The Effects of Level of Knowledge upon Human Problem Solving in a Process Control Task

1983 ◽  
Vol 27 (8) ◽  
pp. 690-694
Author(s):  
Nancy M. Morris ◽  
William B. Rouse
Keyword(s):  
Problem Solving ◽  
Dynamic System ◽  
Control Task ◽  
Apparent Effect ◽  
Stable Manner ◽  
Different Types ◽  
Level Of Knowledge ◽  
Written Test ◽  
Dynamic Relationships ◽  
Human Problem

The question of what the operator of a dynamic system needs to know was investigated in an experiment using PLANT, a generic simulation of a process. Knowledge of PLANT was manipulated via different types of instructions, so that four different groups were created: 1) Minimal instructions only; 2) Minimal instructions + guidelines for operation (Procedures); 3) Minimal instructions + dynamic relationships (Principles); 4) Minimal instructions + Procedures + Principles. Subjects then controlled PLANT in a variety of familiar and unfamiliar situations. Despite the fact that these manipulations resulted in differences in subjects' knowledge as assessed via a written test at the end of the experiment, instructions had no effect upon achievement of the primary goal of production; however, those groups receiving Procedures controlled the system in a more stable manner. Principles had no apparent effect upon subjects' performance. There was no difference between groups in diagnosis of unfamiliar events.

Interaction of Ability Level and Interpolated Activity (Opportunity for Incubation) in Human Problem Solving

1969 ◽  
Vol 24 (1) ◽  
pp. 271-276 ◽  
Author(s):  
Harry G. Murray ◽  
J. Peter Denny
Keyword(s):  
Problem Solving ◽  
High Ability ◽  
Ability Level ◽  
Functional Fixedness ◽  
Different Types ◽  
Continuous Work ◽  
Human Problem ◽  
Activity Condition ◽  
Low Ability

Performance on a functional fixedness problem was investigated under conditions of continuous work on the problem vs interpolation of unrelated activity, and in Ss of low vs high problem-solving ability. The performance of low-ability Ss was most proficient under the interpolated-activity condition, whereas for high-ability Ss performance was best under continuous work. It was suggested that different types of problem-solving processes occurred in low- and high-ability Ss, and that interpolated activity influenced these processes in opposite ways.

A Model of Human Problem Solving in Dynamic Environments

1983 ◽  
Vol 27 (8) ◽  
pp. 695-699 ◽  
Author(s):  
Annette Knaeuper ◽  
William B. Rouse
Keyword(s):  
Problem Solving ◽  
Process Control ◽  
Computer Program ◽  
General Structure ◽  
Dynamic Environments ◽  
Control Task ◽  
Rule Based ◽  
The Impact ◽  
Human Problem

Human problem solving is considered in terms of the effects of the environment being dynamic. For example, the impact of having to operate a system while also trying to diagnose failures is discussed as well as several related issues. A general structure is proposed for modeling human problem solving in such environments. A realization of this general structure within a particular rule-based computer program is discussed. Results are presented from applying this program to modeling human problem solving in a process control task.

Simulation of human problem-solving

1959 ◽  
Author(s):  
W. G. Bouricius ◽  
J. M. Keller
Keyword(s):  
Problem Solving ◽  
Human Problem

scholarly journals Creativity as a function of problem-solving expertise: posing new problems through investigations

ZDM ◽  
2021 ◽  
Author(s):  
Haim Elgrably ◽  
Roza Leikin
Keyword(s):  
Problem Solving ◽  
Dynamic Geometry ◽  
Problem Posing ◽  
Dynamic Geometry Environment ◽  
Mathematics Majors ◽  
Individual Interviews ◽  
University Mathematics ◽  
Domain Specific ◽  
Mathematics Test ◽  
Different Types

AbstractThis study was inspired by the following question: how is mathematical creativity connected to different kinds of expertise in mathematics? Basing our work on arguments about the domain-specific nature of expertise and creativity, we looked at how participants from two groups with two different types of expertise performed in problem-posing-through-investigations (PPI) in a dynamic geometry environment (DGE). The first type of expertise—MO—involved being a candidate or a member of the Israeli International Mathematical Olympiad team. The second type—MM—was comprised of mathematics majors who excelled in university mathematics. We conducted individual interviews with eight MO participants who were asked to perform PPI in geometry, without previous experience in performing a task of this kind. Eleven MMs tackled the same PPI task during a mathematics test at the end of a 52-h course that integrated PPI. To characterize connections between creativity and expertise, we analyzed participants’ performance on the PPI tasks according to proof skills (i.e., auxiliary constructions, the complexity of posed tasks, and correctness of their proofs) and creativity components (i.e., fluency, flexibility and originality of the discovered properties). Our findings demonstrate significant differences between PPI by MO participants and by MM participants as reflected in the more creative performance and more successful proving processes demonstrated by MO participants. We argue that problem posing and problem solving are inseparable when MO experts are engaged in PPI.

Sign in / Sign up

Export Citation Format

Share Document