The Development of Complex Problem Solving and its Relalon to ...

The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.

The  Development  of  Complex   Problem  Solving  and  its  Rela:on  to   Reasoning,  Age  and  Gender.     Gidon  Frischkorn,  Samuel  Greiff     &  Sascha  Wüstenberg  

Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg

Szeged, 15th – 16th April 2013

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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.

•  The  Development  of  Complex  Problem  Solving  (CPS)   -  Introduc:on   Ø  Theory   Ø  Research  Ques:ons  

-  Methods   Ø  Design  and  Procedure   Ø  Sta:s:cal  Analyses  

-  Results   -  Discussion  

Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg

Szeged, 15th – 16th April 2013

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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.

•  Introduc:on   -  How  do  cogni:ve  abili:es  develop  in  general?   Ø  cogni:ve  abili:es  progress  from  birth  un:l  the  end  of  late   adolescence  (NeSleback  &  Burns,  2010)   Ø  Development  of  basic  cogni:ve  skills  (e.g.  Processing  speed  &   Working  Memory)  enhance  the  development  of  more  complex   cogni:ve  skills  (e.g.  Reasoning  Ability;  Fry  &  Hale,  1996)  

PS  =  Processing  Speed;  WM  =  Working  Memory;  RA  =  Reasoning  Ability   Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg

Szeged, 15th – 16th April 2013

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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.

•  Introduc:on   -  Implica:ons  for  CPS  development   Ø  CPS  skills  progress  with  students  growing  older   Ø  Development  of  CPS  may  rely  on  less  complex  cogni:ve  abili:es   (e.g.  Reasoning  abili:es)   Ø  Age  plays  an  important  role  in  CPS  development  

 

Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg

Szeged, 15th – 16th April 2013

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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.

•  Research  Ques:ons  (RQs)   -  RQ  1:  How  does  CPS  develop  over  :me?   Ø  CPS  should  develop  linearly  over  :me  (Stelzl  et  al.,  1995)  

-  RQ  2:  Predic:on  of  CPS  by  Reasoning  Ability  (RA)   Ø  RA  should  show  posi:ve  rela:ons  to  ini:al  CPS  skills  (Wüstenberg,   Greiff  &  Funke,  2012)   Ø  b)  RA  should  predict  CPS  development  posi:vely  

-  RQ  3:  Age  and  Sex  differences  in  CPS  &  CPS  development   Ø  a)  Older  students  should  have  beSer  CPS  skills  but  show  less  CPS   development  (NeSleback  &  Burns,  2006;  Molnár,  Greiff,  &  Csapó,  in   press)   Ø  b)  Males  are  expected  to  show  beSer  CPS  performance  than  girls,   regarding  development  no  specific  assump:ons  were  made   (Wüstenberg,  Greiff,  Molnár,  &  Funke,  submiSed)   Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg

Szeged, 15th – 16th April 2013

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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.

•  Methods   -  Par:cipants:  277  students  (56.0  %  female,  M(age)  =  13.6)   -  Measures:   Ø  CPS:  8  MicroDYN  Tasks   Ø  RA:  Culture-­‐Fair  Test  (CFT);  Cogni:ve  Abili:es  Test  (CAT)  

-  Design:   Ø  3  Measurement  Points  (about  a  year  apart)   Ø  CPS  was  assesed  at  all  measurement  Points   Ø  CFT  on  first  measurement  point;  CAT  on  second  measurement   point   Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg

Szeged, 15th – 16th April 2013

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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.

•  Methods   -  Statsi:cal  Analyses   Ø  CPS  development  was  analyzed  with  latent-­‐growth  curve  models   (LGCM;  Muthen  &  Khoo,  1998)  and  RA,  age  and  sex  as  :me   invariant  predictors  

Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg

Szeged, 15th – 16th April 2013

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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.

•  Results   -  Measurement  Models  (MM)   Ø  For  CPS  MMs  were  computed  with  the  scores  of  all  items  aggregated   to  three  parcels   Ø  For  RA  the  MM  was  computed  with  global  scores  of  CFT  &  CAT   MM

χ2

df

p

χ 2 /df

CFI

TLI

RMSEA

KAcqu (1)

0.410

1

0.52

0.41

1.000

1.000

0.000

KAcqu (2)

1.023

1

0.31

1.02

1.000

1.000

0.010

KAcqu (3)

0.029

1

0.86

0.03

1.000

1.000

0.000

KAppl (1)

1.118

1

0.29

1.12

0.998

0.995

0.031

KAppl (2) KAppl (3) RA

0.059 1.638 0.546

1 1 1

0.08 0.20 0.46

0.06 1.64 0.55

1.000 0.997 1.000

1.000 0.991 1.000

0.000 0.053 0.000

Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg

Szeged, 15th – 16th April 2013

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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.

•  Results    RQ  1:  Development  of  CPS   Model  Fit:  χ2(149)  =  205.715,     .337** p  <  .01,  CFI  =  .962,  RMSEA  =  .037 (.021) IKAcqu -  CPS  developed  linearly  over   :me  (Mean  linear  slopes  -­‐  L)   -  Ini:al  CPS  performance  was   .755** related  posi:vely  (Correla:on   (.065) betwenn  Intercepts)   -  CPS  development  was  related   .224** posi:vely  (Correla:on  between   (.021) linear  slopes)   IKAppl -  Ini:al  Performance  in  CPS  was   related  nega:vely  with  CPS   development  à  Discussion  

 

Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg

-.382** (.104) .125** (.031)

LKAcqu

-.015 (.013)

QKAcqu

.406** (.136)

.078* (.033)

LKAppl

.004 (.014)

QKAppl

- .338** (.106)

Szeged, 15th – 16th April 2013

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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.

•  Results  

- .729**

 RQ  2:  Rela:on  of  RA  to  CPS    and  its  development     Model  Fit:  χ2(205)  =  261.111,     p  <  .01,  CFI  =  .965,  RMSEA  =  .031   -  RA  predicted  ini:al  CPS   performance  posi:vely   -  RA  predicted  CPS  development   only  partly  (due  to  large   standard  errors)  

 

IKAcqu

LKAcqu

.564** (.093)

Reasoning

.513 (.330) .523* (.266)

.466** (.096)

IKAppl

LKAppl - .587 **

Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg

Szeged, 15th – 16th April 2013

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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.

•  Results  

- .729**

 RQ  3:  Rela:on  of  age  and    gender  to  CPS  and  its    development     Model  Fit:  χ2(205)  =  261.111,     p  <  .01,  CFI  =  .965,  RMSEA  =  .031     -  Age  showed  posi:ve  rela:ons   to  ini:al  CPS  &  partly  nega:ve   rela:ons  to  CPS  development   -  Sex  showed  small  mostly  non-­‐ significant  rela:ons  to  ini:al   CPS  and  CPS  development  

IKAcqu

LKAcqu

.196* (.079)

age

- .110 (.117) - .342* (.140)

- .106 (.079)

- .174 (.108)

- .194* (..082)

.170* (.085)

sex - .082 (.100)

IKAppl

LKAppl - .587 **

Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg

Szeged, 15th – 16th April 2013

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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.

•  Summary  of  all  Results     -  RQ  1:  CPS  showed  linear  development  over  :me   -  RQ  2:  Predic:on  of  CPS  by  Reasoning  Ability  (RA)   Ø  a)  RA  posi:vely  predicted  ini:al  CPS  skills   Ø  b)  RA  partly  predicted  CPS  development  posi:vely  

-  RQ  3:  Age  and  Sex  differences  in  CPS  &  CPS  development   Ø  a)  Older  students  had  beSer  ini:al  CPS  skills  but  showed  less  CPS   development   Ø  b)  No  gender  differences  were  indicated  in  present  results  

Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg

Szeged, 15th – 16th April 2013

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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.

•  Discussion   -  Nega:ve  Rela:on  of  CPS  Intercept  and  Slopes   Ø  Students  with  beSer  ini:al  CPS  showed  less  CPS  development   Ø  Nega:vely  accelerated  development  

-  Large  standard  errors   Ø  Popula:on  is  maybe  too  small   Ø  Replica:on  is  needed  

  à  Nevertheless  the  present  inves:ga:on  showed  some   promising  results  regarding  CPS  development   Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg

Szeged, 15th – 16th April 2013

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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.

Thank  you  very  much  for  your  aSen:on!     Further  Ques:ons?  

Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg

Szeged, 15th – 16th April 2013

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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender. References  

     Fry,  A.  F.,  &  Hale,  S.  (1996).  Processing  Speed,  Working  Memory  and  Fluid  Intelligence.  Psychological  

Science,  7(4).        Molnár,  G.,  Greiff,  S.,  &  Csapó,  B..  (in  press).  Iduc:ve  reasoning,  domain  specific  and  complex  problem   solving:  rela:ons  and  development.  Thinking  Skills  and  Crea:vity.      Muthén,  B.  O.,  &  Khoo,  S.-­‐T.  (1998).  Longitudinal  Studies  of  Achievement  Growth  Using  Latent  Vaiable   Modeling.  Learning  and  Individual  Differences,  10,  73-­‐101.        NeSelbeck,  T.,  &  Burns,  N.  R.  (2010).  Processing  speed,  working  memory  and  reasoning  ability  from   childhood  to  old  age.  Personality  and  Individual  Differences,  48,  379.      Stelzl,  I.,  Merz,  F.,  Ehlers,  T.,  &  Remer,  H.  (1995).  The  Effect  of  Schooling  on  the  Development  of  Fluid  and   Cristallized  Intelligence:  A  Quasi-­‐  Experimental  Study.  Intelligence,  21,  279-­‐296.        Wüstenberg,  S.,  Greiff,  S.,  &  Funke,  J.  (2012).  Complex  problem  solving  -­‐  More  than  reasoning?   Intelligence,  40,  14        Wüstenberg,  S.,  Greiff,  S.,  Molnár,  G.,  &  Funke,  J.  (submiSed).  Determinants  of  cross-­‐na:onal  gender   differences  in  comlpex  problem  solving  competency.  Learning  and  Individual  Differences.   Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg

Szeged, 15th – 16th April 2013

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