The Relationship between Complex Problem Solving and Intelligence: An Analysis of Three Computer Simulated Scenarios

Abstract

The gap between field research and laboratory research has always been a problem in psychology. With the introduction of computers into the laboratory, computer simulated tasks allowed the observation of complex problem solving performance in the laboratory with a higher degree of ecological validity than ever before. The main aim of this thesis was to explore the relationship between complex problem solving ability and intelligence by presenting the results of two studies, using over 400 adults. Complex problem solving ability was assessed by performance on three computer simulations: Furniture Factory, Tailorshop, and Forestry System. The theory of fluid and crystallised intelligence guided the selection of cognitive abilities tests. Relationships between broad cognitive abilities including Fluid reasoning (Gf), Acculturation knowledge (Gc), Visual processing (Gv), Quantitative knowledge (Gq), and Processing speed (Gs) with computer simulation performance were explored. Previous research exploring the relationship between complex problem solving and intelligence has led to inconsistent and often contradictory findings. Scoring problems in previous research were addressed and for all three computer simulations, relationships between intelligence and complex problem solving were found. Overall, Gf and Gc explained 20% of the variance in complex problem solving. Correlations between intelligence and complex problem solving increased when specific cognitive abilities tests and aggregated computer simulation scores were employed, rather than the employment of general or factor scores of intelligence and final computer simulation scores. A new aggregated scoring technique (goal achievement) that allowed consistent scoring across different computer simulations was developed. The strongest relationship between intelligence and complex problem solving was observed between goal achievement scores and specific tests of cogn itive abilities such as esoteric analogies and critical reas! oning. There were significant correlations between goal achievement on the Furniture Factory and both esoteric analogies and critical reasoning (r = .37, p < .05, r = .41, p < .05) respectively. Correlations between goal achievement on the Tailorshop and both esoteric analogies and critical reasoning were significant (r = .25, p < .05, r = .29, p < .05) respectively. Correlations between goal achievement on the Forestry System and both esoteric analogies and critical reasoning were also significant (r = .38, p < .05, r = .30, p < .05) respectively. In addition, performance scores on all three computer simulations were correlated with one another. These findings support the application of the Brunswik lens model to complex problem solving research. Negative correlations, albeit rather modest, were observed between neuroticism and complex problem solving performance on the Furniture Factory (r = -.17, p < .05) and the Tailorshop (r = -.21, p < .05), indicating that emoti on may also mediate complex problem solving performance. Results of this thesis may bring individual differences research in this area a step closer to obtaining stable results from which generalisations about complex problem solving tasks can be made.