In this study, we aim to demonstrate the effect of obtaining perspectives for problem solving. We consider obtaining a specific perspective as an activity identifying oneself with a role in a target situation. Such an activity can be understood based on the framework for analogy research. According to the framework for analogy research, the probability of generating novel elements will increase in the fields where oneself is connected. In order to examine this hypothesis, we conducted Experiment 1, in which subjects were presented with a situation where a student mistook a mathematical problem, and the subjects' perspectives were manipulated to become problem solver or tutor. However, in the result of Experiment 1, no effect was detected, perhaps because the subjects' experiences might have interfered with the activity of obtaining a perspective. Then we conducted Experiment 2, in which subjects who had different experiences from Experiment 1 participated. In the result of Experiment 2, we detected differences in generating novel elements between the experimental conditions. These results implied (1) the difference of perspectives leads to changes in the fields in which novel elements are generated, and (2) past experiences interfere with obtaining counter-perspectives.
