In the nine-dot problem discussed in your textbook, the rules do not specify that the lines cannot extend beyond the dots, however most people try to find a solution that follows this non-existent rule anyway. This is an example of:
A) the anchoring effect.
B) belief perseverance
C) a goal state
D) a self-imposed cognitive obstacle.
Answer: D
Rationale: Some of the simplest (and maybe most frustrating) forms of cognitive obstacles are not due to the nature of the problem, but are self-imposed. This occurs in the nine-dot problem when most people impose limitations on where the lines can go, even though those limits are not a part of the rules.
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a. a young infant c. an adolescent b. an older child d. an adult
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