Transfer of Fault-Finding between Simulated Chemical Plants

Abstract

This study investigated the effect of training with either a qualitative model of plant functioning or a set of diagnostic heuristics on the transfer of fault-finding. Two simulated chemical plants were used. After training both conditions improve in accuracy of diagnosis of previously encountered faults, though the qualitative model condition is superior at transfer to novel faults. However, neither training condition exhibited positive transfer of training, in terms of accuracy, when tested on a second plant involving a recycle loop. Different reasons may explain this lack of transfer for each condition. Significantly, qualitative differences were found between the training conditions in the order in which plant variables were examined during fault-finding. These qualitative differences persisted in transfer to the second plant but only for faults whose symptoms were not affected by the recycle loop. Such qualitative measures offer a means of inferring the cognitive processes inculcated by different training programs.

Human-centered design (HCD) of a fault-finding application for mobile devices and its impact on the reduction of time in fault diagnosis in the manufacturing industry

“…It is associated with the repair of physical, mechanical or electronic systems (Jonassen and Hung, 2006), and is a cognitive task, as it involves searching for and isolating faulty components, with the fault-finder having to search or scan the system before diagnosing why the system is malfunctioning (Patrick, 1993;Sauer et al, 2013). Human abilities and possible limitations in problem solving are well documented in the literature (Henneman and Rouse, 1984;Rouse, 1978;Rouse and Rouse, 1979).…”

“…Relevant for the present study are (1) the skill to perform functional tests, and (2) the skill to employ a strategy in addressing the problem. Such strategies include narrowing down the location of a fault; theoretical understanding of the functioning; and transfer of knowledge which is required for the application or adaptation of existing fault-finding strategies and for the development of new ones (Patrick, 1993). This is achieved, for example, through the observation of an abnormal situation, identification of symptoms, search for possible causes, a gradual narrowing down of possible causes and the initiation of corrective action (Jonassen and Hung, 2006;Kluge, 2014).…”

“…In order to ensure that the troubleshooter will employ an appropriate strategy, it is necessary to proceduralize the testing sequence and to provide guidance (Morris and Rouse, 1985;Patrick et al, 1989). For the proceduralization of the testing sequence, training is important, as improvements in problem-solving accuracy may only be achieved through extended practice of sequences and in particular through the availability of information about the quality of moves during problem solving (Duncan, 1985).…”

“…In summary, in previous research, the emphasis was placed on the development and retention of fault-finding skills via training (Gramopadhye et al, 1997;Henneman and Rouse, 1984;Hochholdinger and Schaper, 2013;Linou and Kontogiannis, 2004;Patrick et al, 1996;Rouse, 1978) and on the cognitive process of fault-finding (Morris and Rouse, 1985;Patrick et al, 1989).…”

Making instructions “visible” on the interface: an approach to learning fault diagnosis skills through guided discovery

“…Patrick, Haines, Munley & Wallace, 1989). On the other hand, interface design approaches have moved in the opposite direction by looking into external system representations that would enable people to develop an accurate understanding of plant functioning and, hence, improve fault diagnosis (e.g.…”