Exploring the Relation between Time on Task and Ability in Complex Problem Solving

Scherer, Ronny; Greiff, Samuel; Hautamäki, Jarkko

doi:10.1016/j.intell.2014.10.003

Cited by 63 publications

(44 citation statements)

References 41 publications

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“…In line with previous research, we found that process-oriented measures are dependent on task characteristics and do not show a unilateral relationship with performance (Goldhammer et al, 2014;Scherer et al, 2015). While process measures may provide additional information for the more difficult items, their relationship with easier items is unclear.…”

Section: Process-oriented Measurementsupporting

confidence: 89%

“…The study sought to study the relationship between the process measures, task identity, previous ability, and performance on the tangible series completion task. As was found with the relationship between time measures and performance (Goldhammer et al, 2014;Scherer et al, 2015), we expected this relationship to be complex and interactive.…”

Section: Aims and Research Questionsmentioning

confidence: 94%

“…Problem-solving speed has generally been presented in the literature as indicative of cognitive ability; the general assumption being that faster is better, although research findings have not unilaterally supported this view (Goldhammer et al, 2014;Scherer, Greiff, & Hautamäki, 2015). High performing participants have tended to be faster than less proficient participants at highly perceptual, automated, low complexity tasks, but they may take more time when tackling more challenging and complex reasoning tasks (Goldhammer et al, 2014).…”

Section: Measuring the Process Of Problem Solvingmentioning

confidence: 99%

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Process-Oriented Measurement Using Electronic Tangibles

Veerbeek¹,

Verhaegh²,

Elliott³

et al. 2017

JEL

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This study evaluated a new measure for analyzing the process of children’s problem solving in a series completion task. This measure focused on a process that we entitled the Grouping of Answer Pieces (GAP) that was employed to provide information on problem representation and restructuring. The task was conducted using an electronic tangible interface, to allow for both natural manipulation of physical materials by the children, and computer monitoring of the process. The task was administered to 88 primary school children from grade 2 (M=8.2 years, SD=0.50). GAP was a moderate predictor of accuracy on the series completion task. Averaged over multiple items, GAP, verbalizations and time measures were related to accuracy. On an item level, however, GAP was the only process measure related to item solving success, and this relationship was mediated by item difficulty. Further research is needed to investigate the precise relationship between problem solving and GAP.

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Section: Process-oriented Measurementsupporting

confidence: 89%

Section: Aims and Research Questionsmentioning

confidence: 94%

Section: Measuring the Process Of Problem Solvingmentioning

confidence: 99%

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Process-Oriented Measurement Using Electronic Tangibles

Veerbeek¹,

Verhaegh²,

Elliott³

et al. 2017

JEL

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“…Analyzing the behavioral patterns that individuals engage in when dealing with CPS tasks provides insights that go beyond mere final outcome scores and provides access to aspects of the cognitive process underlying specific problem solving behavior. Such in-depth log-file analyses have become technically feasible for CPS research (Scherer, Greiff, & Hautamäki, 2015) and could be extended to intelligence testing (Kröner, 2001) in which the possibilities of computer-based assessment such as log-file data are not fully used yet (Becker, Preckel, Karbach, Raffel, & Spinath, 2015). Getting access to the behaviors displayed and strategies employed by participants in assessments of intelligence could lead to a more thorough understanding of not only the assessment instruments themselves but more importantly of the whole construct of intelligence.…”

Section: Discussionmentioning

confidence: 99%

Complex problem solving and intelligence: A meta-analysis

et al. 2015

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“…This indicates that self-monitoring and reasoning are core components that are necessary for making a person a good complex problem solver. An interesting open question that remains is whether other, more distal constructs than those investigated here may demonstrate an interplay with performance judgments to explain performance in CPS (e.g., mastery orientation; Scherer, Greiff, & Hautamäki, 2015).…”

Section: Confidence In Cps Is Linked To Cps Beyond Reasoningmentioning

confidence: 97%

Metacognitive confidence judgments and their link to complex problem solving

et al. 2017

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A B S T R A C TWith the aim to better understand the nature of complex problem solving (CPS), we investigated the link between confidence judgments, which represent a major constituent of metacognitive self-monitoring, and CPS by regressing the two facets of CPS (i.e., knowledge acquisition and knowledge application) on confidence in CPS. To ensure that the link between confidence in CPS and CPS is distinct, we controlled for reasoning, which is the strongest known correlate of CPS. Using structural equation modeling in a sample of 471 German seventhgrade students, we found that confidence in CPS explained 67% of the variance in CPS knowledge acquisition and 55% of the variance in CPS knowledge application. These links were reduced but remained substantial when we controlled for reasoning. The results indicate that confidence judgments as indicators of metacognitive monitoring in CPS are substantially linked to successful CPS, thus bringing us one step closer to a full understanding of CPS.

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Exploring the Relation between Time on Task and Ability in Complex Problem Solving

Cited by 63 publications

References 41 publications

Process-Oriented Measurement Using Electronic Tangibles

Process-Oriented Measurement Using Electronic Tangibles

Complex problem solving and intelligence: A meta-analysis

Metacognitive confidence judgments and their link to complex problem solving

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