Factors Influencing Analysis of Complex Cognitive Tasks: A Framework and Example from Industrial Process Control

• Published in: Human factors 2000-03, Vol.42 (1), p.56-74
• Main Authors: Prietula, Michael J., Feltovich, Paul J., Marchak, Frank
• Format: Article
• Language: English
• Subjects: Biological and medical sciences; Cognitive Science; Ergonomics. Human factors; Expertise; Feedback (Communication); Fundamental and applied biological sciences. Psychology; Humans; Knowledge; Models, Psychological; Occupational psychology; Problem Solving; Process control; Psychological aspects; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Space life sciences; Task analysis; Task Performance and Analysis
• ISSN: 0018-7208; 1547-8181
• DOI: 10.1518/001872000779656589

We propose that considering four categories of task factors can facilitate knowledge elicitation efforts in the analysis of complex cognitive tasks: materials, strategies, knowledge characteristics, and goals. A study was conducted to examine the effects of altering aspects of two of these task categories on problem solving behavior across skill levels: materials and goals. Two versions of an applied engineering problem were presented to expert, intermediate, and novice participants. Participants were to minimize the cost of running a steam generation facility by adjusting steam generation levels and flows. One version was cast in the form of a dynamic, computer-based simulation that provided immediate feedback on flows, costs, and constraint violations, thus incorporating key variable dynamics of the problem context. The other version was cast as a static computer-based model, with no dynamic components, cost feedback, or constraint checking. Experts performed better than the other groups across material conditions, and, when required, the presentation of the goal assisted the experts more than the other groups. The static group generated richer protocols than the dynamic group, but the dynamic group solved the problem in significantly less time. Little effect of feedback was found for intermediates, and none for novices. We conclude that demonstrating differences in performance in this task requires different materials than explicating underlying knowledge that leads to performance. We also conclude that substantial knowledge is required to exploit the information yielded by the dynamic form of the task or the explicit solution goal. This simple model can help to identify the contextual factors that influence elicitation and specification of knowledge, which is essential in the engineering of joint cognitive systems.