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  1. Potential for Assessing Dynamic Problem-Solving at the Beginning of Higher Education Studies.Benő Csapó & Gyöngyvér Molnár - 2017 - Frontiers in Psychology 8.
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  • Complex Problem Solving in Teams: The Impact of Collective Orientation on Team Process Demands.Vera Hagemann & Annette Kluge - 2017 - Frontiers in Psychology 8.
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  • Exploring Multiple Goals Balancing in Complex Problem Solving Based on Log Data.Yan Ren, Fang Luo, Ping Ren, Dingyuan Bai, Xin Li & Hongyun Liu - 2019 - Frontiers in Psychology 10.
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  • The Role of Emotions in Complex Problem Solving.Miriam Spering, Dietrich Wagener & Joachim Funke - 2005 - Cognition and Emotion 19 (8):1252-1261.
    The assumption that positive affect leads to a better performance in simple cognitive tasks has become well established. We address the question whether positive and negative emotions differentially influence performance in complex problem-solving in the same way. Emotions were induced by positive or negative feedback in 74 participants who had to manage a computer-simulated complex problem-solving scenario. Results show that overall scenario performance is not affected, but positive and negative emotions elicit distinguishable problem-solving strategies: Participants with negative emotions are more (...)
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  • With a Little Help …: On the Role of Guidance in the Acquisition and Utilisation of Knowledge in the Control of Complex, Dynamic Systems.Natassia Goode & Jens F. Beckmann - 2016 - Journal of Dynamic Decision Making 2 (1).
    Many situations require people to acquire knowledge about, and learn how to control, complex dynamic systems of inter-connected variables. Numerous studies have found that most problem solvers are unable to acquire complete knowledge of the underlying structure of a system through an unguided exploration of the system variables; additional instruction or guidance is required. This paper examines whether providing structural information following an unguided exploration also improves control performance, and the extent to which any improvements are moderated by problem solvers’ (...)
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  • A Study on the Training of Complex Problem Solving Competence.André Kretzschmar & Heinz-Martin Süß - 2015 - Journal of Dynamic Decision Making 1 (1).
    This study examined whether experience with different computer-based complex problem situations would improve complex problem solving competence in an unknown problem situation. Therefore, university students took part in a control group study. They were trained in five different complex problem situations for up to 7 hr, and their performance was tested in a sixth complex problem situation. The data analyses revealed that the training influenced the CPS process of knowledge acquisition. However, the CPS process of knowledge application was not impacted (...)
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  • The Multiple Faces of Complex Problems: A Model of Problem Solving Competency and its Implications for Training and Assessment.Andreas Fischer & Jonas C. Neubert - 2015 - Journal of Dynamic Decision Making 1 (1).
    In this paper, we present a competency model for complex problem solving by building on the categories of Knowledge, Skills, Abilities, and Other components. We highlight domain-general and domain-specific components in each of these categories, review established conceptualizations of CPS, and present a new model of CPS competency that is meant to provide a starting point for systematic research on training and assessment. The model highlights the idea that complex problems differ with regard to the KSAO components they demand from (...)
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  • System Structure and Cognitive Ability as Predictors of Performance in Dynamic System Control Tasks.Jan Hundertmark, Daniel V. Holt, Andreas Fischer, Nadia Said & Helen Fischer - 2015 - Journal of Dynamic Decision Making 1 (1).
    In dynamic system control, cognitive mechanisms and abilities underlying performance may vary depending on the nature of the task. We therefore investigated the effects of system structure and its interaction with cognitive abilities on system control performance. A sample of 127 university students completed a series of different system control tasks that were manipulated in terms of system size and recurrent feedback, either with or without a cognitive load manipulation. Cognitive abilities assessed included reasoning ability, working memory capacity, and cognitive (...)
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  • Taking a Closer Look: An Exploratory Analysis of Successful and Unsuccessful Strategy Use in Complex Problems.Matthias Stadler, Frank Fischer & Samuel Greiff - 2019 - Frontiers in Psychology 10.
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  • Positive Transfer and Negative Transfer/Antilearning of Problem-Solving Skills.Magda Osman - 2008 - Journal of Experimental Psychology: General 137 (1):97-115.
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  • The Role of Emotions in Complex Problem-Solving.Miriam Spering, Daniel Wagener & Joachim Funke - 2005 - Cognition and Emotion 19:1252-1261.
    The assumption that positive affect leads to a better performance in simple cognitive tasks has become well established. We address the question whether positive and negative emotions differentially influence performance in complex problem-solving in the same way. Emotions were induced by positive or negative feedback in 74 participants who had to manage a computer-simulated complex problem-solving scenario. Results show that overall scenario performance is not affected, but positive and negative emotions elicit distinguishable problem-solving strategies: Participants with negative emotions are more (...)
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  • Approaches to Cognitive Modeling in Dynamic Systems Control.Daniel V. Holt & Magda Osman - 2017 - Frontiers in Psychology 8.
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  • The Association Between Motivation, Affect, and Self-Regulated Learning When Solving Problems.Baars Martine, Wijnia Lisette & Paas Fred - 2017 - Frontiers in Psychology 8.
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  • The Efficacy and Development of Students' Problem-Solving Strategies During Compulsory Schooling: Logfile Analyses.Gyöngyvér Molnár & Benő Csapó - 2018 - Frontiers in Psychology 9.
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  • Analysis of Minimal Complex Systems and Complex Problem Solving Require Different Forms of Causal Cognition.Joachim Funke - 2014 - Frontiers in Psychology 5.
    In the last 20 years, a stream of research emerged under the label of „complex problem solving“ (CPS). This research was intended to describe the way people deal with complex, dynamic, and intransparent situations. Complex computer-simulated scenarios were as stimulus material in psychological experiments. This line of research lead to subtle insights into the way how people deal with complexity and uncertainty. Besides these knowledge-rich, realistic, intransparent, complex, dynamic scenarios with many variables, a second line of research used more simple, (...)
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  • Studying Judgement: General Issues.Nigel Harvey - 2001 - Thinking and Reasoning 7 (1):103 – 118.
    The previous papers raise a number of issues. How should we develop task typologies both to separate judgement from related cognitive tasks and to classify tasks within the judgement domain? Are there grounds for selecting between models of judgement when empirical tests fail to do so? What techniques can be used to find out more about the cognitive processes underlying judgement behaviour? I discuss these issues and give a brief assessment of the current state of play in this rapidly changing (...)
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  • Studying Judgement: Some Comments and Suggestions for Future Research.A. John Maule - 2001 - Thinking and Reasoning 7 (1):91 – 102.
    Three general issues emerge from the preceding papers: a confusion between judgement and related activities such as decision making, problem solving, and attitudes; differences in the underlying assumptions about the nature of judgement; and different approaches for testing the adequacy of theories human judgement. The implications of these issues for studying human judgement processes and for future research priorities in this area are briefly discussed.
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  • Assessing Complex Problem-Solving Skills with Multiple Complex Systems.Samuel Greiff, Andreas Fischer, Matthias Stadler & Sascha Wüstenberg - 2015 - Thinking and Reasoning 21 (3):356-382.
    In this paper we propose the multiple complex systems approach for assessing domain-general complex problem-solving skills and its processes knowledge acquisition and knowledge application. After defining the construct and the formal frameworks for describing complex problems, we emphasise some of the measurement issues inherent in assessing CPS skills with single tasks. With examples of the MicroDYN test and the MicroFIN test, we show how to adequately score problem-solving skills by using multiple tasks. We discuss implications for problem-solving research and the (...)
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  • The Role of Emotions in Complex Problem Solving.Miriam Spering, Dietrich Wagener & Joachim Funke - 2005 - Cognition and Emotion 19 (8):1252-1261.
    The assumption that positive affect leads to a better performance in simple cognitive tasks has become well established. We address the question whether positive and negative emotions differentially influence performance in complex problem-solving in the same way. Emotions were induced by positive or negative feedback in 74 participants who had to manage a computer-simulated complex problem-solving scenario. Results show that overall scenario performance is not affected, but positive and negative emotions elicit distinguishable problem-solving strategies: Participants with negative emotions are more (...)
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