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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.
Szeged, 15th – 16th April 2013 Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg
The Development of Complex Problem Solving and its Rela:on to
Reasoning, Age and Gender. Gidon Frischkorn, Samuel Greiff
& Sascha Wüstenberg
1
The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.
Szeged, 15th – 16th April 2013 Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg
• 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
2
The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.
Szeged, 15th – 16th April 2013 Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg
• 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)
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PS = Processing Speed; WM = Working Memory; RA = Reasoning Ability
The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.
Szeged, 15th – 16th April 2013 Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg
• 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
4
The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.
Szeged, 15th – 16th April 2013 Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg
• 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)
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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.
Szeged, 15th – 16th April 2013 Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg
• 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
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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.
Szeged, 15th – 16th April 2013 Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg
• 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
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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.
Szeged, 15th – 16th April 2013 Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg
• 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
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MM χ2 df p χ2/df CFI TLI RMSEAKAcqu (1) 0.410 1 0.52 0.41 1.000 1.000 0.000KAcqu (2) 1.023 1 0.31 1.02 1.000 1.000 0.010KAcqu (3) 0.029 1 0.86 0.03 1.000 1.000 0.000KAppl (1) 1.118 1 0.29 1.12 0.998 0.995 0.031KAppl (2) 0.059 1 0.08 0.06 1.000 1.000 0.000KAppl (3) 1.638 1 0.20 1.64 0.997 0.991 0.053RA 0.546 1 0.46 0.55 1.000 1.000 0.000
The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.
Szeged, 15th – 16th April 2013 Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg
• Results RQ 1: Development of CPS Model Fit: χ2(149) = 205.715, p < .01, CFI = .962, RMSEA = .037 - CPS developed linearly over
:me (Mean linear slopes -‐ L) - Ini:al CPS performance was
related posi:vely (Correla:on betwenn Intercepts)
- CPS development was related posi:vely (Correla:on between linear slopes)
- Ini:al Performance in CPS was related nega:vely with CPS development à Discussion
9
IKAcqu LKAcqu QKAcqu
IKAppl LKAppl QKAppl
-.382**(.104)
.755**(.065)
.406**(.136)
.337**(.021)
.125**(.031)
-.015(.013)
.004(.014)
.224**(.021)
.078*(.033)
- .338**(.106)
The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.
Szeged, 15th – 16th April 2013 Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg
• Results 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)
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Reasoning
IKAcqu LKAcqu
IKAppl LKAppl
- .729**
.564**(.093)
.513(.330)
.523*(.266)
.466**(.096)
- .587 **
The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.
Szeged, 15th – 16th April 2013 Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg
• Results 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
11
IKAcqu LKAcqu
IKAppl LKAppl
- .729**
.196*(.079)
- .342*(.140)
- .082(.100)
.170*(.085)
- .174(.108)
- .106(.079)
- .110(.117)
- .194*(..082)
- .587 **
age sex
The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.
Szeged, 15th – 16th April 2013 Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg
• 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
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The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.
Szeged, 15th – 16th April 2013 Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg
• 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
13
The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.
Szeged, 15th – 16th April 2013 Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg 14
Thank you very much for your aSen:on!
Further Ques:ons?
The Development of Complex Problem Solving and its Relation to Reasoning, Age and Gender.
Szeged, 15th – 16th April 2013 Authors: Gidon Frischkorn, Samuel Greiff & Sascha Wüstenberg
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.
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