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Towards a practical model of cognitive/information processing task analysis and schema acquisition for complex problem-solving situations

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Abstract

A 3-step strategy is proposed for cognitive/information processing task analysis which may lead to practical procedures for task analysis and instructional design. The three steps are: (1) concept hierarchy analysis, (2) analysis of example sets to teach relations among concepts, and (3) analysis of problem sets to build a progressively larger schema for the problem space. The strategy avoids extremely detailed information flow analysis performed in much descriptive research on human information processing. The research basis of the strategy is outlined by offering a descriptive model of human performance which identifies four dimensions: (1) Knowledge System, (2) Cognitive/Information Processing System, (3) Physiological System, and (4) Motivational/ Emotional System. The Knowledge Dimension is analyzed as consisting of problem-solving tasks, because of the basic cognitive process of perception. Problem-solving is structured by expectancies, which are in turn structured by schemata. Hence, the strategy proposed for task analysis focuses on identifying the structure of the schema underlying a problem space. Implications of the strategy for design of instruction to teach the schema are discussed. Contrasts are drawn with conventional (Gagné-style) methods. Examples from aviation training are presented.

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Authors and Affiliations

  1. Institute of Aviation — Aviation Research Laboratory, University of Illinois, Willard Airport, 61874, Savoy, IL, U.S.A.

    Rolf Braune

  2. DELTAK, inc., 1751 Diehl Road, 60566, Naperville, IL, U.S.A.

    Wellesley R. Foshay

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  1. Rolf Braune
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  2. Wellesley R. Foshay
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Braune, R., Foshay, W.R. Towards a practical model of cognitive/information processing task analysis and schema acquisition for complex problem-solving situations. Instr Sci 12, 121–145 (1983). https://doi.org/10.1007/BF00122453

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