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 a b c Smith, C. M.; Bushouse, E.; Lord, J. (13 November 2009). "Individual and group performance on insight problems: The effects of experimentally induced fixation". Group Processes & Intergroup Relations. 13 (1): 91–99. doi: 10.1177/1368430209340276. S2CID 35914153.

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Publisher’s Note Christian ethics– Branch of theology that defines virtuous and sinful behavior from a Christian perspective Shen, W.; Yuan, Y.; Liu, C.; etal. (2015). "In search of the 'Aha!' experience: Elucidating the emotionality of insight problem-solving". British Journal of Psychology. 107 (2): 281–298. doi: 10.1111/bjop.12142. PMID 26184903. Wallas, inspired by the ideas of Hermann von Helmholtz and Henri Poincare, proposed four stages of progression for a creative process ( Wallas, 1926). Helmholtz, during a banquet held for his 70th birthday in 1891, revealed how he had reached his best ideas; always after first researching a problem in detail, letting it rest, and seeking a pleasant distraction. This way he was often surprised by a solution in the form of a pleasant experience. Wallas named these stages preparation (investigative stage), incubation (temporally discarding the problem from conscious thought), and illumination (the sudden arrival of a new “happy idea”), to which he added a fourth, the verification of the solution. These four stages have been recurrently used as a framework for studying insight in the psychological literature ( Luo and Niki, 2003; Jung-Beeman et al., 2004; Sandkühler and Bhattacharya, 2008; Weisberg, 2013). Although Wallas’ work covers the creative process in rather broad terms, its relevance to the study of insight is remarkable, due to the close proximity and similarity in conceptualization, measures, and processes ( Shen et al., 2017, 2018).

Synonyms

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 ] A large-scale study in Australia suggests that insight may not be universally experienced, with almost 20% of respondents reporting that they had not experienced insight. [23] Metacognition [ edit ] Bradley, Nigel (2007). Marketing Research: Tools and Techniques. Oxford: Oxford University Press. ISBN 978-0-19-928196-1. The subpersonal nature of model reduction (that is, there is no explicit inner model, hence no conscious experience of the reduction process) could explain why the agent becomes aware at the precise instance of a new association, and not before ( Metcalfe and Wiebe, 1987; Friston et al., 2017; Shen et al., 2018). Another proposed explanation for the relation of insight with consciousness is the asymmetrical involvement of both hemispheres and the important role of the right hemisphere in key parts of the process (see split brain perception studies, e.g., Gazzaniga, 1998; van Steenburgh et al., 2012). Furthermore, the conscious perception of the solution is plausible considering the close relationship between associative learning and consciousness ( Ginsburg and Jablonka, 2007, 2019) and the essential role of consciousness for the former to occur (e.g., Baars et al., 2013; Meuwese et al., 2013; Weidemann et al., 2016). Non-Human Animals, Problems, and Solutions

Sagacity– Ability to think and act using knowledge, experience, understanding, common sense and insight Weiten, W.; McCann, D. (2007). Themes and Variations. Nelson Education ltd: Thomson Wadsworth. ISBN 978-0176472733. 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). Marková, I. S.; Berrios, G. E.; Hodges, J. H. (2004). "Insight into Memory Function". Neurology, Psychiatry & Brain Research. 11: 115–126.

First Scientific Approximations To Insight

a b c Gilhooly, K.J.; Murphy, P. (1 August 2005). "Differentiating insight from non-insight problems". Thinking & Reasoning. 11 (3): 279–302. doi: 10.1080/13546780442000187. S2CID 144379831. Danek, Amory H.; Fraps, Thomas; von Müller, Albrecht; etal. (2014-12-08). "It's a kind of magic—what self-reports can reveal about the phenomenology of insight problem solving". Frontiers in Psychology. 5: 1408. doi: 10.3389/fpsyg.2014.01408. ISSN 1664-1078. PMC 4258999. PMID 25538658. Perivoliotis, Dimitri; Grant, Paul M.; Peters, Emmanuelle R.; etal. (2010). "Cognitive insight predicts favorable outcome in cognitive behavioral therapy for psychosis". Psychosis. 2: 23–33. doi: 10.1080/17522430903147520. S2CID 143474848. Messerli Research Institute, University of Veterinary Medicine, Medical University of Vienna, University of Vienna, Vienna, Austria

Given the importance of the subjectively perceived components of insight, the phenomenon is certainly easier to study in humans than in non-human animals, both because of the possibility to report verbally (the subject might describe the suddenness of the solution’s appearance and the emotions involved, but also specific difficulties with aspects of the task, and how close the subject believes he or she is to the solution at any given moment) and the methodology (because of test diversity and the relative ease of applying neuroimaging technology). a b Davidson, J. E.; Sternberg, R. J. (1 April 1984). "The Role of Insight in Intellectual Giftedness". Gifted Child Quarterly. 28 (2): 58–64. doi: 10.1177/001698628402800203. S2CID 145767981.a b c Hill, Gillian; Kemp, Shelly M. (2016-02-01). "Uh-Oh! What Have We Missed? A Qualitative Investigation into Everyday Insight Experience" (PDF). The Journal of Creative Behavior. 52 (3): 201–211. doi: 10.1002/jocb.142. ISSN 2162-6057. Accounts of insight that have been reported in the media, such as in interviews, etc., were examined and coded. [25] Insights that occur in the field are typically reported to be associated with a sudden "change in understanding" and with "seeing connections and contradictions" in the problem. [25] Insight in nature differed from insight in the laboratory. For example, insight in nature was often rather gradual, not sudden, and incubation was not as important. [25] an understanding of cause and effect based on the identification of relationships and behaviors within a model, system, context, or scenario (see artificial intelligence)