EXPERIMENT REPORT WRITING

Relation Between Code- Breaking Problems and the Different Types of

Cognitive Thinking
Vidhi Malik
Enrollment - skg222e0206
Lecturer name - Thokchom Bibinaz Devi
17 July 2024

1 aim of the study - studying the relationship between code-breaking problems and the
problem-solving strategy.
2 hypothesis - By using a non-directional hypothesis to explore different problem-solving
strategies to solve the code-breaking puzzle/ problem used by different participants to solve
the code-breaking puzzle. For this, I used the non-directional hypothesis, as we don't have
one specific answer or way to solve the code-breaking problem. It is important to note that,
in this experiment, the cause-and-effect relationship will be blurry and difficult to understand.

3 basic concepts - a concept used to experiment, what r we studying

Human cognition defi

Defining Cognition-
It is defined as an umbrella term which is used for denoting thinking and various aspects of
our mental process like , decision making, attention, thought process.
Defining Thinking -
Thinking refers to a mental process of manipulation of information for creating meaning and
solving problems, it helps to retrieve memories, pay attention, and store and retrieval of
memory and apply that information when we find it necessary.

B) different types of thinking - There are different types of thinking -

1. convergent thinking -The goal is to create one effective outcome for a problem or
need. involves combining diverse types of thinking about a potential solution into one
cohesive idea of a plan. It frequently requires a person to identify the most useful part
of every possible option to combine them in a most effective manner.
2. Divergent thinking - It occurs when a person pursues many response to a problem.
This often includes the process of evaluating the validity of each line of thought and
determining it’s relative value when compared to others. This type of thinking allows
individuals to determine the best solution is the most important evaluation.
3. critical thinking -refers to the process of using existing understandings and processes
to evaluate the relative credibility or usefulness of new information. This type of
thinking usually incorporates the component details of a particular observation and
other factors that might affect it. People who think critically often have excellent
judgment or evaluation skills.
4. Symbolic Thinking -This kind of thinking uses symbols like images to create a mental
representation of objects or things that represent the world. It is one of the major
developmental outcomes of language acquisition and this ability to understand
symbols allows children to engage in intellectual and social activities which are
unique to humans.
5. Abstract thinking - In this type of thinking a person understands a general idea and
then makes a meaningful connection between them. This can help a person to find
deeper and meaningful connections between them.
6. Conceptual thinking - this type of thinking involves analyzing different ideas that are
based on theory and then planning on how to connect them to develop an alternative
approach to solve a problem, and gain new insights.
7. Reflective thinking - This allows us to analyse the different realities in a profound,and
thoughtful manner, making a person make better decisions by not being impulsive.
8. creative thinking - This type of thinking involves using existing knowledge to
develop a new and original idea based, which is innovative. It challenges the
 daily ways of doing particular tasks and can help a person see a situation with
a new perspective.
- 5 Stages of Creative Thinking:
1. Preparation – In this stage, the thinker formulates a problem and collects
facts and necessary information required for that particular problem.
2. Incubation – A stage of no solutions where you are required to find
solutions to a particular problem. Eg – Writers use this during the process of
writing a piece.
3. Illumination – A potential solution to a problem is realised quite suddenly. It
is more like an ‘aha’ experience that already begins to happen but we realise
it a little later.
4. Evaluation – The obtained solution in the illumination stage is verified and
pasted if it works. The insight may turn out to be unsettling or may need some
modification when it is used to approach a particular problem.
5. Revision – Revising the whole procedure to test its effectiveness

2. Problems - def - a situation that requires a solution in general, a condition where we are
required to find a solution

Types of problem - 4 types of problem -

1 well-defined prob -In this type of problem there is a clear-cut solution to the problem.is
clear. eg ask to do a maths calculation there is an answer to it.
2. poorly defined problem - In this type of problem there is no specific solution, and neither
are we clear about what would be the best way to solve it. eg to organise an event, with no
clear-cut goal to do that work.

3. routine Problem - In this type of problem there is is single activity to engage in a simple
routine activity, which has a simple routine solution to it.
4. The non-routine problem -the step of the problem requires more abstract thinking as there
is no clear-cut answer to the problem. eg- involving violence and death penalties which
should be punished.

Problem-solving strategies - Problem-solving is the first the various efforts for developing
and choosing among different responses to obtain the desired goal. It is of various types
which are used to find a solution which arises, involving Heuristics, Hill Climbing method,
Means and Analysis, Algorithms and Analogy Approach, etc.

1 heuristics- Referred to as shortcuts or rules of thumb that we often use to guide our
cognition levels. This involves using strategies suggested by prior experiences i.e. those
which we may have found to be certain in terms of their efficacy. There are 3 different types
of Heuristics called Availability, Anchoring & Adjustment and Representativeness Heuristics.

2 Algorithm -It is a step-by-step process for coming to a solution, this explains how one
strategically reaches towards a solution in a stepwise order. eg - they tried to look for
possible closest ans by trying combinations.
3 Hill climbing method strategy - in this type of problem-solving strategy one strategises
every step for solving a problem, they chooses something that is the closest to the solution,
and sometimes this can also go wrong in the beginning.

4 Means- end -analysis -in this type of problem-solving strategy the end goal is to break the
entire code, the person will make sub-goals - eg try to break down the end goal into parts,
solve two attain it and move to the next until u reach the final end goal.
5- Analogy approach - In this type of problem-solving strategy a person uses a particular
strategy and solves this by using the old problem-solving methods to solve a new problem
that has been raised.

4. Design table - TABLE 1 -

HYPOTHESIS - to explore different problem-solving strategies to

solve the code-breaking puzzle/ problem used
by different participants to solve the
code-breaking puzzle.

Experimental Conditions & Materials A well-air-conditioned room, with a well-lit

required - room with no external disturbance.
Materials-pen and paper

Different variables - Independent variable The Hidden Code

-

Dependent Variable - The response given by the participant

Confounding Variable - Environmental sound, condition of room,

external disturbance

Extraneous Variable - Participant’s mood and educational

qualifications

5. Preparation - We selected the sample population of college-going students for the

experiment, who were falling under the age range of 19 to 22 years old. The participant was
selected based on random sampling, to ensure that the experimenter didn’t have any bias
towards them and that the experiment was conducted while following all the ethics and
principles.

Sample information - demographic data - Name - AK

Age - 20
Gender - male
Education qualification - college student
Code - 78906
No. of rials taken to solve the code - 5
Start time - 11: 35 am
End time - 11: 40 am
6. First Rapport formation -I initiated the conversation by introducing myself and asking how
he was doing. After establishing rapport, we discussed our hobbies, what we enjoy doing in
our free time, and how college life was treating him. Additionally, we talked about his friends
and their activities. Following our 10 to 15 minutes of conversation, I proceeded to the next
step.
,7. Report formation 2 - I asked him if he could help me with my experiments and when he
agreed, we shifted to a well-ventilated and properly lit room. I asked him would he like to
have some water and water was offered, then the subject was explained the procedure and
steps regarding the conduction of the experiments. them, we gave instructions- copy
classform, replying to query.
Then the subject was explained the procedure and the following instructions were given for
the code-breaking game -
- In this experiment, I will be introducing a code-breaking game that involves the use of
pen and paper.
- The game entails unravelling a concealed five-digit code by employing various
methods. Participants have the liberty to make multiple attempts until the correct

⭐
code is deciphered.

⭐⭐
- Following each trial, I will provide feedback – 1 star will be awarded for correctly
identifying a digit, while 2 stars will be granted for accurately placing a digit
within the hidden code. Participants are expected to progress while considering the
feedback provided after each trial. The game concludes once all the digits in the
code are correctly identified in their respective positions.If the concept is clear, then
can we commence?
8. The setting for experimenting - The setting chosen for experimenting was a well-lit and
ventilated room, with already placed materials which will be required for the experiment
conduction including a pen and a paper after the participant had properly sat for the
experiment, they explained the instructions, how they will need to find a five-digit code and I
will be giving him feedback in every step to guide him with the number of stars for getting the
final code.
9.Experiment Conduction procedure- After approaching various people of my University,
chosen on a random basis for the experiment. For the first stage of rapper formation, they
have an introduction and explain the purpose behind approaching the participants was
revealed after a few minutes of building rapport, by asking their name course and what
interesting hobbies than in the second phase of rapport formation he was explained about
the procedure and instructions for the experiment and the queries for solved and address.
Hardik Pandya going on the number of trials and the time taken was recorded while
instructing the feedback, completion of the experiment as a participant was able to break the
food correctly, he was asked to write an introspective report, for explaining how he felt during
the experiment.
10. Observations - Observation drawn from the introspective report is that the participant had
fun and was excited with the experiment, at first he used random guessing, then divided the
code into sub-units or we can call this subgoal hence he used the method of means-end
analysis) and then he eliminated all the options for getting the right code. (the hill climbing
method).for this h took 5 minutes and 5 trials.
11. Raw data table - picture of page

Table 2 - Raw Data Table -

NAME AK

AGE 20

NO. OF TRIALS TAKEN 5

TIME TAKEN 5min [ 11:35 am to 11:40 am ]

Problem- solving strategy applied Means End Analysis

Table 3 -

Average time taken by the participant 6 minutes 35 seconds

Average no. of trials taken by the Heuristic strategy, Hill- Climbing strategy
participants and Means end analysis stratergy

Average Age of the sample population 19 to 22

Discussion And Analysis - A problem is defined as a situation that requires a solution in

general, a condition where we are required to find a solution. The problem-solving strategy
that was applied by my Participant was dual, involving the Hill Climbing problem-solving
strategy and Means-End Analysis strategy,I observed him using creative thinking during the
conduction process, he took one minute each, in total five minutes to break the
code-breaking problem.

- If we have a careful observation towards the group data, we can see them using
various problem-solving strategies, but there are 3 strategies which was being used
by the majority of the group namely, Heuristics, Hill CClimbing and Means and
analysis. The average time based on group data was 6 minutes 35 seconds for each
participant along with it, they took around 5.13 average no. of trials to crack the code
of the code-breaking problem.

Conclusion - As per the Individual participant data, the person took 5 trials to find the original
code and according to the analysis he used means and analysis along with the Hill Climbing
method, in some trials. According to the group data which consisted of the participants falling
under the range of 19-22 years, 5.13 was the average number of trials done by all
participants and the average no. Of time taken is between 6 minutes 35 seconds.
 - After we combined both of these data, We observed the strategies that the
participants most commonly used during these experiments including the Hill
Climbing Method, Means and Analysis and Heuristics. However, this is subject to
individual differences and may vary across the participants as every individual has a
differing cognition level and thinking abilities which helps them to decide the different
methods that they would be using to solve the code. The participants' introspective
reports varied just like their experiences while doing this, from feeling excited to
anxious about what kind of problem would be given to them and whether would they
be able to solve it.

References -
1. Indeed Editorial Team. (n.d.). Types of thinking (and how to find out what type of thinker
you are). Indeed Career Guide.
2. Leverage Edu. (n.d.). Thinking class 11 psychology notes. Leverage Edu.
3. National Council of Educational Research and Training (NCERT). Psychology: Textbook
for Class XI. NCERT.