When Do Assumptions Facilitate Problem Solving and When Do They Impede It?
by Ronald G. Shapiro Ph. D.*
If a viewer is asked to reproduce a picture, their reproduction will vary based upon the name given to the picture. Similarly, if a person is asked to solve a problem without all of the informa- tion required they will depend upon their own assumptions to help them solve the problem. Thus, information and assump- tions influence human performance. People will try to confirm expectations rather than trying to determine if expectations are incorrect. So, assumptions and prior information can get in the way of perceiving accurately.
It is easy to cite numerous examples of assumptions leading to incorrect conclusions and simply say “Don’t ever assume.” On the other hand, there is so much information available in the world that if we didn’t make assumptions we would never be able to perceive anything or solve any problems at all. Thus, we need to decide when to assume or allow others to assume, when to seek or provide new information and when to question assumptions or encourage others to question assumptions.
A painter needs to decide if they want viewers to perceive their work as closely as possible to the way the painter envisioned while painting or if they want to viewer to perceive the painting in view of the viewer’s life experiences. Assigning a descriptive name to the painting or providing a description of the painting will cause the viewer to see the painting more as the artist did. This may help to sell the painting if the viewer identifies with and likes the artist. Essentially, they are welcoming a piece of
Object Localization Demonstration
Picture the following scenario: You are selected to be an “on-stage” contestant in a TV style game show. Once blindfolded you are told “you need to find your prize that is worth more than a dollar.” After a few spins to disorient you, you are told “the prize is right in front of you.” You are then spun a bit more and are told: “Your job is to tell everyone what your prize is and where it is while remaining blindfolded. You may move around to investigate or ask the audience “Yes”/”No” questions, but every time you ask a question you will be spun around while your question is being answered.” What would you initially assume? What questions would you ask? Would these questions help you to confirm your as- sumptions or to challenge them? Typically adult and student participants ask ques- tions to confirm their assumptions rather than to test them. How long would it take you to conclude that your prize was a check for $1.01 hidden in your blindfold?
Amy Ramos Lopez, student at The Met School in Providence, RI, showing the audience what her present is and where it is located.
*I would like to thank Dr. Margarita Posada Cossuto for helpful comments. Dr. Cossuto was a participant in the activity ten years ago when she was an undergraduate student.
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the artist into their life. On the other hand, the viewer might be less likely to purchase the painting if they don’t want a paint- ing of whatever the artist was trying to express that they did not see in their own viewing. Thus, the artist needs to decide what to express to the viewer and what to let the viewer as- sume if they want to sell paintings.
A storekeeper may treat customers differently based upon his or her assumptions about whether or not the customer will buy some of their merchandise. The merchant who initially as- sumes the customer may not buy and does not reexamine their assumptions with every question the customer asks and every action the customer takes may have a self-fulfilling prophesy. Likewise, the merchant who assumes the customer will buy may also have a self-fulfilling prophesy (or a big disappoint- ment). A homeowner trying to assemble a “do it yourself’ proj- ect may have difficulty getting the project completed if they get stuck and don’t stop to reexamine and retest each of their assumptions. They may not see the obvious solution which is right in front of them.
So, think carefully about when you want people to assume and when you want to supply information to guide people’s thinking. Stop and reexamine your own assumptions when you are not getting the results you were looking for and even when you are getting the results you anticipated. By re-examining your assumptions and carefully thinking about what you want others to assume you may be more successful!!!
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