Formal description of the cognitive process of problem solving
Why this work is in the frame
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Bibliographic record
Abstract
One of the fundamental human cognitive processes is problem solving. Most of the decisions we make relate to some kind of problems we try to solve no matter how trivial and critical the problem may be. The problem solving process entails performing in a new situation with information acquired and knowledge learned from past situations. As a higher level cognitive process, problem solving involves the correlation process effort to connect newly encounter problem object(s) with the object-attribute-relation (OAR) model representation of knowledge in the brain. The goal of problem solving is to search along various solution paths within the problem solver's knowledge base in the memory. When a problem object is identified, problem solving can be perceived as a search process in the memory space for finding a relationship between a set of problem-solving goals and a set of alternative paths. This paper presents a mathematical and cognitive model that describes problem solving as a cognitive process. The cognitive structures of the brain and the mechanisms of internal knowledge representation behind the cognitive process of problem solving are explained. The cognitive process is then formally and rigorously described using real-time process algebra (RTPA) base on the aforementioned models. Extended discussions are presented on applications of the cognitive process model of problem solving in software engineering and psychology.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it