This paper presents findings from the analysis of data from 177 individuals who solved 401 separate design problems. The findings from this body of research show that individuals with more expertise have processes that are more complex, consider a broader set of information, spend more time problem solving and are more likely to demonstrate a cascade pattern in their design activities. This paper also demonstrates the utility of a commitment to a single research methodology, creating a design timeline representation that is both concrete (visible) and sticky (memorable), and using that representation to tell a consistent story about design processes. Examples of using the timelines to teach about design processes demonstrate timelines are indeed sticky for students of design.

本文介绍了来自177个人的数据分析结果，这些人解决了401个单独的设计问题。该研究的结果表明，具有更多专业知识的个人拥有更复杂的流程，考虑更广泛的信息，花费更多的时间解决问题，并且更有可能在其设计活动中表现出级联模式。本文还演示了致力于单一研究方法的效用，创建了一个具体（可见）和粘性（难忘）的设计时间轴表示，并使用该表示来讲述有关设计过程的一致故事。使用时间轴讲授设计过程的示例表明时间轴确实很棘手 适用于设计专业的学生。