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Problem solving is a mental process and is part of the larger problem process that includes problem finding and problem shaping. Considered the most complex of all intellectual functions, problem solving has been defined as higher-order cognitive process that requires the modulation and control of more routine or fundamental skills. [1] Problem solving occurs when an organism or an artificial intelligence system needs to move from a given state to a desired goal state.

Contents

Overview

The nature of human problem solving methods has been studied by psychologists over the past hundred years. There are several methods of studying problem solving, including; introspection, behaviorism, simulation, computer modeling and experiment.

Beginning with the early experimental work of the Gestaltists in Germany (e.g. Duncker, 1935 [2]), and continuing through the 1960s and early 1970s, research on problem solving typically conducted relatively simple, laboratory tasks (e.g. Duncker's "X-ray" problem; Ewert & Lambert's 1932 "disk" problem, later known as Tower of Hanoi) that appeared novel to participants (e.g. Mayer, 1992 [3]). Various reasons account for the choice of simple novel tasks: they had clearly defined optimal solutions, they were solvable within a relatively short time frame, researchers could trace participants' problem-solving steps, and so on. The researchers made the underlying assumption, of course, that simple tasks such as the Tower of Hanoi captured the main properties of "real world" problems, and that the cognitive processes underlying participants' attempts to solve simple problems were representative of the processes engaged in when solving "real world" problems. Thus researchers used simple problems for reasons of convenience, and thought generalizations to more complex problems would become possible. Perhaps the best-known and most impressive example of this line of research remains the work by Allen Newell and Herbert Simon [4].

Simple laboratory-based tasks may be useful in explicating the steps of logic and reasoning that underlie problem solving; however, they omit the complexity and emotional valence of "real-world" problems. In clinical psychology, researchers have focused on the role of emotions in problem solving (D'Zurilla & Goldfried, 1971; D'Zurilla & Nezu, 1982), demonstrating that poor emotional control can disrupt focus on the target task and impede problem resolution (Rath, Langenbahn, Simon, Sherr, & Diller, 2004). In this conceptualization, human problem solving consists of two related processes: problem orientation, the motivational/attitudinal/affective approach to problematic situations and problem-solving skills, the actual cognitive-behavioral steps, which, if successfully implemented, lead to effective problem resolution. Working with individuals with frontal lobe injuries, neuropsychologists have discovered that deficits in emotional control and reasoning can be remediated, improving the capacity of injured persons to resolve everyday problems successfully (Rath, Simon, Langenbahn, Sherr, & Diller, 2003).

Europe

In Europe, two main approaches have surfaced, one initiated by Donald Broadbent (1977; see Berry & Broadbent, 1995) in the United Kingdom and the other one by Dietrich Dörner (1975, 1985; see Dörner & Wearing, 1995) in Germany. The two approaches have in common an emphasis on relatively complex, semantically rich, computerized laboratory tasks, constructed to resemble real-life problems. The approaches differ somewhat in their theoretical goals and methodology, however. The tradition initiated by Broadbent emphasizes the distinction between cognitive problem-solving processes that operate under awareness versus outside of awareness, and typically employs mathematically well-defined computerized systems. The tradition initiated by Dörner, on the other hand, has an interest in the interplay of the cognitive, motivational, and social components of problem solving, and utilizes very complex computerized scenarios that contain up to 2,000 highly interconnected variables (e.g., Dörner, Kreuzig, Reither & Stäudel's 1983 LOHHAUSEN project; Ringelband, Misiak & Kluwe, 1990). Buchner (1995) describes the two traditions in detail.

To sum up, researchers' realization that problem-solving processes differ across knowledge domains and across levels of expertise (e.g. Sternberg, 1995) and that, consequently, findings obtained in the laboratory cannot necessarily generalize to problem-solving situations outside the laboratory, has during the past two decades led to an emphasis on real-world problem solving. This emphasis has been expressed quite differently in North America and Europe, however. Whereas North American research has typically concentrated on studying problem solving in separate, natural knowledge domains, much of the European research has focused on novel, complex problems, and has been performed with computerized scenarios (see Funke, 1991, for an overview).

USA and Canada

In North America, initiated by the work of Herbert Simon on learning by doing in semantically rich domains (e.g. Anzai & Simon, 1979; Bhaskar & Simon, 1977), researchers began to investigate problem solving separately in different natural knowledge domains – such as physics, writing, or chess playing – thus relinquishing their attempts to extract a global theory of problem solving (e.g. Sternberg & Frensch, 1991). Instead, these researchers have frequently focused on the development of problem solving within a certain domain, that is on the development of expertise (e.g. Anderson, Boyle & Reiser, 1985; Chase & Simon, 1973; Chi, Feltovich & Glaser, 1981).

Areas that have attracted rather intensive attention in North America include such diverse fields as:

Characteristics of difficult problems

As elucidated by Dietrich Dörner and later expanded upon by Joachim Funke, difficult problems have some typical characteristics that can be summarized as follows:

  • Intransparency (lack of clarity of the situation)
    • commencement opacity
    • continuation opacity
  • Polytely (multiple goals)
    • inexpressiveness
    • opposition
    • transience
  • Complexity (large numbers of items, interrelations and decisions)
  • Dynamics (time considerations)
    • temporal constraints
    • temporal sensitivity
    • phase effects
    • dynamic unpredictability

The resolution of difficult problems requires a direct attack on each of these characteristics that are encountered.

In reform mathematics, greater emphasis is placed on problem solving relative to basic skills, where basic operations can be done with calculators. However some "problems" may actually have standard solutions taught in higher grades. For example, kindergarteners could be asked how many fingers are there on all the gloves of 3 children, which can be solved with multiplication. [5]

Problem-solving techniques

  • Abstraction: solving the problem in a model of the system before applying it to the real system.
  • Analogy: using a solution that solved an analogous problem.
  • Brainstorming: (especially among groups of people) suggesting a large number of solutions or ideas and combining and developing them until an optimum is found.
  • Divide and conquer: breaking down a large, complex problem into smaller, solvable problems.
  • Hypothesis testing: assuming a possible explanation to the problem and trying to prove (or, in some contexts, disprove) the assumption.
  • Lateral thinking: approaching solutions indirectly and creatively.
  • Means-ends analysis: choosing an action at each step to move closer to the goal.
  • Method of focal objects: synthesizing seemingly non-matching characteristics of different objects into something new.
  • Morphological analysis: assessing the output and interactions of an entire system.
  • Reduction: transforming the problem into another problem for which solutions exist.
  • Research: employing existing ideas or adapting existing solutions to similar problems.
  • Root cause analysis: eliminating the cause of the problem.
  • Trial-and-error: testing possible solutions until the right one is found.

Problem-solving methodologies

Example applications

Problem solving is of crucial importance in engineering when products or processes fail, so corrective action can be taken to prevent further failures. Perhaps of more value, problem solving can be applied to a product or process prior to an actual fail event ie. a potential problem can be predicted, analyzed and mitigation applied so the problem never actually occurs. Techniques like Failure Mode Effects Analysis can be used to proactively reduce the likelihood of problems occurring. Forensic engineering is an important technique of failure analysis which involves tracing product defects and flaws. Corrective action can then be taken to prevent further failures.

See also

Notes

  1. ^ Goldstein F. C., & Levin H. S. (1987). Disorders of reasoning and problem-solving ability. In M. Meier, A. Benton, & L. Diller (Eds.), Neuropsychological rehabilitation. London: Taylor & Francis Group.
  2. ^ Duncker, K. (1935). Zur Psychologie des produktiven Denkens [The psychology of productive thinking]. Berlin: Julius Springer.
  3. ^ Mayer, R. E. (1992). Thinking, problem solving, cognition. Second edition. New York: W. H. Freeman and Company.
  4. ^ *Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.
  5. ^ 2007 Draft, Washington State Revised Mathematics Standard

References

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Study guide

Up to date as of January 14, 2010

From Wikiversity

Contents

Introduction

How do you react when you think of "problems"? Do they mean something’s wrong? Do you see hours of your time disappearing in damage control and the search for a solution? Or are you an enduring optimist: problems are early warning signs to issues that need to be addressed. Perhaps your view is more pragmatic: problems simply signify differences between what is actually happening and what needs to happen.

Whichever way you look at problems, you would know from experience that problem solving requires good management. Excellent communication skills, the ability to gather relevant information and properly analyse it, the ability to discern what’s important and what’s not, and ability to actually make decisions, in a timely and appropriate fashion. How does your thinking and practice measure up?

This unit is used in:

Learning support, assessment and certification

The following learning institutions offer learning support, assessment services, and accreditation for courses using this unit:

Content

Define and analyse a problem

Evaluate solutions

Implement the solution

we can define a problem & provide possible polutions

Assignment


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