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How children understand aha‐experiences in problem solving

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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How children understand aha‐experiences in problem solving. / Haugen, Josefine; Prenevost, Mathilde H.; Nilsen, Ida B. R. et al.
In: British Journal of Developmental Psychology, 17.04.2025.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Haugen, J, Prenevost, MH, Nilsen, IBR, Bølstad, E, Pons, F & Reber, R 2025, 'How children understand aha‐experiences in problem solving', British Journal of Developmental Psychology. https://doi.org/10.1111/bjdp.12565

APA

Haugen, J., Prenevost, M. H., Nilsen, I. B. R., Bølstad, E., Pons, F., & Reber, R. (2025). How children understand aha‐experiences in problem solving. British Journal of Developmental Psychology. Advance online publication. https://doi.org/10.1111/bjdp.12565

Vancouver

Haugen J, Prenevost MH, Nilsen IBR, Bølstad E, Pons F, Reber R. How children understand aha‐experiences in problem solving. British Journal of Developmental Psychology. 2025 Apr 17. Epub 2025 Apr 17. doi: 10.1111/bjdp.12565

Author

Haugen, Josefine ; Prenevost, Mathilde H. ; Nilsen, Ida B. R. et al. / How children understand aha‐experiences in problem solving. In: British Journal of Developmental Psychology. 2025.

Bibtex

@article{27effc4f96c14cbebf554972ee92881c,
title = "How children understand aha‐experiences in problem solving",
abstract = "Two studies explore how 4–8‐year‐old children develop an understanding of aha‐experiences. Study 1 used a scenario approach to investigate children's understanding of the impact that having an insight has on affect. Children (N = 125) rated affect of a story character at different timepoints in problem‐solving scenarios with and without aha‐moments. Study 2 presented children (N = 167) with a story character displaying an aha response and two different stories of problem solving that may have led to the response. Results show that from age 4, children associate aha‐experiences with positive affect. However, age differences were observed for triggers of aha‐experiences. While 4‐5‐year‐olds attributed aha‐experiences to external triggers (the solution), 7–8‐year‐olds attributed them to mental triggers (a new insight). These findings indicate that children's understanding of aha‐experiences develops over time, which aligns with theories of emotional development and theory of mind.",
keywords = "problem solving, aha‐experiences, emotion development, insight",
author = "Josefine Haugen and Prenevost, {Mathilde H.} and Nilsen, {Ida B. R.} and Evalill B{\o}lstad and Francisco Pons and Rolf Reber",
year = "2025",
month = apr,
day = "17",
doi = "10.1111/bjdp.12565",
language = "English",
journal = "British Journal of Developmental Psychology",
issn = "0261-510X",
publisher = "Wiley-Blackwell",

}

RIS

TY - JOUR

T1 - How children understand aha‐experiences in problem solving

AU - Haugen, Josefine

AU - Prenevost, Mathilde H.

AU - Nilsen, Ida B. R.

AU - Bølstad, Evalill

AU - Pons, Francisco

AU - Reber, Rolf

PY - 2025/4/17

Y1 - 2025/4/17

N2 - Two studies explore how 4–8‐year‐old children develop an understanding of aha‐experiences. Study 1 used a scenario approach to investigate children's understanding of the impact that having an insight has on affect. Children (N = 125) rated affect of a story character at different timepoints in problem‐solving scenarios with and without aha‐moments. Study 2 presented children (N = 167) with a story character displaying an aha response and two different stories of problem solving that may have led to the response. Results show that from age 4, children associate aha‐experiences with positive affect. However, age differences were observed for triggers of aha‐experiences. While 4‐5‐year‐olds attributed aha‐experiences to external triggers (the solution), 7–8‐year‐olds attributed them to mental triggers (a new insight). These findings indicate that children's understanding of aha‐experiences develops over time, which aligns with theories of emotional development and theory of mind.

AB - Two studies explore how 4–8‐year‐old children develop an understanding of aha‐experiences. Study 1 used a scenario approach to investigate children's understanding of the impact that having an insight has on affect. Children (N = 125) rated affect of a story character at different timepoints in problem‐solving scenarios with and without aha‐moments. Study 2 presented children (N = 167) with a story character displaying an aha response and two different stories of problem solving that may have led to the response. Results show that from age 4, children associate aha‐experiences with positive affect. However, age differences were observed for triggers of aha‐experiences. While 4‐5‐year‐olds attributed aha‐experiences to external triggers (the solution), 7–8‐year‐olds attributed them to mental triggers (a new insight). These findings indicate that children's understanding of aha‐experiences develops over time, which aligns with theories of emotional development and theory of mind.

KW - problem solving

KW - aha‐experiences

KW - emotion development

KW - insight

U2 - 10.1111/bjdp.12565

DO - 10.1111/bjdp.12565

M3 - Journal article

JO - British Journal of Developmental Psychology

JF - British Journal of Developmental Psychology

SN - 0261-510X

ER -