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a b c d Lin, Wei-Lun; Hsu, Kung-Yu; Chen, Hsueh-Chih; etal. (2011). "The relations of gender and personality traits on different creativities: A dual-process theory account". Psychology of Aesthetics, Creativity, and the Arts. 6 (2): 112–123. doi: 10.1037/a0026241. S2CID 55632785. According to the three-process theory, intelligence plays a large role in insight. [29] Specifically, insight involves three processes that require intelligence to apply them to problems: [29] selective encoding focusing attention on ideas relevant to a solution, while ignoring features that are irrelevant selective combination combining the information previously deemed relevant selective comparison the use of past experience with problems and solutions that are applicable to the current problem and solution Four-stage model [ edit ] Pijnenborg, G.H.M.; Spikman, J.M.; Jeronimus, B.F.; Aleman, A. (2012). "Insight in schizophrenia: associations with empathy". European Archives of Psychiatry and Clinical Neuroscience. 263 (4): 299–307. doi: 10.1007/s00406-012-0373-0. PMID 23076736. S2CID 25194328.

Two clusters of problems, those solvable by insight and those not requiring insight to solve, have been observed. [12] A person's cognitive flexibility, fluency, and vocabulary ability are predictive of performance on insight problems, but not on non-insight problems. [12] In contrast, fluid intelligence is mildly predictive of performance on non-insight problems, but not on insight problems. [12] More recent research suggests that rather than insight versus search [ clarification needed], that the subjective feeling of insight varies, with some solutions experienced with a stronger feeling of Aha than others. [13] Emotion [ edit ] Ghaemi, S.Nassir (2002). Polypharmacy in Psychiatry. Hoboken: Informa Healthcare. ISBN 978-0-8247-0776-7. Studies based on event-related potentials have so far been able to identify two distinct cognitive processes involved in achieving an insightful event: the breaking down of the impasse (allowing incubation/restructuring) and the formation of new associations prior to the solution ( Luo and Niki, 2003; Luo et al., 2011; Zhao et al., 2013; Shen et al., 2018; it is also described as the enlightenment stage by Wallas, 1926). Robinson-Riegler, Bridget; Robinson-Riegler, Gregory (2012). Cognitive psychology: applying the science of the mind (3rded.). Boston: Pearson Allyn & Bacon. ISBN 978-0-205-03364-5. Although there are cultural differences in the importance we attribute to insight as a source of creative output ( Rudowicz and Yue, 2000; Niu and Sternberg, 2006; Shao et al., 2019), the traditional description of the stages of the creative process is very similar in European psychology (four stage model by Wallas, 1926) and Eastern philosophy (Yoga Sutras; Maduro, 1976; Shao et al., 2019). Insight itself also has an important bearing in Eastern cultures. For example, in Theravada Buddhism, the goal of vipassana meditation is to reach a sudden understanding, abhisamaya (insight), which contrasts with gradually attained understanding (anapurva). Both the description of the phenomenon and the way in which it is achieved, fit with the popular Western notion of insight ( Laukkonen and Slagter, 2021).

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Even the “aha” moment itself might be accessible to study in non-verbal subjects, given the expected physiological emotional response that follows it. We know that many animals show an emotional response while learning how to solve tasks (independent from the presence of a reward; e.g., cows, Hagen and Broom, 2004; goats, Langbein et al., 2004; horses, Mengoli et al., 2014; dogs, McGowan et al., 2014; dolphins, Clark et al., 2013). Studying insight through the presentation of a solution would thus require both a behavioral analysis (as in traditional contrafreeloading tests or yoked experimental designs; e.g., Hagen and Broom, 2004; Rosenberger et al., 2020) as well as a physiological one. Artificially altering the transparency of the path toward the solution, and altering the time spent at an apparent impasse, may allow us to predict and modify the intensity of the respective physiological (as it would be an increased heart rate; Hill and Kemp, 2018) and behavioral responses (e.g., in dogs, we would predict pupil dilation, tail wagging, and increased general activity; McGowan et al., 2014; Webb et al., 2019; Salvi et al., 2020). Conclusion

The hook bending paradigm is a so-called ill-structured innovation task in which the path to the solution is missing information about how to get from its start to its goal state ( Cutting et al., 2014). Interestingly, children that are seven or older find the entire multistep solution to this problem very suddenly rather than in an incremental way. Notably, the hook bending task has similarly been used to test tool innovation in large brained birds and apes, which show a rather ratchet-like improvement upon solving the task for the first time (rarely failing after first success; Weir, 2002; Bird and Emery, 2009a; Laumer et al., 2017, 2018).Generally, methodological approaches to the study of insight in the laboratory involve presenting participants with problems and puzzles that cannot be solved in a conventional or logical manner. [8] Problems of insight commonly fall into three types: [8] Breaking functional fixedness [ edit ] Example of a RAT problem. Bradley, Nigel (2007). Marketing Research: Tools and Techniques. Oxford: Oxford University Press. ISBN 978-0-19-928196-1.

Using a geometric and spatial insight problem, it was found that providing participants with breaks improved their performance when compared to participants who did not receive a break. [17] However, the length of incubation between problems did not matter. Thus, participants' performance on insight problems improved just as much with a short break (4 minutes) as it did with a long break (12 minutes). [17] Sleep [ edit ] Additionally, while incubation improves insight performance for individuals, it improves insight performance for groups even more. [21] Thus, after a 15-minute break, individual performance improved for the rebus puzzles with unhelpful clues, and group performance improved for rebus puzzles with both unhelpful and helpful clues. [21] Individual differences [ edit ]a b Ovington, Linda A.; Saliba, Anthony J.; Moran, Carmen C.; etal. (2015-11-01). "Do People Really Have Insights in the Shower? The When, Where and Who of the Aha! Moment". The Journal of Creative Behavior. 52: 21–34. doi: 10.1002/jocb.126. ISSN 2162-6057. There are a number of theories about insight; no single theory dominates interpretation. [8] Dual-process theory [ edit ]