Towards a practical model of cognitive/information processing task analysis and schema acquisition for complex problem-solving situations

Abstract

A 3-step strategy is proposed for cognitive/information processing task analysis which may lead to practical procedures for task analysis and instructional design. The three steps are: (1) concept hierarchy analysis, (2) analysis of example sets to teach relations among concepts, ~/nd (3) analysis of problem sets to build a progressively larger schema for the problem space. The strategy avoids extremely detailed information flow analysis performed in much descriptive research on human information processing. The research basis of the strategy is outlined by offering a descriptive model of human performance which identifies four dimensions: (1) Knowledge System, (2) Cognitive/Information Processing System, (3) Physiological System, and (4) Motivational/ Emotional System. The Knowledge Dimension is analyzed as consisting of problem-solving tasks, because of the basic cognitive process of perception. Problem-solving is structured by expectancies, which are in turn structured by schemata. Hence, the strategy proposed for task analysis focuses on identifying the structure of the schema underlying a problem space. Implications of the strategy for design of instruction to teach the schema are discussed. Contrasts are drawn with conventional (Gagn6-style) methods. Examples from aviation training are presented.

The development of face expertise: Evidence for a qualitative change in processing

“…Expertise in many domains is associated with greater ability to "chunk" information and create more stable schemas (Braune & Foshay, 1983;Goldstein, 1975) with increased systematisation of knowledge (Karmiloff-Smith & Inhelder, 1974). Such systematised knowledge leads to improved memory when consistent with internal schemas (Simon & Barenfeld, 1969;Simon & Gilmartin, 1973 see also Chase & Simon, 1973a, 1973bDeGroot, 1965DeGroot, , 1966DeGroot & Gobet, 1996;Gobet & Simon, 1996a, 1996b.…”

Types and qualities of knowledge

“…Knowledge of problem situations enables the solver to sift relevant features out of the problem statement (selective perception) and, if necessary, to supplement information in the statement (Braune & Foshay, 1983). It may serve to create a representation of the problem from which, if the organization of knowledge is adequate, additional knowledge (conceptual, procedural) can be invoked.…”

Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles

“…Therefore, variations in how learners interpret visual representations are also largely due to their existing knowledge. Learners use prior knowledge to select relevant information from graphics, add information from their prior knowledge, and ultimately, develop a mental model (Braune & Foshay, 1983).…”