编辑“鄧克輻射難題”（章节）

=== 理解問題結構的策略 ===
不同的說明方法都可以增加洞察力。老師或教練的引導，可以幫助到學習者理解問題<ref>{{Cite journal|title=The Effect of the Embodied Guidance in the Insight Problem Solving: An Eye Movement Study|url=https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6275308/|last=Xing|first=Qiang|last2=Rong|first2=Cuiliang|date=2018-11-26|journal=Frontiers in Psychology|doi=10.3389/fpsyg.2018.02257|volume=9|issn=1664-1078|pmc=6275308|pmid=30534097|last3=Lu|first3=Zheyi|last4=Yao|first4=Yanfeng|last5=Zhang|first5=Zhonglu|last6=Zhao|first6=Xue}}</ref>。例如在教導統計學的[[假設檢定#检验过程|假設檢定]]，教授會一步一步去教學生，好像先計出分別觀察值、假設值，到最後到比較拒絕域來達出答案。學生理解每一個部分的義意後，就之後更容易掌握不同統計方法。另外，老師也可以向學生展示更多例題，問他們不同解法的相似性<ref name=":0" />{{Rp|11}}<ref name=":5">{{Cite journal|title=Problem-Solving Strategies|url=http://www.tandfonline.com/doi/abs/10.1080/00461520.1986.9653026|last=Gick|first=Mary L.|date=1986-1|journal=Educational Psychologist|issue=1-2|doi=10.1080/00461520.1986.9653026|volume=21|pages=99–120|language=en|issn=0046-1520|access-date=2019-04-07|archive-date=2019-06-13|archive-url=https://web.archive.org/web/20190613233409/https://www.tandfonline.com/doi/abs/10.1080/00461520.1986.9653026|dead-url=no}}</ref>{{Rp|108}}。還有，在原本實驗中（第2個）中，及其他用了相同的輻射難題的𧗠生實驗<ref>{{Cite web|title=(PDF) Guiding Attention Produces Inferences in Diagram-Based Problem Solving|url=https://www.researchgate.net/publication/221249310_Guiding_Attention_Produces_Inferences_in_Diagram-Based_Problem_Solving|work=ResearchGate|accessdate=2019-04-07|language=en|archive-date=2019-06-13|archive-url=https://web.archive.org/web/20190613233404/https://www.researchgate.net/publication/221249310_Guiding_Attention_Produces_Inferences_in_Diagram-Based_Problem_Solving|dead-url=no}}</ref><ref>{{Cite journal|title=Proteus: Visuospatial analogy in problem-solving|url=http://dx.doi.org/10.1016/j.knosys.2008.03.035|last=Davies|first=Jim|last2=Goel|first2=Ashok K.|date=2008-10|journal=Knowledge-Based Systems|issue=7|doi=10.1016/j.knosys.2008.03.035|volume=21|pages=636–654|issn=0950-7051|last3=Yaner|first3=Patrick W.|access-date=2019-04-07|archive-date=2019-06-13|archive-url=https://web.archive.org/web/20190613233404/https://linkinghub.elsevier.com/retrieve/pii/S0950705108000701|dead-url=no}}</ref>，也發現如果單靠加上一些靜態[[統計圖表|圖表]]，像是一個小提示，就能直率地視覺化整個問題而令成功解答率提升<ref>{{Cite journal|title=The effect of a diagram retrieval cue on spontaneous analogical transfer.|url=http://dx.doi.org/10.1037/h0080073|last=Gick|first=Mary L.|date=1985|journal=Canadian Journal of Psychology/Revue canadienne de psychologie|issue=3|doi=10.1037/h0080073|volume=39|pages=460–466|issn=0008-4255|access-date=2019-04-07|archive-date=2019-06-13|archive-url=https://web.archive.org/web/20190613233409/https://psycnet.apa.org/doi/10.1037/h0080073|dead-url=no}}</ref><ref>{{Cite journal|title=Visual representation in analogical problem solving|url=http://dx.doi.org/10.3758/bf03197721|last=Beveridge|first=M.|last2=Parkins|first2=E.|date=1987-05|journal=Memory & Cognition|issue=3|doi=10.3758/bf03197721|volume=15|pages=230–237|issn=0090-502X|access-date=2019-04-07|archive-date=2019-06-13|archive-url=https://web.archive.org/web/20190613233410/https://link.springer.com/article/10.3758%2FBF03197721|dead-url=no}}</ref>，而動畫的效果就最大<ref name="#1"/>。換言之，把問題變成「看得到」也可以幫助解題<ref name=":3" />{{Rp|281}}，因為視覺化的類比例子能提供學習者一個實在的東西去思考一些抽象的問題<ref name=":4">The Role of Analogies in Chemistry Teaching. Chapter 8 In Chemists’ Guide to Effective Teaching, N. Pienta, M. Cooper, and T. Greenbowe, Ed. Prentice-Hall: Upper Saddle River, NY, 2005, pp. 90-105.</ref>。不過如果學習者對所提供的類比不太熟識，可能會導致誤解目標問題，如用細胞類比成工廠，學生可能會理解細胞只有很少出入口工廠而非多個工作部分合成的地方<ref name=":4" />。學習者或不能明白某類比自身的局限性。另外，實驗也討論學習者讀出學習的過程（self-explanations）<ref name=":1" />{{Rp|177}}，能幫助留意到一些關鍵部分。<br />