analysis

Performance was measured based on the time to complete each task and the accuracy of responses. A two-way ANOVA was used to analyze the main effects of Age Group and Environment, and their interaction on both the time and accuracy scores. Effect sizes were calculated to determine the practical significance of the findings. Additional subgroup analyses were conducted using pairwise t-tests to assess differences within age groups under both conditions. Statistical significance was set at p < .05, and all analyses were performed using SPSS software.

These revised method sections provide a more detailed description of the experimental design, including the specific tasks used, the conditions under which they were administered, and the statistical analyses planned to interpret the data, thereby enhancing the rigor and clarity of the original summaries.

Results and Discussion

Young adults and older adults showed a significant decrease in problem-solving performance in the distracted environment compared to the quiet condition (p < .01), while children and teenagers showed no significant difference. This suggests that younger individuals may have better adaptability to environmental distractions during cognitive tasks, potentially due to their more frequent exposure to multitasking environments.

Adapted from Johnson, D., & Lee, R. (2022). Environmental distractions and their effects on problem-solving efficiency across different age groups. Behavioral Sciences Journal, 15(1), 45-62.

Source C

Introduction

Cognitive load theory suggests that individuals have a limited capacity for processing information, which can impact problem-solving strategies. This study explores how professionals in high-stress jobs manage cognitive load to maintain problem-solving efficiency.

Participants

100 professionals were recruited, including 50 emergency room doctors and 50 air traffic controllers, known for working in high-stress environments requiring constant problem-solving.

Method

Participants were observed during their shifts and followed up with structured interviews about their problem-solving strategies. Additionally, they completed a series of simulated tasks that mirrored their work conditions, designed to measure their problem-solving approach under varying levels of cognitive load.

Observational and task-based assessments were used:

Observational Assessments: During regular shifts, participants were observed by trained psychologists using a standardized observational checklist that focused on decision-making processes, stress responses, and problem-solving behavior under typical work conditions.

Task-Based Assessments: Following observational assessments, participants completed a battery of simulated tasks reflective of their job duties. These tasks were designed to incrementally increase in complexity, simulating varying levels of cognitive load. Tasks were administered in a controlled environment at the participants' workplaces after their shifts.

Ethical approval was obtained from an institutional review board, ensuring that all observational and experimental procedures adhered to ethical guidelines regarding professional integrity and confidentiality. Participants were informed about the study's aims and procedures and provided written informed consent before participating.

These expanded methods provide a comprehensive overview of how the study was conducted, including detailed descriptions of the observational and task-based assessments, the structured interviews, and the analytical techniques used to interpret the data. This approach underscores the study's robustness and multidimensional examination of cognitive load and problem-solving strategies in professional settings.

Results and Discussion

Results indicated that both groups employed similar strategies to reduce cognitive load, such as prioritizing tasks and simplifying complex problems through heuristic techniques. Notably, those with more experience demonstrated quicker adaptation and more efficient problem-solving under high cognitive load conditions. This highlights the role of experience and strategy development in effective problem management.

Adapted from Martinez, E., & Zhou, W. (2004). Strategies for managing cognitive load among professionals in high-stress jobs. Professional Psychology Review, 18(4), 380-405.

Part A: Propose a specific and defensible claim based in psychological science that responds to the question.

Part B (i): Support your claim using at least one piece of specific and relevant evidence from one of the sources.

Part B (ii): Explain how the evidence from Part B (i) supports your claim using a psychological perspective, theory, concept, or research finding learned in AP Psychology.

Part C (i): Support your claim using an additional piece of specific and relevant evidence from a different source than the one that was used in Part B (i).

Part C (ii): Explain how the evidence from Part C (i) supports your claim using a different psychological perspective, theory, concept, or research finding learned in AP Psychology than the one that was used in Part B (ii).