Complex tasks for use in human problem-solving research.

Ray, Wilbert S.

doi:10.1037/h0044763

Cited by 35 publications

(15 citation statements)

References 36 publications

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“…Following Maier (9,10), such a task is designated a reasoning problem. Ray (11) has given several examples of what are here called reasoning problems.…”

mentioning

confidence: 99%

A correlational study of two reasoning problems.

Brunk¹,

Collister²,

Swift³

et al. 1958

Journal of Experimental Psychology

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“…Following Maier (9,10), such a task is designated a reasoning problem. Ray (11) has given several examples of what are here called reasoning problems.…”

mentioning

confidence: 99%

A correlational study of two reasoning problems.

Brunk¹,

Collister²,

Swift³

et al. 1958

Journal of Experimental Psychology

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“…The technique I am advocating is related to the "thinking aloud" technique but is not the same thing. It is more closely allied with the techniques of certain psychologists who have attempted to give their subjects problems of a sort requiring that important aspects of the problem-solving process be externally, publicly observable (see Bruner, Goodnow, &Austin, 1956, andRay, 1955). I do not want the "thinking aloud" to be extraneous to the problem-solving process.…”

Section: Fig 3 Description Of the Problem (Second Ver-mentioning

confidence: 99%

The value of introspection to the designer of mechanical problem solvers

Travis¹

2007

Syst. Res.

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Lately there has been a flurry of interest in constructing artifacts that will behave like living organisms in some useful respect. Since some living organisms are remarkably efficient and successful in performing certain tasks, e.g., sensing very weak signals, recognizing very complex patterns, or traveling over very rough terrain, we are advised to look at Nature's design for suggestions about how to build machines to do such things. But we are immediately up against an awesome obstacle: Nature's design is no easy thing to get at. I t would seem that God is a master at concealing and protecting company secrets. The obstacle seems to be especially awesome for those so brash as to wish to provide machines with intelligence. How do we get at Nature's design of intelligence? Psychologists study this design‐though not for the purpose of copying it. This paper considers borrowing and adapting, for just this purpose, a method which psychologists have developed for observing how human beings solve problems.

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“…Berlyne (1965, p.16) definieer inligting soos volg: "Information, in its technical sense … is conveyed by a symbol or a statement that helps to determine which of a number of possibilities has been, or will be, realized". Ray (1955) en van John en Miller (1957). Sien publikasie van Schepers (1971) in hierdie verband.…”

Section: Kwantifisering Van Inligtingmentioning

confidence: 99%

Konstruksie en evaluering van 'n gerekenariseerde konsepverwerwingstoets

Carstens¹,

Schepers²

2004

SA j ind psychol

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The construction and evaluation of a computerised concept attainment test. The principal objectives of the study were the computerisation of the Concept Attainment Test of Schepers (1971), and the determination of its reliability and validity. The computerised concept attainment test (CAT) was applied to 185 undergraduates in Informatics and Computer Science. For comparative purposes the original CAT was applied to 205 first-year students in Mathematics. For validation purposes the semester marks and examination marks of Informatics II and III, and of Computer Science II and III, were used. For Informatics II all the scores of the CAT correlated negatively with the second semester marks. None of the correlations with examination marks were statistically significant. No statistically significant correlations were obtained in respect of Informatics III. For Computer Science II "number correct" (Form A) correlated with all the semester and examination marks. No significant correlations were obtained in respect of Computer Science III. Opsomming Die hoofdoelstellings van die studie was die rekenarisering van die Konsepverwerwingstoets van Schepers (1971) en die bepaling van die geldigheid en betroubaarheid daarvan. Die gerekenariseerde Konsepverwerwingstoets (KVT) is op 185 voorgraadse studente in Informatika en Rekenaarwetenskap toegepas. Vir vergelykingsdoeleindes is die oorspronklike KVT op 205 eerstejaarwiskundestudente toegepas. Vir geldigheidsdoeleindes is die semesteren eksamenspunte van Informatika II en III asook Rekenaarwetenskap II en III gebruik. Wat Informatika II betref het al die tellings van die KVT negatief met die tweede semester semesterpunte gekorreleer. Nie een van die korrelasies met die eksamenpunte was statisties beduidend nie. Geen statisties beduidende korrelasies is ten opsigte van Informatika III gevind nie. Vir Rekenaarwetenskap II het “getal korrek�? (Vorm A) positief gekorreleer met al die semesterpunte en eksamenpunte. Geen statisties beduidende korrelasies is ten opsigte van Rekenaarwetenskap III gevind nie.

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Complex tasks for use in human problem-solving research.

Cited by 35 publications

References 36 publications

A correlational study of two reasoning problems.

A correlational study of two reasoning problems.

The value of introspection to the designer of mechanical problem solvers

Konstruksie en evaluering van 'n gerekenariseerde konsepverwerwingstoets

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