How children understand aha‐experiences in problem solving.
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| Title: | How children understand aha‐experiences in problem solving. |
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| Authors: | Haugen, Josefine (AUTHOR), Prenevost, Mathilde H. (AUTHOR), Nilsen, Ida B. R. (AUTHOR), Bølstad, Evalill (AUTHOR), Pons, Francisco (AUTHOR), Reber, Rolf (AUTHOR) |
| Source: | British Journal of Developmental Psychology. Nov2025, Vol. 43 Issue 4, p943-957. 15p. |
| Subjects: | Statistical power analysis, Elementary schools, T-test (Statistics), Data analysis, Research funding, Phonological awareness, Reflection (Philosophy), Descriptive statistics, Experience, Child development, Storytelling, Analysis of variance, Statistics, Affect (Psychology), Attribution (Social psychology), Judgment (Psychology), Problem solving in children, Cognition, Social classes |
| Geographic Terms: | Norway |
| Abstract: | Two studies explore how 4–8‐year‐old children develop an understanding of aha‐experiences. Study 1 used a scenario approach to investigate children's understanding of the impact that having an insight has on affect. Children (N = 125) rated affect of a story character at different timepoints in problem‐solving scenarios with and without aha‐moments. Study 2 presented children (N = 167) with a story character displaying an aha response and two different stories of problem solving that may have led to the response. Results show that from age 4, children associate aha‐experiences with positive affect. However, age differences were observed for triggers of aha‐experiences. While 4‐5‐year‐olds attributed aha‐experiences to external triggers (the solution), 7–8‐year‐olds attributed them to mental triggers (a new insight). These findings indicate that children's understanding of aha‐experiences develops over time, which aligns with theories of emotional development and theory of mind. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Developmental Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Two studies explore how 4–8‐year‐old children develop an understanding of aha‐experiences. Study 1 used a scenario approach to investigate children's understanding of the impact that having an insight has on affect. Children (N = 125) rated affect of a story character at different timepoints in problem‐solving scenarios with and without aha‐moments. Study 2 presented children (N = 167) with a story character displaying an aha response and two different stories of problem solving that may have led to the response. Results show that from age 4, children associate aha‐experiences with positive affect. However, age differences were observed for triggers of aha‐experiences. While 4‐5‐year‐olds attributed aha‐experiences to external triggers (the solution), 7–8‐year‐olds attributed them to mental triggers (a new insight). These findings indicate that children's understanding of aha‐experiences develops over time, which aligns with theories of emotional development and theory of mind. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0261510X |
| DOI: | 10.1111/bjdp.12565 |
