Laughlin Patrick R, Zander Megan L, Knievel Erica M, Tan Tiong K
Department of Psychology, University of Illinois at Urbana- Champaign, Champaign, IL 61820, USA.
J Pers Soc Psychol. 2003 Oct;85(4):684-94. doi: 10.1037/0022-3514.85.4.684.
One-hundred 3-person groups and 300 individuals solved 2 letters-to-numbers problems, requiring identification of the coding of 10 letters to 10 numbers by proposing an equation in letters, receiving the answer in letters, proposing a hypothesis, and receiving feedback on the hypothesis on each trial. There were 5 instruction conditions: (a). standard, (b). use at least 3 letters on all equations, (c). use at least 4 letters on all equations, (d). number 1 known before beginning problem, and (e). number 9 known before beginning problem. The groups had fewer trials to solution, proposed more complex equations, and identified more letters per equation than the best individuals. Performance was best under instructions to use at least 4 letters and with the number 9 known.
100个三人小组和300名个体解决了两道字母转数字问题，即通过提出一个用字母表示的等式、接收字母形式的答案、提出一个假设并在每次试验中得到关于该假设的反馈，来确定10个字母到10个数字的编码。有5种指导条件：(a). 标准条件；(b). 在所有等式中至少使用3个字母；(c). 在所有等式中至少使用4个字母；(d). 在开始解题前已知数字1；(e). 在开始解题前已知数字9。与最优秀的个体相比，小组解决问题所需的试验次数更少，提出的等式更复杂，每个等式中识别出的字母更多。在要求至少使用4个字母且已知数字9的指导条件下，表现最佳。
