The Representation-State Theory Of Problem-Solving

The Information Processing Psychology describes problem-solving by productive rule, and regards problem-solving as the search process in problem space, which is called Productive Problem-Solving Theory (PPST). PPST has more validation in the explanation of problem-solving of the knowledge-lean field (e.g. the transition problem of the games) rather than in that of the knowledge-rich field.hi this paper we propose the Representation-State Theory (RST) of problem-solving and consider that the problem-solving seems to be the gradual variant process of representation-state of problem. The representation-state is the relative steady state that is generated by the interaction between internal knowledge experience and external stimuli in the particular circumstances of problem, whose variances have the sequential and non-linear characteristic, and there are two modes: data-driven and concept-driven. However, the variances of representation-state are mainly influenced by special knowledge experience: the less utilized knowledge experience is more approximate to non-representation-state of problem, the more adopted search strategy for problem-solving is made in problem space, i.e., searching in problem space is made; on the contrary, the more utilized knowledge experience is closer to full representation-state and insight-state. They are the concept-driven mode in the effect of category knowledge.hi our research we have examined over 700 senior high school students to check the assumption of RST by mean of protocol analysis, cognitive task analysis and questionnaire method, etc. We have studied the cognition mechanism of the simple and complex physics problem-solving and the influencing factors inside subject, furthermore, we have processed the data in both qualitative and quantitative analyses. In final, we summarize some discoveries:1. The physics problem-solving of the high school students is the variant process of problem representation-state, and this kind of variance evolves through non-representation-state, external representation-state, primary internal representation-state, representation-state by low-level category, representation-state by high-level category and representation-state by symbol. These representation-states had not occurred in the definite sequential order but developed various modes of changes.2. The variance of representation-state of the simple physics problem-solving is quite different from that of the complex case. For the simple case, the corresponding variance greatly depends on the productive and appears to be more data-driven; for the complex case, the variance chiefly depends on the category knowledge and appears to be more concept-driven.3. The internal factors that influenced the ability of representation-state of physics problem-solving of the high school students are mainly as follows: the special knowledge basis, state-metacognition, learning style and cognitive interfere factors. In addition, the general intelligence and mental health factors also slightly affect them.4. There are three secondary factors in the state-metacognition of problem-solving, that is: the self-efficacy feeling of the problem-solver, the cognition watch and the problem representation and solving strategy in the process of problem-solving. Of all the factors, the self-efficacy feeling of the problem-solver has a prominent impact on the ability of the problem representation.