scholarly journals Do social identity and cognitive diversity correlate in environmental stakeholders? A novel approach to measuring cognitive distance within and between groups

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0244907
Author(s):  
Payam Aminpour ◽  
Heike Schwermer ◽  
Steven Gray
Keyword(s):  
Problem Solving ◽  
Social Inclusion ◽  
Cognitive Mapping ◽  
Common Pool Resources ◽  
Complex Problem ◽  
Social Characteristics ◽  
Cognitive Diversity ◽  
Complex Problem Solving ◽  
Common Pool ◽  
Novel Approach

Groups with higher cognitive diversity, i.e. variations in how people think and solve problems, are thought to contribute to improved performance in complex problem-solving. However, embracing or even engineering adequate cognitive diversity is not straightforward and may even jeopardize social inclusion. In response, those that want to promote cognitive diversity might make a simplified assumption that there exists a link between identity diversity, i.e. range of social characteristics, and variations in how people perceive and solve problems. If this assumption holds true, incorporating diverse identities may concurrently achieve cognitive diversity to the extent essential for complex problem-solving, while social inclusion is explicitly acknowledged. However, currently there is a lack of empirical evidence to support this hypothesis in the context of complex social-ecological systems—a system wherein human and environmental dimensions are interdependent, where common-pool resources are used or managed by multiple types of stakeholders. Using a fisheries example, we examine the relationship between resource stakeholders’ identities and their cognitive diversity. We used cognitive mapping techniques in conjunction with network analysis to measure cognitive distances within and between stakeholders of various social types (i.e., identities). Our results empirically show that groups with higher identity diversity also demonstrate more cognitive diversity, evidenced by disparate characteristics of their cognitive maps that represent their understanding of fishery dynamics. These findings have important implications for sustainable management of common-pool resources, where the inclusion of diverse stakeholders is routine, while our study shows it may also achieve higher cognitive coverage that can potentially lead to more complete, accurate, and innovative understanding of complex resource dynamics.

scholarly journals The relationship between social identity and cognitive diversity in environmental stakeholders

2021 ◽  
Author(s):  
Payam Aminpour ◽  
Heike Schwermer ◽  
Steven Gray
Keyword(s):  
Social Inclusion ◽  
Cognitive Mapping ◽  
Common Pool Resources ◽  
Complex Problem ◽  
Social Characteristics ◽  
Cognitive Diversity ◽  
Common Pool ◽  
Resource Dynamics ◽  
Improved Performance ◽  
The Relationship

Groups with higher cognitive diversity, i.e. variations in how people think and solve problems, are thought to demonstrate improved performance in complex problem-solving. However, embracing or even engineering adequate cognitive diversity is not straightforward and may even jeopardize social inclusion. In fact, those that want to promote cognitive diversity might make a simplified assumption that there exists a link between identity diversity, i.e. range of social characteristics, and variations in how people perceive and solve problems. If it holds true, incorporating diverse identities may concurrently satisfy desirable cognitive diversity while social inclusion is explicitly acknowledged. However, currently there is a lack of empirical evidence to support this hypothesis in the context of complex social-ecological systems—a system wherein human and environmental dimensions are interdependent, where common-pool resources are used or managed by multiple types of stakeholders. Using a fisheries example, we examine the relationship between resource stakeholders’ identities and their cognitive diversity. We used cognitive mapping techniques in conjunction with network analysis to measure cognitive distances within and between stakeholders of various social types (i.e. identities). Our results empirically show that groups with higher identity diversity also demonstrate more cognitive diversity, evidenced by disparate characteristics of their cognitive maps representing their understanding of the fishery dynamics. These findings have important implications for sustainable management of common-pool resources, where the inclusion of diverse stakeholders is routine, while our study shows it may also achieve higher cognitive coverage that can potentially lead to more complete, accurate, and innovative understanding of complex resource dynamics.

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

The Prediction of Problem-Solving Assessed Via Microworlds

2016 ◽  
Vol 32 (4) ◽  
pp. 298-306 ◽  
Author(s):  
Samuel Greiff ◽  
Katarina Krkovic ◽  
Jarkko Hautamäki
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Complex Problem ◽  
Two Dimensions ◽  
Assessment Instruments ◽  
Complex Problem Solving ◽  
Visual Spatial ◽  
Rule Knowledge ◽  
Rule Application ◽  
Fluid Reasoning

Abstract. In this study, we explored the network of relations between fluid reasoning, working memory, and the two dimensions of complex problem solving, rule knowledge and rule application. In doing so, we replicated the recent study by Bühner, Kröner, and Ziegler (2008) and the structural relations investigated therein [ Bühner, Kröner, & Ziegler, (2008) . Working memory, visual-spatial intelligence and their relationship to problem-solving. Intelligence, 36, 672–680]. However, in the present study, we used different assessment instruments by employing assessments of figural, numerical, and verbal fluid reasoning, an assessment of numerical working memory, and a complex problem solving assessment using the MicroDYN approach. In a sample of N = 2,029 Finnish sixth-grade students of which 328 students took the numerical working memory assessment, the findings diverged substantially from the results reported by Bühner et al. Importantly, in the present study, fluid reasoning was the main source of variation for rule knowledge and rule application, and working memory contributed only a little added value. Albeit generally in line with previously conducted research on the relation between complex problem solving and other cognitive abilities, these findings directly contrast the results of Bühner et al. (2008) who reported that only working memory was a source of variation in complex problem solving, whereas fluid reasoning was not. Explanations for the different patterns of results are sought, and implications for the use of assessment instruments and for research on interindividual differences in complex problem solving are discussed.

scholarly journals Working Memory, Fluid Reasoning, and Complex Problem Solving: Different Results Explained by the Brunswik Symmetry

2021 ◽  
Vol 9 (1) ◽  
pp. 5
Author(s):  
André Kretzschmar ◽  
Stephan Nebe
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Cognitive Abilities ◽  
Latent Variables ◽  
Complex Problem ◽  
Equation Modeling ◽  
Complex Problem Solving ◽  
Symmetry Principle ◽  
Fluid Reasoning ◽  
The Impact

In order to investigate the nature of complex problem solving (CPS) within the nomological network of cognitive abilities, few studies have simultantiously considered working memory and intelligence, and results are inconsistent. The Brunswik symmetry principle was recently discussed as a possible explanation for the inconsistent findings because the operationalizations differed greatly between the studies. Following this assumption, 16 different combinations of operationalizations of working memory and fluid reasoning were examined in the present study (N = 152). Based on structural equation modeling with single-indicator latent variables (i.e., corrected for measurement error), it was found that working memory incrementally explained CPS variance above and beyond fluid reasoning in only 2 of 16 conditions. However, according to the Brunswik symmetry principle, both conditions can be interpreted as an asymmetrical (unfair) comparison, in which working memory was artificially favored over fluid reasoning. We conclude that there is little evidence that working memory plays a unique role in solving complex problems independent of fluid reasoning. Furthermore, the impact of the Brunswik symmetry principle was clearly demonstrated as the explained variance in CPS varied between 4 and 31%, depending on which operationalizations of working memory and fluid reasoning were considered. We argue that future studies investigating the interplay of cognitive abilities will benefit if the Brunswik principle is taken into account.

The Role of Strategy Knowledge for the Application of Strategies in Complex Problem Solving Tasks

2014 ◽  
Vol 19 (1-2) ◽  
pp. 127-146 ◽  
Author(s):  
Sascha Wüstenberg ◽  
Matthias Stadler ◽  
Jarkko Hautamäki ◽  
Samuel Greiff
Keyword(s):  
Problem Solving ◽  
Complex Problem ◽  
Complex Problem Solving
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