网范文：“ Complex problem solving: a case for complex cognition” 复杂问题的解决出现在过去的30年里，在欧洲作为一个新的心理学的一部分。这篇哲学范文讨论了对于关于复杂问题的认知。介绍这一领域,提供了一个从我个人的角度回顾相关的概念。这种选择性审查的主要目标是探讨成果的展示和特定的探讨。在下面的范文中，英语论文范文，首先尝试定义复杂的认知，然后介绍相关的概念以及它们的具体贡献。其次通过CPS的评估说明了两种测量措施。最后,指出在复杂情况下认知和情感之间的交互。
Abstract
Complex problem solving (CPS) emerged in the last 30 years in Europe as a new part of the psychology of thinking and problem solving. This introduces into the field and provides a personal view. Also, related concepts like macrocognition or operative intelligence will be explained in this context. Two examples for the assessment of CPS, Tailorshop and MicroDYN, are presented to illustrate the concept by means of their measurement devices. Also, the relation of complex cognition and emotion in the CPS context is discussed. The question if CPS requires complex cognition is answered with a tentative ‘‘yes.’’
Introduction
In the last 30 years, a new part of the psychology of thinking and problem solving emerged in Europe under the label of complex problem solving (CPS). This introduces into this field and provides a review of related concepts from my personal perspective. A major goal of this selective review is a presentation of research findings and specific (German) research traditions that are not so much recognized internationally up to now (for an exception, see Osman 2017). Central for this is an analysis of the question if CPS requires complex cognition.
Therefore, I first try to define complex cognition; second, I introduce conceptually related concepts like macrocognition or operative intelligence to show the overlap of the concepts as well as their specific contributions. Third, the assessment of CPS is illustrated by two measurement approaches, Tailorshop and MicroDYN. Fourth, I point out the interaction between cognition and emotion in complex situations. Finally, some conceptual problems with the term ‘‘complex cognition’’ are discussed and an answer to the question in the title will be given.
Complex cognition
According to Knauff and Wolf (2017), complex cognition deals with all mental processes that are used by an individual for deriving new information out of given information, with the intention to make decisions, solve problems, and plan actions. This approach assumes an active and goal-directed information processing by human beings who are able to perceive their environment and to use their memory. The term ‘‘mental processes’’ is not restricted to cognitive ones but includes motivational and emotional processes at the same time. In this understanding, complex cognition can be contrasted to simple cognition: the latter refers to the study of elementary cognitive processes like perception, memory, or learning in isolation and without asking for broader context. But are simple and complex cognition two dichotomous categories or rather two extremes of a complexity continuum? Is there a line of demarcation between them or is the complex case simply an extension of elementary processes?
An example of simple cognition is the analysis of color perception—for example, the perception of a red light—under conditions of reduced brightness. In contrast, complex cognition could be found in a case where a ship’s captain oversaw a red warning light in the dark and is now confronted with the immediate task of accident prevention. Whereas in the first case, a theory of color perception might help to predict the circumstances under which a red light might be overseen, in the second case, a theory of complex cognition would put the issue of an overseen red light in a broader context and might predict short-term consequences like stress, shame, and guilt processes, together with activities for error correction, and long-term consequences like increased attention to warning lights in general. The first case illustrates a cognitive process of a ‘‘pure’’ isolated psychic function without a meaningful action goal; the second case shows the orchestration of the whole set of cognitive functions including, for example, emotions and serves an overarching goal of action regulation like accident prevention.
Concluding remarks
After a review of different constructs, some questions still remain open, e.g., what is the relationship between macrocognition, operative intelligence, naturalistic decisionmaking, and CPS? Is complex cognition the proper term or should not it be better labeled complex information processing? Concerning the relationship between the terms, it becomes obvious that they represent different research traditions; but at the same time, they all share the idea that there does exist a more complex interplay of cognitive processes than can be seen on the level of elementary processes. With respect to the question of labeling, the term ‘‘complex cognition’’ seems to be a good counterpart to the opposite term ‘‘simple cognition’’ even if it uses a broad understanding of cognition (including emotion and motivation) in the second case, which is not meant in the first one. As Moors (2017) argues, a broad sense of cognition contrasts the mental with somatic and motor responses, whereas the narrow sense contrasts cognition with motivation and emotion.()
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