The Process of Solving Complex Problems

Fischer, Andreas; Greiff, Samuel; Funke, Joachim

doi:10.7771/1932-6246.1118

Cited by 176 publications

(173 citation statements)

References 46 publications

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“…For instance, dealing with an entirely new mobile phone as outlined previously describes a specific situation that is typically considered to be a complex problem involving dynamic interaction with a yet-unknown system in order to (a) acquire knowledge and (b) use this knowledge for one's own purposes. Not only is this delineation into two main cognitive processes logical and widely applied when assessing CPS (e.g., Fischer, Greiff, & Funke, 2012;Funke, 2001;Kröner, Plass, & Leutner 2005), but it also connects to general research on (a) problem representation and (b) the generation of problem solutions.…”

Section: Complex Problem Solving In Cognitive Sciencementioning

confidence: 99%

Complex problem solving in educational contexts—Something beyond g: Concept, assessment, measurement invariance, and construct validity.

Greiff¹,

Wüstenberg²,

Molnár³

et al. 2013

Journal of Educational Psychology

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142

137

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Innovative assessments of cross-curricular competencies such as complex problem solving (CPS) have currently received considerable attention in large-scale educational studies. This study investigated the nature of CPS by applying a state-of-the-art approach to assess CPS in high school. We analyzed whether two processes derived from cognitive psychology, knowledge acquisition and knowledge application, could be measured equally well across grades and how these processes differed between grades. Further, relations between CPS, general mental ability (g), academic achievement, and parental education were explored. Hungarian high school students in Grades 5 to 11 (N = 855) completed MicroDYN, which is a computer-based CPS test, and the Culture Fair Test 20-R as a measure of g. Results based on structural equation models showed that empirical modeling of CPS was in line with theories from cognitive psychology such that the two dimensions identified above were found in all grades, and that there was some development of CPS in school, although the Grade 9 students deviated from the general pattern of development. Finally, path analysis showed that CPS was a relevant predictor of academic achievement over and above g. Overall, results of the current study provide support for an understanding of CPS as a cross-curricular skill that is accessible through computer-based assessment and that yields substantial relations to school performance. Thus, the increasing attention CPS has currently received on an international level seems warranted given its high relevance for educational psychologists.

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Section: Complex Problem Solving In Cognitive Sciencementioning

confidence: 99%

Complex problem solving in educational contexts—Something beyond g: Concept, assessment, measurement invariance, and construct validity.

Greiff¹,

Wüstenberg²,

Molnár³

et al. 2013

Journal of Educational Psychology

Self Cite

142

137

View full text Add to dashboard Cite

show abstract

“…In psychological problem solving research, insights into the question of how individuals deal with complex problems mostly stem from the use of computer-based simulation scenarios [7]. In these scenarios, subjects are in charge of a complex situation for certain periods of time.…”

Section: Psychological Complex Problem Solving Research In the Contexmentioning

confidence: 99%

Dealing with the uncertainties of climate engineering: Warnings from a psychological complex problem solving perspective

Amelung¹,

Funke²

2013

Technology in Society

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a b s t r a c tDecision-makers in the context of climate politics are confronted with considerable uncertainties due to the complexities inherent in the relevant natural and social systems. Nonetheless, pressure on decision-makers to find solutions to dangerous climate change is rising due to the inertia in the climate system. Considering these pressures, technological options (climate engineering) have been proposed to counteract the effects of climatic change. However, introducing options that bear their own scientific uncertainties means further adding to the complexity of the situation. By adopting the psychological perspective of complex problem solving research, we analyze one frequently neglected source of uncertainty with regard to climate engineering: errors of the political problemsolver in his interaction with the situational demands of complex problems. More specifically, we examine the psychological sources for human error that are common in dealing with the uncertainties implied in this type of problem. We will conclude from the complex problem solving perspective that a consideration of climate engineering in the context of climate change can provide a dangerous illusion of controllability.

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“…While one problem space is sufficient to describe typical problem solving, rule induction needs both, a rule space and an instance space. Simon and Lea's (1974) dual-space theory is still regarded as useful in contemporary research on complex problem solving in computersimulated scenarios (Fischer, Greiff, & Funke, 2012).…”

Section: Introduction Problem Solving As Search Of Spacesmentioning

confidence: 99%

An explorative study of search of model space in problem-solving

Kistner

Burns

Vollmeyer

et al. 2014

Journal of Cognitive Psychology

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Building on dual-space theories, the three-space theory of problem solving suggests to add search of a model space in addition to search of experiment and hypothesis space. This study aimed at exploring the three postulated spaces, especially model space, by means of verbal protocols. Participants (n=32) were asked to think aloud while working with a computer based learning program. With this program they could learn about torques in physics using interactive graphics in which experiments with levers and forces could be conducted. Their knowledge about torques was tested before and after working with the program. Verbal protocols were analyzed with regard to the amount of search of the three spaces and regarding the quality of the participants' models for torques. The three postulated spaces could be reliably identified in the protocols. For validity, the model quality score was related to performance and predicted final knowledge beyond prior knowledge. Our results add to the validity of model space and allow us to derive more specific hypotheses from the three-space theory.

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The Process of Solving Complex Problems

Cited by 176 publications

References 46 publications

Complex problem solving in educational contexts—Something beyond g: Concept, assessment, measurement invariance, and construct validity.

Complex problem solving in educational contexts—Something beyond g: Concept, assessment, measurement invariance, and construct validity.

Dealing with the uncertainties of climate engineering: Warnings from a psychological complex problem solving perspective

An explorative study of search of model space in problem-solving

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