Conceptual Transformation and Cognitive Processes in Origami Paper Folding

Abstract

Research on problem solving typically does not address tasks that involve following detailed and/or illustrated step-by-step instructions. Such tasks are not seen as cognitively challenging problems to be solved. In this paper, we challenge this assumption by analyzing verbal protocols collected during an Origami folding task. Participants verbalised thoughts well beyond reading or reformulating task instructions, or commenting on actions. In particular, they compared the task status to pictures in the instruction, evaluated the progress so far, referred to previous experience, expressed problems and confusions, and-crucially-added complex thoughts and ideas about the current instructional step. The last two categories highlight the fact that participants conceptualised this spatial task as a problem to be solved, and used creativity to achieve this aim. Procedurally, the verbalisations reflect a typical order of steps: reading-reformulating-reconceptualising-evaluating. During reconceptualisation, the creative range of spatial concepts represented in language highlights the complex mental operations involved when transferring the two-dimensional representation into the real world. We discuss the implications of our findings in terms of problem solving as a multilayered process involving diverse types of cognitive effort, consider parallels to known conceptual challenges involved in interpreting spatial descriptions, and reflect on the benefit of reconceptualisation for cognitive processes. Correspondence:Correspondence concerning this article should be addressed to Thora Tenbrink, Bangor University, Bangor, Gwynedd, LL57 2DG, UK, or via email to t.tenbrink@ bangor.ac.uk. Acknowledgments:This research was generously supported by the DFG (SFB/TR 8 Spatial Cognition, project I6-[NavTalk]), the Hanse Institute for Advanced Studies, and the SILC Spatial Intelligence and Learning Center. We are also grateful for the support of our very reliable student assistants. Keywords: problem solving, instructions, text interpretation, cognitive processes, verbal data analysis, reconceptualizationOrigami is the well-known Japanese art of creating 3-D objects by folding paper in a particular manner and order. Often, this is achieved by following written instructions supported by pictures, for example, from a book or webpage. How do people interpret abstract action descriptions to create a concrete object resembling what is shown in a picture? Anyone who has ever struggled with the challenge of folding Origami, or used any kind of manual to assemble an object or comprehend a newly acquired technical device, will be familiar with potential misinterpretations and conceptual traps. Learning a new procedure based on pictures and text may represent a problem requiring considerable mental effort to solve.Some cognitive complexity arises when conceptually transfering from an abstract medium toward concrete actions. Moreover, language and depictions, even together, as communication media are notoriously underspecified, leaving more room ...

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