Improving problem solving via task analysis: No theory need apply?

2001 ◽  
Author(s):  
Richard Catrambone
Keyword(s):  
Problem Solving ◽  
Task Analysis

Information Rich Systems and User's Goals and Information Needs

2006 ◽  
pp. 338-343
Author(s):  
Michael J. Albers
Keyword(s):  
Problem Solving ◽  
Task Analysis ◽  
Information Needs ◽  
Complete Sequence ◽  
Point Of View ◽  
Clear Understanding ◽  
Complex Problems ◽  
Linear Sequence ◽  
Sequence Of Events ◽  
High Level

Currently, most of the Web is designed from the viewpoint of helping people who know what they want but need help accomplishing it. User goals may range from buying a new computer to making vacation plans. Yet, these are simple tasks that can be accomplished with a linear sequence of events. With information-rich sites, the linear sequence breaks down, and a straightforward process to provide users with information in a useful format does not exist. Users come to information-rich sites with complex problems they want to solve. Reaching a solution requires meeting goals and subgoals by finding the proper information. Complex problems are often ill-structured; realistically, the complete sequence can’t even be defined because of users’ tendencies to jump around within the data and to abandon the sequence at varying points (Klein, 1999). To reach the answer, people need the information properly positioned within the situation context (Albers, 2003; Mirel, 2003a). System support for such problems requires users to be given properly integrated information that will assist in problem solving and decision making. Complex problems normally involve high-level reasoning and open-ended problem solving. Consequently, designer expectations of stable requirements and the ability to perform an exhaustive task analysis fall short of reality (Rouse & Valusek, 1993). While conventional task analysis works for well-defined domains, it fails for the ill-structured domains of information-rich sites (Albers, 2004). Instead of exhaustive task analysis, the designer must shift to an analysis focused on providing a clear understanding of the situation from the user’s point of view and the user’s goals and information needs.

The Development of Thinking in Young Children: The Problem of Analysis

1983 ◽  
Vol 6 (4) ◽  
pp. 441-460 ◽  
Author(s):  
W. Mary Woodward
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Task Analysis ◽  
Cognitive Activity ◽  
End Results

The action-patterns of young children, shown in problem-solving and spontaneous play, are considered on the basis of a levels of organisation approach, by means of a task-analysis. The main problem of such analysis arises from interleaving with the action components inferred cognitive constituents which may be incorrectly inferred. In the analysis, other end-results than solution and less than optimum strategies are regarded as equally important as success and the use of the most efficient means. Cognitive activity is analysed in terms of the successive co-ordination of existing patterns and the incorporation of new mental components to form a series of levels. The approach is discussed in the context of the development of thinking in children of one and a half to five years.

scholarly journals Eye-Movements during Unit-Task Execution in a Complex Problem-Solving Situation

2000 ◽  
Vol 44 (11) ◽  
pp. 378-381 ◽  
Author(s):  
Myeong-Ho Sohn ◽  
Scott A. Douglass ◽  
Mon-Chu Chen ◽  
John R. Anderson
Keyword(s):  
Eye Movements ◽  
Problem Solving ◽  
Task Analysis ◽  
Cognitive Process ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Task Execution ◽  
Eye Fixations ◽  
Available Information ◽  
Selection Of

We have studied the performance of subjects as they acquired skill in the Georgia Tech Aegis Simulation Program (GT-ASP) with a particular focus on their eye movements. Our task analysis showed that the GT-ASP breaks down into the selection of unit tasks and the execution of these unit tasks. We focused on the Identification unit-task. Our results showed that most of the practice benefit in Identification came from increasing efficiency during cognitive process, in which people make inferences and decisions on the basis of the currently available information. We also analyzed eye fixations when people perform this unit-task. Participants showed different fixation patterns, depending on what portion of the unit-task was being executed. Fluency in a dynamic complex problem-solving seems to be achieved by efficiency in cognitive as well as perceptual processes.

scholarly journals Using a task analysis approach within a guided problem-solving model to design mathematical learning activities

Pythagoras ◽  
2007 ◽  
Vol 0 (66) ◽  
Author(s):  
Aneshkumar Maharaj
Keyword(s):  
Problem Solving ◽  
Task Analysis ◽  
Learning Activities ◽  
Analysis Approach ◽  
Teaching Model ◽  
Mathematical Learning ◽  
Mathematical Content ◽  
Problem Solving Model

The FET Curriculum Statements for Mathematics advocates that knowledge integrates theory, skills and values. This paper focuses on a guided problem-solving teaching model that provides a framework to do this. A task analysis approach is used within this  framework to illustrate how educators could frame mathematical questions based on the relevant mathematical content.

Development of Mathematics and Self-Determination Skills for Young Adults With Extensive Support Needs

2020 ◽  
pp. 002246692090276
Author(s):  
Deidre P. Gilley ◽  
Jenny R. Root ◽  
Sarah K. Cox
Keyword(s):  
Young Adults ◽  
Problem Solving ◽  
Task Analysis ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Self Determination ◽  
Support Needs ◽  
Self Monitoring ◽  
Instructional Supports ◽  
Based Instruction

The purpose of this study was to support the development of mathematics and self-determination skills of young adults with extensive support needs. Mathematical problem solving is a natural context for teaching two component skills of self-determination: self-monitoring and goal setting. Three young adults with extensive support needs (i.e., autism and intellectual disability) were taught to solve real-world thematic word problems using modified schema-based instruction (MSBI). To build self-determination skills, participants self-monitored completion of problem-solving steps using a task analysis, self-graphed steps completed independently correct and then set goals for subsequent sessions. Generalization was measured within the context of scaling ingredients from a recipe without instructional supports of a task analysis or graphic organizer. Results of the multiple probe across participants design indicate a functional relation between MSBI and steps of problem solving completed independently correct. Implications for practice and research are discussed.

Creativity, Task Complexity, and Intuitive versus Analytical Problem Solving

1975 ◽  
Vol 37 (2) ◽  
pp. 351-354 ◽  
Author(s):  
Dean Keith Simonton
Keyword(s):  
Problem Solving ◽  
Task Analysis ◽  
Task Complexity ◽  
Relative Effectiveness ◽  
Complex Task ◽  
Analytical Problem ◽  
Simple Task ◽  
Analysis Task ◽  
Creativity Task ◽  
And Task

Using 40 Ss the relative effectiveness of intuitive and analytical problem solving was determined as a function of creativity and task complexity. A three-way analysis of variance yielded a significant three-way interaction between thinking mode (intuition or analysis), task complexity, and creativity (as measured by the Barron-Welsh Art Scale). More creative Ss found intuition more effective for a complex task, analysis on the simple task; this relation was reversed for the less creative Ss.

scholarly journals A Tool for Comparing Mathematics Tasks from Paper-Based and Digital Environments

2020 ◽  
Author(s):  
Alice Lemmo
Keyword(s):  
Statistical Analysis ◽  
Problem Solving ◽  
Comparative Studies ◽  
Task Analysis ◽  
Educational Assessment ◽  
Mathematics Tasks ◽  
Theoretical Tool ◽  
Digital Environments ◽  
Computer Based ◽  
Paper And Pencil

Abstract Comparative studies on paper and pencil– and computer-based tests principally focus on statistical analysis of students’ performances. In educational assessment, comparing students’ performance (in terms of right or wrong results) does not imply a comparison of problem-solving processes followed by students. In this paper, we present a theoretical tool for task analysis that allows us to highlight how students’ problem-solving processes could change in switching from paper to computer format and how these changes could be affected by the use of one environment rather than another. In particular, the aim of our study lies in identifying a set of indexes to highlight possible consequences that specific changes in task formulation have, in terms of task comparability. Therefore, we propose an example of the use of the tool for comparing paper-based and computer-based tasks.

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