Inducing Flexibility in Cognitive Rigidity

Abstract

This study examined the extent to which normal learners identified as cognitively rigid could use alternate strategies when instructed to do so. The total number of rigid solutions on the standard portion of the “Three Jar Test” was used to divide eighty normal adults into high and low rigid groups. The second portion of the TJT instructed subjects to use a less rigid strategy. The two groups were compared for the total number correct and the number of rigid solutions. Analysis of these data showed that groups were not significantly different in either the extent to which the rigid solution (B-A-2C) was used nor in total number of corrects. The results were interpreted as lending support to the theoretical notion that two forms of rigidity may exist. Implications of the study seem of interest in understanding the otherwise normal rigid learner.