Abstract
The extent to which RAH has impact on teaching cognitive systems engineering was explored. Data on graduate students' performance and feedback was used to study how people perceive and are cognizant of problem solving knowledge based on the five levels of RAH. We use abstraction congruency scores (ACS) to assess their correlation loading on perception and cognition factors. The result ACSs were loaded into both the cognitive and perceptual continua of RAH. The student percentage scores were used to obtain how people perceive knowledge relationships at the five levels of the abstraction hierarchy. The result showed that the system functional purpose was correlated with all other properties below the RAH echelon. General and abstraction functions were correlated (r = 0.69, p = 0.0003). These correlation values tell us how knowledge in the abstraction hierarchy is related and how the students perform in understanding these five components of abstraction hierarchy. These findings are important in teaching reasoning strategies during problem solving and representing prototypical concepts related to goal achievement in system design
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