THE BEHAVIOURAL DIFFERENCES IN INDIVIDUALS.

Behavioral Differences
 
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Behavioral Differences
Introduction
In essence, Cognitive psychology is a branch of psychology which analyzes the operations of the mind. Not just in one event, I have witnessed individuals’ behaviors of forgetting things easily and a problem in decision making. The behavior of forgetting and difficulty in decision making has been a long time behavior over a millennium. Problem-solving and Decision-making are entirely dependent on how people perceive, recollect, think, and communicate. This applies to everyday ordinary life experiences. In his book, Goldstein gave Sarah a woman who walked through the campus and met a friend (Goldstein, 2019). Sarah paused and had a light conversation with a friend about the film that she saw the night before. Not long was the talk, and then she said goodbye and began to plan out the next meeting scheduled at the course consultancy office. This illustrated how Sarah could remember the friend’s name, meeting with the course advisor, and many details about the movie they had watched yesterday night (Goldstein, 2019).
Historical Background
As a part of our memory, we learn to categorize items for easier access to storage and identification.  Our cognitive psychology book by Bruce Goldstein (2011) states, “…the time it takes for a person to retrieve information about a concept should be determined by the distance that must be traveled through the network.”  In this case, the network means our brain, our neurons, and nerve fibers located within.  The relationship between reaction times was tested by Allan Collins and Ross Quillian in 1969. Collins and Quillian’s findings were a long time of reaction, long traveling, and vice versa. “Spreading activation is an activity that spreads out along any link that is connected to an activated node” (Goldstein, 2019).  This property allows us to make the connections from “robin to a bird to an animal,” as Goldstein mentioned in the Cognitive textbook.  When a concept becomes ‘primed,’ it becomes easily accessible for later retrieval.
Problem solving and creativity
Problem-solving is one of the most critical human thinking practices. It integrates with many other cognitive procedures, such as searching, abstraction, decision-making, understanding, and analysis based upon internal interpretation by the object-attribute-relation (OAR) model. This interaction mechanism is at a higher stage. The solution of problems as brain cognitions aims to generate or seek answers to a given problem or find a way to accomplish a specific purpose (Sternberg & Sternberg, 2016). The problem can be seen as a search process in the memory to create a connection between a collection of solution priorities and possible ways at the stage where a problem is found.
In Sarah’s case, she had to choose what courses to take for the next semester, making this a problem for her. A problem arises when an individual is required to do something but does not know what to do. According to Goldstein, a problem is a situation that surfaces when an individual has a goal; however, he or she has no idea how to accomplish it because there is an obstacle (Goldstein, 2019). That definition indicates that if an individual knows what to do in a given condition, then they do not have a problem in that case.
Individuals experience problems daily. Many of these problems, for example, solving the Sudoku puzzles, are relatively entertaining, while others, for instance, coming up with the idea on how to recover the house keys left locked in the car, is most certainly not entertaining. Even though scholars have studied the problem-solving process, there is still considerably less we know, for instance, how we deliberately work through everyday problems. An article published in the Journal of Cognitive in 2013 by 00Johnson-Laird and Ngar Yin Louis Lee analyzed how individuals create strategies for solving problems (Lee & Johnson-Laird, 2013). In a progression of three studies, they requested test subjects to solve the progression of matchstick problems.
According to Sternberg (2016), the problem-solving decision is basically what we can do next. Since the solution of problems is known as innovation, a wide variety of imaginative thought poses concerns (Sternberg & Sternberg, 2016). Despite having begun with imagination and being in nature a form of problem-solving, Sternberg pointed to examples such as the conception of scientific ideas, inventions, and sculpture. The ingenuity of problems solving and the creativity of cognitive theories are typically related to problem-solving. The meanings of imagination are considerable. Individuals also connect imagination, for example, innovations, modern, odd, inventive, wacky, peculiar, dramatically different things, out of the commonplace, etc. (Aizikovitsh-Udi, 2014). The creative process is typically covert and spontaneous observations and thoughts; when thoughts spontaneously surface in the mind, inspiration tends to be abrupt and impossible to locate. In large part, poetry, writing, sculpture, music, painting, and so on are usually associated with creativity. It is rare for people to connect creativity to expressions such as value, intention, and functionality or something other than art. However, problem-solving should not require all situations of imaginative thought (Aizikovitsh-Udi, 2014).
In essence, there are two kinds of problems: ill-structured problems and well-structured problems. The well-structured ones have clear to the solution. On the other hand, ill-structured problems do not have a clear path to solutions (Goldstein, 2019). The well-structured problems are well defined, for instance, when the instructor requests a student to find the triangle area. Here the problem is straightforward because the only solution is by utilizing a predetermined formula for finding the solution. Conversely, representing an ill-structured is generally hard since it is not straightforward, and thus generating mental representation for these problems is significantly challenging. For ill-structured problems, an arrangement of steps is generally followed to acquire a closer conception of the solution (Goldstein, 2019).
Conclusion
While cognitive psychology is composed of many components such as language, creativity, attention, memory, thinking, and perception, one crucial element is problem-solving.  It is worth noting that problem-solving is regularly related to the creativity of some kind; however, creativity in itself does not at all times have to involve problem-solving. As already discussed in this paper, creativity is an essential factor in problem-solving. Just as problems differ in structure, so are the problem-solving tactics. One thing that is a fact is that problem solving requires some flexibility. How the mind operates essentially has a more considerable impact on an individual’s ability to solve problems.
 
 
 
References
Sternberg, R. J., & Sternberg, K. (2016). Cognitive . Boston, MA: Cengage Learning.
Aizikovitsh-Udi, E. (2014). The Extent of Mathematical Creativity and Aesthetics in Solving Problems among Students Attending the Mathematically Talented Youth Program. Creative Education, 05(04), 228-241. doi:10.4236/ce.2014.54032
Goldstein, B. (2019), Cognitive : Connecting Mind, Research, and Everyday Experience, 5th Edition. Boston, MA: Cengage.
Lee, N. Y., & Johnson-Laird, P. N. (2013). Strategic changes in problem-solving. Journal of Cognitive , 25(2), 165-173. doi:10.1080/20445911.2012.719021
 

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