Problem Variables that Promote Incubation Effects
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Three studies sought to determine whether incubation effects could be reliably generated in a problem‐solving task. Experimental variables manipulated were the duration of the interval between two problem‐solving opportunities and the activity performed by the problem solvers during the interval. A multi‐solution anagram task was used which required problem solvers to generate five‐letter words from the letters in a ten‐letter “starter” word until they could produce no more words. After a break (the incubation period) the problem solvers returned to the anagram task anew. Some participants also engaged in an activity related to the anagram task during the break which was expected to prime potential solutions that would emerge during the second problem‐solving attempt. In all conditions problem solvers were able to generate new responses after the break, thus demonstrating a reliable incubation effect. The optimal incubation period was between 15 and 30 min long. The priming task increased the number of solutions to the anagram task on the second attempt, suggesting that exposure to solution ideas during the incubation period may facilitate an incubation effect during problem solving.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it