360
U. Starker et al.
and coping with disruptions in difficult circumstances are based on self-confidence.
Even in the case of emergency, thoughtful decisions can be made. Self-confidence
enables emotional modulation and attachment (Bowlby 1958).
Emotional commitment enables the connection to the problem and realizing the
meaning of an individual situation, so that an evaluation of the actual state is possible
(Starker 2012). In our research, the emotion-regulating problem solver was emotionally engaged in the problem. E.g. success leads to pleasure and losses to disappointments. In complex problems, where it is difficult to recognize success, emotional
commitment can sensitize for the process. The development can be appraised. Also,
disruptions can be recognized and reaction tendencies can be developed.
Studies showed that cognitive processes are connected to emotional states. For
example light anger is connected to analytical thinking and creative thinking to
positive emotions (Bower 1981; Isen 1999; Abele 1995; Hänze 1998). Successful
problem-solvers seem to know this and regulate their emotions adequately. Saloveye and Meyer (1990) mentioned this point in their origin concept of emotional
intelligence.
By identifying with the problem, even emotions emerging from complexity, like
helplessness, can be controlled. Goal-orientated behavior develops, and pleasure
emerges instead of anger. Feedback loops develop and show the way. A person is able
to recognize the right time to act and at the same time understand what is missing. The
conditions that must exist prior, are motivation and emotional commitment, which
are not necessarily typical of normal emotional behavior. This is obvious, when
competent problem solvers are able to analyze a situation in the midst of anger.
Experience and clarity in understanding one’s emotions is necessary to manage this.
Functional thinking: To manage complex problems, it is necessary to develop
a mental model about the interrelations between the different aspects of a situation.
This allows for the recognition of patterns, which emerge as a situation develops.
When one single aspect is changed, what are the consequences? The answer can only
be observed after a period of time has passed.
Therefore, it is necessary to conduct interventions and observe what happens.
Putz-Osterloh (1983) has pointed out the role that knowledge plays in changing a
situation (“Veränderungs-wissen”). In a study done by Starker and von der Weth
(2008), a positive effect on performance was shown.
Adaptation of a strategy: One of the conditions for adaptation is having a strategy.
Reason (1990) found that experts do not always recognize the necessity of a strategy.
This is what makes beginners just as successful as experts in foreign situations
(Lesgold et al. 1981; Lesgold 1984). A strategy demands setting goals and realizing
them through intentional decision making. You need to know when to do something
and how to prioritize. Artelt (2005) and her resource, Craik and Lockhardts (1972),
examine different levels of information processing, such as surface strategies and
deep strategies.
Applying a strategy can prevent mistakes from happening, because structure provides a better environment for problem-solving. Luchins and Luchins (1942) showed
that, in general, routines are used to solve problems, even if they take more effort.
U. Starker et al.
and coping with disruptions in difficult circumstances are based on self-confidence.
Even in the case of emergency, thoughtful decisions can be made. Self-confidence
enables emotional modulation and attachment (Bowlby 1958).
Emotional commitment enables the connection to the problem and realizing the
meaning of an individual situation, so that an evaluation of the actual state is possible
(Starker 2012). In our research, the emotion-regulating problem solver was emotionally engaged in the problem. E.g. success leads to pleasure and losses to disappointments. In complex problems, where it is difficult to recognize success, emotional
commitment can sensitize for the process. The development can be appraised. Also,
disruptions can be recognized and reaction tendencies can be developed.
Studies showed that cognitive processes are connected to emotional states. For
example light anger is connected to analytical thinking and creative thinking to
positive emotions (Bower 1981; Isen 1999; Abele 1995; Hänze 1998). Successful
problem-solvers seem to know this and regulate their emotions adequately. Saloveye and Meyer (1990) mentioned this point in their origin concept of emotional
intelligence.
By identifying with the problem, even emotions emerging from complexity, like
helplessness, can be controlled. Goal-orientated behavior develops, and pleasure
emerges instead of anger. Feedback loops develop and show the way. A person is able
to recognize the right time to act and at the same time understand what is missing. The
conditions that must exist prior, are motivation and emotional commitment, which
are not necessarily typical of normal emotional behavior. This is obvious, when
competent problem solvers are able to analyze a situation in the midst of anger.
Experience and clarity in understanding one’s emotions is necessary to manage this.
Functional thinking: To manage complex problems, it is necessary to develop
a mental model about the interrelations between the different aspects of a situation.
This allows for the recognition of patterns, which emerge as a situation develops.
When one single aspect is changed, what are the consequences? The answer can only
be observed after a period of time has passed.
Therefore, it is necessary to conduct interventions and observe what happens.
Putz-Osterloh (1983) has pointed out the role that knowledge plays in changing a
situation (“Veränderungs-wissen”). In a study done by Starker and von der Weth
(2008), a positive effect on performance was shown.
Adaptation of a strategy: One of the conditions for adaptation is having a strategy.
Reason (1990) found that experts do not always recognize the necessity of a strategy.
This is what makes beginners just as successful as experts in foreign situations
(Lesgold et al. 1981; Lesgold 1984). A strategy demands setting goals and realizing
them through intentional decision making. You need to know when to do something
and how to prioritize. Artelt (2005) and her resource, Craik and Lockhardts (1972),
examine different levels of information processing, such as surface strategies and
deep strategies.
Applying a strategy can prevent mistakes from happening, because structure provides a better environment for problem-solving. Luchins and Luchins (1942) showed
that, in general, routines are used to solve problems, even if they take more effort.