Interactivity and embodied cues in problem solving, learning and insight: Further contributions to a “theory of hints”

Abstract

This chapter addresses the situated, embodied and interactive characteristics of problem solving by focusing on the cues that arise within a solve’ s external environment. In examining the influence of external cues on problem solving we have been heavily influenced by Kirsh’ s (The Cambridge handbook of situated cognition, Cambridge University Press, Cambridge, 2009) “theory of hints”. We extend this theory to include hints that derive from the communicative properties of other people’ s eye movements, focusing on the role of eye gaze in directing attention and conveying information that can be beneficial for problem solving. A particularly interesting aspect of eye gaze is its capacity to facilitate the perceptual priming of motor simulations in an observer. This gives rise to the potential for an expert problem solver’ s eye movements to cue imitative perceptual and attentional processing in less expert observers that can promote effective problem solving. We review studies that support the hypothesised role of gaze cues in scaffolding problem solving, focusing on examples from insight tasks and diagnostic radiography. Findings reveal that eye gaze can support a variety of decisions and judgments in problem solving contexts. In sum, knowing where another person looks provides hints that can act both implicitly and explicitly to cue attention and to shape thoughts and decisions.