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in defining aesthetic criteria, paying attention to
usability and efficacy. Intuition combined with
logic enables us envisioning future moves of the
opponent, which is a valuable ability in chess
and not only in chess playing. For example, it is
not enough to teach only the game rules when
teaching to play chess. Imaginative approach to
a task of this type involves developing intuition
that allows learning from partial observations,
solving problems without explicit reasoning and
combinatorial complexity (Duch, 2007). Intuition
helps us find effortlessly optimal thoughts and
solutions, even if not justified because we often
cannot explain why we know the answer. Intuition
supports our strategies concerning choosing the
best of possible options, for example an open-
ing move in chess, but also envisioning strength
distribution on the chessboard, anticipation of the
other player's moves, and even endurance. Intuitive
processes support our aesthetic preferences and
may lead to scientific discoveries. Many times we
apply predictions, when we need to plan our next
steps but information about future is unavailable
and we lack the data for inductive reasoning. A
lot of attention is given to intuitive evaluation in
medicine.
thinkers use peripherally presented cues effectively
and take advantage of incidentally presented cues,
the analytic thinkers sustain directed attention and
focus on the main problem elements. According
to the authors, recording the seemingly irrelevant
information may lead to insight.
Afterward, cognitive neuroscientists have been
carrying out neuroimaging studies. They applied
electroencephalography (EEG) and functional
magnetic resonance imaging (fMRI) to examine
neural correlates of insight. Sandkühler & Bhat-
tacharya (2008) conducted an electroencephalo-
graphic study about the regions of the brain activity
correlated with the insightful problem solving
often resulting in discoveries. They described the
components of the cognitive problem solving that
correlate with the brain responses: an adjustment
of selective attention resulting in a mental impasse
or an immediate correct solution; the encoding and
retrieval process of restructuring problem corre-
lated with the right temporal region activity; then
a deeper understanding of the problem ends with
the sudden 'Aha!' feeling related to the problem
solution correlated with a cortical excitation in
the right prefrontal cortex. Kounios & Beeman
(2009) assert that insight is the culmination of
a series of brain states and processes going in
the brain in sequence. However it is difficult to
produce insight phenomena in the laboratory to
conduct the brain-imaging studies and be certain
that problems were solved by insight and not in a
more stepwise manner; also, that the data obtained
in laboratory research can be generalized (Luo,
Knoblich, & Lin, 2009).
INSIGHT
Many agree that insight helps to achieve compre-
hension of complex concepts and solve difficult
problems, but definitions and theories describing
this capacity vary considerably. Some ascribe to
insight the instants of sudden comprehension or
illumination. Psychologists conducted several
behavioral studies on this theme applying several
kinds of tests such as analogies, series-completion
problems, and the Remote Associates Test. For
example, after conducting the Remote Associ-
ates Test, Ansburg & Hill (2002) argued that the
creative and analytic thinkers differ in their use of
resources requiring attention. While the creative
CURIOSITY
One may say curiosity is about emotion based on
previous experiences with the resulting explorative
behavior and anticipation. It has been considered
a psychology-related term, but curiosity is also
strongly connected with cognitive activities
