Abstract
In view of the obvious advantages of computers for the behavioral sciences, the question is raised as to how to make more effective use of computing capabilities. One idea is to require that fledgling behavioral scientists receive brief training in flowcharting and algorithm generation rather than a full course in computing skills. Such training would be an important adjunct for those who would go on for further instruction, especially in view of current deficiencies in many computer courses. One recurrent deficiency lies in the lack of specific guidelines for conceptualizing problems for computer implementation. Such guidelines are developed here, along with other suggestions designed to attenuate the difficulty in conceptualization.
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This is an expanded version of a paper presented at the XVIIth International Congress of Applied Psychology,. Liege, Belgium. July 25-30. 1971.
The author is indebted to William H. Churchill and Wendell Joice for their helpful suggestions in response to earlier drafts of this manuscript.
An erratum to this article is available at http://dx.doi.org/10.3758/BF03200110.
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Starr, B.J. Automated problem solving for the behavioral sciences. Behav. Res. Meth. & Instru. 4, 161–164 (1972). https://doi.org/10.3758/BF03207857
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DOI: https://doi.org/10.3758/BF03207857