8:30 – 9:30am in the ICAT Learning Studio, 253 Moss Arts Center
Through the use of cognitive neuroscience methods, theories are being developed for engineering design cognition and ill-structured problem solving. This project aims to understand the effects of contextual complexity on design processes and problem solving of undergraduate engineering students and impacts of the undergraduate experience on engineering student ability to test contextual complexity in engineering design and ill-stuctured problems. Participants will answer questions while their cognitive function is measured along the pre-frontal cortex using near-infared-based functional brain imaging systems (fNIRs).
Speaker: Tripp Shealy, Civil and Environmental Engineering