scholarly journals Collective Problem-Solving of Groups Across Tasks of Varying Complexity

2020 ◽  
Author(s):  
Abdullah Almaatouq ◽  
Ming Yin ◽  
Duncan J Watts
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Group Performance ◽  
Task Complexity ◽  
Nominal Group ◽  
Two Phase ◽  
Group Members ◽  
Collective Performance ◽  
Oriented Approach ◽  
Selection Of

As organizations gravitate to group-based structures, the problem of improving performance through judicious selection of group members has preoccupied scientists and managers alike. However, it remains poorly understood under what conditions groups outperform comparable individuals, which individual attributes best predict group performance, or how task complexity mediates these relationships. Here we describe a novel two-phase experiment in which individuals were evaluated on a series of tasks of varying complexity; then randomly assigned to solve similar tasks either in groups of different compositions or as individuals. We describe two main sets of findings. First, while groups are more efficient than individuals and comparable “nominal group” when the task is complex, this relationship is reversed when the task is simple. Second, we find that average skill level dominates all other factors combined, including social perceptiveness, skill diversity, and diversity of cognitive style. Our findings illustrate the utility of a “solution-oriented” approach to identifying principles of collective performance.

scholarly journals Task complexity moderates group synergy

2021 ◽  
Vol 118 (36) ◽  
pp. e2101062118
Author(s):  
Abdullah Almaatouq ◽  
Mohammed Alsobay ◽  
Ming Yin ◽  
Duncan J. Watts
Keyword(s):  
Group Process ◽  
Group Performance ◽  
Task Complexity ◽  
Phase 1 ◽  
Solution Space ◽  
Digital Data ◽  
Relevant Feature ◽  
Two Phase ◽  
Synergistic Gains ◽  
Problem Solvers

Complexity—defined in terms of the number of components and the nature of the interdependencies between them—is clearly a relevant feature of all tasks that groups perform. Yet the role that task complexity plays in determining group performance remains poorly understood, in part because no clear language exists to express complexity in a way that allows for straightforward comparisons across tasks. Here we avoid this analytical difficulty by identifying a class of tasks for which complexity can be varied systematically while keeping all other elements of the task unchanged. We then test the effects of task complexity in a preregistered two-phase experiment in which 1,200 individuals were evaluated on a series of tasks of varying complexity (phase 1) and then randomly assigned to solve similar tasks either in interacting groups or as independent individuals (phase 2). We find that interacting groups are as fast as the fastest individual and more efficient than the most efficient individual for complex tasks but not for simpler ones. Leveraging our highly granular digital data, we define and precisely measure group process losses and synergistic gains and show that the balance between the two switches signs at intermediate values of task complexity. Finally, we find that interacting groups generate more solutions more rapidly and explore the solution space more broadly than independent problem solvers, finding higher-quality solutions than all but the highest-scoring individuals.

Similarity and Group Performance

2007 ◽  
Vol 70 (3) ◽  
pp. 262-271 ◽  
Author(s):  
Nicole H.W. Civettini
Keyword(s):  
Problem Solving ◽  
Group Performance ◽  
Balance Theory ◽  
Similar Group ◽  
Group Members ◽  
Similarity Structures ◽  
Degree Of Similarity ◽  
Problem Solving Task ◽  
Do So

This paper investigates the effects that different patterns of similarity among group members have on a group's performance on a problem-solving task. I discuss and test hypotheses on the effects of similarity on group performance derived from two literatures: balance theory and research on homophily. In an experiment I found that the relative balance of the pattern of similarity was more important in predicting how quickly groups establish norms of interaction and complete a task than how similar group members were to each other. Neither balance nor the degree of similarity had a significant effect on the quality of the groups' work. I conclude that groups with balanced similarity structures produce task solutions that approximate the quality of those from other groups, but they do so in significantly less time. That is, balanced groups are more efficient than unbalanced groups.

Effect of Knowledge of One Correct Choice on Group Performance

1989 ◽  
Vol 65 (3) ◽  
pp. 861-862
Author(s):  
Kirk C. Harlow
Keyword(s):  
Problem Solving ◽  
Correct Answer ◽  
Group Performance ◽  
Role Play ◽  
Correct Choice ◽  
The Other ◽  
Goal Specificity ◽  
Group Members

In this study of the effect of goal specificity as knowledge of a single correct choice on group performance 28 groups of five persons were assigned to one of two conditions in a problem-solving role play. In one condition group members were told there was only one correct answer among seven choices, and in the other members were told simply to choose what they thought was the best answer. Analysis yielded significantly more correct responses among the groups knowing there was one correct answer, although no difference was found in the amount of time taken to solve the problem.

Cognitive Style and the Selection of Logo Problem-Solving Strategies by Young Black Children

1993 ◽  
Vol 9 (3) ◽  
pp. 339-354 ◽  
Author(s):  
Janice R. Howard ◽  
J. Allen Watson ◽  
Jean Allen
Keyword(s):  
Preschool Children ◽  
Problem Solving ◽  
Cognitive Style ◽  
Training Methods ◽  
Software Packages ◽  
Field Independent ◽  
Conflicting Evidence ◽  
Age Appropriate ◽  
Problem Solving Strategies ◽  
Selection Of

The finding that field-independent individuals demonstrate superior problem-solving ability on computer programming tasks is well-documented in the literature. However, the ease with which preschool children acquire computer skills is less clear. There is conflicting evidence regarding whether or not young children can learn to program. The purpose of this study was to examine problem-solving strategies selected by stylistically different groups of minority (black) preschool children taught via a Logo computer curriculum using an age-appropriate format. Findings revealed that all children learned to program successfully with training at an age-appropriate level. Findings did not support the variety of cognitive style differences predicted for field-independent versus field-independent children. Implications for future training methods with software packages are discussed.

scholarly journals The social dynamics of collective problem-solving

2019 ◽  
Author(s):  
Kyanoush Seyed Yahosseini ◽  
Mehdi Moussaïd
Keyword(s):  
Problem Solving ◽  
Social Learning ◽  
Social Dynamics ◽  
Optimal Level ◽  
Individual Performance ◽  
The Other ◽  
Negative Effect ◽  
Group Members ◽  
Collective Performance ◽  
The Individual

AbstractWhen searching for solutions to a problem, people often rely on the observation of their peers. How does this process of social learning impact the individual and the group’s performance? On the one hand, research has shown that individuals benefit from social learning in numerous situations and across many domains. Through social learning, individuals can access good solutions found by others, improve them, and share them in turn. On the other hand, this individual benefit may come at a cost: An excessive tendency to copy others often decreases the overall exploration volume of the group, thus reducing the diversity of discovered solutions, and eventually impairing the collective performance.Here we investigate the conditions under which social learning can be beneficial or detrimental to individuals and to the group. For that, we model problem-solving as a search task and simulate various amounts of social learning. We avoid model specific considerations by relying on a simple framework whereby individuals gradually explore the search environment – a two-dimensional landscape of solutions – while being attracted to the best solution of the group.Our results highlight a collective search dilemma: When group members learn from one another, they tend to improve their own individual performance at the expense of the collective performance. How is this dilemma affected by the structure of the search environment? By varying two structural aspects of the search environment, our results reveal that the negative effect of the dilemma is mitigated in more difficult environments.Finally, we show that single individuals can profit from a high propensity of social learning, which in turn is damaging for the other group members. As a consequence, if individuals continually adapt their behavior to maximize their own payoff, groups converge to a sub-optimal level of social learning. Unraveling these intricate social dynamics helps to understand the complex picture of collective problem-solving.

PROFIL BERPIKIR REFLEKTIF SISWA SD DALAM PEMECAHAN MASALAH PECAHAN BERDASARKAN KEMAMPUAN MATEMATIKA

EDUKASI ◽  
2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Hery Suharna ◽  
Agung Lukito Nusantara ◽  
I Ketut Budayasa
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
Reflective Thinking ◽  
Research Subjects ◽  
Math Skills ◽  
School Students ◽  
Calculation Skills ◽  
High Ability Students ◽  
Selection Of

The research reveals a profile of reflective thinking of elementary school students in problem solving fractions based on his mathematical abilities. The instruments used in data collection is Test Problem Solving (TPM), interview. Selection of research subjects in a way given test is based on the ability of mathematics, namely mathematical skills of high, medium and low and further categorized and taken at least 2 people to serve as subjects. The research objective is: describe the profile of reflective thinking that math skills of elementary school students High, medium, and low. Based on the results of the study found reflective thinking profile and high ability students were as follows: (a) the step to understand the problems students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (B) the planned step problem solving students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (C) on measures to implement the plan in terms of information/knowledge or data used by students to respond, comes from inside (internal), could explain what has been done, realized the error and fix it, and communicate ideas with a symbol or image, and (d) the checking step back, namely information/knowledge or data that is used by students to respond, comes from inside (internal) and can explain what has been done. Profile of reflective thinking ability students lowly mathematics, namely: (a) at the stage of understanding the problem, students can determine known and asked in the problem, but the students' difficulties to explain the identification of the facts that have been done, the students explained the understanding vocabulary, and feel of existing data the matter is enough; (B) at the stage of implementing the plan, the students explained, organize and represent data on the issue, describes how to select the operation in solving a problem though students are not sure, and students' difficulty in explaining what he had done; (C) at the stage of implementing the plan, the student has information on calculation skills although the answer is not correct. Students difficulty in explaining about the skills calculations have been done, trying to communicate their ideas in the form of symbols or images, even if students rather difficult to describe, and realized there was an error when using a calculation skills and improve it; (D) at the stage of check, students' difficulties in explaining whether obtained estimates it approached, it makes senseKeywords: reflective thinking, problem solving, fractions, and math skills.

A Contingency Perspective on Effective Prototyping

1993 ◽  
Vol 8 (2) ◽  
pp. 99-109
Author(s):  
Oscar Gutierrez
Keyword(s):  
Project Management ◽  
Problem Solving ◽  
Organizational Support ◽  
Linear Problem ◽  
Systems Development ◽  
Social Mechanism ◽  
Contingency Perspective ◽  
Future Developments ◽  
Product And Process ◽  
Selection Of

Current demands on prototyping emphasize increasingly complex and dynamic applications that require sophisticated social mechanism and process enablers. However, much of the emphasis placed today in systems development under prototyping focuses on the supporting technology. The imbalance between product and process perspectives under this approach is explored. A view of prototyping effectiveness is presented in terms of non-linear problem solving, adequate technical and procedural solutions, and organizational support. Implications of this view are presented on the selection of prototyping techniques and on project management concerns. Future developments in prototyping practice are explored.

Influence of cognitive style on information processing and selection of yogurt labels: Insights from an eye-tracking study

2015 ◽  
Vol 74 ◽  
pp. 1-9 ◽  
Author(s):  
Franco Mawad ◽  
Marcela Trías ◽  
Ana Giménez ◽  
Alejandro Maiche ◽  
Gastón Ares
Keyword(s):  
Information Processing ◽  
Eye Tracking ◽  
Cognitive Style ◽  
Selection Of
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