Judgment and Decision Making: Neo-Brunswikian and Process-Tracing Approaches

By Peter Juslin; Henry Montgomery | Go to book overview

example, seem to require all of the primitive information processes that are required to solve the tasks set by APM. Therefore, we cannot understand the failure of a complex process in MORO in terms of these primitive processes, for if the participant was deficient in one of these primitive processes, all of his or her complex processes should be deficient as well. But this is clearly not the case. In MORO, failures are not the consequence of the failure of all relevant cognitive processes, but the failure only of some of these complex processes.

Intelligence tests such as APM are designed to present tasks that are closely related to primitive processes. Microworlds, on the other hand, are designed so as to require complex processes. Even though in principle it should be possible to reduce complex behavior to the primitive processes tapped by intelligence tests, the fact that participants may succeed with some of complex processes but not with others suggests that an analysis of these complex processes in terms of the more primitive processes measured by intelligence tests cannot succeed. Instead, complex behavior has to be understood at the level of complex behavior, and cannot easily be reduced to primitive processes. If such an analysis were relevant, we should expect massive correlations between intelligence tests and microworld performance. The fact that we do not find such correlations suggests that we need new forms of tests aimed at the more complex processes that we find in the every day tasks that are simulated by microworlds.


ACKNOWLEDGMENT

This study was supported by a grant from the Swedish Council for Research in the Humanities and the Social Sciences.


REFERENCES

Badke-Schaub P. ( 1989). How people try to solve the AIDS problem: Decision making in complex situations: Results of a simulation experiment. Memorandum No. 23. University of Bamberg: Lehrstuhl für Psychologie II.sa

Baron J. ( 1993). "Why teach thinking?"--An essay. Journal of Applied Psychology: An International Review, 42, 191-214.

Beckmann J. F., & Guthke J. ( 1995). Complex problem solving, intelligence, and learning ability. In P. A. Frensch & J. Funke (Ed.), Complex problem solving: The European perspective (pp. 103-130). Hillsdale, NJ: Lawrence Erlbaum Associates.

Brehmer B. ( 1995). Feedback delays in complex dynamic decision tasks. In P. A. Frensch & J. Funke (Ed.), Complex problem solving: The European perspective (pp. 103-130). Hillsdale, NJ: Lawrence Erlbaum Associates.

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