Bounded rationality in problem solving: Guiding search with domain-independent heuristics

Langley, Pat; Pearce, Chris; Barley, Michael; Emery, Miranda

doi:10.1007/s11299-014-0143-y

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…While individual behavior has been extensively studied in experimental work on human problem solving (c.f., Newell and Simon, 1972;Kotovsky et al, 1985;Langley et al, 2014), these investigations have generally been restricted to problems that have clearly defined goals and the agents know when these have been accomplished. In contrast, the NK model assumes that the solution -the global optimum -is not known-neither its location nor its value (c.f.…”

Section: Behavioral Plausibility Of Nk Modelsmentioning

confidence: 99%

Modelling Bounded Rationality in Organizations: Progress and Prospects

Puranam

Stieglitz

Osman

et al. 2015

ANNALS

103

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Much of the formal modelling work in the organizational sciences relies on Herbert Simon's conception of bounded rationality, and it stakes a claim to drawing on behaviorally plausible assumptions about human behavior and action in organizations. The objectives of our review are threefold. First, we summarize the formal literature by "model families"-classes of models sharing the same analytical structure-to highlight sharply the behavioral assumptions being made. Specifically, we discuss model families involving a) adaptation through search and learning by individual agents, b) mutual adjustment of interacting agents, and c) information aggregation in organizational decision-making. Second, we examine to what the extent these models of bounded rationality in organizations are in fact consistent with the behavioral evidence in psychology and other related fields. Finally, we discuss opportunities for further research that strengthens the links between formal modelling in organizations research, and its behavioral foundations. In particular we highlight the promise of experimental methods that translate organizational models to multiple-subject experiments in the behavioral laboratory. Note: An early draft of this article was prepared as a background note for a workshop on "The psychological foundations of organizational models" held at London Business School, May 11-12, 2012. We also thank Felipe Csaszar, Jerker Denrell, Dan Levinthal, and Thorbjørn Knudsen for helpful comments on earlier drafts of the paper. All remaining errors are ours.

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Section: Behavioral Plausibility Of Nk Modelsmentioning

confidence: 99%

Modelling Bounded Rationality in Organizations: Progress and Prospects

Puranam

Stieglitz

Osman

et al. 2015

ANNALS

103

View full text Add to dashboard Cite

show abstract

“…A c c e p t e d M a n u s c r i p t 32 While individual behavior has been extensively studied in experimental work on human problem solving (c.f., Newell and Simon, 1972;Kotovsky et al, 1985;Langley et al, 2014), these investigations have generally been restricted to problems that have clearly defined goals and the agents know when these have been accomplished. In contrast, the NK model assumes that the solution -the global optimum -is not known-neither its location nor its value (c.f.…”

Section: Behavioral Plausibility Of Nk Models Downloaded By [Mcmastermentioning

confidence: 99%

Modelling Bounded Rationality in Organizations: Progress and Prospects

Puranam

Stieglitz²,

Osman

et al. 2015

The Academy of Management Annals

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Much of the formal modelling work in the organizational sciences relies on HerbertSimon's conception of bounded rationality, and it stakes a claim to drawing on behaviorally plausible assumptions about human behavior and action in organizations.The objectives of our review are three-fold. First, we summarize the formal literature by "model families" -classes of models sharing the same analytical structure-to highlight sharply the behavioral assumptions being made. Specifically, we discuss model families involving a) adaptation through search and learning by individual agents, b) mutual adjustment of interacting agents, and c) information aggregation in organizational decision-making. Second, we examine to what the extent these models of bounded rationality in organizations are in fact consistent with the behavioral evidence in psychology and other related fields. Finally, we discuss opportunities for further research that strengthens the links between formal modelling in organizations research, and its behavioral foundations. In particular we highlight the promise of experimental methods that translate organizational models to multiple-subject experiments in the behavioral laboratory.

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“…Una tarea abierta es un desarrollo tecnológico o un proyecto de investigación. La diferencia es que, en el primer caso, la solución del problema pasa por encontrar el camino de respuesta y la respuesta correcta, lo que dado que los estados son definibles se puede realizar algorítmicamente (por ejemplo, evaluando la discrepancia entre estados ideales y estados actuales) [11]. Una tarea abierta, por el contrario, requiere que el solucionador construya el espacio de tarea llenando vacíos en un espacio muy amplio de opciones [12].…”

Section: Tipos De Tareasunclassified

¿Qué es una buena clase en ingeniería desde el punto de vista de los estudiantes?

et al. 2017

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La realización de este estudio responde a la necesidad de diseñar ambientes académicos que mejoren la adquisición de los conceptos en ingeniería que resultan a veces abstractos y limitan su comprensión. Utilizando metodologías cualitativas, se explora cuáles son los principales factores que los estudiantes refieren cuando evalúan las clases de ingeniería con el propósito de establecer elementos comunes entre las clases consideradas como destacadas. Para tal fin, las evaluaciones abiertas realizadas a profesores de ingeniería de la Universidad Nacional de Colombia fueron codificadas y analizadas para encontrar los temas subyacentes a categorías previamente identificadas en la literatura psicológica. Adicionalmente, se compararon los conteos de frecuencias en estos factores entre los profesores ubicados en el primer y último grupo de la evaluación cuantitativa. Los resultados mostraron que los estudiantes consideraban, dentro de la categoría de metodología, factores asociados a la evaluación, a la dinámica de clase y a la participación, y a la organización de tiempos y espacios. Finalmente, dentro de la categoría de huella docente, los estudiantes incluyeron la dedicación y el compromiso del docente, el nivel de asertividad, y la motivación y actitud. Todos estos factores diferenciaban el primer del último grupo.

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Bounded rationality in problem solving: Guiding search with domain-independent heuristics

Cited by 3 publications

References 12 publications

Modelling Bounded Rationality in Organizations: Progress and Prospects

Modelling Bounded Rationality in Organizations: Progress and Prospects

Modelling Bounded Rationality in Organizations: Progress and Prospects

¿Qué es una buena clase en ingeniería desde el punto de vista de los estudiantes?

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