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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

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Complex problem solving: a case for complex cognition?

Joachim Funke¹

¹Psychologisches Institut, Universität Heidelberg, Hauptstr. 47-51, 69117, Heidelberg, Germany. joachim.funke@psychologie.uni-heidelberg.de

Cognitive Processing

|November 11, 2009

Summary

This summary is machine-generated.

Complex problem solving (CPS) is a key area in psychology. This paper explores CPS, its assessment tools like Tailorshop and MicroDYN, and its relation to complex cognition and emotion.

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Area of Science:

Psychology of thinking and problem solving
Cognitive psychology
Human cognition

Background:

Complex problem solving (CPS) has developed over the last 30 years in Europe.
It represents a significant area within the psychology of thinking and problem solving.
Related concepts such as macrocognition and operative intelligence are integral to understanding CPS.

Purpose of the Study:

To introduce the field of Complex Problem Solving (CPS).
To provide a personal perspective on CPS.
To explain related concepts and discuss the relationship between complex cognition and emotion in CPS.

Main Methods:

Conceptual introduction to Complex Problem Solving (CPS).
Explanation of related concepts like macrocognition and operative intelligence.
Presentation of assessment tools for CPS: Tailorshop and MicroDYN.
Discussion on the interplay between complex cognition and emotion in CPS.

Main Results:

Complex Problem Solving (CPS) is a distinct field in psychology.
Assessment tools like Tailorshop and MicroDYN effectively measure CPS.
The relationship between complex cognition and emotion within CPS is explored.

Conclusions:

Complex Problem Solving (CPS) is a developing field with established assessment methods.
The study tentatively concludes that CPS likely requires complex cognition.
Further research is suggested to solidify the link between complex cognition and CPS.