This thesis investigates the effect of problem structure on performance and behavioural variety in group problem solving. In addition, it examines the effects of problem solving strategy in group problem solving. <br /><br /> Previous researchers have focused their efforts on individual problem solving with minimal reference to groups. This is due to difficulties such as the presence of distributed information, the coordination of people and the large scale of work that typified group problems. Specifically, the effect of problem structure in group problems has been rarely studied due to the absence of an encompassing theory. <br /><br /> In this thesis, the effect of problem structure on group performance is studied using the fundamental characteristics of structure such as detour, redundancy, abstraction and degree of homogeneity. These characteristics were used in conjunction with existing problem solving theories (such as Information processing system, Gestalt approach and Lewin's lifespace approach) and Heider's balance theory to understand the effects of task structure on group performance and behavioural output. <br /><br /> Balance theory is introduced as a conceptual framework in which the problem solving process is viewed as a dynamic progression from cognitive imbalance towards a state of structural balance corresponding with the solution. This theoretical approach captures both incremental search processes and insight associated with cognitive restructuring, typical of existing problem solving approaches in the literature. It also allowed the development of unique measures for studying the effect of structure in group problem solving. <br /><br /> A Laboratory experiment was conducted using 153 undergraduate and 3 graduate students in groups of 4 subjects. The experiment examined the effect of task structure on groups' performance and behavioural variety. The stimulus used for the experiment was a categorization problem consisting of sixteen cards with two objects each shared equally among four participants. The objective was to form four groups of items with no cards left unused. The groups' performance data was collected and analyzed to verify the postulated hypotheses. <br /><br /> The results indicate that both increased problem structure complexity and the introduction of a restructuring dimension in the problem structure were associated with reduced performance and increased behavioural variety. With respect to problem solving strategy, early discussion in problem solving was associated with better performance and less behavioural variety. Finally, the results support the premise that group problem solving processes tend to be in the direction of attaining higher states of balance.

This thesis investigates the effect of problem structure on performance and behavioural variety in group problem solving. In addition, it examines the effects of problem solving strategy in group problem solving. <br /><br /> Previous researchers have focused their efforts on individual problem solving with minimal reference to groups. This is due to difficulties such as the presence of distributed information, the coordination of people and the large scale of work that typified group problems. Specifically, the effect of problem structure in group problems has been rarely studied due to the absence of an encompassing theory. <br /><br /> In this thesis, the effect of problem structure on group performance is studied using the fundamental characteristics of structure such as detour, redundancy, abstraction and degree of homogeneity. These characteristics were used in conjunction with existing problem solving theories (such as Information processing system, Gestalt approach and Lewin's lifespace approach) and Heider's balance theory to understand the effects of task structure on group performance and behavioural output. <br /><br /> Balance theory is introduced as a conceptual framework in which the problem solving process is viewed as a dynamic progression from cognitive imbalance towards a state of structural balance corresponding with the solution. This theoretical approach captures both incremental search processes and insight associated with cognitive restructuring, typical of existing problem solving approaches in the literature. It also allowed the development of unique measures for studying the effect of structure in group problem solving. <br /><br /> A Laboratory experiment was conducted using 153 undergraduate and 3 graduate students in groups of 4 subjects. The experiment examined the effect of task structure on groups' performance and behavioural variety. The stimulus used for the experiment was a categorization problem consisting of sixteen cards with two objects each shared equally among four participants. The objective was to form four groups of items with no cards left unused. The groups' performance data was collected and analyzed to verify the postulated hypotheses. <br /><br /> The results indicate that both increased problem structure complexity and the introduction of a restructuring dimension in the problem structure were associated with reduced performance and increased behavioural variety. With respect to problem solving strategy, early discussion in problem solving was associated with better performance and less behavioural variety. Finally, the results support the premise that group problem solving processes tend to be in the direction of attaining higher states of balance.

The purpose of this dissertation is to examine aspects of the representational and computational influences on Bayesian reasoning as they relate to reference dependence. Across three studies, I explored how dependence on the initial problem structure influences the ability to solve Bayesian reasoning tasks. Congruence between the problem and question of interest, response errors, and individual differences in numerical abilities was assessed. The most consistent and surprising finding in all three experiments was that people were much more likely to utilize the superordinate value as part of their solution rather than the anticipated reference class values. This resulted in a weakened effect of congruence, with relatively low accuracy even in congruent conditions, as well as a different pattern of response errors than what was anticipated. There was consistent and strong evidence of a value selection bias in that incorrect responses almost always conformed to values that were provided in the problem rather than errors related to computation. The one notable exception occurred when no organizing information was available in the problem, other than the instruction to consider a sample of the same size as that in the problem. In that case, participants were most apt to sum all of the subsets of the sample to yield the size of the original sample (N). In all three experiments, higher numerical skills were generally associated with higher accuracy, whether calculations were required or not.

An experiment was conducted investigating the utility of teamwork exercises and problem structure for promoting technological problem solving in a student team context. The teamwork exercises were designed for participants to experience a high level of psychomotor coordination and cooperation with their teammates. The problem structure treatment was designed based on small group research findings on brainstorming, information processing, and problem formulation. First-year college engineering students (N = 294) were randomly assigned to three levels of team size (2, 3, or 4 members) and two treatment conditions: teamwork exercises and problem structure (N = 99 teams). In addition, the study included three non-manipulated, independent variables: team gender, team temperament, and team teamwork orientation. Teams were measured on technological problem solving through two conceptually related technological tasks or engineering design activities: a computer bridge task and a truss model task. The computer bridge score and the number of computer bridge design iterations, both within subjects factors (time), were recorded in pairs over four 30-minute intervals. For the last two intervals with the computer bridge, teams started construction of the truss model task, which created low and high task load conditions for the computer bridge: another within subjects factor. A repeated measures ANOVA was used to analyze time (computer bridge) by factor interactions. No significant time by teamwork exercises or time by problem structure interactions on computer bridge scores were found [F(2.31, 198.46) = 0.10, p = .928; F(2.31, 198.46) = 0.03, p = .984]. There was a significant interaction between the factors of time and team size [F(4.62, 198.46) = 2.75, p = .023]. An ANOVA was conducted with the between subject factors on the truss model task. A significant main effect was found for teamwork exercises [F(1, 86) = 2.84, p = .048, one-tailed], but not for problem structure or team size. Post hoc analyses were conducted for team size on computer bridge and iteration scores over time, as well as teamwork exercises effects for each team size. Findings and their implications were reported, along with suggestions for future research on technological problem solving in a team context. / Ph. D.