Cross‐National Comparisons of Complex Problem‐Solving Strategies in Two Microworlds

Abstract

Research in the fields of complex problem solving (CPS) and dynamic decision making using microworlds has been mainly conducted in Western industrialized countries. This study analyzes the CPS process by investigating thinking-aloud protocols in five countries. Participants were 511 students from Brazil, Germany, India, the Philippines, and the United States who worked on two microworlds. On the basis of cultural-psychological theories, specific cross-national differences in CPS strategies were hypothesized. Following theories of situatedness of cognition, hypotheses about the specific frequency of problem-solving strategies in the two microworlds were developed. Results of the verbal protocols showed (a) modification of the theoretical CPS model, (b) task dependence of CPS strategies, and (c) cross-national differences in CPS strategies. Participants' CPS processes were particularly influenced by country-specific problem-solving strategies.

Cultural differences in dynamic decision-making strategies in a non-linear, time-delayed task

“…Surprisingly, the study of how culture influences problem solving and decision making has not received much attention (Weber & Hsee, 2000). Only recently has there been exploration into cultural influences on CPS and DDM, which showed, indeed, cultural differences in decisions made (e.g., Strohschneider, 2001;Strohschneider & Gü ss, 1999) and in strategies as expressed in thinkingaloud protocols (Gü ss, Tuason, & Gerhard, 2010). This article extends the research on cultural influences on DDM, focusing on the role of participants' strategies in DDM and their possible cultural embeddedness.…”

Predicted causality in decision making: the role of culture

“…In the wider sense, decision making is embedded in the problem-solving process and its many stages (Davidson and Sternberg, 2003; Güss et al, 2010). In the narrow sense, decision making is understood as the ability to select one of several alternatives and to act accordingly (Güss 2004).…”

Contextualizing intelligence in assessment: The next step

“…In each of the two roles, the respondent receives input from multiple sources. The commanding officer of the fire brigade, for example, can see on the computer screen how the fire is spreading and how the trucks are positioned to work together (Güss et al, 2010).…”

“…Our proposal draws from existing developments in the assessment of intelligence, namely: (1) the assessment of complex cognition that employs computer simulation of complex life-like situations in Microworld (Güss, 2011;Güss, Tuason, & Gerhard, 2010) and (2) dynamic assessment in which the simple test score does not reflect a static ability, but also the ability to learn and respond to changing conditions (Grigorenko & Sternberg, 1998), which recently has begun to explore the use of electronic devices to improve the life-like quality of the simulation of daily cognitive processes (Huang, Wu, Chu, & Hwang, 2008;Resing & Elliott, 2010).…”