Complex problem solving-single ability or complex phenomenon?
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ABSTRACT:
SUBMITTER: Schoppek W
PROVIDER: S-EPMC4633517 | biostudies-literature | 2015
REPOSITORIES: biostudies-literature
Publications
Complex problem solving-single ability or complex phenomenon?
Schoppek Wolfgang W Fischer Andreas A
Frontiers in psychology 20151105
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Project description:Problem Solving (PS) skills allow students to handle problems within an educational context. PS is a core competence of Computer Science education and affects programming success. In this vein, this paper aims to investigate PS ability performance in primary school pupils of a computer course, implemented according to the Neo-Piagetian theory of cognitive development. The study included 945 Slovenian pupils, ranging from fourth to sixth grade. The effects of gender, age and consecutive years of attending the course were examined on pupils' PS ability at the pre-operational and concrete operational stages. Pupils completed a survey questionnaire with four types of tasks (a series of statements, if-statements, loops and variables) at both stages. The analysis revealed three findings: the performance of PS ability in all tasks was, at the pre-operational stage, associated positively with performance at the concrete operational stage; there were no gender differences in PS performance at both stages, and both the grade and consecutive year of taking the computer course had an effect on PS ability performance at both stages. Those in the lowest grade and those taking the course for the first year reported lower performances than their older counterparts. These findings may help curriculum designers across the world develop efficient approaches to teaching computer courses.
| S-EPMC6135368 | biostudies-literature
Project description:In this paper we argue that a synthesis of findings across the various sub-areas of research in complex problem solving and consequently progress in theory building is hampered by an insufficient differentiation of complexity and difficulty. In the proposed framework of person, task, and situation (PTS), complexity is conceptualized as a quality that is determined by the cognitive demands that the characteristics of the task and the situation impose. Difficulty represents the quantifiable level of a person's success in dealing with such demands. We use the well-documented "semantic effect" as an exemplar for testing some of the conceptual assumptions derived from the PTS framework. We demonstrate how a differentiation between complexity and difficulty can help take beyond a potentially too narrowly defined psychometric perspective and subsequently gain a better understanding of the cognitive mechanisms behind this effect. In an empirical study a total of 240 university students were randomly allocated to one of four conditions. The four conditions resulted from contrasting the semanticity level of the variable labels used in the CPS system (high vs. low) and two instruction conditions for how to explore the CPS system's causal structure (starting with the assumption that all relationships between variables existed vs. starting with the assumption that none of the relationships existed). The variation in the instruction aimed at inducing knowledge acquisition processes of either (1) systematic elimination of presumptions, or (2) systematic compilation of a mental representation of the causal structure underpinning the system. Results indicate that (a) it is more complex to adopt a "blank slate" perspective under high semanticity as it requires processes of inhibiting prior assumptions, and (b) it seems more difficult to employ a systematic heuristic when testing against presumptions. In combination, situational characteristics, such as the semanticity of variable labels, have the potential to trigger qualitatively different tasks. Failing to differentiate between 'task' and 'situation' as independent sources of complexity and treating complexity and difficulty synonymously threaten the validity of performance scores obtained in CPS research.
| S-EPMC5641385 | biostudies-other
Project description:Despite considerable interest in the forces shaping the relationship between brain size and cognitive abilities, it remains controversial whether larger-brained animals are, indeed, better problem-solvers. Recently, several comparative studies have revealed correlations between brain size and traits thought to require advanced cognitive abilities, such as innovation, behavioral flexibility, invasion success, and self-control. However, the general assumption that animals with larger brains have superior cognitive abilities has been heavily criticized, primarily because of the lack of experimental support for it. Here, we designed an experiment to inquire whether specific neuroanatomical or socioecological measures predict success at solving a novel technical problem among species in the mammalian order Carnivora. We presented puzzle boxes, baited with food and scaled to accommodate body size, to members of 39 carnivore species from nine families housed in multiple North American zoos. We found that species with larger brains relative to their body mass were more successful at opening the boxes. In a subset of species, we also used virtual brain endocasts to measure volumes of four gross brain regions and show that some of these regions improve model prediction of success at opening the boxes when included with total brain size and body mass. Socioecological variables, including measures of social complexity and manual dexterity, failed to predict success at opening the boxes. Our results, thus, fail to support the social brain hypothesis but provide important empirical support for the relationship between relative brain size and the ability to solve this novel technical problem.
| S-EPMC4780594 | biostudies-literature
Project description:We investigated whether continuously alternating between topics during practice, or interleaved practice, improves memory and the ability to solve problems in undergraduate physics. Over 8 weeks, students in two lecture sections of a university-level introductory physics course completed thrice-weekly homework assignments, each containing problems that were interleaved (i.e., alternating topics) or conventionally arranged (i.e., one topic practiced at a time). On two surprise criterial tests containing novel and more challenging problems, students recalled more relevant information and more frequently produced correct solutions after having engaged in interleaved practice (with observed median improvements of 50% on test 1 and 125% on test 2). Despite benefiting more from interleaved practice, students tended to rate the technique as more difficult and incorrectly believed that they learned less from it. Thus, in a domain that entails considerable amounts of problem-solving, replacing conventionally arranged with interleaved homework can (despite perceptions to the contrary) foster longer lasting and more generalizable learning.
| S-EPMC8589969 | biostudies-literature
Project description:Choosing a better move correctly and quickly is a fundamental skill of living organisms that corresponds to solving a computationally demanding problem. A unicellular plasmodium of Physarum polycephalum searches for a solution to the travelling salesman problem (TSP) by changing its shape to minimize the risk of being exposed to aversive light stimuli. In our previous studies, we reported the results on the eight-city TSP solution. In this study, we show that the time taken by plasmodium to find a reasonably high-quality TSP solution grows linearly as the problem size increases from four to eight. Interestingly, the quality of the solution does not degrade despite the explosive expansion of the search space. Formulating a computational model, we show that the linear-time solution can be achieved if the intrinsic dynamics could allocate intracellular resources to grow the plasmodium terminals with a constant rate, even while responding to the stimuli. These results may lead to the development of novel analogue computers enabling approximate solutions of complex optimization problems in linear time.
| S-EPMC6304117 | biostudies-other
Project description:The information humans are exposed to has grown exponentially. This has placed increased demands upon our information selection strategies resulting in reduced fact-checking and critical-thinking time. Prior research shows that problem solving (traditionally measured using the Cognitive Reflection Test-CRT) negatively correlates with believing in false information. We argue that this result is specifically related to insight problem solving. Solutions via insight are the result of parallel processing, characterized by filtering external noise, and, unlike cognitively controlled thinking, it does not suffer from the cognitive overload associated with processing multiple sources of information. We administered the Compound Remote Associate Test (problems used to investigate insight problem solving) as well as the CRT, 20 fake and real news headlines, the bullshit, and overclaiming scales to a sample of 61 participants. Results show that insight problem solving predicts better identification of fake news and bullshit (over and above traditional measures i.e., the CRT), and is associated with reduced overclaiming. These results have implications for understanding individual differences in susceptibility to believing false information.
| S-EPMC10655953 | biostudies-literature
Project description:Humans have a large impact on the distribution and abundance of animal species worldwide. The ecological effects of human-altered environments are being increasingly recognized and understood, but their effects on evolution are largely unknown. Enhanced cognitive abilities and the ability to innovate have been suggested as crucial traits for thriving in human-altered habitats. We tested if house mice (Mus musculus) subspecies have evolved enhanced innovative problem-solving abilities throughout their commensal lives with humans. The time that subspecies lived commensally with humans ranges between approximately 3000 years to more than 11 000 years, thus providing an excellent example of human-animal coexistence. In addition, we tested whether differences in problem-solving were mediated by differences in object and place exploration, motivation, persistence or inhibitory control. We found that populations of subspecies living commensally the longest excelled in problem-solving across seven food-extraction tasks over subspecies living commensally short or intermediate times. These differences were not mediated by exploration, motivation, persistence or inhibitory control suggesting that subspecies have evolved better cognitive abilities when living commensally in urban environments. This suggests that the ability to problem-solve may be an important trait promoting prosperity in human-altered environments.
| S-EPMC7934975 | biostudies-literature
Project description:Diet induces parallel changes to the gut microbiota and problem solving performance in a wild bird
| PRJEB40949 | ENA
Project description:Complexity is one of the major demands of adolescents' future life as adults. To investigate adolescents' competence development in applying problem-solving strategies in complex environments, we conducted a 2-wave longitudinal study in a sample of Finnish adolescents (11-17 years old; N = 1,959 at Time 1 and N = 1,690 at Time 2, 3 years later). In this study, we aimed to: (a) determine the optimal number of strategy use profiles while solving complex problems, (b) determine the number of meaningful developmental paths for each profile, and (c) test the impact of reasoning abilities and learning-related motivational beliefs on the probability that an adolescent with a given strategy use profile will take a given developmental path. Using latent transition analysis, we found 4 meaningful strategy use profiles: Proficient Explorers, Rapid Learners, Emerging Explorers, and Low-Performing Explorers. Forty-three percent of the participants were classified as having the same strategy use profile in Time 1 and Time 2. The strategy use of 34% was assessed as having improved between Time 1 and Time 2, while that of 21% was assessed as having declined between Time 1 and Time 2. Verbal reasoning ability and learning-related motivational beliefs predicted whether the developmental path of Emerging Explorers' was more likely to remain stable, improve, or decline over time. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
| S-EPMC6768752 | biostudies-literature
Project description:Complex problem solving (CPS) refers to a set of higher-order capacities that allow an individual to interact with a dynamic environment and solve complex problems. The purpose of this study was to develop and validate Sokoban, a game-based assessment of the planning-execution stage of the CPS framework proposed by PISA 2012. The psychometric properties of this instrument were examined in a large sample of Chinese students (n = 1145) ranging from elementary to tertiary education. The results supported the two-faceted nature of Sokoban, as well as providing preliminary evidence about criterion-related and predictive validity for the planning-execution stages of complex problem solving. These empirical results lend support to the validity of this game-based assessment, as well as its practical implications in educational settings.
| S-EPMC11765979 | biostudies-literature