From orientation to action: how thinking longer at the start matters for successful complex problem-solving efficiency

Abstract

Process data from complex problem-solving (CPS) tasks have allowed researchers to extensively investigate time- and action-related indicators associated with accuracy. Nevertheless, little research has examined the association between these indicators and response time in successful CPS, which is a neglected dimension of intelligence-related performance with theoretical and practical significance. Drawing from cognitive load theory, our main goal was to examine the indirect effect of time to first action on successful CPS subsequent response time via its associations with goal-directed behavior percentage and intervention frequency. Process data from two representative PISA 2012 CPS units (Climate Control and Tickets) were analyzed using path analysis. The main hypothesis (in successful CPS, the time to first action was associated with subsequent response time through its associations with intervention frequency and goal-directed behavior percentage) was confirmed for the Climate Control Unit, but no model was retained for the Tickets Unit. In the Climate Control Unit, a greater time to first action was associated with longer time intervals between actions and a higher percentage of goal-directed behaviors. Higher response time after the first action, in turn, was associated with longer times between actions and a lower percentage of goal-directed behavior. No model was retained for the Tickets Unit because of local misfit related to the third item, which required students to change their plans in the middle of the task. Bridging cognitive load theory and process data analysis, this study reframes successful CPS response time as an outcome of early cognitive organization, which in turn affects subsequent efficiency and speed.