Visual Problem Solving Research Articles

Local Search Heuristic for the Two-Echelon Capacitated Vehicle Routing Problem in Educational Decision Support Systems

This study focuses on developing a heuristic for Decision Support Systems (DSS) in e-commerce logistics education, specifically addressing the Two-Echelon Capacitated Vehicle Routing Problem (2E-CVRP). The 2E-CVRP involves using Urban Transshipment Points (UTPs) to optimize deliveries. To tackle the complexity of the 2E-CVRP, DSS can employ fast and effective techniques for visual problem-solving. Therefore, the objective of this work is to develop a local search heuristic to solve the 2E-CVRP quickly and efficiently for implementation in DSS. The efficiency of the heuristic is assessed through benchmarks from the literature and applied to real-world problems from a Brazilian e-commerce retailer, contributing to advancements in the 2E-CVRP approach and promoting operational efficiency in e-commerce logistics education. The heuristic yielded promising results, solving problems almost instantly, for instances in the literature on average in 1.06 s, with average gaps of 6.3% in relation to the best-known solutions and, for real problems with hundreds of customers, in 1.4 s, with gaps of 8.3%, demonstrating its effectiveness in achieving the study’s objectives.

Relationship between different PANSS cognitive factors and cognition assessed with MCCB in patients with first psychotic episode of schizophrenia

IntroductionThe Positive and Negative Syndrome Scale (PANSS) has been used as a universal instrument for clinical assessment of psychopathology in schizophrenia. Different studies have analyzed the factorial structure of this scale and have suggested a five-factor model: positive, negative, excited, depressive, and cognitive/disorganized factors. Two of the most used models are the Marder´s solution and the Wallwork´s one.ObjectivesThe aim of this work was to study the correlations of the two cognitive factors (Marder and Wallwork) with a cognitive assessment performed with a standard cognitive battery, in a sample of patients with first psychotic episode of schizophrenia.MethodsSeventy four patients with first psychotic episode of schizophrenia (26.9, SD:7.8 years old; 70.3% male) were included. The cognitive assessment was performed with the MATRICS Consensus Cognitive Battery (MCCB). The MCCB present seven cognitive domains: Speed of processing, Working memory, Attention/Vigilance, Verbal Learning, Visual Learning, Reasoning and Problem Solving, and Social cognition). Pearson correlations were performed between MCCB scores and Marder´s PANSS cognitive factor (P2, N5, G5, G10, G11, G13, G15) and Wallwork´s one (P2, N5, G11).ResultsCorrelation between MCCB scores and cognitive factors of Marder and Wallwork can be seen in the table.Marder´s cognitive factorWallwork´s cognitive factorSpeed of processingr = -0.461; p<0.001r = -0.455; p<0.001Attention/Vigilancer = -0.414; p<0.001r = -0.415; p<0.001Working memoryr = -0.449; p<0.001r = -0.468; p<0.001Verbal Learningr = -0.511; p<0.001r = -0.405; p<0.001Visual Learningr = -0.252; p=0.024r = -0.254; p=0.029Reasoning and Problem Solvingr = -0.244; p=0.036r = -0.272; p=0.019Social cognitionr = -0.268; p=0.024r = -0.202; p=0.091ConclusionsBoth PANSS cognition factors show a moderate correlations with Speed of processing, Working memory, Attention/Vigilance and Verbal Learning assessed by MCCB. More discrete correlations were found with Visual Learning, Reasoning and Problem Solving, and with Social cognition (in fact, non-significant correlation with Wallwork´s cognitive factor was found).Acknowledgements. This study has been funded by Instituto de Salud Carlos III (ISCIII) through the project PI19/00766 and co-funded by the European Union.Disclosure of InterestNone Declared

Seeing Eye to Eye? Comparing Faculty and Student Perceptions of Biomolecular Visualization Assessments

While visual literacy has been identified as a foundational skill in life science education, there are many challenges in teaching and assessing biomolecular visualization skills. Among these are the lack of consensus about what constitutes competence and limited understanding of student and instructor perceptions of visual literacy tasks. In this study, we administered a set of biomolecular visualization assessments, developed as part of the BioMolViz project, to both students and instructors at multiple institutions and compared their perceptions of task difficulty. We then analyzed our findings using a mixed-methods approach. Quantitative analysis was used to answer the following research questions: (1) Which assessment items exhibit statistically significant disparities or agreements in perceptions of difficulty between instructors and students? (2) Do these perceptions persist when controlling for race/ethnicity and gender? and (3) How does student perception of difficulty relate to performance? Qualitative analysis of open-ended comments was used to identify predominant themes related to visual problem solving. The results show that perceptions of difficulty significantly differ between students and instructors and that students’ performance is a significant predictor of their perception of difficulty. Overall, this study underscores the need to incorporate deliberate instruction in visualization into undergraduate life science curricula to improve student ability in this area. Accordingly, we offer recommendations to promote visual literacy skills in the classroom.

Penerapan Konsep Geometri Transformasi Terhadap Perancangan Desain Piagam Penghargaan Pegawai BPKP Perwakilan Aceh

Design or designing is a process of planning and creating a new object which is carried out by taking into account various aspects which include beauty, symmetry, and aesthetics as well as various other aspects. The design process can also be referred to as visual problem solving which includes organizing, creating, and evaluating to produce the desired work. An award charter is a media that contains writing in the form of an official statement and is used as a form of appreciation for one's achievements or accomplishments. The award certificate is created through the design process first, where all ideas are conveyed through the creation of objects in the design. In designing the charter design, the concept of transformation geometry can be applied to get changes in location and presentation based on several types of transformations, so that later a design will be produced according to the needs and desires. The types of transformation geometry that will be used include translation, rotation, reflection, and dilation. The concept of this transformation geometry is used in the design and determination of the charter design to be given to BPKP Aceh Representative employees who excel.

Neuropsychological profile of CSF1R-related leukoencephalopathy.

The neuropsychological profile of CSF1R-related leukoencephalopathy (CRL) is undefined. This study defines the profile, contrasts it with that of other dementia syndromes, and highlights measures sensitive to cognitive impairment. We administered a standardized battery of neuropsychological tests to five consecutive CRL cases. The neuropsychological profile of CRL reflects impaired general cognitive function, processing speed, executive function, speeded visual problem solving, verbal fluency, and self-reported depression and anxiety. Confrontation naming and memory are preserved. Within cognitive domains, certain measures more frequently identified impairment than others. CRL impairs general cognitive function, processing speed, executive function. Language and visual problem solving may be impaired if processing speed is required. Confrontation naming and memory are uniquely preserved, contrasting CRL to other dementia syndromes. Cognitive screens excluding processing speed and executive function may not detect CRL cognitive manifestations. Findings sharply define cognitive impairment of CRL and inform cognitive test selection.

A comparative study of cognitive functions between schizophrenia and obsessive-compulsive disorder

BackgroundSchizophrenia (SZ) and obsessive-compulsive disorder (OCD) are closely linked, have a high comorbidity rate, and their differential diagnosis is challenging in clinic. Some studies have found common cognitive deficits in some domains between them. The goal of this research was to compare the cognitive functions of SZ and OCD in order to offer a clinical foundation for differential diagnosis and treatment of the two disorders. MethodsA control design was used in this study, which comprised 61 patients with SZ, 60 individuals with OCD, and 51 healthy controls (HC). We assessed patients' cognitive functions by testing six domains, including visual learning, reasoning and problem solving, verbal learning, attention/vigilance, speed of processing and working memory. ResultsThe results showed that patients with SZ had cognitive impairments in all areas except attention/vigilance, while patients with OCD only had cognitive impairment in reasoning and problem-solving. Overall, patients with SZ did not perform as well as patients with OCD in all domains. ConclusionsIn terms of neurocognition, both of SZ and OCD patients have defects in reasoning and problem solving. In addition to this, SZ patients also performed worse than HC in other areas such as speed of processing, working memory, verbal learning and visual learning. On the overall level, cognitive performance is better in OCD patients than in SZ patients. The field of reasoning and problem solving can be used as a new goal to study the relationship and treatment strategies between them in the future.

Verbal learning, working memory, and attention/vigilance may be candidate phenotypes of bipolar II depression in Chinese Han nationality

ObjectivesBipolar II depression (BD-II) is a subtype of bipolar disorder with recurrent depressive, manic, and frequent depressive episodes as the main clinical manifestations. This study aimed to compare the cognitive function of patients with BD-II with those of healthy siblings and controls to explore the internal phenotype of BD-II in the field of cognitive function. Methods66 BD-II patients, 58 healthy siblings, and 55 healthy controls were assessed with the Trail Making Test (TMT), Digit Symbol Coding Test (DSCT), Category Fluency, Hopkins Verbal Learning Test-Revised (HVLTR), Brief Visuospatial Memory Test-Revised (BVMT-R), Wechsler Memory Scale 3rd ed. Spatial Span Subtest (WMS-III SS), Neuropsychological Assessment Battery Mazes (NABM), Continuous Performance Test, and Identical Pairs (CPT-IP). ResultsPatients with BD-II showed cognitive deficits in visual learning, reasoning and problem solving, verbal learning, attention/vigilance, working memory, and speed of processing. Healthy siblings showed cognitive deficits in reasoning and problem solving, verbal learning, attention/vigilance, working memory, and speed of processing. Substantial differences were observed among the three groups in reasoning and problem solving. ConclusionsVerbal learning, working memory, and attention/vigilance may be potential endophenotypes that can be used to identify BD-II among Han Chinese in the early stage.

Longitudinal MRI brain volume changes over one year in children with mucopolysaccharidosis types IIIA and IIIB

ObjectiveTo quantify changes in segmented brain volumes over 12 months in children with mucopolysaccharidosis types IIIA and IIIB (MPS IIIA and IIIB). MethodsIn order to establish suitable outcome measures for clinical trials, twenty-five children greater than 2 years of age were enrolled in a prospective natural history study of MPS IIIA and IIIB at Nationwide Children's Hospital. Data from sedated non-contrast brain 3 T MRIs and neuropsychological measures were reviewed from the baseline visit and at 12-month follow-up. No intervention beyond standard clinical care was provided. Age- and sex-matched controls were gathered from the National Institute of Mental Health Data Archive. Automated brain volume segmentation with longitudinal processing was performed using FreeSurfer. ResultsOf the 25 subjects enrolled with MPS III, 17 children (4 females, 13 males) completed at least one MRI with interpretable volumetric data. The ages ranged from 2.8 to 13.7 years old (average 7.2 years old) at enrollment, including 8 with MPS IIIA and 9 with MPS IIIB. At baseline, individuals with MPS III demonstrated reduced cerebral white matter and corpus callosum volumes, but greater volumes of the lateral ventricles, cerebellar cortex, and cerebellar white matter compared to controls. Among the 13 individuals with MPS III with two interpretable MRIs, there were annualized losses or plateaus in supratentorial brain tissue volumes (cerebral cortex −42.10 ± 18.52 cm3/year [mean ± SD], cerebral white matter −4.37 ± 11.82 cm3/year, subcortical gray matter −6.54 ± 3.63 cm3/year, corpus callosum −0.18 ± 0.62 cm3/yr) and in cerebellar cortex (−0.49 ± 12.57 cm3/year), with a compensatory increase in lateral ventricular volume (7.17 ± 6.79 cm3/year). Reductions in the cerebral cortex and subcortical gray matter were more striking in individuals younger than 8 years of age. Greater cerebral cortex volume was associated with higher fine and gross motor functioning on the Mullen Scales of Early Learning, while greater subcortical gray matter volume was associated with higher nonverbal functioning on the Leiter International Performance Scale. Larger cerebellar cortex was associated with higher receptive language performance on the Mullen, but greater cerebellar white matter correlated with worse adaptive functioning on the Vineland Adaptive Behavioral Scales and visual problem-solving on the Mullen. ConclusionsLoss or plateauing of supratentorial brain tissue volumes may serve as longitudinal biomarkers of MPS III age-related disease progression compared to age-related growth in typically developing controls. Abnormally increased cerebellar white matter in MPS III, and its association with worse performance on neuropsychological measures, suggest the possibility of pathophysiological mechanisms distinct from neurodegeneration-associated atrophy that warrant further investigation.

Cognitive Profile in Ultra High Risk for Psychosis and Schizophrenia: A Comparison Using Coordinated Norms.

Background: Cognitive impairment is not only a core aspect of schizophrenia but also commonly observed in help-seeking youth at ultra high risk for psychosis (UHR), with potential implications for prognosis and individualized treatment. However, there is no consensus on the cognitive profile in the UHR state, partly due to lack of valid comparisons of performance in established schizophrenia and UHR. Objectives: To compare the cognitive functioning and profile of UHR subjects to a sample with schizophrenia, they were split into two groups based on duration of illness. Comparisons were made using coordinated norms based on healthy controls reflecting the younger UHR age spectrum. Methods: Participants for UHR (n = 51) and schizophrenia groups (n = 19 and n = 22) were included from the Prevention of Psychosis and Bergen Psychosis 2 projects. All subjects completed a comprehensive neurocognitive test battery aiming to measure speed of processing, working memory, verbal learning, reasoning, and problem solving, as well as visual problem solving. Cognitive functioning was compared between groups based on coordinated norms using z-scores derived by regression modeling from an age-matched healthy control group (n = 61). Results: UHR subjects showed significantly impaired speed of processing (p < 0.001) working memory (p = 0.042) and verbal learning, reasoning, and problem solving (p = 0.007) as compared to the control group. Visual problem-solving skills appeared unimpaired. UHR subjects significantly outperformed the schizophrenia group with duration of illness >3 years for speed of processing and working memory (both p < 0.001). There were no significant differences in performance between the UHR group and the group with duration of schizophrenia <3 years. Conclusion: Cognitive performance is impaired in UHR subjects as compared to healthy controls and should thus be monitored when a person is deemed at high risk of psychotic illness. Spatial skills, as measured by tests using physical objects, appear less affected than other domains. The pattern of impairment is similar to that of a group with recent onset schizophrenia but is less severe than in a group with duration of illness <3 years.

Sex, Birth Order, and Creativity in the Context of China’s One-Child Policy and Son Preference

The purpose of this study was to examine the influences of sibling constellation (sex and birth order) on creativity in the context of China’s one-child policy (OCP) and Confucian culture (e.g., preference for male offspring). Participants were recruited from a public university in east China and were asked to complete 2 divergent thinking tests, including a line meaning test and a real-world problem test. Data collected from those born in or after 1979 (the year OCP was implemented in China) were selected. The sample was further divided into 6 groups for comparisons including first son, first daughter, later son, later daughter, only son, and only daughter. Results indicated that only children exhibited significantly higher abilities in visual imagination (line meaning) tasks than children with siblings. Further, testing revealed that only daughters exhibited the highest abilities, both in visual imagination (line meaning) and creative problem solving (real-world problems), as compared to other sibling constellation groups. Specifically, only daughters scored higher than later daughters in visual imagination. They also showed higher abilities than first sons in both types of creative potential tests. Implications are further discussed in the paper.

Effects of post-encoding wakeful rest and study time on long-term memory performance

ABSTRACTRecent work shows that post-encoding wakeful rest, in contrast to a cognitive task delay period, supports memory performance. The present study aimed at investigating whether study time modulates the impact of post-encoding rest on delayed memory performance. Healthy young adults were allocated to one of two “study time” groups (fixed-paced vs. self-paced). Participants encoded two word lists. After immediate recall of one word list, participants wakefully rested for 8 min, after the other, they performed a visual problem solving task. A delayed recall took place at the end of the experimental session (Experiment 1) and again after 7 days (Experiment 1 + 2). We found that participants in the self-paced group outperformed those in the fixed-paced group. In Experiment 1, participants showed higher memory performances after 7 days in the resting condition independent of study time. No significant differences between post-encoding (rest vs. problem solving) and study time conditions were found in Experiment 2. Combined analyses of both experiments revealed that an additional recall (Experiment 1) supported memory retention in both post-encoding conditions. Our findings suggest that resting is beneficial over the long term, but only when the encoded information is repeatedly retrieved at the end of a learning session.

To guide or to follow? Teaching visual problem solving at the workplace

Visual problem solving is essential to highly visual and knowledge-intensive professional domains such as clinical pathology, which trainees learn by participating in relevant tasks at the workplace (apprenticeship). Proper guidance of the visual problem solving of apprentices by the master is necessary. Interaction and adaptation to the expertise level of the learner are identified as key ingredients of this guidance. This study focuses on the effect of increased participation of the learner in the task on the interaction and adaptation of the guidance by masters. Thirteen unique dyads consisting of a clinical pathologist (master) and a resident (apprentice) discussed and diagnosed six microscope images. Their dialogues were analysed on their content. The dyads were divided in two groups according to the experience of the apprentice. For each dyad, master and apprentice both operated the microscope for half of the cases. Interaction was operationalised as the equal contribution of both master and apprentice to the dialogue. Adaptation was operationalised as the extent to which the content of the dialogues was adapted to the apprentice’s level. The main hypothesis stated that the interaction and adaptation increase when apprentices operate the microscope. Most results confirmed this hypothesis: apprentices contributed more content when participating more and the content of these dialogues better reflected expertise differences of apprentices. Based on these results, it is argued that, for learning visual problem solving in a visual and knowledge-intensive domain, it is not only important to externalise master performance, but also that of the apprentice.

Psychiatric disability as mediator of the neurocognition-functioning link in schizophrenia spectrum disorders: SEM analysis using the Evaluation of Cognitive Processes involved in Disability in Schizophrenia (ECPDS) scale

The functional outcome in schizophrenia spectrum disorders is affected by multiple factors such as cognitive performance and clinical symptoms. Psychiatric disability may be another important determinant of functional outcome. The purpose of this study was to test whether schizophrenia symptoms and psychiatric disability mediated the association between cognition and functioning.Between April 2013 and July 2017, we included 108 community-dwelling adults with stable schizophrenia spectrum disorder in a multicenter study. Psychiatric disability was assessed with the Evaluation of Cognitive Processes involved in Disability in Schizophrenia (ECPDS) scale by relatives of patients. ECPDS focused on the broad array of motivational, neurocognitive, sociocognitive, and metacognitive impairments that result in activity restrictions. We used a battery of tests to assess seven cognition domains (processing speed, attention/vigilance, working, verbal and visual memory, reasoning and problem solving, and executive functioning) and cross-sectional structural equation modeling (SEM) for the mediation analyses. We estimated the one-year temporal stability of ECPDS scores in 45 participants.The model provided showed good fit and explained 43.9% of the variance in functioning. The effect of neurocognition on functioning was fully mediated by symptoms (proportion mediated: 36.5%) and psychiatric disability (proportion mediated: 31.3%). The ECPDS score had acceptable one-year temporal stability.The ECPDS scale has satisfactory psychometric properties, and shows significant convergence with neurocognition and functioning, suggesting a role for this tool in the routine evaluation of cognitive remediation needs. Our model validates psychiatric disability as a crucial step from cognitive impairment to restricted participation in life situations.

No seasonality in cognitive performance among adolescents at a subarctic latitude (69°N)

SummarySeasonal changes in daylight are substantial in subarctic areas and are known to affect circadian sleep rhythms. We examined whether seasonality in cognitive performance also exists and to what extent seasonality in sleep moderates this relationship. In the city of Tromsø (Norway) at 69°N, 182 adolescents (36% male; mean age 16.8 years) participated in a prospective study. The cognitive measures included verbal and visual memory, verbal learning, psychomotor speed, and problem solving, whereas sleep and sleep‐related problems were recorded via weekly sleep diaries and questionnaires. The results indicated no effect of season on any of the cognitive tests. Seasonality in sleep timing, insomnia, and fatigue were confirmed; however, these variables did not modify the null correlation between season and cognition. The lack of seasonality in cognition is a positive finding and serves to undermine myths about the burdens of living in subarctic areas with substantial seasonal changes in daylight.

Student’s concept ability of Newton’s law based on verbal and visual test

&lt;p class="Abstract"&gt;Newton’s law is a foundamental concept that needs to be studied and understood correctly. Concept presentation in different representation will help the student to understand the concept that being learned. Student’s ability to present Newton’s law in different representation indicate the quality of student’s concept ability. This research aims to describe student’s concept ability of Newton’s laws based on the student’s ability of verbal and visual (pictorial and graphical) problem solving. The method of this research is qualitative with the sample of 71 students of physics education from IKIP PGRI Madiun (14 students) and Sebelas Maret University (57 students). The instrument used in this research were conceptual test and interview. The result showed that more student provide incorrect answer to the physics conceptual problem. Percentage of the incorrect answer for First Newton’s law problem is 69 %, Second Newton’s law problem is 71 %, and Third Newton’s law problem is 76 %. The students do not understand the language of physics correctly, they undergo incorrect physics concept, and so they only understand few physics concept of Newton’s law.&lt;/p&gt;

A life history approach to delineating how harsh environments and hawk temperament traits differentially shape children's problem-solving skills.

Harsh environments are known to predict deficits in children's cognitive abilities. Life history theory approaches challenge this interpretation, proposing stressed children's cognition becomes specialized to solve problems in fitness-enhancing ways. The goal of this study was to examine associations between early environmental harshness and children's problem-solving outcomes across tasks varying in ecological relevance. In addition, we utilize an evolutionary model of temperament toward further specifying whether hawk temperament traits moderate these associations. Two hundred and one mother-child dyads participated in a prospective multimethod study when children were 2 and 4years old. At age 2, environmental harshness was assessed via maternal report of earned income and observations of maternal disengagement during a parent-child interaction task. Children's hawk temperament traits were assessed from a series of unfamiliar episodes. At age 4, children's reward-oriented and visual problem-solving were measured. Path analyses revealed early environmental harshness and children's hawk temperament traits predicted worse visual problem-solving. Results showed a significant two-way interaction between children's hawk temperament traits and environmental harshness on reward-oriented problem-solving. Simple slope analyses revealed the effect of environmental harshness on reward-oriented problem-solving was specific to children with higher levels of hawk traits. Results suggest early experiences of environmental harshness and child hawk temperament traits shape children's trajectories of problem-solving in an environment-fitting manner.

Modeling visual problem solving as analogical reasoning.

We present a computational model of visual problem solving, designed to solve problems from the Raven's Progressive Matrices intelligence test. The model builds on the claim that analogical reasoning lies at the heart of visual problem solving, and intelligence more broadly. Images are compared via structure mapping, aligning the common relational structure in 2 images to identify commonalities and differences. These commonalities or differences can themselves be reified and used as the input for future comparisons. When images fail to align, the model dynamically rerepresents them to facilitate the comparison. In our analysis, we find that the model matches adult human performance on the Standard Progressive Matrices test, and that problems which are difficult for the model are also difficult for people. Furthermore, we show that model operations involving abstraction and rerepresentation are particularly difficult for people, suggesting that these operations may be critical for performing visual problem solving, and reasoning more generally, at the highest level. (PsycINFO Database Record

Effect of Realistic Mathematics Education Approach on Visual Mathematics Literacy Perceptions and Problem Solving Attitude of Students

The aim of study was to investigate the effects of Realistic Mathematics Education (RME) based instruction in the elementary mathematics curriculum on the mathematics achievement, Visual Mathematics Literacy Self Efficiency Perceptions (VMLSP) and Mathematics Problem Solving Attitude (MPSA). The study was determined as a quasi-experimental study which conducted as a pre-posttest design with a control group. The research was conducted with 147 students at fourth grade of a public elementary school in Adana. In the study, the experimental group and one of the control group were instructed by one of the researchers, while in other control group was instructed by their teacher. ‘Geometric Shapes’ unit was instructed with RME at the experimental group while the current instructional method was conducted to the control groups. The data were obtained with mathematics achievement tests and VMLSP and MPSA Scale which provided goodness according to the confirmatory factor analysis model. The quantitative data was evaluated by using mixed ANOVA and t-Test methods. As a result, it was found that the students at the experimental group have more successful in mathematic achievement tests and more progress on VMLSP and MPSA than control group.

ConfChem Conference on Interactive Visualizations for Chemistry Teaching and Learning: A Multimodal Examination of Visual Problem Solving

This communication summarizes one of the invited papers to the ConfChem online conference Interactive Visualizations for Chemistry Teaching and Learning, held from May 8 to June 4, 2015 and hosted by the ACS DivCHED Committee on Computers in Chemical Education. In our ConfChem paper, we presented a mixed-methods analysis of multimodal problem-solving data to look for themes in problem-solving strategies. We discussed the trends that emerged in how participants represented and interacted with representations of stoichiometry problems. In particular, we focused on the findings that suggested a need for directed reflection on problem-solving strategy and conceptual understanding of conservation. We used multiple, individual assessments to investigate student interaction with chemistry representations which allowed us to identify trends in both conceptual understanding and viewing strategy. Of particular interest were instances where a participant shifted between use of conservation concepts or viewing strate...

Tracks to a Medical Diagnosis: Expertise Differences in Visual Problem Solving

SummaryThis study focuses on the visual problem‐solving process of clinical pathologists. Its aim is to find expertise‐related differences in the temporal arrangement of this process, with a special focus on the orientation phase. A theoretical model of the visual diagnostic process of medical specialists is extended with general problem‐solving theory. Participants were 13 experts, 12 intermediates, and 13 novices, who all diagnosed seven microscopic images. Their microscope movements and thinking aloud were recorded. To study temporal arrangement of the process, we applied a time‐grid to the data. The results reflected several aspects of general problem‐solving theory. Experts and intermediates showed a more extensive orientation phase and more refined schemata than novices. Intermediates also showed a control phase at the end of the diagnostic process. Novices showed a uniform process. These phases were reflected in microscope navigation and thinking aloud, which justifies the extension of the theoretical model.Copyright © 2016 John Wiley &amp; Sons, Ltd.