Complex problem solving — More than reasoning?

Abstract

This study investigates the internal structure and construct validity of Complex Problem Solving (CPS), which is measured by a Multiple-Item-Approach. It is tested, if (a) three facets of CPS -rule identification (adequateness of strategies), rule knowledge (generated knowledge) and rule application (ability to control a system) -can be empirically distinguished, how (b) reasoning is related to these CPS-facets and if (c) CPS shows incremental validity in predicting school grade point average (GPA) beyond reasoning. N = 222 university students completed Micro-DYN, a computer-based CPS test and Ravens Advanced Progressive Matrices. Analysis including structural equation models showed that a 2-dimensionsal model of CPS including rule knowledge and rule application fitted the data best. Furthermore, reasoning predicted performance in rule application only indirectly through its influence on rule knowledge indicating that learning during system exploration is a prerequisite for controlling a system successfully. Finally, CPS explained variance in GPA even beyond reasoning, showing incremental validity of CPS. Thus, CPS measures important aspects of academic performance not assessed by reasoning and should be considered when predicting real life criteria such as GPA.

Metacognitive confidence judgments and their link to complex problem solving

“…One often-reported finding is that CPS overlaps substantially with cognitive ability measures, in particular with reasoning (Kröner, et al, 2005), whereas there is also some evidence for the unique explanatory value of CPS regarding external outcomes such as academic achievement (e.g., Wüstenberg et al, 2012;cf. Kretzschmar, Neubert, Wüstenberg, & Greiff, 2016).…”

“…As indicated above, researchers who have previously attempted to understand the nature of CPS have come to the conclusion that reasoning is a crucial constituent of CPS (see the meta-analysis by Stadler et al, 2015) because both reasoning and CPS require the abilities to identify relevant information (Babcock, 2002;Funke, 2001) and to elaborate and apply strategies to solve problems (Wüstenberg et al, 2012).…”

“…For instance, CPS is required when students use new technological devices (smartphones, computer programs, etc. ;Wüstenberg, Greiff, & Funke, 2012) and is needed to cope with everyday life in professional, private, and educational settings. Its relevance has been recognized in educational research , and a large body of research has recently emerged to try to understand the nature of CPS by focusing on the relation between CPS and concurrent cognitive skills (Kröner, Plass, & Leutner, 2005).…”

How Much Knowledge Is Necessary for Action?

“…In such experiments subjects have to work on many similar tasks. This requirement allows for psychometrically sound measurement of the three abilities-information retrieval, modelbuilding, and forecasting (for more details, see Greiff & Funke, 2009;Wüstenberg et al, 2012).…”

A problémamegoldó és tanulási stratégiák változása 11 és 19 éves kor között: logfile elemzések

“…Ilyen képességek például az általános gondolkodási képességek és a fluid intelligencia (pl. : Greiff et al, 2013;Wüstenberg et al, 2012). Ugyanakkor a látens profilelemzések rámutattak arra, hogy a különböző tanulási típusok, stílusok (Jonassen & Grabowski, 1993) területe is releváns kutatási kérdésként merülhet fel a kapcsán, hogy a diákok milyen felfedező stratégiákat használnak problémamegoldó helyzetekben és hogyan tanulnak a teszt megoldása során.…”