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This volume presents a state-of-the-science review of the most promising current European research -- and its historic roots of research -- on complex problem solving (CPS) in Europe. It is an attempt to close the knowledge gap among American scholars regarding the European approach to understanding CPS. Although most of the American researchers are well aware of the fact that CPS has been a very active research area in Europe for quite some time, they do not know any specifics about even the most important research. Part of the reason for this lack of knowledge is undoubtedly the fact that European researchers -- for the most part -- have been rather reluctant to publish their work in English-language journals. The book concentrates on European research because the basic approach European scholars have taken to studying CPS is very different from one taken by North American researchers. Traditionally, American scholars have been studying CPS in \"natural\" domains -- physics, reading, writing, and chess playing -- concentrating primarily on exploring novice-expert differences and the acquisition of a complex skill. European scholars, in contrast, have been primarily concerned with problem solving behavior in artificially generated, mostly computerized, complex systems. While the American approach has the advantage of high external validity, the European approach has the advantage of system variables that can be systematically manipulated to reveal the effects of system parameters on CPS behavior. The two approaches are thus best viewed as complementing each other. This volume contains contributions from four European countries -- Sweden, Switzerland, Great Britain, and Germany. As such, it accurately represents the bulk of empirical research on CPS which has been conducted in Europe. An international cooperation started two years ago with the goal of bringing the European research on complex problem solving to the awareness of American scholars. A direct result of that effort, the contributions to this book are ...

Cognitive engineering is an applied cognitive science that draws on the knowledge and techniques of cognitive psychology and related disciplines to provide the foundation for principle-driven design of person-machine systems. This paper examines the fundamental features that characterize cognitive engineering and reviews some of the major issues faced by this nascent interdisciplinary field.

According to the diversity-beats-ability theorem, groups of diverse problem solvers can outperform groups of high-ability problem solvers (Hong and Page 2004). This striking claim about the power of cognitive diversity is highly influential within and outside academia, from democratic theory to management of teams in professional organizations. Our replication and analysis of the models used by Hong and Page suggests, however, that both the binary string model and its one-dimensional variant are inadequate for exploring the trade-off between cognitive diversity and ability. Diversity may sometimes beat ability, but the models fail to provide reliable evidence of if and when it does so. We suggest ways in which these important model templates can be improved.

Psychological & cognitive schemas when making decisions within the problem-solving process influence participant behavior. Cognitive psychology models are applied to Fisher & Ury's method of principled negotiation. The potential benefits of cognitive psychology as a means of understanding the cognitive schemata of problem solving participants are discussed in this article. 1 Table, 63 References. Adapted from the source document.

AbstractWe investigate flexibility and problem solving in skilled action. We conducted a field study of mountain bike riding that required a learner rider to cope with major changes in technique and equipment. Our results indicate that relatively inexperienced individuals can be capable of fairly complex 'on-the-fly' problem solving which allows them to cope with new conditions. This problem solving is hard to explain for classical theories of skill because the adjustments are too large to be achieved by automatic mechanisms and too complex and rapid to be achieved by cognitive processes as they are usually understood. A recent theory, Mesh, can explain these results because it posits that skill-specific cognitive abilities develop during skill learning and that control typically involves an interplay between cognitive and automatic mechanisms. Here we develop Mesh further, providing a detailed explanation for these problem solving abilities. We argue that causal representation, metacognitive awareness and other forms of performance awareness combine in the formulation and control of action strategies. We also argue that the structure of control present in this case is inconsistent with Bratman's model of intentions, and that, in the face of high uncertainty and risk, intentions can be much more labile than Bratman recognises. In addition, we found limitations and flaws in problem solving which illuminate the representations involved. Finally, we highlight the crucial role of social and cultural learning in the development of complex skills.

The author reviewed recent research on the way aggressive children think about social opportunities and solve social problems. On the basis of this literature, the author distills implications for refining family preservation services with antisocial, aggressive children and their families. Special emphasis is focused on the role that cognitive problem solving plays in the social development of delinquent youth.

Recent times have seen increasing interest in conversational assistants (e.g., Amazon Alexa) designed to help users in their daily tasks. In military settings, it is critical to design assistants that are, simultaneously, helpful and able to minimize the user's cognitive load. Here, we show that embodiment plays a key role in achieving that goal. We present an experiment where participants engaged in an augmented reality version of the relatively well-known desert survival task. Participants were paired with a voice assistant, an embodied assistant, or no assistant. The assistants made suggestions verbally throughout the task, whereas the embodied assistant further used gestures and emotion to communicate with the user. Our results indicate that both assistant conditions led to higher performance over the no assistant condition, but the embodied assistant achieved this with less cognitive burden on the decision maker than the voice assistant, which is a novel contribution. We discuss implications for the design of intelligent collaborative systems for the warfighter.

We conceptualize two cognitive modi operandi by which lay individuals (cf. experts) solve everyday life problems: cognitive retrogression and cognitive progression. The key demarcation between these two strategies is when a conclusion is finalized and how one's cognitive and communicative efforts are expended in a problematic situation. Using these two concepts of cognitive strategies in problem solving, we explicate the emerging processes of cognitive arrest and epistemic inertia in the digital age and changing information environment. We apply the cognitive and communicative account to an exemplary case of cognitive arrest among lay publics: that of conspiracism and close-mindedness.