Invited Contribution a Catastrophe Theory Model for the Working-memory Overload Hypothesis - Methodological Issues

The present work is a part of educational research, which explores the applicability of Catastrophe Theory for testing nonlinear hypotheses in this field. This part is an extension of previous investigations and contributes to the understanding the nature of mental processes involved in problem solving. Research has shown that students’ achievement in science education and particularly in problem solving is associated with some psychometric /cognitive variables, such as information processing capacity (working memory capacity and/or mental capacity). The information processing however, interferes with other variables, such as cognitive style or logical thinking, which could act as inhibitory processes. That could lead to working memory overload and to students’ failure. The present work adds to the previous research by examining the working memory overload hypothesis as a catastrophe effect and proposes a cusp model, which accounts for discontinuities in students’ performance. Data were taken from a tenth-grade student examination in chemistry and physics. Measurements were taken at two points in time, and the data analysis involved dynamic difference equations and statistical regression techniques. The model implements two cognitive variables as controls: Baddeley’s working-memory capacity as asymmetry factor and logical thinking as bifurcation. It proved to be superior to the linear counterparts, and that shows the limitations of the general linear model (GLM). The model, which is a phenomenological one, demonstrates nonlinear interactions between students’ mental resources and mental tasks, and supports the dynamical nature of a problem solving process, where nonlinearity is expected. This work contributes to realization of a paradigm shift for research in social and behavioural science. Moreover, it demonstrates the feasibility of providing empirical evidences for nonlinear processes in education research, and it could build bridges between NDS-theory concepts, psychological or/and pedagogical theories. In addition, some philosophical ontological and epistemological questions concerning the utilization of catastrophe theory models in social research.