Abstract This paper examines the contextual aspects of problem‐solving behaviour of 'green', environmentally oriented consumers. It is argued that by profiling the consumer in cognitive terms, a more robust understanding of green consumer behaviour can be provided. To illustrate this, we draw upon the cognitive anthropological concepts of practical thinking and bricolage. These are used to integrate 'context' into a model of cognition via qualitative, interview‐based research which examined how consumers assess the environmental friendliness of supermarket products. In order to increase external validity two respondent groups were compared, British and German consumers. Different levels of successful and unsuccessful practical thinking and bricolage were identified.
The evidence for social problem solving deficits being relevant to the understanding and treatment of offending behaviour has been accumulating since the 1980s. Reasoning and Rehabilitation (R & R), the first structured cognitive-behavioural treatment programme used widely with prisoners, included social problem solving as a key component and is now in use worldwide
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Offering a balanced approach to problem-solving issues in a complex and changing world, this book focuses specifically on the subject of problem solving in policing. Featured selections include chapters on domestic security, disorderly youth, auto theft, prostitution, gang delinquency and crime in public housing. Other notable selections discuss the role of supervising police personnel engaged in problem solving, advances in using this approach in criminal investigations, solving serial crimes, preparing for terrorism, and developing patrol officers as effective first responders to active viol
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Organizations use a plethora of methods and tools to help their members solve problems effectively. Yet the specifics of how individuals solve problems remain largely unexplored. We propose and test a cognitive model of problem solving that integrates dual process theories into the attention-based view. The model suggests that diverse problem-solving strategies emerge in response to how individuals deliberate. Three studies provide observational and causal evidence in support of our model. The first study explores the strategies managers use to solve problems. We use think-aloud protocols combined with content, sequence, and cluster analyses to extract the key differences in how experienced managers solve problems. Two problem-solving strategies emerge from the data: one emphasizes mental activities related to framing, and the other emphasizes mental activities related to implementation. In the second study, we use a mixed factorial experimental design and mouse-tracking analysis to uncover the causal mechanism that explains the emergence of these two strategies. We then retest our hypotheses in a third, preregistered, study. We find that manipulating attention toward mental activities related to framing increases deliberation aimed at restructuring the problem elements. In contrast, directing attention toward mental activities related to implementation increases deliberation on the potential contingencies and consequences of the solution. Our findings provide empirical evidence about how problems are actually solved and support the idea that attentional processes are malleable enough to affect the choice of problem-solving strategies. History: This paper has been accepted for the Organization Science Special Issue on Experiments in Organizational Theory. Funding: For Study 1, funding from EC NEST-2006-PATH-Cul, CID-Cultural and Innovation Dynamics: FP6-043345 is gratefully acknowledged. Supplemental Material: The supplemental material is available at https://doi.org/10.1287/orsc.2019.13213 .
In physics and chemistry, the development of problem-solving skills is necessary to become an expert. A simple cognitive model to analyse such development is proposed and tested. An exploratory research was conducted with expert professors and students in initial and advanced years. A think aloud procedure was used to obtain relevant data while the participants tried to solve undefined, open problems. Solving these problems required a particular skill representative of expertise: modelling reality using science. More than 1350 solving actions were collected and related to the mental representations elaborated, developed and inter-related by solvers. The proposed model was able to account for expert-novice differences in terms of the respective distributions of solving actions among the mental representations. Large differences appeared in the mental representation of Conceptual scientific Model. In addition, advanced and initial students showed similar and significant averages of unproductive actions, while experts took very few. Experts showed high convergence in their distributions of actions among the mental representations. If the outcomes were replicated with higher external validity, the model could help researchers to analyse the cognitive mechanisms in problem-solving, and teachers to better focus their efforts on specific students' lacks.
Online courses are becoming ubiquitous and increasingly tend to use authentic learning tasks as the driving force for teaching and learning. Nevertheless, designing online courses that incorporate real– world tasks is more challenging as these problems require more cognitive processes (van Merriënboer Sluijsmans, 2009). This phenomenon can be explained by Cognitive Load Theory (CLT) introduced by Sweller (1994). CLT distinguishes three types of cognitive load: intrinsic, extraneous and germane load. The level of intrinsic load is assumed to be determined by the level of element interactivity. An element can be a definition, concept, formula and procedure that needs to be or has been learned. Extraneous load is mainly imposed by instructional procedures that are suboptimal, whereas germane load refers to the learners' working memory resources available to deal with the complexity of the task or learning material (Sweller, 2010). Accordingly, the experienced cognitive load is mainly dependent of students' prior knowledge. Nevertheless, cognitive load can also be determined by students' motivation (Feldon, Franco, Chao, Peugh, Maahs-Fladung, 2018; Verhoeven, Schnotz, Paas, 2009). As a consequence, when designing an online course for complex tasks, it is important to understand how the different types of cognitive load are affected by students' cognitive and motivational characteristics. Therefore, in the current study, a high and low complex task was developed relating to the learning and teaching of geometry. The complexity of the task was manipulated by increasing the element interactivity for the high complex task (Sweller, 2010). In the low complex task one element was questioned each time, and consequently students had to apply a single rule, formula or procedure. By contrast, the high complex task was based on a real-life context (e.g., teaching geometry), and had higher element interactivity. Subsequently, the high complex task required learners to engage in a series of cognitive activities such as analysing, decision making, implementing and evaluating, while holding several procedures and rules in mind. Accordingly, we expected the high complex task to induce more cognitive load. The same amount of support containing the same content, was provided during both tasks. Consequently, in this context, students could take initiative in diagnosing their learning needs by identifying appropriate support. Since students could consult different amounts of support, this self-directed learning strategy could also influence the perceived cognitive load (van Merriënboer Sluijsmans, 2009). Accordingly, the amount of consulted support was also taken into account during the analyses. The aim of the study was twofold. First, as a manipulation check of task complexity, we investigated differences in the experienced cognitive load while solving a high and low complex task. Secondly, we examined whether students' cognitive and motivational characteristics influence the different types of perceived cognitive load, when taking into account the amount of consulted support for both the high and low complex task. A multivariate approach was chosen to assess the degree of interplay that may exist among students' cognitive, motivational characteristics, consultation of support and the different types of perceived cognitive load. By conducting this study, we wanted to gain insight into whether the cognitive, motivational characteristics and consultation of support influence the perceived cognitive load differently for a high and low complex task.
Abstract Poems are treated by translators as hierarchical multilevel systems. Here we propose the notion of "multilevel poetry translation" to characterize such cases of poetry translation in terms of selection and rebuilding of a multilevel system of constraints across languages. Different levels of a poem correspond to different sets of components that asymmetrically constrain each other (e. g., grammar, lexicon, syntactic construction, prosody, rhythm, typography, etc.). This perspective allows a poem to be approached as a thinking-tool: an "experimental lab" which submits language to unusual conditions and provides a scenario to observe the emergence of new patterns of semiotic behaviour as a result. We describe this operation as a problem-solving task, and exemplify with Augusto de Campos' Portuguese translation of John Donne's poem "The Expiration."
