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Prof. Dr. Joachim Funke
Heidelberg University
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Academic Career Length
41Years (1986-Present)
(Calculated once Scilit publication data is synced: current year − year of first publication + 1)
Representative Publications
View All Publications10 November 2009 in Cognitive Processing
Journal Article
JFJoachim Funke
Joachim FunkeComplex problem solving (CPS) emerged in the last 30 years in Europe as a new part of the psychology of thinking and problem solving. This paper introduces into the field and provides a personal view. Also, related concepts like macrocognition or operative intelligence will be explained in this context. Two examples for the assessment of CPS, Tailorshop and MicroDYN, are presented to illustrate the concept by means of their measurement devices. Also, the relation of complex cognition and emotion in the CPS context is discussed. The question if CPS requires complex cognition is answered with a tentative “yes.”
11 July 2017 in Frontiers in Psychology
Journal Article
DDDietrich Dörner
Dietrich Dörner
JFJoachim Funke
Joachim FunkeComputer-simulated scenarios have been part of psychological research on problem solving for more than 40 years. The shift in emphasis from simple toy problems to complex, more real-life oriented problems has been accompanied by discussions about the best ways to assess the process of solving complex problems. Psychometric issues such as reliable assessments and addressing correlations with other instruments have been in the foreground of these discussions and have left the content validity of complex problem solving in the background. In this paper, we return the focus to content issues and address the important features that define complex problems.
1 January 2012 in Intelligence
Journal Article
1 February 2001 in Thinking & Reasoning
Journal Article
JFJoachim Funke
Joachim FunkeWith the advent of computers in the experimental labs, dynamic systems have become a new tool for research on problem solving and decision making. A short review of this research is given and the main features of these systems (connectivity and dynamics) are illustrated. To allow systematic approaches to the influential variables in this area, two formal frameworks (linear structural equations and finite state automata) are presented. Besides the formal background, the article sets out how the task demands of system identification and system control can be realised in these environments, and how psychometrically acceptable dependent variables can be derived.
17 February 2012 in The Journal of Problem Solving
Journal Article
This article is about Complex Problem Solving (CPS), its history in a variety of research domains (e.g., human problem solving, expertise, decision making, and intelligence), a formal definition and a process theory of CPS applicable to the interdisciplinary field. CPS is portrayed as (a) knowledge acquisition and (b) knowledge application concerning the goal-oriented control of systems that contain many highly interrelated elements (i.e., complex systems). The impact of implicit and explicit knowledge as well as systematic strategy selection on the solution process are discussed, emphasizing the importance of (1) information generation (due to the initial intransparency of the situation), (2) information reduction (due to the overcharging complexity of the problem’s structure), (3) model building (due to the interconnectedness of the variables), (4) dynamic decision making (due to the eigendynamics of the system), and (5) evaluation (due to many, interfering and/or ill-defined goals).
25 April 2012 in Applied Psychological Measurement
Journal Article
This article addresses two unsolved measurement issues in dynamic problem solving (DPS) research: (a) unsystematic construction of DPS tests making a comparison of results obtained in different studies difficult and (b) use of time-intensive single tasks leading to severe reliability problems. To solve these issues, the MicroDYN approach is presented, which combines (a) the formal framework of linear structural equation models as a systematic way to construct tasks with (b) multiple and independent tasks to increase reliability. Results indicated that the assumed measurement model that comprised three dimensions, information retrieval, model building, and forecasting, fitted the data well (n = 114 students) and could be replicated in another sample (n = 140), showing excellent reliability estimates for all dimensions. Predictive validity of school grades was excellent for model building but nonexistent for the other two MicroDYN dimensions and for an additional measure of DPS. Implications are discussed.
About Me
Joachim Funke is Professor of General and Theoretical Psychology at the Department of Psychology of Heidelberg University since 1997. He received his doctorate from Trier University in 1984. In 1990, he habilitated at the Bonn University. Funke has been a visiting professor at various universities, including Fribourg (Switzerland), Melbourne (Australia), Nanjing (China), and Szeged (Hungary). His primary research interests are in thinking, creativity, and problem solving. His research ideas have been financially supported by the German Research Foundation, federal ministries, and the European Union, among others. Funke has published numerous articles in international journals, contributed chapters to textbooks, and has edited and published books. From 2010 to 2014, he chaired the International Expert Commission on Problem Solving in the OECD's global PISA studies. He is credited with a shift in the understanding of problem-solving that shifts the perspective from static to dynamic problem-solving activities. In 2015, he was awarded an honorary doctorate by the Hungarian University of Szeged for his contributions to the computer-based assessment of problem solving processes. From October 2011 to March 2019, Funke served as speaker of the university's Academic Senate. His retirement began in April 2019.