Task Complexity and Difficulty in Two Computer-Simulated Problems: Cross-cultural Similarities and Differences

Task Complexity and Difficulty in Two Computer-Simulated Problems: Cross-cultural Similarities and Differences C. Dominik Guss (dguess@unf.edu) Emma Glencross (eglencross@juno.com) Ma. Teresa Tuason (ttuason@unf.edu) Lauren Summerlin (lauren233axo@aol.com) F. Dan Richard (drichard@unf.edu) Department of Psychology, 4567 St. Johns Bluff Road, South Jacksonville, FL 32224 USA problem objectively is, the more difficult it is. However, the described problem characteristics are not objective descriptions of complex problems, but are dependent on the knowledge and experience of the problem solver. Individuals differ in experiences regarding problem-related knowledge and strategic knowledge. The complexity, transparency, and dynamics of a situation interpreted subjectively might be completely different. Therefore, both the problem’s specific characteristics and the experience of the problem solver will influence the subjective interpretation of the problem. This interpretation is a crucial aspect of the problem solving process and thus, one might expect individual differences. Knowledge and experience of the problem solver is strongly influenced by one’s cultural environment and several studies have shown how problem solving differs between cultures (Cole, Gay, Glick, & Sharp, 1971; Guss, 2002; Strohschneider & Guss, 1999). Culture is a broad term that can be defined in many ways (Kroeber & Kluckhon, 1963). Under a psychological perspective it can refer to implicit and explicit shared knowledge that is transmitted from generation to generation (Smith & Bond, 1998). This knowledge is helpful for a specific group to adapt to specific conditions of the environment. Cross cultural differences in problem solving strategies validate that the people’s knowledge base is strongly influenced and shaped by their cultural environment. In essence, the more interesting questions is why and how problem solving strategies are influenced by culture. One aspect of this implicit knowledge are values that direct behavior, one such value is called uncertainty avoidance. A problem is by definition an uncertain situation as the problem solver does not know how to reach a goal state. Uncertainty avoidance refers to “the extent to which the members of a culture feel threatened by uncertain or unknown situations” (Hofstede, 2001, p. 161). Our expectation is that values of uncertainty avoidance influence the initial perception of a problem. For example Hofstede (2001) studied uncertainty avoidance in 53 countries. In his study, India and the United States showed weak uncertainty avoidance, whereas Brazil showed high uncertainty avoidance. Abstract Complex problems have often been described along certain dimensions, e.g. complexity, transparency, and dynamics. However, problem descriptions of the researcher and problem-characteristics perceived by the participant might differ. This study investigates subjective task complexity and its relationship to complex problem solving performance. Research questions are: Do problem perceptions differ a) between different complex problems? b) between cultures? and c) between participants’ performance? Two hundred eighty three students from the US, Brazil, and India participated in this study. Participants played the two computer simulations, Fire and Coldstore, and filled out a problem-characteristics questionnaire after each simulation. Factor analysis revealed two factors; one labeled “Task Complexity”, the other “Task Difficulty”. Results indicate a) that Fire was perceived as more complex and more difficult than Coldstore in the Brazilian and US sample. The Indian sample perceived both problems as equally complex and difficult; b) a significant main effect of culture was found in Fire and Coldstore regarding Complexity; c) a significant main effect of performance was found for Task Difficulty in Fire and Coldstore, but not for Task Complexity. Cultural variables that could explain the results, such as uncertainty avoidance and differences in computer experience, are presented. Results are further discussed under a theoretical and applied perspective. Complex Problem Solving and Culture The study of complex problem solving has increased in the last decades especially in Europe (Frensch & Funke, 1995). Computer simulations of complex problems have been widely used to study human problem solving behavior (Brehmer & Dorner, 1993). The researchers were motivated to incorporate into their simulations characteristics common to real life situations, e.g. complexity, transparency, and dynamics (Dorner, 1996). A problems’ complexity is derived from the inclusion of many interdependent variables. Complex problems are nontransparent in that the problem solver initially does not know or understand the nature of the hidden variables in the problem situation. The situations change dynamically with and without the actions of the problem solver. One might derive that the more complex, the more non-transparent, and the more dynamic a