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How children understand aha‐experiences in problem solving.

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Title: How children understand aha‐experiences in problem solving.
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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  Data: How children understand aha‐experiences in problem solving.
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  Data: <searchLink fieldCode="AR" term="%22Haugen%2C+Josefine%22">Haugen, Josefine</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Prenevost%2C+Mathilde+H%2E%22">Prenevost, Mathilde H.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nilsen%2C+Ida+B%2E+R%2E%22">Nilsen, Ida B. R.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bølstad%2C+Evalill%22">Bølstad, Evalill</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pons%2C+Francisco%22">Pons, Francisco</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Reber%2C+Rolf%22">Reber, Rolf</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="DE" term="%22Statistical+power+analysis%22">Statistical power analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br /><searchLink fieldCode="DE" term="%22T-test+%28Statistics%29%22">T-test (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection+%28Philosophy%29%22">Reflection (Philosophy)</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br /><searchLink fieldCode="DE" term="%22Storytelling%22">Storytelling</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Affect+%28Psychology%29%22">Affect (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Attribution+%28Social+psychology%29%22">Attribution (Social psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+%28Psychology%29%22">Judgment (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving+in+children%22">Problem solving in children</searchLink><br /><searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Social+classes%22">Social classes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: <i>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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=188520168
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/bjdp.12565
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 943
    Subjects:
      – SubjectFull: Statistical power analysis
        Type: general
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: T-test (Statistics)
        Type: general
      – SubjectFull: Data analysis
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Phonological awareness
        Type: general
      – SubjectFull: Reflection (Philosophy)
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Experience
        Type: general
      – SubjectFull: Child development
        Type: general
      – SubjectFull: Storytelling
        Type: general
      – SubjectFull: Analysis of variance
        Type: general
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Affect (Psychology)
        Type: general
      – SubjectFull: Attribution (Social psychology)
        Type: general
      – SubjectFull: Judgment (Psychology)
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      – SubjectFull: Problem solving in children
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      – SubjectFull: Cognition
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      – SubjectFull: Social classes
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      – SubjectFull: Norway
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      – TitleFull: How children understand aha‐experiences in problem solving.
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            NameFull: Nilsen, Ida B. R.
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            – D: 01
              M: 11
              Text: Nov2025
              Type: published
              Y: 2025
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