The Use of Classroom Assessment to Explore Problem Solving Skills Based on Pre-Service Teachers’ Cognitive Style Dimension in Basic Physics Course

NASA Astrophysics Data System (ADS)

Rahmawati; Rustaman, Nuryani Y.; Hamidah, Ida; Rusdiana, Dadi

2017-02-01

The aim of this study was to explore the use of assessment strategy which can measure problem solving skills of pre-service teachers based on their cognitive style in basic physics course. The sample consisted of 95 persons (male = 15, female = 75). This study used an exploratory research with observation techniques by interview, questionnaire, and test. The results indicated that the lecturer only used paper-pencil test assessment strategy to measure pre-service teachers’ achievement and also used conventional learning strategy. It means that the lecturer did not measure pre-services’ thinking process in learning, like problem solving skills. One of the factors which can influence student problem solving skills is cognitive style as an internal factor. Field Dependent (FD) and Field Independent (FI) are two cognitive styles which were measured with using Group Embedded Figure Test (GEFT) test. The result showed that 82% of pre-service teachers were FD cognitive style and only 18% of pre-service teachers had FI cognitive style. Furthermore, these findings became the fundamental design to develop a problem solving assessment model to measure pre-service teachers’ problem solving skills and process in basic physics course.

Measuring health-related problem solving among African Americans with multiple chronic conditions: application of Rasch analysis.

PubMed

Fitzpatrick, Stephanie L; Hill-Briggs, Felicia

2015-10-01

Identification of patients with poor chronic disease self-management skills can facilitate treatment planning, determine effectiveness of interventions, and reduce disease complications. This paper describes the use of a Rasch model, the Rating Scale Model, to examine psychometric properties of the 50-item Health Problem-Solving Scale (HPSS) among 320 African American patients with high risk for cardiovascular disease. Items on the positive/effective HPSS subscales targeted patients at low, moderate, and high levels of positive/effective problem solving, whereas items on the negative/ineffective problem solving subscales mostly targeted those at moderate or high levels of ineffective problem solving. Validity was examined by correlating factor scores on the measure with clinical and behavioral measures. Items on the HPSS show promise in the ability to assess health-related problem solving among high risk patients. However, further revisions of the scale are needed to increase its usability and validity with large, diverse patient populations in the future.

Understanding the determinants of problem-solving behavior in a complex environment

NASA Technical Reports Server (NTRS)

Casner, Stephen A.

1994-01-01

It is often argued that problem-solving behavior in a complex environment is determined as much by the features of the environment as by the goals of the problem solver. This article explores a technique to determine the extent to which measured features of a complex environment influence problem-solving behavior observed within that environment. In this study, the technique is used to determine how complex flight deck and air traffic control environment influences the strategies used by airline pilots when controlling the flight path of a modern jetliner. Data collected aboard 16 commercial flights are used to measure selected features of the task environment. A record of the pilots' problem-solving behavior is analyzed to determine to what extent behavior is adapted to the environmental features that were measured. The results suggest that the measured features of the environment account for as much as half of the variability in the pilots' problem-solving behavior and provide estimates on the probable effects of each environmental feature.

Lesion mapping of social problem solving

PubMed Central

Colom, Roberto; Paul, Erick J.; Chau, Aileen; Solomon, Jeffrey; Grafman, Jordan H.

2014-01-01

Accumulating neuroscience evidence indicates that human intelligence is supported by a distributed network of frontal and parietal regions that enable complex, goal-directed behaviour. However, the contributions of this network to social aspects of intellectual function remain to be well characterized. Here, we report a human lesion study (n = 144) that investigates the neural bases of social problem solving (measured by the Everyday Problem Solving Inventory) and examine the degree to which individual differences in performance are predicted by a broad spectrum of psychological variables, including psychometric intelligence (measured by the Wechsler Adult Intelligence Scale), emotional intelligence (measured by the Mayer, Salovey, Caruso Emotional Intelligence Test), and personality traits (measured by the Neuroticism-Extraversion-Openness Personality Inventory). Scores for each variable were obtained, followed by voxel-based lesion–symptom mapping. Stepwise regression analyses revealed that working memory, processing speed, and emotional intelligence predict individual differences in everyday problem solving. A targeted analysis of specific everyday problem solving domains (involving friends, home management, consumerism, work, information management, and family) revealed psychological variables that selectively contribute to each. Lesion mapping results indicated that social problem solving, psychometric intelligence, and emotional intelligence are supported by a shared network of frontal, temporal, and parietal regions, including white matter association tracts that bind these areas into a coordinated system. The results support an integrative framework for understanding social intelligence and make specific recommendations for the application of the Everyday Problem Solving Inventory to the study of social problem solving in health and disease. PMID:25070511

Cognitive Predictors of Everyday Problem Solving across the Lifespan

PubMed Central

Chen, Xi; Hertzog, Christopher; Park, Denise C.

2017-01-01

Background An important aspect of successful aging is maintaining the ability to solve everyday problems encountered in daily life. The limited evidence today suggests that everyday problem solving ability increases from young adulthood to middle age, but decreases in older age. Objectives The present study examined age differences in the relative contributions of fluid and crystallized abilities to solving problems on the Everyday Problems Test (EPT; [1]). We hypothesized that due to diminishing fluid resources available with advanced age, crystallized knowledge would become increasingly important in predicting everyday problem solving with greater age. Method Two hundred and twenty-one healthy adults from the Dallas Lifespan Brain Study, aged 24–93 years, completed a cognitive battery that included measures of fluid ability (i.e., processing speed, working memory, inductive reasoning) and crystallized ability (i.e., multiple measures of vocabulary). These measures were used to predict performance on the Everyday Problems Test. Results Everyday problem solving showed an increase in performance from young to early middle age, with performance beginning to decrease at about age of fifty. As hypothesized, fluid ability was the primary predictor of performance on everyday problem solving for young adults, but with increasing age, crystallized ability became the dominant predictor. Conclusion This study provides evidence that everyday problem solving ability differs with age, and, more importantly, that the processes underlying it differ with age as well. The findings indicate that older adults increasingly rely on knowledge to support everyday problem solving, whereas young adults rely almost exclusively on fluid intelligence. PMID:28273664

Perceived problem solving, stress, and health among college students.

PubMed

Largo-Wight, Erin; Peterson, P Michael; Chen, W William

2005-01-01

To study the relationships among perceived problem solving, stress, and physical health. The Perceived Stress Questionnaire (PSQ), Personal Problem solving Inventory (PSI), and a stress-related physical health symptoms checklist were used to measure perceived stress, problem solving, and health among undergraduate college students (N = 232). Perceived problem-solving ability predicted self-reported physical health symptoms (R2 = .12; P < .001) and perceived stress (R2 = .19; P < .001). Perceived problem solving was a stronger predictor of physical health and perceived stress than were physical activity, alcohol consumption, or social support. Implications for college health promotion are discussed.

A Cognitive Analysis of Students’ Mathematical Problem Solving Ability on Geometry

NASA Astrophysics Data System (ADS)

Rusyda, N. A.; Kusnandi, K.; Suhendra, S.

2017-09-01

The purpose of this research is to analyze of mathematical problem solving ability of students in one of secondary school on geometry. This research was conducted by using quantitative approach with descriptive method. Population in this research was all students of that school and the sample was twenty five students that was chosen by purposive sampling technique. Data of mathematical problem solving were collected through essay test. The results showed the percentage of achievement of mathematical problem solving indicators of students were: 1) solve closed mathematical problems with context in math was 50%; 2) solve the closed mathematical problems with the context beyond mathematics was 24%; 3) solving open mathematical problems with contexts in mathematics was 35%; And 4) solving open mathematical problems with contexts outside mathematics was 44%. Based on the percentage, it can be concluded that the level of achievement of mathematical problem solving ability in geometry still low. This is because students are not used to solving problems that measure mathematical problem solving ability, weaknesses remember previous knowledge, and lack of problem solving framework. So the students’ ability of mathematical problems solving need to be improved with implement appropriate learning strategy.

Reliability and Validity of a Procedure to Measure Diagnostic Reasoning and Problem-Solving Skills Taught in Predoctoral Orthodontic Education.

ERIC Educational Resources Information Center

Albanese, Mark A.; Jacobs, Richard M.

1990-01-01

The reliability and validity of a procedure to measure diagnostic-reasoning and problem-solving skills taught in predoctoral orthodontic education were studied using 68 second year dental students. The procedure includes stimulus material and 33 multiple-choice items. It is a feasible way of assessing problem-solving skills in dentistry education…

Problem-Solving After Traumatic Brain Injury in Adolescence: Associations With Functional Outcomes

PubMed Central

Wade, Shari L.; Cassedy, Amy E.; Fulks, Lauren E.; Taylor, H. Gerry; Stancin, Terry; Kirkwood, Michael W.; Yeates, Keith O.; Kurowski, Brad G.

2017-01-01

Objective To examine the association of problem-solving with functioning in youth with traumatic brain injury (TBI). Design Cross-sectional evaluation of pretreatment data from a randomized controlled trial. Setting Four children’s hospitals and 1 general hospital, with level 1 trauma units. Participants Youth, ages 11 to 18 years, who sustained moderate or severe TBI in the last 18 months (N=153). Main Outcome Measures Problem-solving skills were assessed using the Social Problem-Solving Inventory (SPSI) and the Dodge Social Information Processing Short Stories. Everyday functioning was assessed based on a structured clinical interview using the Child and Adolescent Functional Assessment Scale (CAFAS) and via adolescent ratings on the Youth Self Report (YSR). Correlations and multiple regression analyses were used to examine associations among measures. Results The TBI group endorsed lower levels of maladaptive problem-solving (negative problem orientation, careless/impulsive responding, and avoidant style) and lower levels of rational problem-solving, resulting in higher total problem-solving scores for the TBI group compared with a normative sample (P<.001). Dodge Social Information Processing Short Stories dimensions were correlated (r=.23–.37) with SPSI subscales in the anticipated direction. Although both maladaptive (P<.001) and adaptive (P=.006) problem-solving composites were associated with overall functioning on the CAFAS, only maladaptive problem-solving (P<.001) was related to the YSR total when outcomes were continuous. For the both CAFAS and YSR logistic models, maladaptive style was significantly associated with greater risk of impairment (P=.001). Conclusions Problem-solving after TBI differs from normative samples and is associated with functional impairments. The relation of problem-solving deficits after TBI with global functioning merits further investigation, with consideration of the potential effects of problem-solving interventions on functional outcomes. PMID:28389109

TTWand NHT in problem solving

NASA Astrophysics Data System (ADS)

Anthycamurty, R. C. C.; Mardiyana; Saputro, D. R. S.

2018-05-01

This research aims to analyze and determine effect of the model on problem solving. Subjects in this research are students of class X SMK in Purworejo. The learning model used in this research was TTW in class experimental 1 and NHT class experiment 2. This research used quasi experiment. Data analysis technique in this research used ANOVA two way. Data collection techniques in this research used tests to measure student problem solving and GEFT to measure students' cognitive style. The results of this research indicate that there are differences in problem solving between experimental classes used TTW and NHT. The impact of this research is that students are able to remind problem solving used learning model and to know cognitive style of the students.

Everyday problem solving in African Americans and European Americans with Alzheimer's disease: an exploratory study.

PubMed

Ripich, Danielle N; Fritsch, Thomas; Ziol, Elaine

2002-03-01

In this exploratory study, we compared the performance of 10 African American and 26 European American persons with early- to mid-stage Alzheimer's disease (AD) to 20 nondemented elderly (NE), using a shortened version of the Test of Problem Solving (TOPS). The TOPS measures verbal reasoning to solve everyday problems in five areas: explaining inferences, determining causes, answering negative why questions, determining solutions, and avoiding problems. Six linguistic measures were also examined: total utterances, abandoned utterances, length of utterances, maze words, questions, and total words. NE performed better than AD subjects on all but one measure of verbal reasoning ability. AD subjects also showed a trend to use more total utterances and abandoned utterances than NE. For the AD group, no ethnic differences were found for verbal reasoning or linguistic measures. The findings from this preliminary investigation suggest that, compared to European Americans, African American persons with AD demonstrate similar everyday problem solving and linguistic skills. Thus, assessments such as TOPS that examine everyday problem solving may be a useful nonbiased evaluation tool for persons with AD in these two ethnic groups.

Associations between conceptual reasoning, problem solving, and adaptive ability in high-functioning autism.

PubMed

Williams, Diane L; Mazefsky, Carla A; Walker, Jon D; Minshew, Nancy J; Goldstein, Gerald

2014-11-01

Abstract thinking is generally highly correlated with problem-solving ability which is predictive of better adaptive functioning. Measures of conceptual reasoning, an ecologically-valid laboratory measure of problem-solving, and a report measure of adaptive functioning in the natural environment, were administered to children and adults with and without autism. The individuals with autism had weaker conceptual reasoning ability than individuals with typical development of similar age and cognitive ability. For the autism group, their flexible thinking scores were significantly correlated with laboratory measures of strategy formation and rule shifting and with reported overall adaptive behavior but not socialization scores. Therefore, in autism, flexibility of thought is potentially more important for adaptive functioning in the natural environment than conceptual reasoning or problem-solving.

Impulsivity as a mediator in the relationship between problem solving and suicidal ideation.

PubMed

Gonzalez, Vivian M; Neander, Lucía L

2018-03-15

This study examined whether three facets of impulsivity previously shown to be associated with suicidal ideation and attempts (negative urgency, lack of premeditation, and lack of perseverance) help to account for the established association between problem solving deficits and suicidal ideation. Emerging adult college student drinkers with a history of at least passive suicidal ideation (N = 387) completed measures of problem solving, impulsivity, and suicidal ideation. A path analysis was conducted to examine the mediating role of impulsivity variables in the association between problem solving (rational problem solving, positive and negative problem orientation, and avoidance style) and suicidal ideation. Direct and indirect associations through impulsivity, particularly negative urgency, were found between problem solving and severity of suicidal ideation. Interventions aimed at teaching problem solving skills, as well as self-efficacy and optimism for solving life problems, may help to reduce impulsivity and suicidal ideation. © 2018 Wiley Periodicals, Inc.

Problem solving for depressed suicide attempters and depressed individuals without suicide attempt.

PubMed

Roskar, Saska; Zorko, Maja; Bucik, Valentin; Marusic, Andrej

2007-12-01

Next to feelings of hopelessness, certain cognitive features such as problem solving deficiency, attentional bias and reduced future positive thinking are involved in the development and maintenance of suicidal behavior. The aim of this study was to examine feelings of hopelessness and problem solving ability in depressed suicide attempters and depressed individuals without a suicide attempt and to see whether these features change over time. Three groups of participants, depressed suicide attempters (N=23), psychiatric control group (N=27) and healthy volunteers (N=27) completed measures of hopelessness and executive planning and problem solving abilities. The two clinical groups completed all measures shortly after admission and then again 7 weeks later whereas the non-clinical control group completed measures at baseline only. Both clinical groups displayed a higher level of hopelessness and poorer problem solving ability when compared to non-clinical volunteers. However, no differences were found between the two clinical groups. In neither of the clinical groups was improvement in problem solving ability between baseline and retesting observed despite the lowering of feelings of hopelessness. The diagnoses in the psychiatric controls group were only obtained by the psychiatrist and not checked by further documentation or questionnaires. Furthermore we did not control for personality traits which might influence cognitive functioning. Since feelings of hopelessness decreased over time and problem solving ability nevertheless remained stable it is important that treatment not only focuses on mood improvement of depressed suicidal and depressed non-suicidal individuals but also on teaching problem solving techniques.

Coping and social problem solving correlates of asthma control and quality of life.

PubMed

McCormick, Sean P; Nezu, Christine M; Nezu, Arthur M; Sherman, Michael; Davey, Adam; Collins, Bradley N

2014-02-01

In a sample of adults with asthma receiving care and medication in an outpatient pulmonary clinic, this study tested for statistical associations between social problem-solving styles, asthma control, and asthma-related quality of life. These variables were measured cross sectionally as a first step toward more systematic application of social problem-solving frameworks in asthma self-management training. Recruitment occurred during pulmonology clinic service hours. Forty-four adults with physician-confirmed diagnosis of asthma provided data including age, gender, height, weight, race, income, and comorbid conditions. The Asthma Control Questionnaire, the Mini Asthma Quality of Life Questionnaire (Short Form), and peak expiratory force measures offered multiple views of asthma health at the time of the study. Maladaptive coping (impulsive and careless problem-solving styles) based on transactional stress models of health were assessed with the Social Problem-Solving Inventory-Revised: Short Form. Controlling for variance associated with gender, age, and income, individuals reporting higher impulsive-careless scores exhibited significantly lower scores on asthma control (β = 0.70, p = 0.001, confidence interval (CI) [0.37-1.04]) and lower asthma-related quality of life (β = 0.79, p = 0.017, CI [0.15-1.42]). These findings suggest that specific maladaptive problem-solving styles may uniquely contribute to asthma health burdens. Because problem-solving coping strategies are both measureable and teachable, behavioral interventions aimed at facilitating adaptive coping and problem solving could positively affect patient's asthma management and quality of life.

Lesion mapping of social problem solving.

PubMed

Barbey, Aron K; Colom, Roberto; Paul, Erick J; Chau, Aileen; Solomon, Jeffrey; Grafman, Jordan H

2014-10-01

Accumulating neuroscience evidence indicates that human intelligence is supported by a distributed network of frontal and parietal regions that enable complex, goal-directed behaviour. However, the contributions of this network to social aspects of intellectual function remain to be well characterized. Here, we report a human lesion study (n = 144) that investigates the neural bases of social problem solving (measured by the Everyday Problem Solving Inventory) and examine the degree to which individual differences in performance are predicted by a broad spectrum of psychological variables, including psychometric intelligence (measured by the Wechsler Adult Intelligence Scale), emotional intelligence (measured by the Mayer, Salovey, Caruso Emotional Intelligence Test), and personality traits (measured by the Neuroticism-Extraversion-Openness Personality Inventory). Scores for each variable were obtained, followed by voxel-based lesion-symptom mapping. Stepwise regression analyses revealed that working memory, processing speed, and emotional intelligence predict individual differences in everyday problem solving. A targeted analysis of specific everyday problem solving domains (involving friends, home management, consumerism, work, information management, and family) revealed psychological variables that selectively contribute to each. Lesion mapping results indicated that social problem solving, psychometric intelligence, and emotional intelligence are supported by a shared network of frontal, temporal, and parietal regions, including white matter association tracts that bind these areas into a coordinated system. The results support an integrative framework for understanding social intelligence and make specific recommendations for the application of the Everyday Problem Solving Inventory to the study of social problem solving in health and disease. © The Author (2014). Published by Oxford University Press on behalf of the Guarantors of Brain. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Ill-defined problem solving in amnestic mild cognitive impairment: linking episodic memory to effective solution generation.

PubMed

Sheldon, S; Vandermorris, S; Al-Haj, M; Cohen, S; Winocur, G; Moscovitch, M

2015-02-01

It is well accepted that the medial temporal lobes (MTL), and the hippocampus specifically, support episodic memory processes. Emerging evidence suggests that these processes also support the ability to effectively solve ill-defined problems which are those that do not have a set routine or solution. To test the relation between episodic memory and problem solving, we examined the ability of individuals with single domain amnestic mild cognitive impairment (aMCI), a condition characterized by episodic memory impairment, to solve ill-defined social problems. Participants with aMCI and age and education matched controls were given a battery of tests that included standardized neuropsychological measures, the Autobiographical Interview (Levine et al., 2002) that scored for episodic content in descriptions of past personal events, and a measure of ill-defined social problem solving. Corroborating previous findings, the aMCI group generated less episodically rich narratives when describing past events. Individuals with aMCI also generated less effective solutions when solving ill-defined problems compared to the control participants. Correlation analyses demonstrated that the ability to recall episodic elements from autobiographical memories was positively related to the ability to effectively solve ill-defined problems. The ability to solve these ill-defined problems was related to measures of activities of daily living. In conjunction with previous reports, the results of the present study point to a new functional role of episodic memory in ill-defined goal-directed behavior and other non-memory tasks that require flexible thinking. Our findings also have implications for the cognitive and behavioural profile of aMCI by suggesting that the ability to effectively solve ill-defined problems is related to sustained functional independence. Copyright © 2015 Elsevier Ltd. All rights reserved.

Physical activity problem-solving inventory for adolescents: development and initial validation.

PubMed

Thompson, Debbe; Bhatt, Riddhi; Watson, Kathy

2013-08-01

Youth encounter physical activity barriers, often called problems. The purpose of problem solving is to generate solutions to overcome the barriers. Enhancing problem-solving ability may enable youth to be more physically active. Therefore, a method for reliably assessing physical activity problem-solving ability is needed. The purpose of this research was to report the development and initial validation of the physical activity problem-solving inventory for adolescents (PAPSIA). Qualitative and quantitative procedures were used. The social problem-solving inventory for adolescents guided the development of the PAPSIA scale. Youth (14- to 17-year-olds) were recruited using standard procedures, such as distributing flyers in the community and to organizations likely to be attended by adolescents. Cognitive interviews were conducted in person. Adolescents completed pen and paper versions of the questionnaire and/or scales assessing social desirability, self-reported physical activity, and physical activity self-efficacy. An expert panel review, cognitive interviews, and a pilot study (n = 129) established content validity. Construct, concurrent, and predictive validity were also established (n = 520 youth). PAPSIA is a promising measure for assessing youth physical activity problem-solving ability. Future research will assess its validity with objectively measured physical activity.

Interpersonal problem-solving skills training in the treatment of self-poisoning patients.

PubMed

McLeavey, B C; Daly, R J; Ludgate, J W; Murray, C M

1994-01-01

The present study evaluated the effectiveness of interpersonal problem-solving skills training (IPSST) for the treatment of self-poisoning patients. Thirty-nine self-poisoning patients were assigned randomly either to IPSST or to a control treatment condition (a brief problem-oriented approach). Both conditions were equally effective in reducing the number of presenting problems and in reducing hopelessness levels. However, the IPSST condition was significantly more effective than the control condition as determined by other outcome measures (measures of interpersonal cognitive problem solving, self-rated personal problem-solving ability, perceived ability to cope with ongoing problems, and self-perception). Follow-up studies showed maintenance of IPSST treatment gains at 6 months and a greater reduction of repetition of self-poisoning in the IPSST group at 1 year posttreatment.

Problem-solving deficits in Iranian people with borderline personality disorder.

PubMed

Akbari Dehaghi, Ashraf; Kaviani, Hossein; Tamanaeefar, Shima

2014-01-01

Interventions for people suffering from borderline personality disorder (BPD), such as dialectical behavior therapy, often include a problem-solving component. However, there is an absence of published studies examining the problem-solving abilities of this client group in Iran. The study compared inpatients and outpatients with BPD and a control group on problem-solving capabilities in an Iranian sample. It was hypothesized that patients with BPD would have more deficiencies in this area. Fifteen patients with BPD were compared to 15 healthy participants. Means-ends problem-solving task (MEPS) was used to measure problem-solving skills in both groups. BPD group reported less effective strategies in solving problems as opposed to the healthy group. Compared to the control group, participants with BPD provided empirical support for the use of problem-solving interventions with people suffering from BPD. The findings supported the idea that a problem-solving intervention can be efficiently applied either as a stand-alone therapy or in conjunction with other available psychotherapies to treat people with BPD.

Translation among Symbolic Representations in Problem-Solving. Report on Studies Project: Alternative Strategies for Measuring Higher Order Skills: The Role of Symbol Systems.

ERIC Educational Resources Information Center

Shavelson, Richard J.; And Others

Some aspects of the relationships among the symbolic representations (Rs) of problems given to students to solve, the Rs that students use to solve problems, and the accuracy of the solutions were studied. Focus was on determining: the mental Rs that students used while solving problems, the kinds of translation that takes place, the accuracy of…

Factor Structure and Item Level Psychometrics of the Social Problem Solving Inventory Revised-Short Form in Traumatic Brain Injury

PubMed Central

Li, Chih-Ying; Waid-Ebbs, Julia; Velozo, Craig A.; Heaton, Shelley C.

2016-01-01

Primary Objective Social problem solving deficits characterize individuals with traumatic brain injury (TBI). Poor social problem solving interferes with daily functioning and productive lifestyles. Therefore, it is of vital importance to use the appropriate instrument to identify deficits in social problem solving for individuals with TBI. This study investigates factor structure and item-level psychometrics of the Social Problem Solving Inventory-Revised Short Form (SPSI-R:S), for adults with moderate and severe TBI. Research Design Secondary analysis of 90 adults with moderate and severe TBI who completed the SPSI-R:S. Methods and Procedures An exploratory factor analysis (EFA), principal components analysis (PCA) and Rasch analysis examined the factor structure and item-level psychometrics of the SPSI-R:S. Main Outcomes and Results The EFA showed three dominant factors, with positively worded items represented as the most definite factor. The other two factors are negative problem solving orientation and skills; and negative problem solving emotion. Rasch analyses confirmed the three factors are each unidimensional constructs. Conclusions The total score interpretability of the SPSI-R:S may be challenging due to the multidimensional structure of the total measure. Instead, we propose using three separate SPSI-R:S subscores to measure social problem solving for the TBI population. PMID:26052731

Factor structure and item level psychometrics of the Social Problem Solving Inventory-Revised: Short Form in traumatic brain injury.

PubMed

Li, Chih-Ying; Waid-Ebbs, Julia; Velozo, Craig A; Heaton, Shelley C

2016-01-01

Social problem-solving deficits characterise individuals with traumatic brain injury (TBI), and poor social problem solving interferes with daily functioning and productive lifestyles. Therefore, it is of vital importance to use the appropriate instrument to identify deficits in social problem solving for individuals with TBI. This study investigates factor structure and item-level psychometrics of the Social Problem Solving Inventory-Revised: Short Form (SPSI-R:S), for adults with moderate and severe TBI. Secondary analysis of 90 adults with moderate and severe TBI who completed the SPSI-R:S was performed. An exploratory factor analysis (EFA), principal components analysis (PCA) and Rasch analysis examined the factor structure and item-level psychometrics of the SPSI-R:S. The EFA showed three dominant factors, with positively worded items represented as the most definite factor. The other two factors are negative problem-solving orientation and skills; and negative problem-solving emotion. Rasch analyses confirmed the three factors are each unidimensional constructs. It was concluded that the total score interpretability of the SPSI-R:S may be challenging due to the multidimensional structure of the total measure. Instead, we propose using three separate SPSI-R:S subscores to measure social problem solving for the TBI population.

Development and validation of a physics problem-solving assessment rubric

NASA Astrophysics Data System (ADS)

Docktor, Jennifer Lynn

Problem solving is a complex process that is important for everyday life and crucial for learning physics. Although there is a great deal of effort to improve student problem solving throughout the educational system, there is no standard way to evaluate written problem solving that is valid, reliable, and easy to use. Most tests of problem solving performance given in the classroom focus on the correctness of the end result or partial results rather than the quality of the procedures and reasoning leading to the result, which gives an inadequate description of a student's skills. A more detailed and meaningful measure is necessary if different curricular materials or pedagogies are to be compared. This measurement tool could also allow instructors to diagnose student difficulties and focus their coaching. It is important that the instrument be applicable to any problem solving format used by a student and to a range of problem types and topics typically used by instructors. Typically complex processes such as problem solving are assessed by using a rubric, which divides a skill into multiple quasi-independent categories and defines criteria to attain a score in each. This dissertation describes the development of a problem solving rubric for the purpose of assessing written solutions to physics problems and presents evidence for the validity, reliability, and utility of score interpretations on the instrument.

Emotion dysregulation, problem-solving, and hopelessness.

PubMed

Vatan, Sevginar; Lester, David; Gunn, John F

2014-04-01

A sample of 87 Turkish undergraduate students was administered scales to measure hopelessness, problem-solving skills, emotion dysregulation, and psychiatric symptoms. All of the scores from these scales were strongly associated. In a multiple regression, hopelessness scores were predicted by poor problem-solving skills and emotion dysregulation.

The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition

NASA Astrophysics Data System (ADS)

Çiğdem Özcan, Zeynep

2016-04-01

Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving skills. The aim of this study is to investigate the relationship between mathematical problem-solving skills and the three dimensions of self-regulated learning (motivation, metacognition, and behaviour), and whether this relationship is of a predictive nature. The sample of this study consists of 323 students from two public secondary schools in Istanbul. In this study, the mathematics homework behaviour scale was administered to measure students' homework behaviours. For metacognition measurements, the mathematics metacognition skills test for students was administered to measure offline mathematical metacognitive skills, and the metacognitive experience scale was used to measure the online mathematical metacognitive experience. The internal and external motivational scales used in the Programme for International Student Assessment (PISA) test were administered to measure motivation. A hierarchic regression analysis was conducted to determine the relationship between the dependent and independent variables in the study. Based on the findings, a model was formed in which 24% of the total variance in students' mathematical problem-solving skills is explained by the three sub-dimensions of the self-regulated learning model: internal motivation (13%), willingness to do homework (7%), and post-problem retrospective metacognitive experience (4%).

A mediational model of self-esteem and social problem-solving in anorexia nervosa.

PubMed

Paterson, Gillian; Power, Kevin; Collin, Paula; Greirson, David; Yellowlees, Alex; Park, Katy

2011-01-01

Poor problem-solving and low self-esteem are frequently cited as significant factors in the development and maintenance of anorexia nervosa. The current study examines the multi-dimensional elements of these measures and postulates a model whereby self-esteem mediates the relationship between social problems-solving and anorexic pathology and considers the implications of this pathway. Fifty-five inpatients with a diagnosis of anorexia nervosa and 50 non-clinical controls completed three standardised multi-dimensional questionnaires pertaining to social problem-solving, self-esteem and eating pathology. Significant differences were yielded between clinical and non-clinical samples on all measures. Within the clinical group, elements of social problem-solving most significant to anorexic pathology were positive problem orientation, negative problem orientation and avoidance. Components of self-esteem most significant to anorexic pathology were eating, weight and shape concern but not eating restraint. The mediational model was upheld with social problem-solving impacting on anorexic pathology through the existence of low self-esteem. Problem orientation, that is, the cognitive processes of social problem-solving appear to be more significant than problem-solving methods in individuals with anorexia nervosa. Negative perceptions of eating, weight and shape appear to impact on low self-esteem but level of restriction does not. Finally, results indicate that self-esteem is a significant factor in the development and execution of positive or negative social problem-solving in individuals with anorexia nervosa by mediating the relationship between those two variables. Copyright © 2010 John Wiley & Sons, Ltd and Eating Disorders Association.

Planning and problem-solving training for patients with schizophrenia: a randomized controlled trial

PubMed Central

2011-01-01

Background The purpose of this study was to assess whether planning and problem-solving training is more effective in improving functional capacity in patients with schizophrenia than a training program addressing basic cognitive functions. Methods Eighty-nine patients with schizophrenia were randomly assigned either to a computer assisted training of planning and problem-solving or a training of basic cognition. Outcome variables included planning and problem-solving ability as well as functional capacity, which represents a proxy measure for functional outcome. Results Planning and problem-solving training improved one measure of planning and problem-solving more strongly than basic cognition training, while two other measures of planning did not show a differential effect. Participants in both groups improved over time in functional capacity. There was no differential effect of the interventions on functional capacity. Conclusion A differential effect of targeting specific cognitive functions on functional capacity could not be established. Small differences on cognitive outcome variables indicate a potential for differential effects. This will have to be addressed in further research including longer treatment programs and other settings. Trial registration ClinicalTrials.gov NCT00507988 PMID:21527028

New Testing Methods to Assess Technical Problem-Solving Ability.

ERIC Educational Resources Information Center

Hambleton, Ronald K.; And Others

Tests to assess problem-solving ability being provided for the Air Force are described, and some details on the development and validation of these computer-administered diagnostic achievement tests are discussed. Three measurement approaches were employed: (1) sequential problem solving; (2) context-free assessment of fundamental skills and…

Working Memory Components and Problem-Solving Accuracy: Are There Multiple Pathways?

ERIC Educational Resources Information Center

Swanson, H. Lee; Fung, Wenson

2016-01-01

This study determined the working memory (WM) components (executive, phonological short-term memory [STM], and visual-spatial sketchpad) that best predicted mathematical word problem-solving accuracy in elementary schoolchildren (N = 392). The battery of tests administered to assess mediators between WM and problem-solving included measures of…

Worry, beliefs about worry and problem solving in young children.

PubMed

Wilson, Charlotte; Hughes, Claire

2011-10-01

Childhood worry is common, and yet little is known about why some children develop pathological worry and others do not. Two theories of adult worry that are particularly relevant to children are Davey's problem-solving model in which perseverative worry occurs as a result of thwarted problem-solving attempts, and Wells' metacognitive model, in which positive and negative beliefs about worry interact to produce pathological worry. The present study aimed to test hypotheses that levels of worry in young children are associated with poor or avoidant solution generation for social problems, and poor problem-solving confidence. It also aimed to explore beliefs about worry in this age group, and to examine their relationships with worry, anxiety and age. Fifty-seven young children (6-10 years) responded to open ended questions about social problem-solving situations and beliefs about worry, and completed measures of worry, anxiety and problem-solving confidence. Children with higher levels of worry and anxiety reported using more avoidant solutions in social problem situations and children's low confidence in problem solving was associated with high levels of worry. Children as young as 6 years old reported both positive and negative beliefs about worry, but neither were associated with age, gender, or level of anxiety or worry. RESULTS indicate similarities between adults and children in the relationships between problem-solving variables and worry, but not in relationships between beliefs about worry and worry. This may be due to developmental factors, or may be the result of measurement issues.

Problem-Solving Deficits in Iranian People with Borderline Personality Disorder

PubMed Central

Akbari Dehaghi, Ashraf; Kaviani, Hossein; Tamanaeefar, Shima

2014-01-01

Objective: Interventions for people suffering from borderline personality disorder (BPD), such as dialectical behavior therapy, often include a problem-solving component. However, there is an absence of published studies examining the problem-solving abilities of this client group in Iran. The study compared inpatients and outpatients with BPD and a control group on problem-solving capabilities in an Iranian sample. It was hypothesized that patients with BPD would have more deficiencies in this area. Methods: Fifteen patients with BPD were compared to 15 healthy participants. Means-ends problem-solving task (MEPS) was used to measure problem-solving skills in both groups. Results: BPD group reported less effective strategies in solving problems as opposed to the healthy group. Compared to the control group, participants with BPD provided empirical support for the use of problem-solving interventions with people suffering from BPD. Conclusions: The findings supported the idea that a problem-solving intervention can be efficiently applied either as a stand-alone therapy or in conjunction with other available psychotherapies to treat people with BPD. PMID:25798169

Flexibility in Mathematics Problem Solving Based on Adversity Quotient

NASA Astrophysics Data System (ADS)

Dina, N. A.; Amin, S. M.; Masriyah

2018-01-01

Flexibility is an ability which is needed in problem solving. One of the ways in problem solving is influenced by Adversity Quotient (AQ). AQ is the power of facing difficulties. There are three categories of AQ namely climber, camper, and quitter. This research is a descriptive research using qualitative approach. The aim of this research is to describe flexibility in mathematics problem solving based on Adversity Quotient. The subjects of this research are climber student, camper student, and quitter student. This research was started by giving Adversity Response Profile (ARP) questioner continued by giving problem solving task and interviews. The validity of data measurement was using time triangulation. The results of this research shows that climber student uses two strategies in solving problem and doesn’t have difficulty. The camper student uses two strategies in solving problem but has difficulty to finish the second strategies. The quitter student uses one strategy in solving problem and has difficulty to finish it.

Personality and problem-solving in common mynas (Acridotheres tristis).

PubMed

Lermite, Françoise; Peneaux, Chloé; Griffin, Andrea S

2017-01-01

Animals show consistent individual differences in behaviour across time and/or contexts. Recently, it has been suggested that proactive personality types might also exhibit fast cognitive styles. The speed with which individuals sample environmental cues is one way in which correlations between personality and cognition might arise. Here, we measured a collection of behavioural traits (competitiveness, neophobia, neophilia, task-directed motivation and exploration) in common mynas (Acridotheres tristis) and measured their relationship with problem solving. We predicted that fast solving mynas would interact with (i.e. sample) the problem solving task at higher rates, but also be more competitive, less neophobic, more neophilic, and more exploratory. Mynas that were faster to solve a novel foraging problem were no more competitive around food and no more inclined to take risks. Unexpectedly, these fast-solving mynas had higher rates of interactions with the task, but also displayed lower levels of exploration. It is possible that a negative relation between problem solving and spatial exploration arose as a consequence of how inter-individual variation in exploration was quantified. We discuss the need for greater consensus on how to measure exploratory behaviour before we can advance our understanding of relationships between cognition and personality more effectively. Copyright © 2016 Elsevier B.V. All rights reserved.

Effects of Problem Solving after Worked Example Study on Secondary School Children's Monitoring Accuracy

ERIC Educational Resources Information Center

Baars, Martine; van Gog, Tamara; de Bruin, Anique; Paas, Fred

2017-01-01

Monitoring accuracy, measured by judgements of learning (JOLs), has generally been found to be low to moderate, with students often displaying overconfidence, and JOLs of problem solving are no exception. Recently, primary school children's overconfidence was shown to diminish when they practised problem solving after studying worked examples. The…

The Role of the Updating Function in Solving Arithmetic Word Problems

ERIC Educational Resources Information Center

Mori, Kanetaka; Okamoto, Masahiko

2017-01-01

We investigated how the updating function supports the integration process in solving arithmetic word problems. In Experiment 1, we measured reading time, that is, translation and integration times, when undergraduate and graduate students (n = 78) were asked to solve 2 types of problems: those containing only necessary information and those…

The Relationship between Functional Status and Judgment/Problem Solving Among Individuals with Dementia

PubMed Central

Mayo, Ann M.; Wallhagen, Margaret; Cooper, Bruce A.; Mehta, Kala; Ross, Leslie; Miller, Bruce

2012-01-01

Objective To determine the relationship between functional status (independent activities of daily living) and judgment/problem solving and the extent to which select demographic characteristics such as dementia subtype and cognitive measures may moderate that relationship in older adult individuals with dementia. Methods The National Alzheimer’s Coordinating Center Universal Data Set was accessed for a study sample of 3,855 individuals diagnosed with dementia. Primary variables included functional status, judgment/problem solving, and cognition. Results Functional status was related to judgment/problem solving (r= 0.66; p< .0005). Functional status and cognition jointly predicted 56% of the variance in judgment/problem solving (R-squared = .56, p <.0005). As cognition decreases, the prediction of poorer judgment/problem solving by functional status became stronger. Conclusions Among individuals with a diagnosis of dementia, declining functional status as well as declining cognition should raise concerns about judgment/problem solving. PMID:22786576

The needs analysis of learning Inventive Problem Solving for technical and vocational students

NASA Astrophysics Data System (ADS)

Sai'en, Shanty; Tze Kiong, Tee; Yunos, Jailani Md; Foong, Lee Ming; Heong, Yee Mei; Mohaffyza Mohamad, Mimi

2017-08-01

Malaysian Ministry of Education highlighted in their National Higher Education Strategic plan that higher education’s need to focus adopting 21st century skills in order to increase a graduate’s employability. Current research indicates that most graduate lack of problem solving skills to help them securing the job. Realising the important of this skill hence an alternative way suggested as an option for high institution’s student to solve their problem. This study was undertaken to measure the level of problem solving skills, identify the needs of learning inventive problem solving skills and the needs of developing an Inventive problem solving module. Using a questionnaire, the study sampled 132 students from Faculty of Technical and Vocational Education. Findings indicated that majority of the students fail to define what is an inventive problem and the root cause of a problem. They also unable to state the objectives and goal thus fail to solve the problem. As a result, the students agreed on the developing Inventive Problem Solving Module to assist them.

Completing the physical representation of quantum algorithms provides a retrocausal explanation of the speedup

NASA Astrophysics Data System (ADS)

Castagnoli, Giuseppe

2017-05-01

The usual representation of quantum algorithms, limited to the process of solving the problem, is physically incomplete as it lacks the initial measurement. We extend it to the process of setting the problem. An initial measurement selects a problem setting at random, and a unitary transformation sends it into the desired setting. The extended representation must be with respect to Bob, the problem setter, and any external observer. It cannot be with respect to Alice, the problem solver. It would tell her the problem setting and thus the solution of the problem implicit in it. In the representation to Alice, the projection of the quantum state due to the initial measurement should be postponed until the end of the quantum algorithm. In either representation, there is a unitary transformation between the initial and final measurement outcomes. As a consequence, the final measurement of any ℛ-th part of the solution could select back in time a corresponding part of the random outcome of the initial measurement; the associated projection of the quantum state should be advanced by the inverse of that unitary transformation. This, in the representation to Alice, would tell her, before she begins her problem solving action, that part of the solution. The quantum algorithm should be seen as a sum over classical histories in each of which Alice knows in advance one of the possible ℛ-th parts of the solution and performs the oracle queries still needed to find it - this for the value of ℛ that explains the algorithm's speedup. We have a relation between retrocausality ℛ and the number of oracle queries needed to solve an oracle problem quantumly. All the oracle problems examined can be solved with any value of ℛ up to an upper bound attained by the optimal quantum algorithm. This bound is always in the vicinity of 1/2 . Moreover, ℛ =1/2 always provides the order of magnitude of the number of queries needed to solve the problem in an optimal quantum way. If this were true for any oracle problem, as plausible, it would solve the quantum query complexity problem.

Associations of Patient Health-Related Problem Solving with Disease Control, Emergency Department Visits, and Hospitalizations in HIV and Diabetes Clinic Samples

PubMed Central

Gemmell, Leigh; Kulkarni, Babul; Klick, Brendan; Brancati, Frederick L.

2007-01-01

Background Patient problem solving and decision making are recognized as essential to effective self-management across multiple chronic diseases. However, a health-related problem-solving instrument that demonstrates sensitivity to disease control parameters in multiple diseases has not been established. Objectives To determine, in two disease samples, internal consistency and associations with disease control of the Health Problem-Solving Scale (HPSS), a 50-item measure with 7 subscales assessing effective and ineffective problem-solving approaches, learning from past experiences, and motivation/orientation. Design Cross-sectional study. Participants Outpatients from university-affiliated medical center HIV (N = 111) and diabetes mellitus (DM, N = 78) clinics. Measurements HPSS, CD4, hemoglobin A1c (HbA1c), and number of hospitalizations in the previous year and Emergency Department (ED) visits in the previous 6 months. Results Administration time for the HPSS ranged from 5 to 10 minutes. Cronbach’s alpha for the total HPSS was 0.86 and 0.89 for HIV and DM, respectively. Higher total scores (better problem solving) were associated with higher CD4 and fewer hospitalizations in HIV and lower HbA1c and fewer ED visits in DM. Health Problem-Solving Scale subscales representing negative problem-solving approaches were consistently associated with more hospitalizations (HIV, DM) and ED visits (DM). Conclusions The HPSS may identify problem-solving difficulties with disease self-management and assess effectiveness of interventions targeting patient decision making in self-care. PMID:17443373

Rejection Sensitivity and Depression: Indirect Effects Through Problem Solving.

PubMed

Kraines, Morganne A; Wells, Tony T

2017-01-01

Rejection sensitivity (RS) and deficits in social problem solving are risk factors for depression. Despite their relationship to depression and the potential connection between them, no studies have examined RS and social problem solving together in the context of depression. As such, we examined RS, five facets of social problem solving, and symptoms of depression in a young adult sample. A total of 180 participants completed measures of RS, social problem solving, and depressive symptoms. We used bootstrapping to examine the indirect effect of RS on depressive symptoms through problem solving. RS was positively associated with depressive symptoms. A negative problem orientation, impulsive/careless style, and avoidance style of social problem solving were positively associated with depressive symptoms, and a positive problem orientation was negatively associated with depressive symptoms. RS demonstrated an indirect effect on depressive symptoms through two social problem-solving facets: the tendency to view problems as threats to one's well-being and an avoidance problem-solving style characterized by procrastination, passivity, or overdependence on others. These results are consistent with prior research that found a positive association between RS and depression symptoms, but this is the first study to implicate specific problem-solving deficits in the relationship between RS and depression. Our results suggest that depressive symptoms in high RS individuals may result from viewing problems as threats and taking an avoidant, rather than proactive, approach to dealing with problems. These findings may have implications for problem-solving interventions for rejection sensitive individuals.

[Problem-solving strategies and marital satisfaction].

PubMed

Kriegelewicz, Olga

2006-01-01

This study investigated the relation between problem-solving strategies in the marital conflict and marital satisfaction. Four problem-solving strategies (Dialogue, Loyalty, Escalation of conflict and Withdrawal) were measured by the Problem-Solving Strategies Inventory, in two versions: self-report and report of partners' perceived behaviour. This measure refers to the concept of Rusbult, Johnson and Morrow, and meets high standards of reliability (alpha Cronbach from alpha = 0.78 to alpha = 0.94) and validity. Marital satisfaction was measured by Marriage Success Scale. The sample was composed of 147 marital couples. The study revealed that satisfied couples, in comparison with non-satisfied couples, tend to use constructive problem-solving strategies (Dialogue and Loyalty). They rarely use destructive strategies like Escalation of conflict or Withdrawal. Dialogue is the strategy connected with satisfaction in a most positive manner. These might be very important guidelines to couples' psychotherapy. Loyalty to oneself is a significant positive predictor of male satisfaction is also own Loyalty. The study shows that constructive attitudes are the most significant predictors of marriage satisfaction. It is therefore worth concentrating mostly on them in the psychotherapeutic process instead of eliminating destructive attitudes.

Problem Solving Skills of People Doing Sporty Recreation Activities in Karaman Province

ERIC Educational Resources Information Center

Birol, Sefa Sahan

2015-01-01

The aim of the study is to examine the problem solving skills of people who are doing sporty recreation activities in Karaman Province. A total of 143 people participated in this study (51 females and 92 males) Their age mean was 1.2168 ± 0.41350. Problem Solving Inventory, developed by Heppner and Peterson, was used to measure the problem solving…

Social problem-solving among adolescents treated for depression.

PubMed

Becker-Weidman, Emily G; Jacobs, Rachel H; Reinecke, Mark A; Silva, Susan G; March, John S

2010-01-01

Studies suggest that deficits in social problem-solving may be associated with increased risk of depression and suicidality in children and adolescents. It is unclear, however, which specific dimensions of social problem-solving are related to depression and suicidality among youth. Moreover, rational problem-solving strategies and problem-solving motivation may moderate or predict change in depression and suicidality among children and adolescents receiving treatment. The effect of social problem-solving on acute treatment outcomes were explored in a randomized controlled trial of 439 clinically depressed adolescents enrolled in the Treatment for Adolescents with Depression Study (TADS). Measures included the Children's Depression Rating Scale-Revised (CDRS-R), the Suicidal Ideation Questionnaire--Grades 7-9 (SIQ-Jr), and the Social Problem-Solving Inventory-Revised (SPSI-R). A random coefficients regression model was conducted to examine main and interaction effects of treatment and SPSI-R subscale scores on outcomes during the 12-week acute treatment stage. Negative problem orientation, positive problem orientation, and avoidant problem-solving style were non-specific predictors of depression severity. In terms of suicidality, avoidant problem-solving style and impulsiveness/carelessness style were predictors, whereas negative problem orientation and positive problem orientation were moderators of treatment outcome. Implications of these findings, limitations, and directions for future research are discussed. Copyright 2009 Elsevier Ltd. All rights reserved.

The efficacy of problem solving therapy to reduce post stroke emotional distress in younger (18-65) stroke survivors.

PubMed

Chalmers, Charlotte; Leathem, Janet; Bennett, Simon; McNaughton, Harry; Mahawish, Karim

2017-11-26

To investigate the efficacy of problem solving therapy for reducing the emotional distress experienced by younger stroke survivors. A non-randomized waitlist controlled design was used to compare outcome measures for the treatment group and a waitlist control group at baseline and post-waitlist/post-therapy. After the waitlist group received problem solving therapy an analysis was completed on the pooled outcome measures at baseline, post-treatment, and three-month follow-up. Changes on outcome measures between baseline and post-treatment (n = 13) were not significantly different between the two groups, treatment (n = 13), and the waitlist control group (n = 16) (between-subject design). The pooled data (n = 28) indicated that receiving problem solving therapy significantly reduced participants levels of depression and anxiety and increased quality of life levels from baseline to follow up (within-subject design), however, methodological limitations, such as the lack of a control group reduce the validity of this finding. The between-subject results suggest that there was no significant difference between those that received problem solving therapy and a waitlist control group between baseline and post-waitlist/post-therapy. The within-subject design suggests that problem solving therapy may be beneficial for younger stroke survivors when they are given some time to learn and implement the skills into their day to day life. However, additional research with a control group is required to investigate this further. This study provides limited evidence for the provision of support groups for younger stroke survivors post stroke, however, it remains unclear about what type of support this should be. Implications for Rehabilitation Problem solving therapy is no more effective for reducing post stroke distress than a wait-list control group. Problem solving therapy may be perceived as helpful and enjoyable by younger stroke survivors. Younger stroke survivors may use the skills learnt from problem solving therapy to solve problems in their day to day lives. Younger stroke survivors may benefit from age appropriate psychological support; however, future research is needed to determine what type of support this should be.

Links between Success in Non-Measurement and Calculation Tasks in Area and Volume Measurement and Pupils' Problems

ERIC Educational Resources Information Center

Tumová, Veronika; Vondrová, Nada

2017-01-01

Measurement in geometry is one of the key areas of school mathematics, however, pupils make serious mistakes when solving problems involving measurement and hold misconceptions. This article focuses on the possible links between lower secondary pupils' (n = 870) success in solving non-measurement tasks and calculations tasks on area and volume and…

Are Funny Groups Good at Solving Problems? A Methodological Evaluation and Some Preliminary Results.

ERIC Educational Resources Information Center

Pollio, Howard R.; Bainum, Charlene Kubo

1983-01-01

Observed college students (N=195) divided according to sex and measures of wittiness to determine the effects of humor on problem solving in groups. Results showed that group composition was not a crucial issue in problem-solving performance, but that humerous group interaction was, and did not interfere with ongoing task performance. (LLL)

Socio-Demographic and Practice-Oriented Factors Related to Proficiency in Problem Solving: A Lifelong Learning Perspective

ERIC Educational Resources Information Center

Desjardins, Richard; Ederer, Peer

2015-01-01

This article explores the relative importance of different socio-demographic and practice-oriented factors that are related to proficiency in problem solving in technology-rich environments (PSTREs) and by extension may be related to complex problem solving (CPS). The empirical analysis focuses on the proficiency measurements of PSTRE made…

Conceptual problem solving in high school physics

NASA Astrophysics Data System (ADS)

Docktor, Jennifer L.; Strand, Natalie E.; Mestre, José P.; Ross, Brian H.

2015-12-01

Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called Conceptual Problem Solving (CPS) which guides students to identify principles, justify their use, and plan their solution in writing before solving a problem. The CPS approach was implemented by high school physics teachers at three schools for major theorems and conservation laws in mechanics and CPS-taught classes were compared to control classes taught using traditional problem solving methods. Information about the teachers' implementation of the approach was gathered from classroom observations and interviews, and the effectiveness of the approach was evaluated from a series of written assessments. Results indicated that teachers found CPS easy to integrate into their curricula, students engaged in classroom discussions and produced problem solutions of a higher quality than before, and students scored higher on conceptual and problem solving measures.

[Investigation of problem solving skills among psychiatric patients].

PubMed

Póos, Judit; Annus, Rita; Perczel Forintos, Dóra

2008-01-01

According to our present knowledge depression and hopelessness play an important role in attempted suicide and the development of hopelessness seems to be closely associated with poor problem solving skills. In the present study we have used the internationally well-known MEPS (Means-Ends Problem Solving Test; a measure of social problem solving ability) in Hungary for the first time and combined with other tests. We intended to explore the cognitive risk factors that potentially play a role in the suicidal behavior in clinical population. In our study we compared a group of individuals who had attempted suicide to a nonsuicidal psychiatric control group and a normal control group (61 subjects in each group). Our results confirm the findings of others that psychiatric patients have difficulties in social problem solving compared to normal controls. Moreover, they generate less and poorer solutions. According to our data problem solving skills of the two clinical groups were similar. A strong positive correlation was found between poor problem solving skills, depression and hopelessness which may suggest that the development of problem solving skills could help to reduce negative mood.

The relation between stressful life events and adjustment in elementary school children: the role of social support and social problem-solving skills.

PubMed

Dubow, E F; Tisak, J

1989-12-01

This study investigated the relation between stressful life events and adjustment in elementary school children, with particular emphasis on the potential main and stress-buffering effects of social support and social problem-solving skills. Third through fifth graders (N = 361) completed social support and social problem-solving measures. Their parents provided ratings of stress in the child's environment and ratings of the child's behavioral adjustment. Teachers provided ratings of the children's behavioral and academic adjustment. Hierarchical multiple regressions revealed significant stress-buffering effects for social support and problem-solving skills on teacher-rated behavior problems, that is, higher levels of social support and problem-solving skills moderated the relation between stressful life events and behavior problems. A similar stress-buffering effect was found for problem-solving skills on grade-point average and parent-rated behavior problems. In terms of children's competent behaviors, analyses supported a main effect model of social support and problem-solving. Possible processes accounting for the main and stress-buffering effects are discussed.

Problem-solving style and adaptation in breast cancer survivors: a prospective analysis.

PubMed

Heppner, P Paul; Armer, Jane M; Mallinckrodt, Brent

2009-06-01

Emotional care of the breast cancer patient is not well understood; this lack of understanding results in both a high cost to the patient, as well as the health care system. This study examined the role of problem-solving style as a predictor of emotional distress, adjustment to breast cancer, and physical function immediately post-surgery and 12 months later. The sample consisted of 121 women diagnosed with breast cancer and undergoing surgery as a primary treatment. The survivors completed a measure of problem-solving style and three outcome measures immediately post-surgery, as well as at 1 year later. There was a 95.6% retention rate at 1 year. Multiple hierarchical regressions revealed, after controlling for patient demographics and stage of cancer, that problem-solving style (particularly personal control) was associated with emotional distress, adjustment to chronic illness, and physical function immediately following surgical intervention. In addition, a more positive problem-solving style was associated with less emotional distress, but not a better adaptation to a chronic illness or physical functioning 12 months later; the Personal Control again was the best single predictor of the emotional distress, adding 10% of the variance in predicting this outcome. The utility of post-surgery assessment may help identify those in need for problem-solving training to improve these outcomes at 1 year. Future studies need to determine the impact of interventions tailored to levels of problem-solving styles in cancer survivors over time. Understanding the role of problem solving style in breast cancer survivors deserves attention as it is associated with emotional distress immediately and one year after medical intervention. Problem-solving style should be evaluated early, and interventions established for those most at risk for emotional distress.

Children's Conceptions of Area Measurement and Their Strategies for Solving Area Measurement Problems

ERIC Educational Resources Information Center

Huang, Hsin-Mei E.; Witz, Klaus G.

2013-01-01

This study investigated children's understanding of area measurement, including the concept of area and the area formula of a rectangle, as well as their strategic knowledge for solving area measurement problems. Twenty-two fourth-graders from three classes of a public elementary school in Taipei, Taiwan, participated in a one-on-one interview.…

Parental Problem-Solving Abilities and the Association of Sickle Cell Disease Complications with Health-related Quality of Life for School-age Children

PubMed Central

Barakat, Lamia P.; Daniel, Lauren C.; Smith, Kelsey; Robinson, M. Renée; Patterson, Chavis A.

2013-01-01

Children with sickle cell disease (SCD) are at risk for poor health-related quality of life (HRQOL). The current analysis sought to explore parent problem-solving abilities/skills as a moderator between SCD complications and HRQOL to evaluate applicability to pediatric SCD. At baseline, 83 children ages 6–12 years and their primary caregiver completed measures of the child HRQOL. Primary caregivers also completed a measure of social problem-solving. A SCD complications score was computed from medical record review. Parent problem-solving abilities significantly moderated the association of SCD complications with child self-report psychosocial HRQOL (p = .006). SCD complications had a direct effect on parent proxy physical and psychosocial child HRQOL. Enhancing parent problem-solving abilities may be one approach to improve HRQOL for children with high SCD complications; however, modification of parent perceptions of HRQOL may require direct intervention to improve knowledge and skills involved in disease management. PMID:24222378

Parental problem-solving abilities and the association of sickle cell disease complications with health-related quality of life for school-age children.

PubMed

Barakat, Lamia P; Daniel, Lauren C; Smith, Kelsey; Renée Robinson, M; Patterson, Chavis A

2014-03-01

Children with sickle cell disease (SCD) are at risk for poor health-related quality of life (HRQOL). The current analysis sought to explore parent problem-solving abilities/skills as a moderator between SCD complications and HRQOL to evaluate applicability to pediatric SCD. At baseline, 83 children ages 6-12 years and their primary caregiver completed measures of child HRQOL. Primary caregivers also completed a measure of social problem-solving. A SCD complications score was computed from medical record review. Parent problem-solving abilities significantly moderated the association of SCD complications with child self-report psychosocial HRQOL (p = .006). SCD complications had a direct effect on parent proxy physical and psychosocial child HRQOL. Enhancing parent problem-solving abilities may be one approach to improve HRQOL for children with high SCD complications; however, modification of parent perceptions of HRQOL may require direct intervention to improve knowledge and skills involved in disease management.

Happy software developers solve problems better: psychological measurements in empirical software engineering

PubMed Central

Wang, Xiaofeng; Abrahamsson, Pekka

2014-01-01

For more than thirty years, it has been claimed that a way to improve software developers’ productivity and software quality is to focus on people and to provide incentives to make developers satisfied and happy. This claim has rarely been verified in software engineering research, which faces an additional challenge in comparison to more traditional engineering fields: software development is an intellectual activity and is dominated by often-neglected human factors (called human aspects in software engineering research). Among the many skills required for software development, developers must possess high analytical problem-solving skills and creativity for the software construction process. According to psychology research, affective states—emotions and moods—deeply influence the cognitive processing abilities and performance of workers, including creativity and analytical problem solving. Nonetheless, little research has investigated the correlation between the affective states, creativity, and analytical problem-solving performance of programmers. This article echoes the call to employ psychological measurements in software engineering research. We report a study with 42 participants to investigate the relationship between the affective states, creativity, and analytical problem-solving skills of software developers. The results offer support for the claim that happy developers are indeed better problem solvers in terms of their analytical abilities. The following contributions are made by this study: (1) providing a better understanding of the impact of affective states on the creativity and analytical problem-solving capacities of developers, (2) introducing and validating psychological measurements, theories, and concepts of affective states, creativity, and analytical-problem-solving skills in empirical software engineering, and (3) raising the need for studying the human factors of software engineering by employing a multidisciplinary viewpoint. PMID:24688866

Happy software developers solve problems better: psychological measurements in empirical software engineering.

PubMed

Graziotin, Daniel; Wang, Xiaofeng; Abrahamsson, Pekka

2014-01-01

For more than thirty years, it has been claimed that a way to improve software developers' productivity and software quality is to focus on people and to provide incentives to make developers satisfied and happy. This claim has rarely been verified in software engineering research, which faces an additional challenge in comparison to more traditional engineering fields: software development is an intellectual activity and is dominated by often-neglected human factors (called human aspects in software engineering research). Among the many skills required for software development, developers must possess high analytical problem-solving skills and creativity for the software construction process. According to psychology research, affective states-emotions and moods-deeply influence the cognitive processing abilities and performance of workers, including creativity and analytical problem solving. Nonetheless, little research has investigated the correlation between the affective states, creativity, and analytical problem-solving performance of programmers. This article echoes the call to employ psychological measurements in software engineering research. We report a study with 42 participants to investigate the relationship between the affective states, creativity, and analytical problem-solving skills of software developers. The results offer support for the claim that happy developers are indeed better problem solvers in terms of their analytical abilities. The following contributions are made by this study: (1) providing a better understanding of the impact of affective states on the creativity and analytical problem-solving capacities of developers, (2) introducing and validating psychological measurements, theories, and concepts of affective states, creativity, and analytical-problem-solving skills in empirical software engineering, and (3) raising the need for studying the human factors of software engineering by employing a multidisciplinary viewpoint.

"I Think I Can, but I'm Afraid to Try": The Role of Self-Efficacy Beliefs and Mathematics Anxiety in Mathematics Problem-Solving Efficiency

ERIC Educational Resources Information Center

Hoffman, Bobby

2010-01-01

This study investigated the role of self-efficacy beliefs, mathematics anxiety, and working memory capacity in problem-solving accuracy, response time, and efficiency (the ratio of problem-solving accuracy to response time). Pre-service teachers completed a mathematics anxiety inventory measuring cognitive and affective dispositions for…

Beyond Objectivity: The Performance Impact of the Perceived Ability to Learn and Solve Problems

ERIC Educational Resources Information Center

Tews, Michael J.; Michel, John W.; Noe, Raymond A.

2011-01-01

The purpose of this research was to develop and provide initial validation evidence for the performance impact of a measure of an individual's perceived ability to learn and solve problems (PALS). Building on the self-efficacy literature and the importance of learning and problem solving, the fundamental premise of this research was that PALS…

An Academic Survey Concerning High School and University Students' Attitudes and Approaches to Problem Solving in Chemistry

ERIC Educational Resources Information Center

Duran, Muharrem

2016-01-01

The aim of this study is to reveal differences between attitudes and approaches of students from different types of high school and the first grade of university towards problem solving in chemistry. For this purpose, the scale originally developed by Mason and Singh (2010) to measure students' attitude and approaches towards problem solving in…

Methodological Issues in the Measurement of Non-Random Family Problem Solving Interaction.

ERIC Educational Resources Information Center

Kieren, Dianne K.; Hurlbut, Nancy L.

The family is an obvious group for whom problem solving effectiveness holds importance. Problem solving interaction refers to the manner in which the behavior of family members is organized to resolve situations in which there is an unachieved but attainable goal, and the means to overcoming the barriers to achieving the goal are not apparent, but…

WHAT DOESNT GET MEASURED - DOESNT GET DONE: IMPLEMENTING CONTINUOUS PROCESS IMPROVEMENT IN THE AIR FORCE RESERVE

DTIC Science & Technology

2016-04-01

Practical Problem Solving Method RMD Resource Management Decision ROI Return on Investment SECAF Secretary of the Air Force SECNAV Secretary of...AFSO21 and now AF CPI, this program seeks to train and certify an organic cadre of CPI practitioners to support the use of its standard problem solving ...process known as the AF Practical Problem Solving Method (PPSM) to solve mission critical process deficiencies. The PPSM leverages several industry

Cognitive functioning and everyday problem solving in older adults.

PubMed

Burton, Catherine L; Strauss, Esther; Hultsch, David F; Hunter, Michael A

2006-09-01

The relationship between cognitive functioning and a performance-based measure of everyday problem-solving, the Everyday Problems Test (EPT), thought to index instrumental activities of daily living (IADL), was examined in 291 community-dwelling non-demented older adults. Performance on the EPT was found to vary according to age, cognitive status, and education. Hierarchical regression analyses revealed that, after adjusting for demographic and health variables, measures of cognitive functioning accounted for 23.6% of the variance in EPT performance. In particular, measures of global cognitive status, cognitive decline, speed of processing, executive functioning, episodic memory, and verbal ability were significant predictors of EPT performance. These findings suggest that cognitive functioning along with demographic variables are important determinants of everyday problem-solving.

Problem representation and mathematical problem solving of students of varying math ability.

PubMed

Krawec, Jennifer L

2014-01-01

The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD, n = 25), low-achieving students (LA, n = 30), and average-achieving students (AA, n = 29). The primary interest was to analyze the processes students use to translate and integrate problem information while solving problems. Paraphrasing, visual representation, and problem-solving accuracy were measured in eighth grade students using a researcher-modified version of the Mathematical Processing Instrument. Results indicated that both students with LD and LA students struggled with processing but that students with LD were significantly weaker than their LA peers in paraphrasing relevant information. Paraphrasing and visual representation accuracy each accounted for a statistically significant amount of variance in problem-solving accuracy. Finally, the effect of visual representation of relevant information on problem-solving accuracy was dependent on ability; specifically, for students with LD, generating accurate visual representations was more strongly related to problem-solving accuracy than for AA students. Implications for instruction for students with and without LD are discussed.

The impact of childhood emotional abuse and experiential avoidance on maladaptive problem solving and intimate partner violence.

PubMed

Bell, Kathryn M; Higgins, Lorrin

2015-04-16

The purpose of the current study was to examine the joint influences of experiential avoidance and social problem solving on the link between childhood emotional abuse (CEA) and intimate partner violence (IPV). Experiential avoidance following CEA may interfere with a person's ability to effectively problem solve in social situations, increasing risk for conflict and interpersonal violence. As part of a larger study, 232 women recruited from the community completed measures assessing childhood emotional, physical, and sexual abuse, experiential avoidance, maladaptive social problem solving, and IPV perpetration and victimization. Final trimmed models indicated that CEA was indirectly associated with IPV victimization and perpetration via experiential avoidance and Negative Problem Orientation (NPO) and Impulsivity/Carelessness Style (ICS) social problem solving strategies. Though CEA was related to an Avoidance Style (AS) social problem solving strategy, this strategy was not significantly associated with IPV victimization or perpetration. Experiential avoidance had both a direct and indirect effect, via NPO and ICS social problem solving, on IPV victimization and perpetration. Findings suggest that CEA may lead some women to avoid unwanted internal experiences, which may adversely impact their ability to effectively problem solve in social situations and increase IPV risk.

The Impact of Childhood Emotional Abuse and Experiential Avoidance on Maladaptive Problem Solving and Intimate Partner Violence

PubMed Central

Bell, Kathryn M.; Higgins, Lorrin

2015-01-01

The purpose of the current study was to examine the joint influences of experiential avoidance and social problem solving on the link between childhood emotional abuse (CEA) and intimate partner violence (IPV). Experiential avoidance following CEA may interfere with a person’s ability to effectively problem solve in social situations, increasing risk for conflict and interpersonal violence. As part of a larger study, 232 women recruited from the community completed measures assessing childhood emotional, physical, and sexual abuse, experiential avoidance, maladaptive social problem solving, and IPV perpetration and victimization. Final trimmed models indicated that CEA was indirectly associated with IPV victimization and perpetration via experiential avoidance and Negative Problem Orientation (NPO) and Impulsivity/Carelessness Style (ICS) social problem solving strategies. Though CEA was related to an Avoidance Style (AS) social problem solving strategy, this strategy was not significantly associated with IPV victimization or perpetration. Experiential avoidance had both a direct and indirect effect, via NPO and ICS social problem solving, on IPV victimization and perpetration. Findings suggest that CEA may lead some women to avoid unwanted internal experiences, which may adversely impact their ability to effectively problem solve in social situations and increase IPV risk. PMID:25893570

Implementation of basic chemistry experiment based on metacognition to increase problem-solving and build concept understanding

NASA Astrophysics Data System (ADS)

Zuhaida, A.

2018-04-01

Implementation of the experiment have the three aspects of the goal: 1) develop basic skills of experimenting; 2) develop problem-solving skills with a scientific approach; 3) improve understanding of the subject matter. On the implementation of the experiment, students have some weaknesses include: observing, identifying problems, managing information, analyzing, and evaluating. This weakness is included in the metacognition indicator.The objective of the research is to implementation of Basic Chemistry Experiment based on metacognition to increase problem-solving skills and build concept understanding for students of Science Education Department. The method of this research is a quasi- experimental method with pretest-posttest control group design. Problem-solving skills are measured through performance assessments using rubrics from problem solving reports, and results presentation. The conceptual mastery is measured through a description test. The result of the research: (1) improve the problem solving skills of the students with very high category; (2) increase the students’ concept understanding better than the conventional experiment with the result of N-gain in medium category, and (3) increase student's response positively for learning implementation. The contribution of this research is to extend the implementation of practical learning for some subjects, and to improve the students' competence in science.

A problem-solving task specialized for functional neuroimaging: validation of the Scarborough adaptation of the Tower of London (S-TOL) using near-infrared spectroscopy

PubMed Central

Ruocco, Anthony C.; Rodrigo, Achala H.; Lam, Jaeger; Di Domenico, Stefano I.; Graves, Bryanna; Ayaz, Hasan

2014-01-01

Problem-solving is an executive function subserved by a network of neural structures of which the dorsolateral prefrontal cortex (DLPFC) is central. Whereas several studies have evaluated the role of the DLPFC in problem-solving, few standardized tasks have been developed specifically for use with functional neuroimaging. The current study adapted a measure with established validity for the assessment of problem-solving abilities to design a test more suitable for functional neuroimaging protocols. The Scarborough adaptation of the Tower of London (S-TOL) was administered to 38 healthy adults while hemodynamic oxygenation of the PFC was measured using 16-channel continuous-wave functional near-infrared spectroscopy (fNIRS). Compared to a baseline condition, problems that required two or three steps to achieve a goal configuration were associated with higher activation in the left DLPFC and deactivation in the medial PFC. Individuals scoring higher in trait deliberation showed consistently higher activation in the left DLPFC regardless of task difficulty, whereas individuals lower in this trait displayed less activation when solving simple problems. Based on these results, the S-TOL may serve as a standardized task to evaluate problem-solving abilities in functional neuroimaging studies. PMID:24734017

Justification of violence beliefs and social problem-solving as mediators between maltreatment and behavior problems in adolescents.

PubMed

Calvete, Esther

2007-05-01

This study examined whether justification of violence beliefs and social problem solving mediated between maltreatment experiences and aggressive and delinquent behavior in adolescents. Data were collected on 191 maltreated and 546 nonmaltreated adolescents (ages 14 to 17 years), who completed measures of justification of violence beliefs, social problem-solving dimensions (problem orientation, and impulsivity/carelessness style), and psychological problems. Findings indicated that maltreated adolescents' higher levels of delinquent and aggressive behavior were partially accounted for by justification of violence beliefs, and that their higher levels of depressive symptoms were partially mediated by a more negative orientation to social problem-solving. Comparisons between boys and girls indicated that the model linking maltreatment, cognitive variables, and psychological problems was invariant.

The effects of computer-simulated experiments on high school biology students' problem-solving skills and achievement

NASA Astrophysics Data System (ADS)

Carmack, Gay Lynn Dickinson

2000-10-01

This two-part quasi-experimental repeated measures study examined whether computer simulated experiments have an effect on the problem solving skills of high school biology students in a school-within-a-school magnet program. Specifically, the study identified episodes in a simulation sequence where problem solving skills improved. In the Fall academic semester, experimental group students (n = 30) were exposed to two simulations: CaseIt! and EVOLVE!. Control group students participated in an internet research project and a paper Hardy-Weinberg activity. In the Spring academic semester, experimental group students were exposed to three simulations: Genetics Construction Kit, CaseIt! and EVOLVE! . Spring control group students participated in a Drosophila lab, an internet research project, and Advanced Placement lab 8. Results indicate that the Fall and Spring experimental groups experienced significant gains in scientific problem solving after the second simulation in the sequence. These gains were independent of the simulation sequence or the amount of time spent on the simulations. These gains were significantly greater than control group scores in the Fall. The Spring control group significantly outscored all other study groups on both pretest measures. Even so, the Spring experimental group problem solving performance caught up to the Spring control group performance after the third simulation. There were no significant differences between control and experimental groups on content achievement. Results indicate that CSE is as effective as traditional laboratories in promoting scientific problem solving and that CSE is a useful tool for improving students' scientific problem solving skills. Moreover, retention of problem solving skills is enhanced by utilizing more than one simulation.

A problem-solving education intervention in caregivers and patients during allogeneic hematopoietic stem cell transplantation.

PubMed

Bevans, Margaret; Wehrlen, Leslie; Castro, Kathleen; Prince, Patricia; Shelburne, Nonniekaye; Soeken, Karen; Zabora, James; Wallen, Gwenyth R

2014-05-01

The aim of this study was to determine the effect of problem-solving education on self-efficacy and distress in informal caregivers of allogeneic hematopoietic stem cell transplantation patients. Patient/caregiver teams attended three 1-hour problem-solving education sessions to help cope with problems during hematopoietic stem cell transplantation. Primary measures included the Cancer Self-Efficacy Scale-transplant and Brief Symptom Inventory-18. Active caregivers reported improvements in self-efficacy (p < 0.05) and distress (p < 0.01) post-problem-solving education; caregiver responders also reported better health outcomes such as fatigue. The effect of problem-solving education on self-efficacy and distress in hematopoietic stem cell transplantation caregivers supports its inclusion in future interventions to meet the multifaceted needs of this population.

Probabilities and predictions: modeling the development of scientific problem-solving skills.

PubMed

Stevens, Ron; Johnson, David F; Soller, Amy

2005-01-01

The IMMEX (Interactive Multi-Media Exercises) Web-based problem set platform enables the online delivery of complex, multimedia simulations, the rapid collection of student performance data, and has already been used in several genetic simulations. The next step is the use of these data to understand and improve student learning in a formative manner. This article describes the development of probabilistic models of undergraduate student problem solving in molecular genetics that detailed the spectrum of strategies students used when problem solving, and how the strategic approaches evolved with experience. The actions of 776 university sophomore biology majors from three molecular biology lecture courses were recorded and analyzed. Each of six simulations were first grouped by artificial neural network clustering to provide individual performance measures, and then sequences of these performances were probabilistically modeled by hidden Markov modeling to provide measures of progress. The models showed that students with different initial problem-solving abilities choose different strategies. Initial and final strategies varied across different sections of the same course and were not strongly correlated with other achievement measures. In contrast to previous studies, we observed no significant gender differences. We suggest that instructor interventions based on early student performances with these simulations may assist students to recognize effective and efficient problem-solving strategies and enhance learning.

Gender Differences in the Measurement of Creative Problem-Solving

ERIC Educational Resources Information Center

Hardy, Jay H., III; Gibson, Carter

2017-01-01

Despite significant scholarly attention, the literature on the existence and direction of gender differences in creativity has produced inconsistent findings. In the present paper, we argue that this lack of consensus may be attributable, at least in part, to gender-specific inconsistencies in the measurement of creative problem-solving. To…

The Creativity of Reflective and Impulsive Selected Students in Solving Geometric Problems

NASA Astrophysics Data System (ADS)

Shoimah, R. N.; Lukito, A.; Siswono, T. Y. E.

2018-01-01

This research purposed to describe the elementary students’ creativity with reflective and impulsive cognitive style in solving geometric problems. This research used qualitative research methods. The data was collected by written tests and task-based interviews. The subjects consisted of two 5th grade students that were measured by MFFT (Matching Familiar Figures Test). The data were analyzed based on the three main components of creativity; that is fluency, flexibility, and novelty. This results showed that subject with reflective cognitive style in solving geometric problems met all components of creativity (fluency; subject generated more than three different right-ideas in solving problems, flexibility; subject generated more than two different ways to get problem solved, and novelty; subject generated new ideas and new ways that original and has never been used before). While subject with impulsive cognitive style in solving geometric problems met two components of creativity (fluency; subject generated more than three different right-ideas in solving problems, flexibility; subject generated two different ways to get problem solved). Thus, it could be concluded that reflective students are more creative in solving geometric problems. The results of this research can also be used as a guideline in the future assessment of creativity based on cognitive style.

Problem Solving Interventions for Diabetes Self-management and Control: A Systematic Review of the Literature

PubMed Central

Fitzpatrick, Stephanie L.; Schumann, Kristina P.; Hill-Briggs, Felicia

2013-01-01

Aims Problem solving is deemed a core skill for patient diabetes self-management education. The purpose of this systematic review is to examine the published literature on the effect of problem-solving interventions on diabetes self-management and disease control. Data Sources We searched PubMed and PsychINFO electronic databases for English language articles published between November 2006 and September 2012. Reference lists from included studies were reviewed to capture additional studies. Study Selection Studies reporting problem-solving intervention or problem solving as an intervention component for diabetes self-management training and disease control were included. Twenty-four studies met inclusion criteria. Data Extraction Study design, sample characteristics, measures, and results were reviewed. Data Synthesis Sixteen intervention studies (11 adult, 5 children/adolescents) were randomized controlled trials, and 8 intervention studies (6 adult, 2 children/adolescents) were quasi-experimental designs. Conclusions Studies varied greatly in their approaches to problem-solving use in patient education. To date, 36% of adult problem-solving interventions and 42% of children/adolescent problem-solving interventions have demonstrated significant improvement in HbA1c, while psychosocial outcomes have been more promising. The next phase of problem-solving intervention research should employ intervention characteristics found to have sufficient potency and intensity to reach therapeutic levels needed to demonstrate change. PMID:23312614

Problem-Solving After Traumatic Brain Injury in Adolescence: Associations With Functional Outcomes.

PubMed

Wade, Shari L; Cassedy, Amy E; Fulks, Lauren E; Taylor, H Gerry; Stancin, Terry; Kirkwood, Michael W; Yeates, Keith O; Kurowski, Brad G

2017-08-01

To examine the association of problem-solving with functioning in youth with traumatic brain injury (TBI). Cross-sectional evaluation of pretreatment data from a randomized controlled trial. Four children's hospitals and 1 general hospital, with level 1 trauma units. Youth, ages 11 to 18 years, who sustained moderate or severe TBI in the last 18 months (N=153). Problem-solving skills were assessed using the Social Problem-Solving Inventory (SPSI) and the Dodge Social Information Processing Short Stories. Everyday functioning was assessed based on a structured clinical interview using the Child and Adolescent Functional Assessment Scale (CAFAS) and via adolescent ratings on the Youth Self Report (YSR). Correlations and multiple regression analyses were used to examine associations among measures. The TBI group endorsed lower levels of maladaptive problem-solving (negative problem orientation, careless/impulsive responding, and avoidant style) and lower levels of rational problem-solving, resulting in higher total problem-solving scores for the TBI group compared with a normative sample (P<.001). Dodge Social Information Processing Short Stories dimensions were correlated (r=.23-.37) with SPSI subscales in the anticipated direction. Although both maladaptive (P<.001) and adaptive (P=.006) problem-solving composites were associated with overall functioning on the CAFAS, only maladaptive problem-solving (P<.001) was related to the YSR total when outcomes were continuous. For the both CAFAS and YSR logistic models, maladaptive style was significantly associated with greater risk of impairment (P=.001). Problem-solving after TBI differs from normative samples and is associated with functional impairments. The relation of problem-solving deficits after TBI with global functioning merits further investigation, with consideration of the potential effects of problem-solving interventions on functional outcomes. Copyright © 2017 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Coping, problem solving, depression, and health-related quality of life in patients receiving outpatient stroke rehabilitation.

PubMed

Visser, Marieke M; Heijenbrok-Kal, Majanka H; Spijker, Adriaan Van't; Oostra, Kristine M; Busschbach, Jan J; Ribbers, Gerard M

2015-08-01

To investigate whether patients with high and low depression scores after stroke use different coping strategies and problem-solving skills and whether these variables are related to psychosocial health-related quality of life (HRQOL) independent of depression. Cross-sectional study. Two rehabilitation centers. Patients participating in outpatient stroke rehabilitation (N=166; mean age, 53.06±10.19y; 53% men; median time poststroke, 7.29mo). Not applicable. Coping strategy was measured using the Coping Inventory for Stressful Situations; problem-solving skills were measured using the Social Problem Solving Inventory-Revised: Short Form; depression was assessed using the Center for Epidemiologic Studies Depression Scale; and HRQOL was measured using the five-level EuroQol five-dimensional questionnaire and the Stroke-Specific Quality of Life Scale. Independent samples t tests and multivariable regression analyses, adjusted for patient characteristics, were performed. Compared with patients with low depression scores, patients with high depression scores used less positive problem orientation (P=.002) and emotion-oriented coping (P<.001) and more negative problem orientation (P<.001) and avoidance style (P<.001). Depression score was related to all domains of both general HRQOL (visual analog scale: β=-.679; P<.001; utility: β=-.009; P<.001) and stroke-specific HRQOL (physical HRQOL: β=-.020; P=.001; psychosocial HRQOL: β=-.054, P<.001; total HRQOL: β=-.037; P<.001). Positive problem orientation was independently related to psychosocial HRQOL (β=.086; P=.018) and total HRQOL (β=.058; P=.031). Patients with high depression scores use different coping strategies and problem-solving skills than do patients with low depression scores. Independent of depression, positive problem-solving skills appear to be most significantly related to better HRQOL. Copyright © 2015 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Rumination decreases parental problem-solving effectiveness in dysphoric postnatal mothers.

PubMed

O'Mahen, Heather A; Boyd, Alex; Gashe, Caroline

2015-06-01

Postnatal depression is associated with poorer parenting quality, but there are few studies examining maternal-specific cognitive processes that may impact on parenting quality. In this study, we examined the impact of rumination on parental problem-solving effectiveness in dysphoric and non-dysphoric postnatal mothers. Fifty-nine mothers with a infant aged 12 months and under, 20 of whom had a Beck Depression Score II (BDI-II) score ≥ 14, and 39 who scored less than 14 on the BDI-II were randomly assigned to either a rumination or distraction condition. Problem-solving effectiveness was assessed post-induction with the "Postnatal Parental Problem-Solving Task" (PPST), which was adapted from the Means Ends Problem-solving task. Parental problem-solving confidence was also assessed. Dysphoric ruminating mothers exhibited poorer problem-solving effectiveness and poorer confidence regarding their problem-solving compared to dysphoric distracting, non-dysphoric distracting, and non-dysphoric ruminating mothers. A self-report measure of depressed mood was used. Rumination may be a key mechanism associated with both depressive mood and maternal parenting quality during the postnatal period. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

Effect of Tutorial Giving on The Topic of Special Theory of Relativity in Modern Physics Course Towards Students’ Problem-Solving Ability

NASA Astrophysics Data System (ADS)

Hartatiek; Yudyanto; Haryoto, Dwi

2017-05-01

A Special Theory of Relativity handbook has been successfully arranged to guide students tutorial activity in the Modern Physics course. The low of students’ problem-solving ability was overcome by giving the tutorial in addition to the lecture class. It was done due to the limited time in the class during the course to have students do some exercises for their problem-solving ability. The explicit problem-solving based tutorial handbook was written by emphasizing to this 5 problem-solving strategies: (1) focus on the problem, (2) picture the physical facts, (3) plan the solution, (4) solve the problem, and (5) check the result. This research and development (R&D) consisted of 3 main steps: (1) preliminary study, (2) draft I. product development, and (3) product validation. The developed draft product was validated by experts to measure the feasibility of the material and predict the effect of the tutorial giving by means of questionnaires with scale 1 to 4. The students problem-solving ability in Special Theory of Relativity showed very good qualification. It implied that the tutorial giving with the help of tutorial handbook increased students problem-solving ability. The empirical test revealed that the developed handbook was significantly affected in improving students’ mastery concept and problem-solving ability. Both students’ mastery concept and problem-solving ability were in middle category with gain of 0.31 and 0.41, respectively.

Reliability and Validity of a Procedure To Measure Diagnostic Reasoning and Problem-Solving Skills Taught in Predoctoral Orthodontic Education.

ERIC Educational Resources Information Center

Albanese, Mark A.; Jacobs, Richard M.

Preliminary psychometric data assessing the reliability and validity of a method used to measure the diagnostic reasoning and problem-solving skills of predoctoral students in orthodontia are described. The measurement approach consisted of sets of patient demographic data and dental photos and x-rays, accompanied by a set of 33 multiple-choice…

An Application of Generalizability Theory and Many-Facet Rasch Measurement Using a Complex Problem-Solving Skills Assessment

ERIC Educational Resources Information Center

Smith, Jr., Everett V.; Kulikowich, Jonna M.

2004-01-01

This study describes the use of generalizability theory (GT) and many-facet Rasch measurement (MFRM) to evaluate psychometric properties of responses obtained from an assessment designed to measure complex problem-solving skills. The assessment revolved around the school activity of kickball. The task required of each student was to decide on a…

Enhancing chemistry problem-solving achievement using problem categorization

NASA Astrophysics Data System (ADS)

Bunce, Diane M.; Gabel, Dorothy L.; Samuel, John V.

The enhancement of chemistry students' skill in problem solving through problem categorization is the focus of this study. Twenty-four students in a freshman chemistry course for health professionals are taught how to solve problems using the explicit method of problem solving (EMPS) (Bunce & Heikkinen, 1986). The EMPS is an organized approach to problem analysis which includes encoding the information given in a problem (Given, Asked For), relating this to what is already in long-term memory (Recall), and planning a solution (Overall Plan) before a mathematical solution is attempted. In addition to the EMPS training, treatment students receive three 40-minute sessions following achievement tests in which they are taught how to categorize problems. Control students use this time to review the EMPS solutions of test questions. Although problem categorization is involved in one section of the EMPS (Recall), treatment students who received specific training in problem categorization demonstrate significantly higher achievement on combination problems (those problems requiring the use of more than one chemical topic for their solution) at (p = 0.01) than their counterparts. Significantly higher achievement for treatment students is also measured on an unannounced test (p = 0.02). Analysis of interview transcripts of both treatment and control students illustrates a Rolodex approach to problem solving employed by all students in this study. The Rolodex approach involves organizing equations used to solve problems on mental index cards and flipping through them, matching units given when a new problem is to be solved. A second phenomenon observed during student interviews is the absence of a link in the conceptual understanding of the chemical concepts involved in a problem and the problem-solving skills employed to correctly solve problems. This study shows that explicit training in categorization skills and the EMPS can lead to higher achievement in complex problem-solving situations (combination problems and unannounced test). However, such achievement may be limited by the lack of linkages between students' conceptual understanding and improved problem-solving skill.

Using Proportional Reasoning to Solve Geometric Problems

ERIC Educational Resources Information Center

Pandiscio, Eric A

2004-01-01

Students solve a geometric problem of measuring polygons with the help of proportional reasoning. Thus the importance of conceptual reasoning is emphasized as a highly efficient technique for teaching and strengthening mathematical content.

A Confidant Support and Problem Solving Model of Divorced Fathers’ Parenting

PubMed Central

DeGarmo, David S.; Forgatch, Marion S.

2011-01-01

This study tested a hypothesized social interaction learning (SIL) model of confidant support and paternal parenting. The latent growth curve analysis employed 230 recently divorced fathers, of which 177 enrolled support confidants, to test confidant support as a predictor of problem solving outcomes and problem solving outcomes as predictors of change in fathers’ parenting. Fathers’ parenting was hypothesized to predict growth in child behavior. Observational measures of support behaviors and problem solving outcomes were obtained from structured discussions of personal and parenting issues faced by the fathers. Findings replicated and extended prior cross-sectional studies with divorced mothers and their confidants. Confidant support predicted better problem solving outcomes, problem solving predicted more effective parenting, and parenting in turn predicted growth in children’s reduced total problem behavior T scores over 18 months. Supporting a homophily perspective, fathers’ antisociality was associated with confidant antisociality but only fathers’ antisociality influenced the support process model. Intervention implications are discussed regarding SIL parent training and social support. PMID:21541814

A confidant support and problem solving model of divorced fathers' parenting.

PubMed

Degarmo, David S; Forgatch, Marion S

2012-03-01

This study tested a hypothesized social interaction learning (SIL) model of confidant support and paternal parenting. The latent growth curve analysis employed 230 recently divorced fathers, of which 177 enrolled support confidants, to test confidant support as a predictor of problem solving outcomes and problem solving outcomes as predictors of change in fathers' parenting. Fathers' parenting was hypothesized to predict growth in child behavior. Observational measures of support behaviors and problem solving outcomes were obtained from structured discussions of personal and parenting issues faced by the fathers. Findings replicated and extended prior cross-sectional studies with divorced mothers and their confidants. Confidant support predicted better problem solving outcomes, problem solving predicted more effective parenting, and parenting in turn predicted growth in children's reduced total problem behavior T scores over 18 months. Supporting a homophily perspective, fathers' antisociality was associated with confidant antisociality but only fathers' antisociality influenced the support process model. Intervention implications are discussed regarding SIL parent training and social support.

Problem-solving counseling as a therapeutic tool on youth suicidal behavior in the suburban population in Sri Lanka.

PubMed

Perera, E A Ramani; Kathriarachchi, Samudra T

2011-01-01

Suicidal behaviour among youth is a major public health concern in Sri Lanka. Prevention of youth suicides using effective, feasible and culturally acceptable methods is invaluable in this regard, however research in this area is grossly lacking. This study aimed at determining the effectiveness of problem solving counselling as a therapeutic intervention in prevention of youth suicidal behaviour in Sri Lanka. This control trial study was based on hospital admissions with suicidal attempts in a sub-urban hospital in Sri Lanka. The study was carried out at Base Hospital Homagama. A sample of 124 was recruited using convenience sampling method and divided into two groups, experimental and control. Control group was offered routine care and experimental group received four sessions of problem solving counselling over one month. Outcome of both groups was measured, six months after the initial screening, using the visual analogue scale. Individualized outcome measures on problem solving counselling showed that problem solving ability among the subjects in the experimental group had improved after four counselling sessions and suicidal behaviour has been reduced. The results are statistically significant. This Study confirms that problem solving counselling is an effective therapeutic tool in management of youth suicidal behaviour in hospital setting in a developing country.

An Examination of the Relationship between Computation, Problem Solving, and Reading

ERIC Educational Resources Information Center

Cormier, Damien C.; Yeo, Seungsoo; Christ, Theodore J.; Offrey, Laura D.; Pratt, Katherine

2016-01-01

The purpose of this study is to evaluate the relationship of mathematics calculation rate (curriculum-based measurement of mathematics; CBM-M), reading rate (curriculum-based measurement of reading; CBM-R), and mathematics application and problem solving skills (mathematics screener) among students at four levels of proficiency on a statewide…

Does Problem-Solving Training for Family Caregivers Benefit Their Care Recipients With Severe Disabilities? A Latent Growth Model of the Project CLUES Randomized Clinical Trial

PubMed Central

Berry, Jack W.; Elliott, Timothy R.; Grant, Joan S.; Edwards, Gary; Fine, Philip R.

2012-01-01

Objective To examine whether an individualized problem-solving intervention provided to family caregivers of persons with severe disabilities provides benefits to both caregivers and their care recipients. Design Family caregivers were randomly assigned to an education-only control group or a problem-solving training (PST) intervention group. Participants received monthly contacts for 1 year. Participants Family caregivers (129 women, 18 men) and their care recipients (81 women, 66 men) consented to participate. Main Outcome Measures Caregivers completed the Social Problem-Solving Inventory–Revised, the Center for Epidemiological Studies-Depression scale, the Satisfaction with Life scale, and a measure of health complaints at baseline and in 3 additional assessments throughout the year. Care recipient depression was assessed with a short form of the Hamilton Depression Scale. Results Latent growth modeling was used to analyze data from the dyads. Caregivers who received PST reported a significant decrease in depression over time, and they also displayed gains in constructive problem-solving abilities and decreases in dysfunctional problem-solving abilities. Care recipients displayed significant decreases in depression over time, and these decreases were significantly associated with decreases in caregiver depression in response to training. Conclusions PST significantly improved the problem-solving skills of community-residing caregivers and also lessened their depressive symptoms. Care recipients in the PST group also had reductions in depression over time, and it appears that decreases in caregiver depression may account for this effect. PMID:22686549

An evaluation of the problem-solving ability of diplomates from a comprehensive nursing programme.

PubMed

Makhathini, J T; Uys, L R

1996-10-01

The aim of this South African study was to obtain a measurement of the problem-solving ability of diplomates from a basic nursing programme with this skill included in its programme objectives. The problem-solving skills of diplomates from this programme were compared with those of first years to determine if there is an improvement in the problem-solving skills. A comparison was also made with a different basic programmes not claiming to teach problem-solving. The research design selected for this study was the ex post facto design. Data were collected using the Triple Jump Method which is an interview technique. The findings suggested that the level of the problem-solving skills of the comprehensive nursing programme diplomate is not satisfactory. There was, however, some improvement in the problem-solving ability from the first to the fourth year. The level of performance of the fourth years was slightly higher than that of the third years of the three-year nursing programme, who were used as the control group. Recommendations on selection teaching and evaluation of students, as well as further research, were made.

Schizophrenia, narrative, and neurocognition: The utility of life-stories in understanding social problem-solving skills.

PubMed

Moe, Aubrey M; Breitborde, Nicholas J K; Bourassa, Kyle J; Gallagher, Colin J; Shakeel, Mohammed K; Docherty, Nancy M

2018-06-01

Schizophrenia researchers have focused on phenomenological aspects of the disorder to better understand its underlying nature. In particular, development of personal narratives-that is, the complexity with which people form, organize, and articulate their "life stories"-has recently been investigated in individuals with schizophrenia. However, less is known about how aspects of narrative relate to indicators of neurocognitive and social functioning. The objective of the present study was to investigate the association of linguistic complexity of life-story narratives to measures of cognitive and social problem-solving abilities among people with schizophrenia. Thirty-two individuals with a diagnosis of schizophrenia completed a research battery consisting of clinical interviews, a life-story narrative, neurocognitive testing, and a measure assessing multiple aspects of social problem solving. Narrative interviews were assessed for linguistic complexity using computerized technology. The results indicate differential relationships of linguistic complexity and neurocognition to domains of social problem-solving skills. More specifically, although neurocognition predicted how well one could both describe and enact a solution to a social problem, linguistic complexity alone was associated with accurately recognizing that a social problem had occurred. In addition, linguistic complexity appears to be a cognitive factor that is discernible from other broader measures of neurocognition. Linguistic complexity may be more relevant in understanding earlier steps of the social problem-solving process than more traditional, broad measures of cognition, and thus is relevant in conceptualizing treatment targets. These findings also support the relevance of developing narrative-focused psychotherapies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Solving inversion problems with neural networks

NASA Technical Reports Server (NTRS)

Kamgar-Parsi, Behzad; Gualtieri, J. A.

1990-01-01

A class of inverse problems in remote sensing can be characterized by Q = F(x), where F is a nonlinear and noninvertible (or hard to invert) operator, and the objective is to infer the unknowns, x, from the observed quantities, Q. Since the number of observations is usually greater than the number of unknowns, these problems are formulated as optimization problems, which can be solved by a variety of techniques. The feasibility of neural networks for solving such problems is presently investigated. As an example, the problem of finding the atmospheric ozone profile from measured ultraviolet radiances is studied.

An Evaluation of Curriculum-Based Measurement of Mathematics Word Problem--Solving Measures for Monitoring Third-Grade Students' Mathematics Competence

ERIC Educational Resources Information Center

Leh, Jayne M.; Jitendra, Asha K.; Caskie, Grace I. L.; Griffin, Cynthia C.

2007-01-01

The purpose of this study was to examine the tenability of a curriculum-based mathematical word problem-solving (WPS) measure as a progress-monitoring tool to index students' rate of growth or slope of achievement over time. Participants consisted of 58 third-grade students, who were assessed repeatedly over 16 school weeks. Students were measured…

Assessing student written problem solutions: A problem-solving rubric with application to introductory physics

NASA Astrophysics Data System (ADS)

Docktor, Jennifer L.; Dornfeld, Jay; Frodermann, Evan; Heller, Kenneth; Hsu, Leonardo; Jackson, Koblar Alan; Mason, Andrew; Ryan, Qing X.; Yang, Jie

2016-06-01

Problem solving is a complex process valuable in everyday life and crucial for learning in the STEM fields. To support the development of problem-solving skills it is important for researchers and curriculum developers to have practical tools that can measure the difference between novice and expert problem-solving performance in authentic classroom work. It is also useful if such tools can be employed by instructors to guide their pedagogy. We describe the design, development, and testing of a simple rubric to assess written solutions to problems given in undergraduate introductory physics courses. In particular, we present evidence for the validity, reliability, and utility of the instrument. The rubric identifies five general problem-solving processes and defines the criteria to attain a score in each: organizing problem information into a Useful Description, selecting appropriate principles (Physics Approach), applying those principles to the specific conditions in the problem (Specific Application of Physics), using Mathematical Procedures appropriately, and displaying evidence of an organized reasoning pattern (Logical Progression).

Measures of Potential Flexibility and Practical Flexibility in Equation Solving.

PubMed

Xu, Le; Liu, Ru-De; Star, Jon R; Wang, Jia; Liu, Ying; Zhen, Rui

2017-01-01

Researchers interested in mathematical proficiency have recently begun to explore the development of strategic flexibility, where flexibility is defined as knowledge of multiple strategies for solving a problem and the ability to implement an innovative strategy for a given problem solving circumstance. However, anecdotal findings from this literature indicate that students do not consistently use an innovative strategy for solving a given problem, even when these same students demonstrate knowledge of innovative strategies. This distinction, sometimes framed in the psychological literature as competence vs. performance-has not been previously studied for flexibility. In order to explore the competence/performance distinction in flexibility, this study developed and validated measures for potential flexibility (e.g., competence, or knowledge of multiple strategies) and practical flexibility (e.g., performance, use of innovative strategies) for solving equations. The measures were administrated to a sample of 158 Chinese middle school students through a Tri-Phase Flexibility Assessment, in which the students were asked to solve each equation, generate additional strategies, and evaluate own multiple strategies. Confirmatory factor analysis supported a two-factor model of potential and practical flexibility. Satisfactory internal consistency was found for the measures. Additional validity evidence included the significant association with flexibility measured with the previous method. Potential flexibility and practical flexibility were found to be distinct but related. The theoretical and practical implications of the concepts and their measures of potential flexibility and practical flexibility are discussed.

Measures of Potential Flexibility and Practical Flexibility in Equation Solving

PubMed Central

Xu, Le; Liu, Ru-De; Star, Jon R.; Wang, Jia; Liu, Ying; Zhen, Rui

2017-01-01

Researchers interested in mathematical proficiency have recently begun to explore the development of strategic flexibility, where flexibility is defined as knowledge of multiple strategies for solving a problem and the ability to implement an innovative strategy for a given problem solving circumstance. However, anecdotal findings from this literature indicate that students do not consistently use an innovative strategy for solving a given problem, even when these same students demonstrate knowledge of innovative strategies. This distinction, sometimes framed in the psychological literature as competence vs. performance—has not been previously studied for flexibility. In order to explore the competence/performance distinction in flexibility, this study developed and validated measures for potential flexibility (e.g., competence, or knowledge of multiple strategies) and practical flexibility (e.g., performance, use of innovative strategies) for solving equations. The measures were administrated to a sample of 158 Chinese middle school students through a Tri-Phase Flexibility Assessment, in which the students were asked to solve each equation, generate additional strategies, and evaluate own multiple strategies. Confirmatory factor analysis supported a two-factor model of potential and practical flexibility. Satisfactory internal consistency was found for the measures. Additional validity evidence included the significant association with flexibility measured with the previous method. Potential flexibility and practical flexibility were found to be distinct but related. The theoretical and practical implications of the concepts and their measures of potential flexibility and practical flexibility are discussed. PMID:28848481

Seeing the conflict: an attentional account of reasoning errors.

PubMed

Mata, André; Ferreira, Mário B; Voss, Andreas; Kollei, Tanja

2017-12-01

In judgment and reasoning, intuition and deliberation can agree on the same responses, or they can be in conflict and suggest different responses. Incorrect responses to conflict problems have traditionally been interpreted as a sign of faulty problem-solving-an inability to solve the conflict. However, such errors might emerge earlier, from insufficient attention to the conflict. To test this attentional hypothesis, we manipulated the conflict in reasoning problems and used eye-tracking to measure attention. Across several measures, correct responders paid more attention than incorrect responders to conflict problems, and they discriminated between conflict and no-conflict problems better than incorrect responders. These results are consistent with a two-stage account of reasoning, whereby sound problem solving in the second stage can only lead to accurate responses when sufficient attention is paid in the first stage.

Cognitive functioning and social problem-solving skills in schizophrenia.

PubMed

Hatashita-Wong, Michi; Smith, Thomas E; Silverstein, Steven M; Hull, James W; Willson, Deborah F

2002-05-01

This study examined the relationships between symptoms, cognitive functioning, and social skill deficits in schizophrenia. Few studies have incorporated measures of cognitive functioning and symptoms in predictive models for social problem solving. For our study, 44 participants were recruited from consecutive outpatient admissions. Neuropsychological tests were given to assess cognitive function, and social problem solving was assessed using structured vignettes designed to evoke the participant's ability to generate, evaluate, and apply solutions to social problems. A sequential model-fitting method of analysis was used to incorporate social problem solving, symptom presentation, and cognitive impairment into linear regression models. Predictor variables were drawn from demographic, cognitive, and symptom domains. Because this method of analysis was exploratory and not intended as hierarchical modelling, no a priori hypotheses were proposed. Participants with higher scores on tests of cognitive flexibility were better able to generate accurate, appropriate, and relevant responses to the social problem-solving vignettes. The results suggest that cognitive flexibility is a potentially important mediating factor in social problem-solving competence. While other factors are related to social problem-solving skill, this study supports the importance of cognition and understanding how it relates to the complex and multifaceted nature of social functioning.

Decision Making In Assignment Problem With Multiple Attributes Under Intuitionistic Fuzzy Environment

NASA Astrophysics Data System (ADS)

Mukherjee, Sathi; Basu, Kajla

2010-10-01

In this paper we develop a methodology to solve the multiple attribute assignment problems where the attributes are considered to be Intuitionistic Fuzzy Sets (IFS). We apply the concept of similarity measures of IFS to solve the Intuitionistic Fuzzy Multi-Attribute Assignment Problem (IFMAAP). The weights of the attributes are determined from expert opinion. An illustrative example is solved to verify the developed approach and to demonstrate its practicality.

Innovative problem solving by wild spotted hyenas

PubMed Central

Benson-Amram, Sarah; Holekamp, Kay E.

2012-01-01

Innovative animals are those able to solve novel problems or invent novel solutions to existing problems. Despite the important ecological and evolutionary consequences of innovation, we still know very little about the traits that vary among individuals within a species to make them more or less innovative. Here we examine innovative problem solving by spotted hyenas (Crocuta crocuta) in their natural habitat, and demonstrate for the first time in a non-human animal that those individuals exhibiting a greater diversity of initial exploratory behaviours are more successful problem solvers. Additionally, as in earlier work, we found that neophobia was a critical inhibitor of problem-solving success. Interestingly, although juveniles and adults were equally successful in solving the problem, juveniles were significantly more diverse in their initial exploratory behaviours, more persistent and less neophobic than were adults. We found no significant effects of social rank or sex on success, the diversity of initial exploratory behaviours, behavioural persistence or neophobia. Our results suggest that the diversity of initial exploratory behaviours, akin to some measures of human creativity, is an important, but largely overlooked, determinant of problem-solving success in non-human animals. PMID:22874748

The relationship between two-dimensional self-esteem and problem solving style in an anorexic inpatient sample.

PubMed

Paterson, Gillian; Power, Kevin; Yellowlees, Alex; Park, Katy; Taylor, Louise

2007-01-01

Research examining cognitive and behavioural determinants of anorexia is currently lacking. This has implications for the success of treatment programmes for anorexics, particularly, given the high reported dropout rates. This study examines two-dimensional self-esteem (comprising of self-competence and self-liking) and social problem-solving in an anorexic population and predicts that self-esteem will mediate the relationship between problem-solving and eating pathology by facilitating/inhibiting use of faulty/effective strategies. Twenty-seven anorexic inpatients and 62 controls completed measures of social problem solving and two-dimensional self-esteem. Anorexics scored significantly higher than the non-clinical group on measures of eating pathology, negative problem orientation, impulsivity/carelessness and avoidance and significantly lower on positive problem orientation and both self-esteem components. In the clinical sample, disordered eating correlated significantly with self-competence, negative problem-orientation and avoidance. Associations between disordered eating and problem solving lost significance when self-esteem was controlled in the clinical group only. Self-competence was found to be the main predictor of eating pathology in the clinical sample while self-liking, impulsivity and negative and positive problem orientation were main predictors in the non-clinical sample. Findings support the two-dimensional self-esteem theory with self-competence only being relevant to the anorexic population and support the hypothesis that self-esteem mediates the relationship between disordered eating and problem solving ability in an anorexic sample. Treatment implications include support for programmes emphasising increasing self-appraisal and self-efficacy. 2006 John Wiley & Sons, Ltd and Eating Disorders Association

Effects of an explicit problem-solving skills training program using a metacomponential approach for outpatients with acquired brain injury.

PubMed

Fong, Kenneth N K; Howie, Dorothy R

2009-01-01

We investigated the effects of an explicit problem-solving skills training program using a metacomponential approach with 33 outpatients with moderate acquired brain injury, in the Hong Kong context. We compared an experimental training intervention with this explicit problem-solving approach, which taught metacomponential strategies, with a conventional cognitive training approach that did not have this explicit metacognitive training. We found significant advantages for the experimental group on the Metacomponential Interview measure in association with the explicit metacomponential training, but transfer to the real-life problem-solving measures was not evidenced in statistically significant findings. Small sample size, limited time of intervention, and some limitations with these tools may have been contributing factors to these results. The training program was demonstrated to have a significantly greater effect than the conventional training approach on metacomponential functioning and the component of problem representation. However, these benefits were not transferable to real-life situations.

Cognitive strategy interventions improve word problem solving and working memory in children with math disabilities.

PubMed

Swanson, H Lee

2015-01-01

This study investigated the role of strategy instruction and working memory capacity (WMC) on problem solving solution accuracy in children with and without math disabilities (MD). Children in grade 3 (N = 204) with and without MD subdivided into high and low WMC were randomly assigned to 1 of 4 conditions: verbal strategies (e.g., underlining question sentence), visual strategies (e.g., correctly placing numbers in diagrams), verbal + visual strategies, and an untreated control. The dependent measures for training were problem solving accuracy and two working memory transfer measures (operation span and visual-spatial span). Three major findings emerged: (1) strategy instruction facilitated solution accuracy but the effects of strategy instruction were moderated by WMC, (2) some strategies yielded higher post-test scores than others, but these findings were qualified as to whether children were at risk for MD, and (3) strategy training on problem solving measures facilitated transfer to working memory measures. The main findings were that children with MD, but high WM spans, were more likely to benefit from strategy conditions on target and transfer measures than children with lower WMC. The results suggest that WMC moderates the influence of cognitive strategies on both the targeted and non-targeted measures.

Cognitive strategy interventions improve word problem solving and working memory in children with math disabilities

PubMed Central

Swanson, H. Lee

2015-01-01

This study investigated the role of strategy instruction and working memory capacity (WMC) on problem solving solution accuracy in children with and without math disabilities (MD). Children in grade 3 (N = 204) with and without MD subdivided into high and low WMC were randomly assigned to 1 of 4 conditions: verbal strategies (e.g., underlining question sentence), visual strategies (e.g., correctly placing numbers in diagrams), verbal + visual strategies, and an untreated control. The dependent measures for training were problem solving accuracy and two working memory transfer measures (operation span and visual-spatial span). Three major findings emerged: (1) strategy instruction facilitated solution accuracy but the effects of strategy instruction were moderated by WMC, (2) some strategies yielded higher post-test scores than others, but these findings were qualified as to whether children were at risk for MD, and (3) strategy training on problem solving measures facilitated transfer to working memory measures. The main findings were that children with MD, but high WM spans, were more likely to benefit from strategy conditions on target and transfer measures than children with lower WMC. The results suggest that WMC moderates the influence of cognitive strategies on both the targeted and non-targeted measures. PMID:26300803

Longitudinal mediators of social problem solving in spina bifida and typical development.

PubMed

Landry, Susan H; Taylor, Heather B; Swank, Paul R; Barnes, Marcia; Juranek, Jenifer

2013-05-01

The current study examined the role of early executive functions (EF) and social language (SL) as well as responsive parenting as mediators of the effect of group on social problem-solving skills at 7 years of age for children with spina bifida and typically developing children. A mediation analysis was used to determine if the effect of having spina bifida on school age social problem-solving skills was mediated through the effect of group on EF/SL at 3 years of age and responsive parenting at 12 and 18 months. As part of a larger longitudinal study, 103 infants (n = 49 with spina bifida; n = 54 typically developing) received measures of EF/SL at 3 years of age and mother-infant play interactions at 12 and 18 months of age were coded for a range of responsive parenting behaviors. Social problem-solving skills were measured with a game-like observational task at 7 years of age. Group had a direct relation with later social problem-solving as well as an indirect relation through early EF/SL skills that, in turn, had a direct relation with later social problem solving. An indirect effect of responsive parenting on later social skills also was found through a direct effect on EF/SL skills. Early precursors of school age difficulties with social problem solving observed for children with spina bifida can be explained, in part, by difficulties in the first 3 years of life with EF/SL. Early responsive parenting appears to positively affect the development of these EF/SL skills. Implications for early intervention are an outcome of this study.

Internet computer coaches for introductory physics problem solving

NASA Astrophysics Data System (ADS)

Xu Ryan, Qing

The ability to solve problems in a variety of contexts is becoming increasingly important in our rapidly changing technological society. Problem-solving is a complex process that is important for everyday life and crucial for learning physics. Although there is a great deal of effort to improve student problem solving skills throughout the educational system, national studies have shown that the majority of students emerge from such courses having made little progress toward developing good problem-solving skills. The Physics Education Research Group at the University of Minnesota has been developing Internet computer coaches to help students become more expert-like problem solvers. During the Fall 2011 and Spring 2013 semesters, the coaches were introduced into large sections (200+ students) of the calculus based introductory mechanics course at the University of Minnesota. This dissertation, will address the research background of the project, including the pedagogical design of the coaches and the assessment of problem solving. The methodological framework of conducting experiments will be explained. The data collected from the large-scale experimental studies will be discussed from the following aspects: the usage and usability of these coaches; the usefulness perceived by students; and the usefulness measured by final exam and problem solving rubric. It will also address the implications drawn from this study, including using this data to direct future coach design and difficulties in conducting authentic assessment of problem-solving.

PROSPECTIVE ASSOCIATIONS OF DEPRESSIVE RUMINATION AND SOCIAL PROBLEM SOLVING WITH DEPRESSION: A 6-MONTH LONGITUDINAL STUDY(.).

PubMed

Hasegawa, Akira; Hattori, Yosuke; Nishimura, Haruki; Tanno, Yoshihiko

2015-06-01

The main purpose of this study was to examine whether depressive rumination and social problem solving are prospectively associated with depressive symptoms. Nonclinical university students (N = 161, 64 men, 97 women; M age = 19.7 yr., SD = 3.6, range = 18-61) recruited from three universities in Japan completed the Beck Depression Inventory-Second Edition (BDI-II), the Ruminative Responses Scale, Social Problem-Solving Inventory-Revised Short Version (SPSI-R:S), and the Means-Ends Problem-Solving Procedure at baseline, and the BDI-II again at 6 mo. later. A stepwise multiple regression analysis with the BDI-II and all subscales of the rumination and social problem solving measures as independent variables indicated that only the BDI-II scores and the Impulsivity/carelessness style subscale of the SPSI-R:S at Time 1 were significantly associated with BDI-II scores at Time 2 (β = 0.73, 0.12, respectively; independent variables accounted for 58.8% of the variance). These findings suggest that in Japan an impulsive and careless problem-solving style was prospectively associated with depressive symptomatology 6 mo. later, as contrasted with previous findings of a cycle of rumination and avoidance problem-solving style.

Problem solving strategies integrated into nursing process to promote clinical problem solving abilities of RN-BSN students.

PubMed

Wang, Jing-Jy; Lo, Chi-Hui Kao; Ku, Ya-Lie

2004-11-01

A set of problem solving strategies integrated into nursing process in nursing core courses (PSNP) was developed for students enrolled in a post-RN baccalaureate nursing program (RN-BSN) in a university in Taiwan. The purpose of this study, therefore, was to evaluate the effectiveness of PSNP on students' clinical problem solving abilities. The one-group post-test design with repeated measures was used. In total 114 nursing students with 47 full-time students and 67 part-time students participated in this study. The nursing core courses were undertaken separately in three semesters. After each semester's learning, students would start their clinical practice, and were asked to submit three written nursing process recordings during each clinic. Assignments from the three practices were named post-test I, II, and III sequentially, and provided the data for this study. The overall score of problem solving indicated that score on the post-test III was significantly better than that on post-test I and II, meaning both full-time and part-time students' clinical problem solving abilities improved at the last semester. In conclusion, problem-solving strategies integrated into nursing process designed for future RN-BSN students are recommendable.

When students can choose easy, medium, or hard homework problems

NASA Astrophysics Data System (ADS)

Teodorescu, Raluca E.; Seaton, Daniel T.; Cardamone, Caroline N.; Rayyan, Saif; Abbott, Jonathan E.; Barrantes, Analia; Pawl, Andrew; Pritchard, David E.

2012-02-01

We investigate student-chosen, multi-level homework in our Integrated Learning Environment for Mechanics [1] built using the LON-CAPA [2] open-source learning system. Multi-level refers to problems categorized as easy, medium, and hard. Problem levels were determined a priori based on the knowledge needed to solve them [3]. We analyze these problems using three measures: time-per-problem, LON-CAPA difficulty, and item difficulty measured by item response theory. Our analysis of student behavior in this environment suggests that time-per-problem is strongly dependent on problem category, unlike either score-based measures. We also found trends in student choice of problems, overall effort, and efficiency across the student population. Allowing students choice in problem solving seems to improve their motivation; 70% of students worked additional problems for which no credit was given.

Specific Features in Measuring Particle Size Distributions in Highly Disperse Aerosol Systems

NASA Astrophysics Data System (ADS)

Zagaynov, V. A.; Vasyanovich, M. E.; Maksimenko, V. V.; Lushnikov, A. A.; Biryukov, Yu. G.; Agranovskii, I. E.

2018-06-01

The distribution of highly dispersed aerosols is studied. Particular attention is given to the diffusion dynamic approach, as it is the best way to determine particle size distribution. It shown that the problem can be divided into two steps: directly measuring particle penetration through diffusion batteries and solving the inverse problem (obtaining a size distribution from the measured penetrations). No reliable way of solving the so-called inverse problem is found, but it can be done by introducing a parametrized size distribution (i.e., a gamma distribution). The integral equation is therefore reduced to a system of nonlinear equations that can be solved by elementary mathematical means. Further development of the method requires an increase in sensitivity (i.e., measuring the dimensions of molecular clusters with radioactive sources, along with the activity of diffusion battery screens).

Problem-solving skills training for mothers of children recently diagnosed with autism spectrum disorder: A pilot feasibility study.

PubMed

Nguyen, Cathina T; Fairclough, Diane L; Noll, Robert B

2016-01-01

Problem-solving skills training is an intervention designed to teach coping skills that has shown to decrease negative affectivity (depressive symptoms, negative mood, and post-traumatic stress symptoms) in mothers of children with cancer. The objective of this study was to see whether mothers of children recently diagnosed with autism spectrum disorder would be receptive to receiving problem-solving skills training (feasibility trial). Participants were recruited from a local outpatient developmental clinic that is part of a university department of pediatrics. Participants were to receive eight 1-h sessions of problem-solving skills training and were asked to complete assessments prior to beginning problem-solving skills training (T1), immediately after intervention (T2), and 3 months after T2 (T3). Outcome measures assessed problem-solving skills and negative affectivity (i.e. distress). In total, 30 mothers were approached and 24 agreed to participate (80.0%). Of them, 17 mothers completed problem-solving skills training (retention rate: 70.8%). Mothers of children with autism spectrum disorder who completed problem-solving skills training had significant decreases in negative affectivity and increases in problem-solving skills. A comparison to mothers of children with cancer shows that mothers of children with autism spectrum disorder displayed similar levels of depressive symptoms but less negative mood and fewer symptoms of post-traumatic stress. Data suggest that problem-solving skills training may be an effective way to alleviate distress in mothers of children recently diagnosed with autism spectrum disorder. Data also suggest that mothers of children with autism spectrum disorder were moderately receptive to receiving problem-solving skills training. Implications are that problem-solving skills training may be beneficial to parents of children with autism spectrum disorder; modifications to improve retention rates are suggested. © The Author(s) 2015.

Interpersonal Problem-Solving Skills Training in the Treatment of Self-Poisoning Patients.

ERIC Educational Resources Information Center

McLeavey, B. C.; And Others

1994-01-01

Evaluated the effectiveness of interpersonal problem-solving skills training (IPSST) for the treatment of self-poisoning patients. Subjects were assigned randomly either to IPSST or to a control treatment. Although both treatments reduced the number of presenting problems, the IPSST was more effective as determined by other outcome measures. (RJM)

Pre-Service Teachers' Flexibility with Referent Units in Solving a Fraction Division Problem

ERIC Educational Resources Information Center

Lee, Mi Yeon

2017-01-01

This study investigated 111 pre-service teachers' (PSTs') flexibility with referent units in solving a fraction division problem using a length model. Participants' written solutions to a measurement fraction division problem were analyzed in terms of strategies and types of errors, using an inductive content analysis approach. Findings suggest…

Adolescent Mathematical Problem Solving: The Role of Metacognition, Strategies and Beliefs.

ERIC Educational Resources Information Center

Fitzpatrick, Corine

Mathematical problem solving has been the focus of much concern. This study investigated the relationship of various cognitive factors, attributions, and gender to the solution of mathematics problems by 100 high school seniors. The independent variables examined in this study included: (1) mathematics knowledge as measured by a score on the…

The psychometric validation of the Social Problem-Solving Inventory--Revised with UK incarcerated sexual offenders.

PubMed

Wakeling, Helen C

2007-09-01

This study examined the reliability and validity of the Social Problem-Solving Inventory--Revised (SPSI-R; D'Zurilla, Nezu, & Maydeu-Olivares, 2002) with a population of incarcerated sexual offenders. An availability sample of 499 adult male sexual offenders was used. The SPSI-R had good reliability measured by internal consistency and test-retest reliability, and adequate validity. Construct validity was determined via factor analysis. An exploratory factor analysis extracted a two-factor model. This model was then tested against the theory-driven five-factor model using confirmatory factor analysis. The five-factor model was selected as the better fitting of the two, and confirmed the model according to social problem-solving theory (D'Zurilla & Nezu, 1982). The SPSI-R had good convergent validity; significant correlations were found between SPSI-R subscales and measures of self-esteem, impulsivity, and locus of control. SPSI-R subscales were however found to significantly correlate with a measure of socially desirable responding. This finding is discussed in relation to recent research suggesting that impression management may not invalidate self-report measures (e.g. Mills & Kroner, 2005). The SPSI-R was sensitive to sexual offender intervention, with problem-solving improving pre to post-treatment in both rapists and child molesters. The study concludes that the SPSI-R is a reasonably internally valid and appropriate tool to assess problem-solving in sexual offenders. However future research should cross-validate the SPSI-R with other behavioural outcomes to examine the external validity of the measure. Furthermore, future research should utilise a control group to determine treatment impact.

Conceptual Versus Algorithmic Problem-solving: Focusing on Problems Dealing with Conservation of Matter in Chemistry

NASA Astrophysics Data System (ADS)

Salta, Katerina; Tzougraki, Chryssa

2011-08-01

The students' performance in various types of problems dealing with the conservation of matter during chemical reactions has been investigated at different levels of schooling. The participants were 499 ninth grade (ages 14, 15 years) and 624 eleventh grade (ages 16, 17 years) Greek students. Data was collected using a written questionnaire concerning basic chemical concepts. Results of statistical factor and correlation analysis confirmed the classification of the problems used in three types: "algorithmic-type", "particulate-type", and "conceptual-type". All the students had a far better performance in "particulate-type" problems than in the others. Although students' ability in solving "algorithmic-type" problem increases as their school experience in chemistry progresses, their ability in solving "conceptual-type" problems decreases. Students' achievement in chemistry was measured by a Chemical Concepts Test (CCT) containing 57 questions of various forms. High-achievement students scored higher both on "algorithmic-type" and "particulate-type" problems than low achievers with the greatest difference observed in solving "algorithmic-type" problems. It is concluded that competence in "particulate-type" and "algorithmic-type" problem solving may be independent of competence in solving "conceptual-type" ones. Furthermore, it was found that students' misconceptions concerning chemical reactions and equivalence between mass and energy are impediments to their problem solving abilities. Finally, based on the findings, few suggestions concerning teaching practices are discussed.

Aiding the search: Examining individual differences in multiply-constrained problem solving.

PubMed

Ellis, Derek M; Brewer, Gene A

2018-07-01

Understanding and resolving complex problems is of vital importance in daily life. Problems can be defined by the limitations they place on the problem solver. Multiply-constrained problems are traditionally examined with the compound remote associates task (CRAT). Performance on the CRAT is partially dependent on an individual's working memory capacity (WMC). These findings suggest that executive processes are critical for problem solving and that there are reliable individual differences in multiply-constrained problem solving abilities. The goals of the current study are to replicate and further elucidate the relation between WMC and CRAT performance. To achieve these goals, we manipulated preexposure to CRAT solutions and measured WMC with complex-span tasks. In Experiment 1, we report evidence that preexposure to CRAT solutions improved problem solving accuracy, WMC was correlated with problem solving accuracy, and that WMC did not moderate the effect of preexposure on problem solving accuracy. In Experiment 2, we preexposed participants to correct and incorrect solutions. We replicated Experiment 1 and found that WMC moderates the effect of exposure to CRAT solutions such that high WMC participants benefit more from preexposure to correct solutions than low WMC (although low WMC participants have preexposure benefits as well). Broadly, these results are consistent with theories of working memory and problem solving that suggest a mediating role of attention control processes. Published by Elsevier Inc.

Dispositional Insight Scale: Development and Validation of a Tool That Measures Propensity toward Insight in Problem Solving

ERIC Educational Resources Information Center

Ovington, Linda A.; Saliba, Anthony J.; Goldring, Jeremy

2016-01-01

This article reports the development of a brief self-report measure of dispositional insight problem solving, the Dispositional Insight Scale (DIS). From a representative Australian database, 1,069 adults (536 women and 533 men) completed an online questionnaire. An exploratory and confirmatory factor analysis revealed a 5-item scale, with all…

Curriculum-Based Measurement of Mathematics Competence: From Computation to Concepts and Applications to Real-Life Problem Solving

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Fuchs, Douglas; Courey, Susan J.

2005-01-01

In this article, the authors explain how curriculum-based measurement (CBM) differs from other forms of classroom-based assessment. The development of CBM is traced from computation to concepts and applications to real-life problem solving, with examples of the assessments and illustrations of research to document technical features and utility…

Space structures insulating material's thermophysical and radiation properties estimation

NASA Astrophysics Data System (ADS)

Nenarokomov, A. V.; Alifanov, O. M.; Titov, D. M.

2007-11-01

In many practical situations in aerospace technology it is impossible to measure directly such properties of analyzed materials (for example, composites) as thermal and radiation characteristics. The only way that can often be used to overcome these difficulties is indirect measurements. This type of measurement is usually formulated as the solution of inverse heat transfer problems. Such problems are ill-posed in mathematical sense and their main feature shows itself in the solution instabilities. That is why special regularizing methods are needed to solve them. The experimental methods of identification of the mathematical models of heat transfer based on solving the inverse problems are one of the modern effective solving manners. The objective of this paper is to estimate thermal and radiation properties of advanced materials using the approach based on inverse methods.

Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?

PubMed Central

Fuchs, Lynn S.; Fuchs, Douglas; Hamlett, Carol L.; Lambert, Warren; Stuebing, Karla; Fletcher, Jack M.

2009-01-01

The purpose of this study was to explore patterns of difficulty in 2 domains of mathematical cognition: computation and problem solving. Third graders (n = 924; 47.3% male) were representatively sampled from 89 classrooms; assessed on computation and problem solving; classified as having difficulty with computation, problem solving, both domains, or neither domain; and measured on 9 cognitive dimensions. Difficulty occurred across domains with the same prevalence as difficulty with a single domain; specific difficulty was distributed similarly across domains. Multivariate profile analysis on cognitive dimensions and chi-square tests on demographics showed that specific computational difficulty was associated with strength in language and weaknesses in attentive behavior and processing speed; problem-solving difficulty was associated with deficient language as well as race and poverty. Implications for understanding mathematics competence and for the identification and treatment of mathematics difficulties are discussed. PMID:20057912

Contribution of problem-solving skills to fear of recurrence in breast cancer survivors.

PubMed

Akechi, Tatuo; Momino, Kanae; Yamashita, Toshinari; Fujita, Takashi; Hayashi, Hironori; Tsunoda, Nobuyuki; Iwata, Hiroji

2014-05-01

Although fear of recurrence is a major concern among breast cancer survivors after surgery, no standard strategies exist that alleviate their distress. This study examined the association of patients' problem-solving skills and fear of recurrence and psychological distress among breast cancer survivors. Randomly selected, ambulatory, female patients with breast cancer participated in this study. They were asked to complete the Concerns about Recurrence Scale (CARS) and the Hospital Anxiety and Depression Scale. Multiple regression analyses were used to examine their associations. Data were obtained from 317 patients. Patients' problem-solving skills were significantly associated with all subscales of fear of recurrence and overall worries measured by the CARS. In addition, patients' problem-solving skills were significantly associated with both their anxiety and depression. Our findings warrant clinical trials to investigate effectiveness of psychosocial intervention program, including enhancing patients' problem-solving skills and reducing fear of recurrence among breast cancer survivors.

Problem solving and maternal distress at the time of a child's diagnosis of cancer in two-parent versus lone-parent households.

PubMed

Iobst, Emily A; Alderfer, Melissa A; Sahler, Olle Jane Z; Askins, Martha A; Fairclough, Diane L; Katz, Ernest R; Butler, Robert W; Dolgin, Michael J; Noll, Robert B

2009-09-01

To examine negative affectivity and problem-solving abilities for lone mothers and those who are married/partnered subsequent to a child's diagnosis with cancer. Negative affectivity and problem-solving strategies were assessed for 464 mothers (87 lone and 377 married/partnered) within 2-16 weeks of their child's diagnosis with cancer. The two groups of mothers did not differ significantly on measures of perceived posttraumatic stress or problem-solving; lone mothers reported significantly more symptoms of depression. This difference was no longer significant when maternal education was taken into account. Negative affectivity and problem-solving abilities were similar for lone mothers and those that are married/partnered shortly after their child has been diagnosed with cancer. Findings are discussed within the context of contemporary strategies to assess marital status as proxy variable for various underlying constructs.

The Relationship Between Problem-Solving Ability and Self-Harm Amongst People with Mild Intellectual Disabilities.

PubMed

Rees, Joanna; Langdon, Peter E

2016-07-01

The purpose of this study was to investigate the relationship between depression, hopelessness, problem-solving ability and self-harming behaviours amongst people with mild intellectual disabilities (IDs). Thirty-six people with mild IDs (77.9% women, Mage  = 31.77, SD = 10.73, MIQ  = 62.65, SD = 5.74) who had a history of self-harm were recruited. Participants were asked to complete measures of depression, hopelessness and problem-solving ability. Cutting was most frequently observed, and depression was prevalent amongst the sample. There was a significant positive relationship between depression and hopelessness, while there was no significant relationship between self-harm and depression or hopelessness. Problem-solving ability explained 15% of the variance in self-harm scores. Problem-solving ability appears to be associated with self-harming behaviours in people with mild IDs. © 2015 John Wiley & Sons Ltd.

Social problem solving, autobiographical memory, trauma, and depression in women with borderline personality disorder and a history of suicide attempts.

PubMed

Maurex, Liselotte; Lekander, Mats; Nilsonne, Asa; Andersson, Eva E; Asberg, Marie; Ohman, Arne

2010-09-01

The primary aim of this study was to compare the retrieval of autobiographical memory and the social problem-solving performance of individuals with borderline personality disorder (BPD) and a history of suicide attempts, with and without concurrent diagnoses of depression and/or post-traumatic stress disorder (PTSD), to that of controls. Additionally, the relationships between autobiographical memory, social problem-solving skills, and various clinical characteristics were examined in the BPD group. Individuals with BPD who had made at least two suicide attempts were compared to controls with regard to specificity of autobiographical memory and social problem-solving skills. Autobiographical memory specificity and social problem-solving skills were further studied in the BPD group by comparing depressed participants to non-depressed participants; and autobiographical memory specificity was also studied by comparing participants with and without PTSD. A total of 47 women with a diagnosis of BPD and 30 controls completed the Autobiographical Memory Test, assessing memory specificity, and the means-end problem solving-procedure, measuring social problem-solving skills. The prevalence of suicidal/self-injurious behaviour, and the exposure to violence, was also assessed in the BPD group. Compared to controls, participants with BPD showed reduced specificity of autobiographical memory, irrespective of either concurrent depression, previous depression, or concurrent PTSD. The depressed BPD group displayed poor problem-solving skills. Further, an association between unspecific memory and poor problem-solving was displayed in the BPD group. Our results confirmed that reduced specificity of autobiographical memory is an important characteristic of BPD individuals with a history of suicide attempt, independent of depression, or PTSD. Reduced specificity of autobiographical memory was further related to poor social problem-solving capacity in the BPD group.

Complex Problem Solving--More than Reasoning?

ERIC Educational Resources Information Center

Wustenberg, Sascha; Greiff, Samuel; Funke, Joachim

2012-01-01

This study investigates the internal structure and construct validity of Complex Problem Solving (CPS), which is measured by a "Multiple-Item-Approach." It is tested, if (a) three facets of CPS--"rule identification" (adequateness of strategies), "rule knowledge" (generated knowledge) and "rule application"…

Investigating the role of future thinking in social problem solving.

PubMed

Noreen, Saima; Whyte, Katherine E; Dritschel, Barbara

2015-03-01

There is well-established evidence that both rumination and depressed mood negatively impact the ability to solve social problems. A preliminary stage of the social problem solving process may be the process of catapulting oneself forward in time to think about the consequences of a problem before attempting to solve it. The aim of the present study was to examine how thinking about the consequences of a social problem being resolved or unresolved prior to solving it influences the solution of the problem as a function of levels of rumination and dysphoric mood. Eighty six participants initially completed the Beck Depression Inventory- II (BDI-II) and the Ruminative Response Scale (RRS). They were then presented with six social problems and generated consequences for half of the problems being resolved and half of the problems remaining unresolved. Participants then solved some of the problems, and following a delay, were asked to recall all of the consequences previously generated. Participants reporting higher levels of depressed mood and rumination were less effective at generating problem solutions. Specifically, those reporting higher levels of rumination produced less effective solutions for social problems that they had previously generated unresolved than resolved consequences. We also found that individuals higher in rumination, irrespective of depressed mood recalled more of the unresolved consequences in a subsequent memory test. As participants did not solve problems for scenarios where no consequences were generated, no baseline measure of problem solving was obtained. Our results suggest thinking about the consequences of a problem remaining unresolved may impair the generation of effective solutions in individuals with higher levels of rumination. Copyright © 2014 Elsevier Ltd. All rights reserved.

What are some of the cognitive, psychological, and social factors that facilitate or hinder licensed vocational nursing students' acquisition of problem-solving skills involved with medication-dosage calculations?

NASA Astrophysics Data System (ADS)

Allen, Arthur William

The purpose of this study was to examine the cognitive and psychological factors that either enhanced or inhibited Licensed Vocational Nurse (LVN) students' abilities to solve medication-dosage calculation problems. A causal-comparative approach was adopted for use in this study which encompassed aspects of both qualitative and quantitative data collection. A purposive, maximum-variation sample of 20 LVN students was chosen from among a self-selected population of junior college LVN students. The participants' views and feelings concerning their training and clinical experiences in medication administration was explored using a semi-structured interview. In addition, data revealing the students' actual competence at solving sample medication-dosage calculation problems was gathered using a talk-aloud protocol. Results indicated that few participants anticipated difficulty with medication-dosage calculations, yet many participants reported being lost during much of the medication-dosage problem solving instruction in class. While many participants (65%) were able to solve the medication-dosage problems, some (35%) of the participants were unable to correctly solve the problems. Successful students usually spent time analyzing the problem and planning a solution path, and they tended to solve the problem faster than did unsuccessful participants. Successful participants relied on a formula or a proportional statement to solve the problem. They recognized conversion problems as a two-step process and solved the problems in that fashion. Unsuccessful participants often went directly from reading the problem statement to attempts at implementing vague plans. Some unsuccessful participants finished quickly because they just gave up. Others spent considerable time backtracking by rereading the problem and participating in aimless exploration of the problem space. When unsuccessful participants tried to use a formula or a proportion, they were unsure of the formula's or the proportion's format. A few unsuccessful participants lacked an understanding of basic algebraic procedures and of metric measurements. Even participants who had great difficulty solving medication-dosage calculation problems could expeditiously solve more complex problems if the medication used in the problem was well known to them.

An Analysis of Kindergarten and First Grade Children's Addition and Subtraction Problem Solving Modeling and Accuracy.

ERIC Educational Resources Information Center

Shores, Jay H.; Underhill, Robert G.

A study was undertaken of the effects of formal education and conservation of numerousness on addition and subtraction problem types. Thirty-six kindergarten and 36 first-grade subjects randomly selected from one area of a school district were administered measures of conservation, problem-solving success, and modeling ability. Following factor…

Working memory components that predict word problem solving: Is it merely a function of reading, calculation, and fluid intelligence?

PubMed

Fung, Wenson; Swanson, H Lee

2017-07-01

The purpose of this study was to assess whether the differential effects of working memory (WM) components (the central executive, phonological loop, and visual-spatial sketchpad) on math word problem-solving accuracy in children (N = 413, ages 6-10) are completely mediated by reading, calculation, and fluid intelligence. The results indicated that all three WM components predicted word problem solving in the nonmediated model, but only the storage component of WM yielded a significant direct path to word problem-solving accuracy in the fully mediated model. Fluid intelligence was found to moderate the relationship between WM and word problem solving, whereas reading, calculation, and related skills (naming speed, domain-specific knowledge) completely mediated the influence of the executive system on problem-solving accuracy. Our results are consistent with findings suggesting that storage eliminates the predictive contribution of executive WM to various measures Colom, Rebollo, Abad, & Shih (Memory & Cognition, 34: 158-171, 2006). The findings suggest that the storage component of WM, rather than the executive component, has a direct path to higher-order processing in children.

Problem-solving skills, parent-adolescent communication, dyadic functioning, and distress among adolescents with cancer.

PubMed

Viola, Adrienne; Taggi-Pinto, Alison; Sahler, Olle Jane Z; Alderfer, Melissa A; Devine, Katie A

2018-05-01

Some adolescents with cancer report distress and unmet needs. Guided by the disability-stress-coping model, we evaluated associations among problem-solving skills, parent-adolescent cancer-related communication, parent-adolescent dyadic functioning, and distress in adolescents with cancer. Thirty-nine adolescent-parent dyads completed measures of these constructs. Adolescents were 14-20 years old on treatment or within 1 year of completing treatment. Better problem-solving skills were correlated with lower adolescent distress (r = -0.70, P < 0.001). Adolescent-reported cancer-related communication problems and dyadic functioning were not significantly related to adolescent distress (rs < 0.18). Future work should examine use of problem-solving interventions to decrease distress for adolescents with cancer. © 2018 Wiley Periodicals, Inc.

Attitude and practice of physical activity and social problem-solving ability among university students.

PubMed

Sone, Toshimasa; Kawachi, Yousuke; Abe, Chihiro; Otomo, Yuki; Sung, Yul-Wan; Ogawa, Seiji

2017-04-04

Effective social problem-solving abilities can contribute to decreased risk of poor mental health. In addition, physical activity has a favorable effect on mental health. These previous studies suggest that physical activity and social problem-solving ability can interact by helping to sustain mental health. The present study aimed to determine the association between attitude and practice of physical activity and social problem-solving ability among university students. Information on physical activity and social problem-solving was collected using a self-administered questionnaire. We analyzed data from 185 students who participated in the questionnaire surveys and psychological tests. Social problem-solving as measured by the Social Problem-Solving Inventory-Revised (SPSI-R) (median score 10.85) was the dependent variable. Multiple logistic regression analysis was employed to calculate the odds ratios (ORs) and 95% confidence intervals (CIs) for higher SPSI-R according to physical activity categories. The multiple logistic regression analysis indicated that the ORs (95% CI) in reference to participants who said they never considered exercising were 2.08 (0.69-6.93), 1.62 (0.55-5.26), 2.78 (0.86-9.77), and 6.23 (1.81-23.97) for participants who did not exercise but intended to start, tried to exercise but did not, exercised but not regularly, and exercised regularly, respectively. This finding suggested that positive linear association between physical activity and social problem-solving ability (p value for linear trend < 0.01). The present findings suggest that regular physical activity or intention to start physical activity may be an effective strategy to improve social problem-solving ability.

Problems of systems dataware using optoelectronic measuring means of linear displacement

NASA Astrophysics Data System (ADS)

Bazykin, S. N.; Bazykina, N. A.; Samohina, K. S.

2017-10-01

Problems of the dataware of the systems with the use of optoelectronic means of the linear displacement are considered in the article. The classification of the known physical effects, realized by the means of information-measuring systems, is given. The organized analysis of information flows in technical systems from the standpoint of determination of inaccuracies of measurement and management was conducted. In spite of achieved successes in automation of machine-building and instruments-building equipment in the field of dataware of the technical systems, there are unresolved problems, concerning the qualitative aspect of the production process. It was shown that the given problem can be solved using optoelectronic lazer information-measuring systems. Such information-measuring systems are capable of not only executing the measuring functions, but also solving the problems of management and control during processing, thereby guaranteeing the quality of final products.

Problem—solving counseling as a therapeutic tool on youth suicidal behavior in the suburban population in Sri Lanka

PubMed Central

Perera, E. A. Ramani; Kathriarachchi, Samudra T.

2011-01-01

Background: Suicidal behaviour among youth is a major public health concern in Sri Lanka. Prevention of youth suicides using effective, feasible and culturally acceptable methods is invaluable in this regard, however research in this area is grossly lacking. Objective: This study aimed at determining the effectiveness of problem solving counselling as a therapeutic intervention in prevention of youth suicidal behaviour in Sri Lanka. Setting and design: This control trial study was based on hospital admissions with suicidal attempts in a sub-urban hospital in Sri Lanka. The study was carried out at Base Hospital Homagama. Materials and Methods: A sample of 124 was recruited using convenience sampling method and divided into two groups, experimental and control. Control group was offered routine care and experimental group received four sessions of problem solving counselling over one month. Outcome of both groups was measured, six months after the initial screening, using the visual analogue scale. Results: Individualized outcome measures on problem solving counselling showed that problem solving ability among the subjects in the experimental group had improved after four counselling sessions and suicidal behaviour has been reduced. The results are statistically significant. Conclusion: This Study confirms that problem solving counselling is an effective therapeutic tool in management of youth suicidal behaviour in hospital setting in a developing country. PMID:21431005

Impact of ageing on problem size and proactive interference in arithmetic facts solving.

PubMed

Archambeau, Kim; De Visscher, Alice; Noël, Marie-Pascale; Gevers, Wim

2018-02-01

Arithmetic facts (AFs) are required when solving problems such as "3 × 4" and refer to calculations for which the correct answer is retrieved from memory. Currently, two important effects that modulate the performance in AFs have been highlighted: the problem size effect and the proactive interference effect. The aim of this study is to investigate possible age-related changes of the problem size effect and the proactive interference effect in AF solving. To this end, the performance of young and older adults was compared in a multiplication production task. Furthermore, an independent measure of proactive interference was assessed to further define the architecture underlying this effect in multiplication solving. The results indicate that both young and older adults were sensitive to the effects of interference and of the problem size. That is, both interference and problem size affected performance negatively: the time needed to solve a multiplication problem increases as the level of interference and the size of the problem increase. Regarding the effect of ageing, the problem size effect remains constant with age, indicating a preserved AF network in older adults. Interestingly, sensitivity to proactive interference in multiplication solving was less pronounced in older than in younger adults suggesting that part of the proactive interference has been overcome with age.

Cognitive development in introductory physics: A research-based approach to curriculum reform

NASA Astrophysics Data System (ADS)

Teodorescu, Raluca Elena

This project describes the research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created for designing and clarifying educational objectives, for developing assessments that can evaluate individual component processes of the problem-solving process, and for guiding curriculum design in introductory physics courses, specifically within the context of a "thinking-skills" curriculum. TIPP relies on the following resources: (1) cognitive research findings adopted by physics education research, (2) expert-novice research discoveries acknowledged by physics education research, (3) an educational psychology taxonomy for educational objectives, and (4) various collections of physics problems created by physics education researchers or developed by textbook authors. TIPP was used in the years 2006--2008 to reform the first semester of the introductory algebra-based physics course (called Phys 11) at The George Washington University. The reform sought to transform our curriculum into a "thinking-skills" curriculum that trades "breadth for depth" by focusing on fewer topics while targeting the students' cognitive development. We employed existing research on the physics problem-solving expert-novice behavior, cognitive science and behavioral science findings, and educational psychology recommendations. Our pedagogy relies on didactic constructs such as the GW-ACCESS problem-solving protocol, learning progressions and concept maps that we have developed and implemented in our introductory physics course. These tools were designed based on TIPP. Their purpose is: (1) to help students build local and global coherent knowledge structures, (2) to develop more context-independent problem-solving abilities, (3) to gain confidence in problem solving, and (4) to establish connections between everyday phenomena and underlying physics concepts. We organize traditional and research-based physics problems such that students experience a gradual increase in complexity related to problem context, problem features and cognitive processes needed to solve the problem. The instructional environment that we designed allows for explicit monitoring, control and measurement of the cognitive processes exercised during the instruction period. It is easily adaptable to any kind of curriculum and can be readily adjusted throughout the semester. To assess the development of students' problem-solving abilities, we created rubrics that measure specific aspects of the thinking involved in physics problem solving. The Colorado Learning Attitudes about Science Survey (CLASS) was administered pre- and post-instruction to determine students' shift in dispositions towards learning physics. The Force Concept Inventory (FCI) was administered pre- and post-instruction to determine students' level of conceptual understanding. The results feature improvements in students' problem-solving abilities and in their attitudes towards learning physics.

Robust Programming Problems Based on the Mean-Variance Model Including Uncertainty Factors

NASA Astrophysics Data System (ADS)

Hasuike, Takashi; Ishii, Hiroaki

2009-01-01

This paper considers robust programming problems based on the mean-variance model including uncertainty sets and fuzzy factors. Since these problems are not well-defined problems due to fuzzy factors, it is hard to solve them directly. Therefore, introducing chance constraints, fuzzy goals and possibility measures, the proposed models are transformed into the deterministic equivalent problems. Furthermore, in order to solve these equivalent problems efficiently, the solution method is constructed introducing the mean-absolute deviation and doing the equivalent transformations.

Construct Relevant and Irrelevant Variables in Math Problem Solving Assessment

ERIC Educational Resources Information Center

Birk, Lisa E.

2013-01-01

In this study, I examined the relation between various construct relevant and irrelevant variables and a math problem solving assessment. I used independent performance measures representing the variables of mathematics content knowledge, general ability, and reading fluency. Non-performance variables included gender, socioeconomic status,…

DORA-II Technical Adequacy Brief: Measuring the Process and Outcomes of Team Problem Solving

ERIC Educational Resources Information Center

Algozzine, Bob; Horner, Robert H.; Todd, Anne W.; Newton, J. Stephen; Algozzine, Kate; Cusumano, Dale

2014-01-01

School teams regularly meet to review academic and social problems of individual students, groups of students, or their school in general. While the need for problem solving and recommendations for how to do it are widely documented, there is very limited evidence reflecting the extent to which teams effectively engage in a systematic or effective…

Problem Solving in Technology-Rich Environments. A Report from the NAEP Technology-Based Assessment Project, Research and Development Series. NCES 2007-466

ERIC Educational Resources Information Center

Bennett, Randy Elliot; Persky, Hilary; Weiss, Andrew R.; Jenkins, Frank

2007-01-01

The Problem Solving in Technology-Rich Environments (TRE) study was designed to demonstrate and explore innovative use of computers for developing, administering, scoring, and analyzing the results of National Assessment of Educational Progress (NAEP) assessments. Two scenarios (Search and Simulation) were created for measuring problem solving…

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

PubMed

Suor, Jennifer H; Sturge-Apple, Melissa L; Davies, Patrick T; Cicchetti, Dante

2017-08-01

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 4 years 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. © 2017 Association for Child and Adolescent Mental Health.

Problem-solving performance and reproductive success of great tits in urban and forest habitats.

PubMed

Preiszner, Bálint; Papp, Sándor; Pipoly, Ivett; Seress, Gábor; Vincze, Ernő; Liker, András; Bókony, Veronika

2017-01-01

Success in problem solving, a form of innovativeness, can help animals exploit their environments, and recent research suggests that it may correlate with reproductive success. Innovativeness has been proposed to be especially beneficial in urbanized habitats, as suggested by superior problem-solving performance of urban individuals in some species. If there is stronger selection for innovativeness in cities than in natural habitats, we expect problem-solving performance to have a greater positive effect on fitness in more urbanized habitats. We tested this idea in great tits (Parus major) breeding at two urban sites and two forests by measuring their problem-solving performance in an obstacle-removal task and a food-acquisition task. Urban pairs were significantly faster problem-solvers in both tasks. Solving speed in the obstacle-removal task was positively correlated with hatching success and the number of fledglings, whereas performance in the food-acquisition task did not correlate with reproductive success. These relationships did not differ between urban and forest habitats. Neophobia, sensitivity to human disturbance, and risk taking in the presence of a predator did not explain the relationships of problem-solving performance either with habitat type or with reproductive success. Our results suggest that the benefit of innovativeness in terms of reproductive success is similar in urban and natural habitats, implying that problem-solving skills may be enhanced in urban populations by some other benefits (e.g. increased survival) or reduced costs (e.g. more opportunities to gain practice with challenging tasks).

An event-based architecture for solving constraint satisfaction problems

PubMed Central

Mostafa, Hesham; Müller, Lorenz K.; Indiveri, Giacomo

2015-01-01

Constraint satisfaction problems are ubiquitous in many domains. They are typically solved using conventional digital computing architectures that do not reflect the distributed nature of many of these problems, and are thus ill-suited for solving them. Here we present a parallel analogue/digital hardware architecture specifically designed to solve such problems. We cast constraint satisfaction problems as networks of stereotyped nodes that communicate using digital pulses, or events. Each node contains an oscillator implemented using analogue circuits. The non-repeating phase relations among the oscillators drive the exploration of the solution space. We show that this hardware architecture can yield state-of-the-art performance on random SAT problems under reasonable assumptions on the implementation. We present measurements from a prototype electronic chip to demonstrate that a physical implementation of the proposed architecture is robust to practical non-idealities and to validate the theory proposed. PMID:26642827

Modifying a Research-Based Problem-Solving Intervention to Improve the Problem-Solving Performance of Fifth and Sixth Graders With and Without Learning Disabilities.

PubMed

Krawec, Jennifer; Huang, Jia

The purpose of the present study was to test the efficacy of a modified cognitive strategy instructional intervention originally developed to improve the mathematical problem solving of middle and high school students with learning disabilities (LD). Fifth and sixth grade general education mathematics teachers and their students of varying ability (i.e., average-achieving [AA] students, low-achieving [LA] students, and students with LD) participated in the research study. Several features of the intervention were modified, including (a) explicitness of instruction, (b) emphasis on meta-cognition, (c) focus on problem-solving prerequisites, (d) extended duration of initial intervention, and (e) addition of visual supports. General education math teachers taught all instructional sessions to their inclusive classrooms. Curriculum-based measures (CBMs) of math problem solving were administered five times over the course of the year. A multilevel model (repeated measures nested within students and students nested within schools) was used to analyze student progress on CBMs. Though CBM scores in the intervention group were initially lower than that of the comparison group, intervention students improved significantly more in the first phase, with no differences in the second phase. Implications for instruction are discussed as well as directions for future research.

Working memory, worry, and algebraic ability.

PubMed

Trezise, Kelly; Reeve, Robert A

2014-05-01

Math anxiety (MA)-working memory (WM) relationships have typically been examined in the context of arithmetic problem solving, and little research has examined the relationship in other math domains (e.g., algebra). Moreover, researchers have tended to examine MA/worry separate from math problem solving activities and have used general WM tasks rather than domain-relevant WM measures. Furthermore, it seems to have been assumed that MA affects all areas of math. It is possible, however, that MA is restricted to particular math domains. To examine these issues, the current research assessed claims about the impact on algebraic problem solving of differences in WM and algebraic worry. A sample of 80 14-year-old female students completed algebraic worry, algebraic WM, algebraic problem solving, nonverbal IQ, and general math ability tasks. Latent profile analysis of worry and WM measures identified four performance profiles (subgroups) that differed in worry level and WM capacity. Consistent with expectations, subgroup membership was associated with algebraic problem solving performance: high WM/low worry>moderate WM/low worry=moderate WM/high worry>low WM/high worry. Findings are discussed in terms of the conceptual relationship between emotion and cognition in mathematics and implications for the MA-WM-performance relationship. Copyright © 2013 Elsevier Inc. All rights reserved.

Interpersonal problem-solving deficits in self-poisoning patients.

PubMed

McLeavey, B C; Daly, R J; Murray, C M; O'Riordan, J; Taylor, M

1987-01-01

Self-poisoning patients (n = 40) were compared with psychiatric patients (n = 40) and nonpatient controls (n = 20) on measures of interpersonal problem-solving skills and locus of control in an effort to determine the importance of these cognitive and personality variables in self-poisoning behavior. The psychiatric and self-poisoning groups showed deficits on measures assessing interpersonal problem solving when compared with nonpatient controls. The self-poisoning group performed below the level of the psychiatric patients on all except one test, on which they performed at the level of the psychiatric group. Locus of control did not differentiate self-poisoning patients from nonpatient controls, and it was concluded that this variable is not an important factor in self-poisoning behavior.

How did you guess? Or, what do multiple-choice questions measure?

PubMed

Cox, K R

1976-06-05

Multiple-choice questions classified as requiring problem-solving skills have been interpreted as measuring problem-solving skills within students, with the implicit hypothesis that questions needing an increasingly complex intellectual process should present increasing difficulty to the student. This hypothesis was tested in a 150-question paper taken by 721 students in seven Australian medical schools. No correlation was observed between difficulty and assigned process. Consequently, the question-answering process was explored with a group of final-year students. Anecdotal recall by students gave heavy weight to knowledge rather than problem solving in answering these questions. Assignment of the 150 questions to the classification by three teachers and six students showed their congruence to be a little above random probability.

Media and human capital development: Can video game playing make you smarter?

PubMed

Suziedelyte, Agne

2015-04-01

According to the literature, video game playing can improve such cognitive skills as problem solving, abstract reasoning, and spatial logic. I test this hypothesis using The Child Development Supplement to the Panel Study of Income Dynamics. The endogeneity of video game playing is addressed by using panel data methods and controlling for an extensive list of child and family characteristics. To address the measurement error in video game playing, I instrument children's weekday time use with their weekend time use. After taking into account the endogeneity and measurement error, video game playing is found to positively affect children's problem solving ability. The effect of video game playing on problem solving ability is comparable to the effect of educational activities.

Media and human capital development: Can video game playing make you smarter?1

PubMed Central

Suziedelyte, Agne

2015-01-01

According to the literature, video game playing can improve such cognitive skills as problem solving, abstract reasoning, and spatial logic. I test this hypothesis using The Child Development Supplement to the Panel Study of Income Dynamics. The endogeneity of video game playing is addressed by using panel data methods and controlling for an extensive list of child and family characteristics. To address the measurement error in video game playing, I instrument children's weekday time use with their weekend time use. After taking into account the endogeneity and measurement error, video game playing is found to positively affect children's problem solving ability. The effect of video game playing on problem solving ability is comparable to the effect of educational activities. PMID:25705064

The Effects of Schema-Based Instruction on the Proportional Thinking of Students With Mathematics Difficulties With and Without Reading Difficulties.

PubMed

Jitendra, Asha K; Dupuis, Danielle N; Star, Jon R; Rodriguez, Michael C

2016-07-01

This study examined the effect of schema-based instruction (SBI) on the proportional problem-solving performance of students with mathematics difficulties only (MD) and students with mathematics and reading difficulties (MDRD). Specifically, we examined the responsiveness of 260 seventh grade students identified as MD or MDRD to a 6-week treatment (SBI) on measures of proportional problem solving. Results indicated that students in the SBI condition significantly outperformed students in the control condition on a measure of proportional problem solving administered at posttest (g = 0.40) and again 6 weeks later (g = 0.42). The interaction between treatment group and students' difficulty status was not significant, which indicates that SBI was equally effective for both students with MD and those with MDRD. Further analyses revealed that SBI was particularly effective at improving students' performance on items related to percents. Finally, students with MD significantly outperformed students with MDRD on all measures of proportional problem solving. These findings suggest that interventions designed to include effective instructional features (e.g., SBI) promote student understanding of mathematical ideas. © Hammill Institute on Disabilities 2014.

Physics Metacognition Inventory Part Ii: Confirmatory Factor Analysis and Rasch Analysis

ERIC Educational Resources Information Center

Taasoobshirazi, Gita; Bailey, MarLynn; Farley, John

2015-01-01

The Physics Metacognition Inventory was developed to measure physics students' metacognition for problem solving. In one of our earlier studies, an exploratory factor analysis provided evidence of preliminary construct validity, revealing six components of students' metacognition when solving physics problems including knowledge of cognition,…

Co-rumination and co-problem solving in the daily lives of adolescents with major depressive disorder.

PubMed

Waller, Jennifer M; Silk, Jennifer S; Stone, Lindsey B; Dahl, Ronald E

2014-08-01

This study examines differences in the prevalence and nature of co-rumination during real-world social interactions with peers and parents among adolescents with major depressive disorder (MDD) compared to healthy controls. A total of 60 youth (29 with current MDD and 31 controls without psychopathology) completed a self-report measure of co-rumination and a 3-week ecological momentary assessment (EMA) protocol that measured the nature of face-to-face social interactions with peers and parents after a negative event in the adolescents' daily lives. Specifically, EMA was used to assess rates of problem talk, including both co-rumination and co-problem solving. Group differences in self-report and EMA measures were examined. Adolescents with MDD reported co-ruminating more often than adolescents with no Axis 1 disorders during daily interactions with both parents (Cohen's d = 0.78) and peers (d = 1.14), and also reported more co-rumination via questionnaire (d = 0.58). Adolescents with MDD engaged in co-problem solving with peers less often than did healthy controls (d = 0.78), but no group differences were found for rates of co-problem solving with parents. Results are consistent with previous research linking co-rumination and depression in adolescence and extend these self-report-based findings to assessment in an ecologically valid context. Importantly, the results support that MDD youth tend to co-ruminate more and to problem-solve less with peers in their daily lives compared to healthy youth, and that co-rumination also extends to parental relationships. Interventions focused on decreasing co-rumination with peers and parents and improving problem-solving skills with peers may be helpful for preventing and treating adolescent depression. Copyright © 2014 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

[The application of new technologies to solving maths problems for students with learning disabilities: the 'underwater school'].

PubMed

Miranda-Casas, A; Marco-Taverner, R; Soriano-Ferrer, M; Melià de Alba, A; Simó-Casañ, P

2008-01-01

Different procedures have demonstrated efficacy to teach cognitive and metacognitive strategies to problem solving in mathematics. Some studies have used computer-based problem solving instructional programs. To analyze in students with learning disabilities the efficacy of a cognitive strategies training for problem solving, with three instructional delivery formats: a teacher-directed program (T-D), a computer-assisted instructional (CAI) program, and a combined program (T-D + CAI). Forty-four children with mathematics learning disabilities, between 8 and 10 years old participated in this study. The children were randomly assigned to one of the three instructional formats and a control group without cognitive strategies training. In the three instructional conditions which were compared all the students learnt problems solving linguistic and visual cognitive strategies trough the self-instructional procedure. Several types of measurements were used for analysing the possible differential efficacy of the three instructional methods implemented: solving problems tests, marks in mathematics, internal achievement responsibility scale, and school behaviours teacher ratings. Our findings show that the T-D training group and the T-D + CAI group improved significantly on math word problem solving and on marks in Maths from pre- to post-testing. In addition, the results indicated that the students of the T-D + CAI group solved more real-life problems and developed more internal attributions compared to both control and CAI groups. Finally, with regard to school behaviours, improvements in school adjustment and learning problems were observed in the students of the group with a combined instructional format (T-D + CAI).

Studies in interactive communication. II - The effects of four communication modes on the linguistic performance of teams during cooperative problem solving

NASA Technical Reports Server (NTRS)

Chapanis, A.; Parrish, R. N.; Ochsman, R. B.; Weeks, G. D.

1977-01-01

Two-man teams solved credible, 'real world' problems for which computer assistance has been or could be useful. Conversations were carried on in one of four modes of communication: typewriting, handwriting, voice, and natural unrestricted communication. Performance was assessed on three classes of dependent measures: time to solution, behavioral measures of activity, and linguistic measures. Significant differences among the communication modes were found in each of the three classes. This paper is concerned mainly with the results of the linguistic analyses. Linguistic performance was assessed with 182 measures, most of which turned out to be redundant and some of which were useless or meaningless. Those that remain show that although problems can be solved faster in the oral modes than in the hard-copy modes, the oral modes are characterized by many more messages, sentences, words, and unique words; much higher communication rates; but lower type-token ratios. Although a number of significant problem and job-role effects were found, there were relatively few significant interactions of modes with thsse variables. It appears, therefore, that the mode effects hold for both problems and for both job roles assigned to the subjects.

The Language Factor in Elementary Mathematics Assessments: Computational Skills and Applied Problem Solving in a Multidimensional IRT Framework

ERIC Educational Resources Information Center

Hickendorff, Marian

2013-01-01

The results of an exploratory study into measurement of elementary mathematics ability are presented. The focus is on the abilities involved in solving standard computation problems on the one hand and problems presented in a realistic context on the other. The objectives were to assess to what extent these abilities are shared or distinct, and…

Group training in interpersonal problem-solving skills for workplace adaptation of adolescents and adults with Asperger syndrome: a preliminary study.

PubMed

Bonete, Saray; Calero, María Dolores; Fernández-Parra, Antonio

2015-05-01

Adults with Asperger syndrome show persistent difficulties in social situations which psychosocial treatments may address. Despite the multiple studies focusing on social skills interventions, only some have focused specifically on problem-solving skills and have not targeted workplace adaptation training in the adult population. This study describes preliminary data from a group format manual-based intervention, the Interpersonal Problem-Solving for Workplace Adaptation Programme, aimed at improving the cognitive and metacognitive process of social problem-solving skills focusing on typical social situations in the workplace based on mediation as the main strategy. A total of 50 adults with Asperger syndrome received the programme and were compared with a control group of typical development. The feasibility and effectiveness of the treatment were explored. Participants were assessed at pre-treatment and post-treatment on a task of social problem-solving skills and two secondary measures of socialisation and work profile using self- and caregiver-report. Using a variety of methods, the results showed that scores were significantly higher at post-treatment in the social problem-solving task and socialisation skills based on reports by parents. Differences in comparison to the control group had decreased after treatment. The treatment was acceptable to families and subject adherence was high. The Interpersonal Problem-Solving for Workplace Adaptation Programme appears to be a feasible training programme. © The Author(s) 2014.

Effects of a Problem-Solving Intervention (COPE) on Quality of Life for Patients with Advanced Cancer on Clinical Trials and their Caregivers: Simultaneous Care Educational Intervention (SCEI): Linking Palliation and Clinical Trials

PubMed Central

Carducci, Michael; Loscalzo, Matthew J.; Linder, John; Greasby, Tamara; Beckett, Laurel A.

2011-01-01

Abstract Context Patients on investigational clinical trials and their caregivers experience poor quality of life (QOL), which declines as the disease progresses. Objective To examine the effect of a standardized cognitive–behavioral problem-solving educational intervention on the QOL of patients enrolled on investigational clinical trials and their caregivers. Design Prospective, multi-institution, randomized trial. QOL was measured repeatedly over 6 months. Participants Patients were simultaneously enrolled onto phase 1, 2, or 3 Institutional Review Board (IRB)-approved cancer clinical trials. Intervention Intervention arm dyads participated in three conjoint educational sessions during the first month, learning the COPE problem solving model. Nonintervention arm dyads received usual care. Outcome Measures Global QOL was measured by the City of Hope Quality of Life Instruments for Patients or Caregivers; problem solving skills were measured by the Social Problem Solving Inventory-Revised. Results The results are reported using the CONSORT statement. The analytic data set included 476 dyads including 1596 patient data points and 1576 care giver data points. Patient QOL showed no significant difference in the rate of change between the intervention and usual care arms (p = 0.70). Caregiver QOL scores in the intervention arm declined, but at less than half the rate in the control arm (p = 0.02). Conclusions The COPE intervention enabled the average caregiver to come much closer to stable QOL over the 6-month follow-up. Future studies should enroll subjects much earlier in the cancer illness trajectory, a common patient/caregiver theme. The maximum effect was seen in caregivers who completed the 6-month follow-up, suggesting that the impact may increase over time. PMID:21413846

A continuous glucose monitoring and problem-solving intervention to change physical activity behavior in women with type 2 diabetes: a pilot study.

PubMed

Allen, Nancy; Whittemore, Robin; Melkus, Gail

2011-11-01

Diabetes technology has the potential to provide useful data for theory-based behavioral counseling. The aims of this study are to evaluate the feasibility, acceptability, and preliminary efficacy of a continuous glucose monitoring and problem-solving counseling intervention to change physical activity (PA) behavior in women with type 2 diabetes. Women (n=29) with type 2 diabetes were randomly assigned to one of two treatment conditions: continuous glucose counseling and problem-solving skills or continuous glucose monitoring counseling and general diabetes education. Feasibility data were obtained on intervention dose, implementation, and satisfaction. Preliminary efficacy data were collected at baseline and 12 weeks on the following measures: PA amount and intensity, diet, problem-solving skills, self-efficacy for PA, depression, hemogoloin A1c, weight, and blood pressure. Demographic and implementation variables were described using frequency distributions and summary statistics. Satisfaction data were analyzed using Wilcoxon rank. Differences between groups were analyzed using linear mixed-modeling. Women were mostly white/non-Latina with a mean age of 53 years, a 6.5-year history of diabetes, and suboptimal glycemic control. Continuous glucose monitoring plus problem-solving group participants had significantly greater problem-solving skills and had greater, although not statistically significant, dietary adherence, moderate activity minutes, weight loss, and higher intervention satisfaction pre- to post-intervention than did participants in the continuous glucose monitoring plus education group. A continuous glucose monitoring plus problem-solving intervention was feasible and acceptable, and participants had greater problem-solving skills than continuous glucose monitoring plus education group participants.

Verbal problem-solving difficulties in autism spectrum disorders and atypical language development.

PubMed

Alderson-Day, Ben

2014-12-01

Children with autism spectrum disorders (ASDs) adopt less efficient strategies than typically developing (TD) peers on the Twenty Questions Task (TQT), a measure of verbal problem-solving skills. Although problems with the TQT are typically associated with executive dysfunction, they have also been reported in children who are deaf, suggesting a role for atypical language development. To test the contribution of language history to ASD problem solving, TQT performance was compared in children with high-functioning autism (HFA), children with Asperger syndrome (AS) and TD children. The HFA group used significantly less efficient strategies than both AS and TD children. No group differences were evident on tests of question understanding, planning or verbal fluency. Potential explanations for differences in verbal problem-solving skill are discussed with reference to the development of inner speech and use of visual strategies in ASD. © 2014 International Society for Autism Research, Wiley Periodicals, Inc.

The relationship between everyday problem solving and inconsistency in reaction time in older adults.

PubMed

Burton, Catherine L; Strauss, Esther; Hultsch, David F; Hunter, Michael A

2009-09-01

The purpose of the present study was to investigate whether inconsistency in reaction time (RT) is predictive of older adults' ability to solve everyday problems. A sample of 304 community dwelling non-demented older adults, ranging in age from 62 to 92, completed a measure of everyday problem solving, the Everyday Problems Test (EPT). Inconsistency in latencies across trials was assessed on four RT tasks. Performance on the EPT was found to vary according to age and cognitive status. Both mean latencies and inconsistency were significantly associated with EPT performance, such that slower and more inconsistent RTs were associated with poorer everyday problem solving abilities. Even after accounting for age, education, and mean level of performance, inconsistency in reaction time continued to account for a significant proportion of the variance in EPT scores. These findings suggest that indicators of inconsistency in RT may be of functional relevance.

Gauging the gaps in student problem-solving skills: assessment of individual and group use of problem-solving strategies using online discussions.

PubMed

Anderson, William L; Mitchell, Steven M; Osgood, Marcy P

2008-01-01

For the past 3 yr, faculty at the University of New Mexico, Department of Biochemistry and Molecular Biology have been using interactive online Problem-Based Learning (PBL) case discussions in our large-enrollment classes. We have developed an illustrative tracking method to monitor student use of problem-solving strategies to provide targeted help to groups and to individual students. This method of assessing performance has a high interrater reliability, and senior students, with training, can serve as reliable graders. We have been able to measure improvements in many students' problem-solving strategies, but, not unexpectedly, there is a population of students who consistently apply the same failing strategy when there is no faculty intervention. This new methodology provides an effective tool to direct faculty to constructively intercede in this area of student development.

Verbal Problem-Solving Difficulties in Autism Spectrum Disorders and Atypical Language Development

PubMed Central

Alderson-Day, Ben

2018-01-01

Children with autism spectrum disorders (ASDs) adopt less efficient strategies than typically developing (TD) peers on the Twenty Questions Task (TQT), a measure of verbal problem-solving skills. Although problems with the TQT are typically associated with executive dysfunction, they have also been reported in children who are deaf, suggesting a role for atypical language development. To test the contribution of language history to ASD problem solving, TQT performance was compared in children with high-functioning autism (HFA), children with Asperger syndrome (AS) and TD children. The HFA group used significantly less efficient strategies than both AS and TD children. No group differences were evident on tests of question understanding, planning or verbal fluency. Potential explanations for differences in verbal problem-solving skill are discussed with reference to the development of inner speech and use of visual strategies in ASD. PMID:25346354

Undergraduate Performance in Solving Ill-Defined Biochemistry Problems

PubMed Central

Sensibaugh, Cheryl A.; Madrid, Nathaniel J.; Choi, Hye-Jeong; Anderson, William L.; Osgood, Marcy P.

2017-01-01

With growing interest in promoting skills related to the scientific process, we studied performance in solving ill-defined problems demonstrated by graduating biochemistry majors at a public, minority-serving university. As adoption of techniques for facilitating the attainment of higher-order learning objectives broadens, so too does the need to appropriately measure and understand student performance. We extended previous validation of the Individual Problem Solving Assessment (IPSA) and administered multiple versions of the IPSA across two semesters of biochemistry courses. A final version was taken by majors just before program exit, and student responses on that version were analyzed both quantitatively and qualitatively. This mixed-methods study quantifies student performance in scientific problem solving, while probing the qualitative nature of unsatisfactory solutions. Of the five domains measured by the IPSA, we found that average graduates were only successful in two areas: evaluating given experimental data to state results and reflecting on performance after the solution to the problem was provided. The primary difficulties in each domain were quite different. The most widespread challenge for students was to design an investigation that rationally aligned with a given hypothesis. We also extend the findings into pedagogical recommendations. PMID:29180350

A Teaching-Learning Method Enhancing Problem Solving and Motivation in Secondary Schools.

ERIC Educational Resources Information Center

Markoczi-Revak, Ibolya

2003-01-01

Presents a teaching-learning method for enhancing problem solving and motivation for studying science in secondary schools. Emerges from a former survey which, found that the motivation of 14-18-year-olds as measured by the Kozekik-Entwistle test was at a rather low level. (Contains 16 references.) (Author/YDS)

An Analysis of School Wide Supports and Barriers to Collaborative Problem Solving Teams

ERIC Educational Resources Information Center

Ciampaglia, Brie I.

2010-01-01

While there is preliminary evidence supporting the use of collaborative problem solving teams in schools (e.g., Telzrow, McNamara, & Hollinger, 2000) only a few outcome measures have been explored in relation to these procedures, and the results have been inconsistently demonstrated across projects (Burns & Symington, 2002). Additionally, it has…

Social Problem-Solving among Disadvantaged and Non-Disadvantaged Adolescents

ERIC Educational Resources Information Center

Kasik, László; Balázs, Fejes József; Guti, Kornél; Gáspár, Csaba; Zsolnai, Anikó

2018-01-01

The study examined the differences of social problem-solving (SPS) among 12-, 14- and 16-year-old Hungarian disadvantaged and non-disadvantaged adolescents (N = 382) and investigated the relationship between SPS and family background (FB). SPS was measured through students' own and their teachers' evaluations by an adapted questionnaire (Social…

Calculating Probabilistic Distance to Solution in a Complex Problem Solving Domain

ERIC Educational Resources Information Center

Sudol, Leigh Ann; Rivers, Kelly; Harris, Thomas K.

2012-01-01

In complex problem solving domains, correct solutions are often comprised of a combination of individual components. Students usually go through several attempts, each attempt reflecting an individual solution state that can be observed during practice. Classic metrics to measure student performance over time rely on counting the number of…

Oranges, Posters, Ribbons, and Lemonade: Concrete Computational Strategies for Dividing Fractions

ERIC Educational Resources Information Center

Kribs-Zaleta, Christopher M.

2008-01-01

This article describes how sixth-grade students developed concrete models to solve division of fractions story problems. Students developed separate two-step procedures to solve measurement and partitive problems, drawing on invented procedures for division of whole numbers. Errors also tended to be specific to the type of division problem…

Conceptions of Efficiency: Applications in Learning and Problem Solving

ERIC Educational Resources Information Center

Hoffman, Bobby; Schraw, Gregory

2010-01-01

The purpose of this article is to clarify conceptions, definitions, and applications of learning and problem-solving efficiency. Conceptions of efficiency vary within the field of educational psychology, and there is little consensus as to how to define, measure, and interpret the efficiency construct. We compare three diverse models that differ…

An Investigative Approach to Elementary School Science Teaching.

ERIC Educational Resources Information Center

Schmiess, Elmer G.

This study was conducted to determine whether sixth grade students can successfully engage in scientific investigation. The success of the students' investigation was measured by their proficiency in solving selected problems, interest in science, and growth in solving new problems. One class of 34 sixth grade students was selected. A battery of…

Problem solving ability in children with intellectual disability as measured by the Raven's colored progressive matrices.

PubMed

Goharpey, Nahal; Crewther, David P; Crewther, Sheila G

2013-12-01

This study investigated the developmental trajectory of problem solving ability in children with intellectual disability (ID) of different etiologies (Down Syndrome, Idiopathic ID or low functioning Autism) as measured on the Raven's Colored Progressive Matrices test (RCPM). Children with typical development (TD) and children with ID were matched on total correct performance (i.e., non-verbal mental age) on the RCPM. RCPM total correct performance and the sophistication of error types were found to be associated with receptive vocabulary in all participants, suggesting that verbal ability plays a role in more sophisticated problem solving tasks. Children with ID made similar errors on the RCPM as younger children with TD as well as more positional error types. This result suggests that children with ID who are deficient in their cognitive processing resort to developmentally immature problem solving strategies when unable to determine the correct answer. Overall, the findings support the use of RCPM as a valid means of matching intellectual capacity of children with TD and ID. Copyright © 2013 Elsevier Ltd. All rights reserved.

Learning comunication strategies for distributed artificial intelligence

NASA Astrophysics Data System (ADS)

Kinney, Michael; Tsatsoulis, Costas

1992-08-01

We present a methodology that allows collections of intelligent system to automatically learn communication strategies, so that they can exchange information and coordinate their problem solving activity. In our methodology communication between agents is determined by the agents themselves, which consider the progress of their individual problem solving activities compared to the communication needs of their surrounding agents. Through learning, communication lines between agents might be established or disconnected, communication frequencies modified, and the system can also react to dynamic changes in the environment that might force agents to cease to exist or to be added. We have established dynamic, quantitative measures of the usefulness of a fact, the cost of a fact, the work load of an agent, and the selfishness of an agent (a measure indicating an agent's preference between transmitting information versus performing individual problem solving), and use these values to adapt the communication between intelligent agents. In this paper we present the theoretical foundations of our work together with experimental results and performance statistics of networks of agents involved in cooperative problem solving activities.

Best candidates for cognitive treatment of illness perceptions in chronic low back pain: results of a theory-driven predictor study.

PubMed

Siemonsma, Petra C; Stuvie, Ilse; Roorda, Leo D; Vollebregt, Joke A; Lankhorst, Gustaaf J; Lettinga, Ant T

2011-04-01

The aim of this study was to identify treatment-specific predictors of the effectiveness of a method of evidence-based treatment: cognitive treatment of illness perceptions. This study focuses on what treatment works for whom, whereas most prognostic studies focusing on chronic non-specific low back pain rehabilitation aim to reduce the heterogeneity of the population of patients who are suitable for rehabilitation treatment in general. Three treatment-specific predictors were studied in patients with chronic non-specific low back pain receiving cognitive treatment of illness perceptions: a rational approach to problem-solving, discussion skills and verbal skills. Hierarchical linear regression analysis was used to assess their predictive value. Short-term changes in physical activity, measured with the Patient-Specific Functioning List, were the outcome measure for cognitive treatment of illness perceptions effect. A total of 156 patients with chronic non-specific low back pain participated in the study. Rational problem-solving was found to be a significant predictor for the change in physical activity. Discussion skills and verbal skills were non-significant. Rational problem-solving explained 3.9% of the total variance. The rational problem-solving scale results are encouraging, because chronic non-specific low back pain problems are complex by nature and can be influenced by a variety of factors. A minimum score of 44 points on the rational problem-solving scale may assist clinicians in selecting the most appropriate candidates for cognitive treatment of illness perceptions.

Problem-solving by traumatically brain injured and neurologically intact subjects on an adaptation of the twenty questions test.

PubMed

Marshall, Robert C; Karow, Colleen M; Morelli, Claudia A; Iden, Kristin K; Dixon, Judith

2003-07-01

RAPS (Rapid Assessment of Problem-Solving) is a clinical measure for assessing verbal problem-solving in hard-to-test patients or those that may not be able to tolerate a longer, more detailed assessment. The design of the test is based on Mosher and Hornsby's Twenty Question test, but RAPS contains several modifications to facilitate its use with brain-injured individuals. This study used RAPS to compare the verbal problem-solving ability of subjects that were neurologically intact and subjects that had chronic traumatic brain injuries. Twenty-one adults that were neurologically intact (NI) and 21 adults that had incurred a traumatic brain injury (TBI) matched for age, gender and education took part in the study. Before being tested with RAPS, participants signed an IRB-approved consent form and completed a battery of neurocognitive measures. RAPS entailed the solving of three verbal problems. Each problem involved an array of 32 pictures of common objects (e.g. football) arranged in a 4x 8 grid. The subjects were instructed to ask yes/no questions to determine which picture the examiner was 'thinking of '. Three scores were computed for each problem solved: number of questions asked, percentage of constraint-seeking questions, and question-asking efficiency scores for the first four questions. No learning effects across the problems were found for any of the RAPS measures. Scores were averaged across the three problems to determine group effects. Groups of TBI and NI subjects did not differ significantly in the number of questions asked in solving RAPS problems. Members of the NI group asked significantly more constraint-seeking questions (e.g. Is it an animal?) than those in the TBI group, and the subjects that had incurred brain injuries did more guessing than the NI group. Over 70% of the time, guessing took place after the semantic category containing the target picture was known to the subject. Guesses took the form of pseudo-constraint questions (e.g. Is it the animal with a long neck?) rather than frank guesses (e.g. Is it the giraffe?). These trends were seen for both groups. Question-asking efficiency scores, computed for the first four questions of each problem, reflected the amount of information gained by the subjects' questions. It was anticipated that subjects' questioning strategies would target larger rather than smaller number of pictures and systematically reduce the number of total pictures under consideration. Question-asking efficiency scores were significantly higher for the group of NI subjects. Both groups increased question-asking efficiency scores across the first four questions, and there was no significant group x question interaction. Further analysis of the question-asking efficiency scores revealed that questions from the group of NI subjects tended to target multiple categories of pictures and larger single semantic categories of pictures on the 32-item problem-solving board, whereas those from the group of TBI subjects often targeted smaller categories or portions of categories. Two meta-cognitive functions, planning and strategy shifting, appeared to explain most of the differences in the verbal problem-solving performance between the groups. Both groups, however, demonstrated a range of abilities on RAPS. Until a larger normative database for RAPS is available, it behooves clinicians using the test to analyse results on an individual basis, to consider the subject's pre-morbid problem-solving ability and to weigh those factors associated with brain injury that could affect RAPS performance.

The development and nature of problem-solving among first-semester calculus students

NASA Astrophysics Data System (ADS)

Dawkins, Paul Christian; Mendoza Epperson, James A.

2014-08-01

This study investigates interactions between calculus learning and problem-solving in the context of two first-semester undergraduate calculus courses in the USA. We assessed students' problem-solving abilities in a common US calculus course design that included traditional lecture and assessment with problem-solving-oriented labs. We investigate this blended instruction as a local representative of the US calculus reform movements that helped foster it. These reform movements tended to emphasize problem-solving as well as multiple mathematical registers and quantitative modelling. Our statistical analysis reveals the influence of the blended traditional/reform calculus instruction on students' ability to solve calculus-related, non-routine problems through repeated measures over the semester. The calculus instruction in this study significantly improved students' performance on non-routine problems, though performance improved more regarding strategies and accuracy than it did for drawing conclusions and providing justifications. We identified problem-solving behaviours that characterized top performance or attrition in the course. Top-performing students displayed greater algebraic proficiency, calculus skills, and more general heuristics than their peers, but overused algebraic techniques even when they proved cumbersome or inappropriate. Students who subsequently withdrew from calculus often lacked algebraic fluency and understanding of the graphical register. The majority of participants, when given a choice, relied upon less sophisticated trial-and-error approaches in the numerical register and rarely used the graphical register, contrary to the goals of US calculus reform. We provide explanations for these patterns in students' problem-solving performance in view of both their preparation for university calculus and the courses' assessment structure, which preferentially rewarded algebraic reasoning. While instruction improved students' problem-solving performance, we observe that current instruction requires ongoing refinement to help students develop multi-register fluency and the ability to model quantitatively, as is called for in current US standards for mathematical instruction.

How Readability and Topic Incidence Relate to Performance on Mathematics Story Problems in Computer-Based Curricula

ERIC Educational Resources Information Center

Walkington, Candace; Clinton, Virginia; Ritter, Steven N.; Nathan, Mitchell J.

2015-01-01

Solving mathematics story problems requires text comprehension skills. However, previous studies have found few connections between traditional measures of text readability and performance on story problems. We hypothesized that recently developed measures of readability and topic incidence measured by text-mining tools may illuminate associations…

Probing optimal measurement configuration for optical scatterometry by the multi-objective genetic algorithm

NASA Astrophysics Data System (ADS)

Chen, Xiuguo; Gu, Honggang; Jiang, Hao; Zhang, Chuanwei; Liu, Shiyuan

2018-04-01

Measurement configuration optimization (MCO) is a ubiquitous and important issue in optical scatterometry, whose aim is to probe the optimal combination of measurement conditions, such as wavelength, incidence angle, azimuthal angle, and/or polarization directions, to achieve a higher measurement precision for a given measuring instrument. In this paper, the MCO problem is investigated and formulated as a multi-objective optimization problem, which is then solved by the multi-objective genetic algorithm (MOGA). The case study on the Mueller matrix scatterometry for the measurement of a Si grating verifies the feasibility of the MOGA in handling the MCO problem in optical scatterometry by making a comparison with the Monte Carlo simulations. Experiments performed at the achieved optimal measurement configuration also show good agreement between the measured and calculated best-fit Mueller matrix spectra. The proposed MCO method based on MOGA is expected to provide a more general and practical means to solve the MCO problem in the state-of-the-art optical scatterometry.

Risk of suicide ideation associated with problem-solving ability and attitudes toward suicidal behavior in university students.

PubMed

McAuliffe, Carmel; Corcoran, Paul; Keeley, Helen S; Perry, Ivan J

2003-01-01

The present paper investigates the risk of lifetime suicide ideation associated with problem-solving ability and attitudes toward suicidal behavior in a sample of 328 university students (41% male, 59% female). The response rate was 77% based on the total number of students registered for the relevant courses. A series of questions assessed lifetime suicide ideation, while problem solving and attitudes toward suicide were measured using the Self-Rating Problem Solving scale and four subscales of the Suicide Opinion Questionnaire, respectively (McLeavey, 1986; Domino et al., 1989). Almost one-third of the students surveyed had lifetime suicide ideation. Both genders were similar in terms of their suicide ideation history, problem solving, and attitudes toward suicidal behavior with the exception that male students were more in agreement with the attitude that suicidal behavior lacks real intent. Compared with 2% of nonideators and ideators, one in four planners reported that they would more than likely attempt suicide at some point in their life. Greater agreement with the attitude that suicidal behavior is normal was associated with significantly increased risk of being an ideator, as was poor problem solving and less agreement with the attitude that suicidal behavior is associated with mental illness.

Within-Group Effect-Size Benchmarks for Problem-Solving Therapy for Depression in Adults

ERIC Educational Resources Information Center

Rubin, Allen; Yu, Miao

2017-01-01

This article provides benchmark data on within-group effect sizes from published randomized clinical trials that supported the efficacy of problem-solving therapy (PST) for depression among adults. Benchmarks are broken down by type of depression (major or minor), type of outcome measure (interview or self-report scale), whether PST was provided…

Moving towards the Assessment of Collaborative Problem Solving Skills with a Tangible User Interface

ERIC Educational Resources Information Center

Ras, Eric; Krkovic, Katarina; Greiff, Samuel; Tobias, Eric; Maquil, Valérie

2014-01-01

The research on the assessment of collaborative problem solving (ColPS), as one crucial 21st Century Skill, is still in its beginnings. Using Tangible User Interfaces (TUI) for this purpose has only been marginally investigated in technology-based assessment. Our first empirical studies focused on light-weight performance measurements, usability,…

Using Problem-Solving Steps and Audience Roles To Increase Student Engagement in Elementary Civics Instruction.

ERIC Educational Resources Information Center

Beck, Terence A.

Leslie Herrenkohl's work in science (1998) has demonstrated that introducing "problem-solving steps" and "audience roles" to an elementary classroom can have a dramatic impact on rates of student engagement as measured through classroom talk. It is not known to what extent the success of the intervention was due to its…

Problem-Solving Orientation and Attributional Style as Predictors of Depressive Symptoms in Egyptian Adolescents with Visual Impairment

ERIC Educational Resources Information Center

Emam, Mahmoud M.

2013-01-01

The association between attributional style (AS), problem-solving orientation (PSO), and gender on depressive symptoms was investigated in Egyptian adolescents with visual impairment (VI). After being written in Braille, measures of AS, PSO, and depression were administered to 110 adolescents with VI, ages 12-17 years, from a residential school…

The Effect of Student Collaboration in Solving Physics Problems Using an Online Interactive Response System

ERIC Educational Resources Information Center

Balta, Nuri; Awedh, Mohammad Hamza

2017-01-01

Advanced technology helps educational institutes to improve student learning performance and outcomes. In this study, our aim is to measure and assess student engagement and collaborative learning in engineering classes when using online technology in solving physics problems. The interactive response system used in this study is a collaborative…

Complex Problem Solving in Educational Contexts--Something beyond "g": Concept, Assessment, Measurement Invariance, and Construct Validity

ERIC Educational Resources Information Center

Greiff, Samuel; Wustenberg, Sascha; Molnar, Gyongyver; Fischer, Andreas; Funke, Joachim; Csapo, Beno

2013-01-01

Innovative assessments of cross-curricular competencies such as complex problem solving (CPS) have currently received considerable attention in large-scale educational studies. This study investigated the nature of CPS by applying a state-of-the-art approach to assess CPS in high school. We analyzed whether two processes derived from cognitive…

Students' Ability to Solve Process-Diagram Problems in Secondary Biology Education

ERIC Educational Resources Information Center

Kragten, Marco; Admiraal, Wilfried; Rijlaarsdam, Gert

2015-01-01

Process diagrams are important tools in biology for explaining processes such as protein synthesis, compound cycles and the like. The aim of the present study was to measure the ability to solve process-diagram problems in biology and its relationship with prior knowledge, spatial ability and working memory. For this purpose, we developed a test…

What Do Employers Pay for Employees' Complex Problem Solving Skills?

ERIC Educational Resources Information Center

Ederer, Peer; Nedelkoska, Ljubica; Patt, Alexander; Castellazzi, Silvia

2015-01-01

We estimate the market value that employers assign to the complex problem solving (CPS) skills of their employees, using individual-level Mincer-style wage regressions. For the purpose of the study, we collected new and unique data using psychometric measures of CPS and an extensive background questionnaire on employees' personal and work history.…

Computer-Based Assessment of Collaborative Problem Solving: Exploring the Feasibility of Human-to-Agent Approach

ERIC Educational Resources Information Center

Rosen, Yigal

2015-01-01

How can activities in which collaborative skills of an individual are measured be standardized? In order to understand how students perform on collaborative problem solving (CPS) computer-based assessment, it is necessary to examine empirically the multi-faceted performance that may be distributed across collaboration methods. The aim of this…

Co-Operative Problem-Solving at the Royal Docks Community School

ERIC Educational Resources Information Center

Martin, Ruth

2013-01-01

This article responds to Henry Tam's article in this issue of FORUM by exploring opportunities for co-operative problem-solving for staff and students of the Royal Docks Community School in the London Borough of Newham. Becoming a co-operative trust helped the school move out of special measures and develop a strategy of participation and…

Social Problem Solving in High-Risk Mother-Child Dyads: An Intergenerational Study

ERIC Educational Resources Information Center

Martin, Julie P.; Stack, Dale M.; Serbin, Lisa A.; Schwartzman, Alex E.; Ledingham, Jane

2012-01-01

This study examined the contribution of maternal childhood histories of aggression and social withdrawal to the prediction of mother-child social problem solving in the next generation. Fifty-seven women (M = 37.32 years), previously rated (on a version of the pupil evaluation inventory) by their peers during childhood on measures of aggression…

Insight Is Not in the Problem: Investigating Insight in Problem Solving across Task Types.

PubMed

Webb, Margaret E; Little, Daniel R; Cropper, Simon J

2016-01-01

The feeling of insight in problem solving is typically associated with the sudden realization of a solution that appears obviously correct (Kounios et al., 2006). Salvi et al. (2016) found that a solution accompanied with sudden insight is more likely to be correct than a problem solved through conscious and incremental steps. However, Metcalfe (1986) indicated that participants would often present an inelegant but plausible (wrong) answer as correct with a high feeling of warmth (a subjective measure of closeness to solution). This discrepancy may be due to the use of different tasks or due to different methods in the measurement of insight (i.e., using a binary vs. continuous scale). In three experiments, we investigated both findings, using many different problem tasks (e.g., Compound Remote Associates, so-called classic insight problems, and non-insight problems). Participants rated insight-related affect (feelings of Aha-experience, confidence, surprise, impasse, and pleasure) on continuous scales. As expected we found that, for problems designed to elicit insight, correct solutions elicited higher proportions of reported insight in the solution compared to non-insight solutions; further, correct solutions elicited stronger feelings of insight compared to incorrect solutions.

Insight Is Not in the Problem: Investigating Insight in Problem Solving across Task Types

PubMed Central

Webb, Margaret E.; Little, Daniel R.; Cropper, Simon J.

2016-01-01

The feeling of insight in problem solving is typically associated with the sudden realization of a solution that appears obviously correct (Kounios et al., 2006). Salvi et al. (2016) found that a solution accompanied with sudden insight is more likely to be correct than a problem solved through conscious and incremental steps. However, Metcalfe (1986) indicated that participants would often present an inelegant but plausible (wrong) answer as correct with a high feeling of warmth (a subjective measure of closeness to solution). This discrepancy may be due to the use of different tasks or due to different methods in the measurement of insight (i.e., using a binary vs. continuous scale). In three experiments, we investigated both findings, using many different problem tasks (e.g., Compound Remote Associates, so-called classic insight problems, and non-insight problems). Participants rated insight-related affect (feelings of Aha-experience, confidence, surprise, impasse, and pleasure) on continuous scales. As expected we found that, for problems designed to elicit insight, correct solutions elicited higher proportions of reported insight in the solution compared to non-insight solutions; further, correct solutions elicited stronger feelings of insight compared to incorrect solutions. PMID:27725805

Dynamic Assessment of Algebraic Learning in Predicting Third Graders’ Development of Mathematical Problem Solving

PubMed Central

Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Hollenbeck, Kurstin N.; Craddock, Caitlin F.; Hamlett, Carol L.

2008-01-01

Dynamic assessment (DA) involves helping students learn a task and indexing responsiveness to that instruction as a measure of learning potential. The purpose of this study was to explore the utility of a DA of algebraic learning in predicting 3rd graders’ development of mathematics problem solving. In the fall, 122 3rd-grade students were assessed on language, nonverbal reasoning, attentive behavior, calculations, word-problem skill, and DA. On the basis of random assignment, students received 16 weeks of validated instruction on word problems or received 16 weeks of conventional instruction on word problems. Then, students were assessed on word-problem measures proximal and distal to instruction. Structural equation measurement models showed that DA measured a distinct dimension of pretreatment ability and that proximal and distal word-problem measures were needed to account for outcome. Structural equation modeling showed that instruction (conventional vs. validated) was sufficient to account for math word-problem outcome proximal to instruction; by contrast, language, pretreatment math skill, and DA were needed to forecast learning on word-problem outcomes more distal to instruction. Findings are discussed in terms of responsiveness-to-intervention models for preventing and identifying learning disabilities. PMID:19884957

Does problem-solving training for family caregivers benefit their care recipients with severe disabilities? A latent growth model of the Project CLUES randomized clinical trial.

PubMed

Berry, Jack W; Elliott, Timothy R; Grant, Joan S; Edwards, Gary; Fine, Philip R

2012-05-01

To examine whether an individualized problem-solving intervention provided to family caregivers of persons with severe disabilities provides benefits to both caregivers and their care recipients. Family caregivers were randomly assigned to an education-only control group or a problem-solving training (PST) intervention group. Participants received monthly contacts for 1 year. Family caregivers (129 women, 18 men) and their care recipients (81 women, 66 men) consented to participate. Caregivers completed the Social Problem-Solving Inventory-Revised, the Center for Epidemiological Studies-Depression scale, the Satisfaction with Life scale, and a measure of health complaints at baseline and in 3 additional assessments throughout the year. Care recipient depression was assessed with a short form of the Hamilton Depression Scale. Latent growth modeling was used to analyze data from the dyads. Caregivers who received PST reported a significant decrease in depression over time, and they also displayed gains in constructive problem-solving abilities and decreases in dysfunctional problem-solving abilities. Care recipients displayed significant decreases in depression over time, and these decreases were significantly associated with decreases in caregiver depression in response to training. PST significantly improved the problem-solving skills of community-residing caregivers and also lessened their depressive symptoms. Care recipients in the PST group also had reductions in depression over time, and it appears that decreases in caregiver depression may account for this effect. PsycINFO Database Record (c) 2012 APA, all rights reserved.

The effect of Think Pair Share (TPS) using scientific approach on students’ self-confidence and mathematical problem-solving

NASA Astrophysics Data System (ADS)

Rifa’i, A.; Lestari, H. P.

2018-03-01

This study was designed to know the effects of Think Pair Share using Scientific Approach on students' self-confidence and mathematical problem-solving. Quasi-experimental with pre-test post-test non-equivalent group method was used as a basis for design this study. Self-confidence questionnaire and problem-solving test have been used for measurement of the two variables. Two classes of the first grade in religious senior high school (MAN) in Indonesia were randomly selected for this study. Teaching sequence and series from mathematics book at control group in the traditional way and at experiment group has been in TPS using scientific approach learning method. For data analysis regarding students’ problem-solving skill and self-confidence, One-Sample t-Test, Independent Sample t-Test, and Multivariate of Variance (MANOVA) were used. The results showed that (1) TPS using a scientific approach and traditional learning had positive effects (2) TPS using scientific approach learning in comparative with traditional learning had a more significant effect on students’ self-confidence and problem-solving skill.

The relation of locus-of-control orientation and task structure to problem-solving performance of sixth-grade student pairs

NASA Astrophysics Data System (ADS)

Main, June Dewey; Budd Rowe, Mary

This study investigated the relationship of locus-of-control orientations and task structure to the science problem-solving performance of 100 same-sex, sixth-grade student pairs. Pairs performed a four-variable problem-solving task, racing cylinders down a ramp in a series of trials to determine the 3 fastest of 18 different cylinders. The task was completed in one of two treatment conditions: the structured condition with moderate cuing and the unstructured condition with minimal cuing. Pairs completed an after-task assessment, predicting the results of proposed cylinder races, to measure the ability to understand and apply task concepts. Overall conclusions were: (1) There was no relationship between locus-of-control orientation and effectiveness of problem-solving strategy; (2) internality was significantly related to higher accuracy on task solutions and on after-task predictions; (3) there was no significant relationship between task structure and effectiveness of problem-solving strategy; (4) solutions to the task were more accurate in the unstructured task condition; (5) internality related to more accurate solutions in the unstructured task condition.

Much ado about aha!: Insight problem solving is strongly related to working memory capacity and reasoning ability.

PubMed

Chuderski, Adam; Jastrzębski, Jan

2018-02-01

A battery comprising 4 fluid reasoning tests as well as 13 working memory (WM) tasks that involved storage, recall, updating, binding, and executive control, was applied to 318 adults in order to evaluate the true relationship of reasoning ability and WM capacity (WMC) to insight problem solving, measured using 40 verbal, spatial, math, matchstick, and remote associates problems (insight problems). WMC predicted 51.8% of variance in insight problem solving and virtually explained its almost isomorphic link to reasoning ability (84.6% of shared variance). The strong link between WMC and insight pertained generally to most WM tasks and insight problems, was identical for problems solved with and without reported insight, was linear throughout the ability levels, and was not mediated by age, motivation, anxiety, psychoticism, and openness to experience. In contrast to popular views on the sudden and holistic nature of insight, the solving of insight problems results primarily from typical operations carried out by the basic WM mechanisms that are responsible for the maintenance, retrieval, transformation, and control of information in the broad range of intellectual tasks (including fluid reasoning). Little above and beyond WM is unique about insight. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Calculation and word problem-solving skills in primary grades - Impact of cognitive abilities and longitudinal interrelations with task-persistent behaviour.

PubMed

Jõgi, Anna-Liisa; Kikas, Eve

2016-06-01

Primary school math skills form a basis for academic success down the road. Different math skills have different antecedents and there is a reason to believe that more complex math tasks require better self-regulation. The study aimed to investigate longitudinal interrelations of calculation and problem-solving skills, and task-persistent behaviour in Grade 1 and Grade 3, and the effect of non-verbal intelligence, linguistic abilities, and executive functioning on math skills and task persistence. Participants were 864 students (52.3% boys) from 33 different schools in Estonia. Students were tested twice - at the end of Grade1 and at the end of Grade 3. Calculation and problem-solving skills, and teacher-rated task-persistent behaviour were measured at both time points. Non-verbal intelligence, linguistic abilities, and executive functioning were measured in Grade 1. Cross-lagged structural equation modelling indicated that calculation skills depend on previous math skills and linguistic abilities, while problem-solving skills require also non-verbal intelligence, executive functioning, and task persistence. Task-persistent behaviour in Grade 3 was predicted by previous problem-solving skills, linguistic abilities, and executive functioning. Gender and mother's educational level were added as covariates. The findings indicate that math skills and self-regulation are strongly related in primary grades and that solving complex tasks requires executive functioning and task persistence from children. Findings support the idea that instructional practices might benefit from supporting self-regulation in order to gain domain-specific, complex skill achievement. © 2015 The British Psychological Society.

Good practices in managing work-related indoor air problems: a psychosocial perspective.

PubMed

Lahtinen, Marjaana; Huuhtanen, Pekka; Vähämäki, Kari; Kähkönen, Erkki; Mussalo-Rauhamaa, Helena; Reijula, Kari

2004-07-01

Indoor air problems at workplaces are often exceedingly complex. Technical questions are interrelated with the dynamics of the work community, and the cooperation and interaction skills of the parties involved in the problem solving process are also put to the test. The objective of our study was to analyze the process of managing and solving indoor air problems from a psychosocial perspective. This collective case study was based on data from questionnaires, interviews and various documentary materials. Technical inspections of the buildings and indoor air measurements were also carried out. The following four factors best differentiated successful cases from impeded cases: extensive multiprofessional collaboration and participative action, systematic action and perseverance, investment in information and communication, and process thinking and learning. The study also proposed a theoretical model for the role of the psychosocial work environment in indoor air problems. The expertise related to social and human aspects of problem solving plays a significant role in solving indoor air problems. Failures to properly handle these aspects may lead to resources being wasted and result in a problematic situation becoming stagnant or worse. Copyright 2004 Wiley-Liss, Inc.

Developing material for promoting problem-solving ability through bar modeling technique

NASA Astrophysics Data System (ADS)

Widyasari, N.; Rosiyanti, H.

2018-01-01

This study aimed at developing material for enhancing problem-solving ability through bar modeling technique with thematic learning. Polya’s steps of problem-solving were chosen as the basis of the study. The methods of the study were research and development. The subject of this study were five teen students of the fifth grade of Lab-school FIP UMJ elementary school. Expert review and student’ response analysis were used to collect the data. Furthermore, the data were analyzed using qualitative descriptive and quantitative. The findings showed that material in theme “Selalu Berhemat Energi” was categorized as valid and practical. The validity was measured by using the aspect of language, contents, and graphics. Based on the expert comments, the materials were easy to implement in the teaching-learning process. In addition, the result of students’ response showed that material was both interesting and easy to understand. Thus, students gained more understanding in learning problem-solving.

Experimental realization of a one-way quantum computer algorithm solving Simon's problem.

PubMed

Tame, M S; Bell, B A; Di Franco, C; Wadsworth, W J; Rarity, J G

2014-11-14

We report an experimental demonstration of a one-way implementation of a quantum algorithm solving Simon's problem-a black-box period-finding problem that has an exponential gap between the classical and quantum runtime. Using an all-optical setup and modifying the bases of single-qubit measurements on a five-qubit cluster state, key representative functions of the logical two-qubit version's black box can be queried and solved. To the best of our knowledge, this work represents the first experimental realization of the quantum algorithm solving Simon's problem. The experimental results are in excellent agreement with the theoretical model, demonstrating the successful performance of the algorithm. With a view to scaling up to larger numbers of qubits, we analyze the resource requirements for an n-qubit version. This work helps highlight how one-way quantum computing provides a practical route to experimentally investigating the quantum-classical gap in the query complexity model.

Construct Validation of the Physics Metacognition Inventory

NASA Astrophysics Data System (ADS)

Taasoobshirazi, Gita; Farley, John

2013-02-01

The 24-item Physics Metacognition Inventory was developed to measure physics students' metacognition for problem solving. Items were classified into eight subcomponents subsumed under two broader components: knowledge of cognition and regulation of cognition. The students' scores on the inventory were found to be reliable and related to students' physics motivation and physics grade. An exploratory factor analysis provided evidence of construct validity, revealing six components of students' metacognition when solving physics problems including: knowledge of cognition, planning, monitoring, evaluation, debugging, and information management. Although women and men differed on the components, they had equivalent overall metacognition for problem solving. The implications of these findings for future research are discussed.

Optimal spatial filtering and transfer function for SAR ocean wave spectra

NASA Technical Reports Server (NTRS)

Goldfinger, A. D.; Beal, R. C.; Tilley, D. G.

1981-01-01

The Seasat Synthetic Aperture Radar (SAR) has proved to be an instrument of great utility in the sensing of ocean conditions on a global scale. An analysis of oceanographic and atmospheric aspects of Seasat data has shown that the features observed in the imagery are linked to ocean phenomena such as storm sources and their resulting swell systems. However, there remains one central problem which has not been satisfactorily solved to date. This problem is related to the accurate measurement of wind-generated ocean wave spectra. Investigations addressing this problem are currently being conducted. The problem has two parts, including the accurate measurement of the image spectra and the inference of actual surface wave spectra from these measurements. A description is presented of the progress made towards solving the first part of the problem, taking into account a digital rather than optical computation of the image transforms.

Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning.

PubMed

Choi, Eunyoung; Lindquist, Ruth; Song, Yeoungsuk

2014-01-01

Problem-based learning (PBL) is a method widely used in nursing education to develop students' critical thinking skills to solve practice problems independently. Although PBL has been used in nursing education in Korea for nearly a decade, few studies have examined its effects on Korean nursing students' learning outcomes, and few Korean studies have examined relationships among these outcomes. The objectives of this study are to examine outcome abilities including critical thinking, problem-solving, and self-directed learning of nursing students receiving PBL vs. traditional lecture, and to examine correlations among these outcome abilities. A quasi-experimental non-equivalent group pretest-posttest design was used. First-year nursing students (N=90) were recruited from two different junior colleges in two cities (GY and GJ) in South Korea. In two selected educational programs, one used traditional lecture methods, while the other used PBL methods. Standardized self-administered questionnaires of critical thinking, problem-solving, and self-directed learning abilities were administered before and at 16weeks (after instruction). Learning outcomes were significantly positively correlated, however outcomes were not statistically different between groups. Students in the PBL group improved across all abilities measured, while student scores in the traditional lecture group decreased in problem-solving and self-directed learning. Critical thinking was positively associated with problem-solving and self-directed learning (r=.71, and r=.50, respectively, p<.001); problem-solving was positively associated with self-directed learning (r=.75, p<.001). Learning outcomes of PBL were not significantly different from traditional lecture in this small underpowered study, despite positive trends. Larger studies are recommended to study effects of PBL on critical student abilities. Copyright © 2013 Elsevier Ltd. All rights reserved.

Optimizing suicide and trespass prevention on railways: a problem-solving model from the RESTRAIL project.

PubMed

Havârneanu, Grigore M; Burkhardt, Jean-Marie; Silla, Anne

2017-12-01

Suicides and trespassing accidents result in more than 3800 fatalities in Europe, representing 88% of all fatalities occurring within the EU railway system. This paper presents a problem-solving model, which consists of a multistep approach structuring the analysis of a suicide or trespass-related problem on the railways. First, we present the method used to design, evaluate and improve the problem-solving model. Then we describe the model in detail: it comprises six steps with several subsequent actions, and each action is approached through a checklist of prompting questions and possible answers. At the end, we discuss the added value of this model for decision makers and its usability in the selection of optimal prevention measures.

Do job demands and job control affect problem-solving?

PubMed

Bergman, Peter N; Ahlberg, Gunnel; Johansson, Gun; Stoetzer, Ulrich; Aborg, Carl; Hallsten, Lennart; Lundberg, Ingvar

2012-01-01

The Job Demand Control model presents combinations of working conditions that may facilitate learning, the active learning hypothesis, or have detrimental effects on health, the strain hypothesis. To test the active learning hypothesis, this study analysed the effects of job demands and job control on general problem-solving strategies. A population-based sample of 4,636 individuals (55% women, 45% men) with the same job characteristics measured at two times with a three year time lag was used. Main effects of demands, skill discretion, task authority and control, and the combined effects of demands and control were analysed in logistic regressions, on four outcomes representing general problem-solving strategies. Those reporting high on skill discretion, task authority and control, as well as those reporting high demand/high control and low demand/high control job characteristics were more likely to state using problem solving strategies. Results suggest that working conditions including high levels of control may affect how individuals cope with problems and that workplace characteristics may affect behaviour in the non-work domain.

Helping students learn effective problem solving strategies by reflecting with peers

NASA Astrophysics Data System (ADS)

Mason, Andrew; Singh, Chandralekha

2010-07-01

We study how introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into a "peer reflection" (PR) group and a traditional group. Each week in recitation, small teams of students in the PR group reflected on selected problems from the homework and discussed why the solutions of some students employed better problem solving strategies than others. The graduate and undergraduate teaching assistants in the PR recitations provided guidance and coaching to help students learn effective problem solving heuristics. In the traditional group recitations students could ask the graduate TA questions about the homework before they took a weekly quiz. The traditional group recitation quiz questions were similar to the homework questions selected for peer reflection in the PR group recitations. As one measure of the impact of this intervention, we investigated how likely students were to draw diagrams to help with problem solving on the final exam with only multiple-choice questions. We found that the PR group drew diagrams on more problems than the traditional group even when there was no explicit reward for doing so. Also, students who drew more diagrams for the multiple-choice questions outperformed those who did not, regardless of which group they were a member.

Integrating Problem-Based Learning and Simulation: Effects on Student Motivation and Life Skills.

PubMed

Roh, Young Sook; Kim, Sang Suk

2015-07-01

Previous research has suggested that a teaching strategy integrating problem-based learning and simulation may be superior to traditional lecture. The purpose of this study was to assess learner motivation and life skills before and after taking a course involving problem-based learning and simulation. The design used repeated measures with a convenience sample of 83 second-year nursing students who completed the integrated course. Data from a self-administered questionnaire measuring learner motivation and life skills were collected at pretest, post-problem-based learning, and post-simulation time points. Repeated-measures analysis of variance determined that the mean scores for total learner motivation (F=6.62, P=.003), communication (F=8.27, P<.001), problem solving (F=6.91, P=.001), and self-directed learning (F=4.45, P=.016) differed significantly between time points. Post hoc tests using the Bonferroni correction revealed that total learner motivation and total life skills significantly increased both from pretest to postsimulation and from post-problem-based learning test to postsimulation test. Subscales of learner motivation and life skills, intrinsic goal orientation, self-efficacy for learning and performance, problem-solving skills, and self-directed learning skills significantly increased both from pretest to postsimulation test and from post-problem-based learning test to post-simulation test. The results demonstrate that an integrating problem-based learning and simulation course elicits significant improvement in learner motivation and life skills. Simulation plus problem-based learning is more effective than problem-based learning alone at increasing intrinsic goal orientation, task value, self-efficacy for learning and performance, problem solving, and self-directed learning.

The ABCs of Math: A Genetic Analysis of Mathematics and Its Links With Reading Ability and General Cognitive Ability

PubMed Central

Hart, Sara A.; Petrill, Stephen A.; Thompson, Lee A.; Plomin, Robert

2009-01-01

The goal of this first major report from the Western Reserve Reading Project Math component is to explore the etiology of the relationship among tester-administered measures of mathematics ability, reading ability, and general cognitive ability. Data are available on 314 pairs of monozygotic and same-sex dizygotic twins analyzed across 5 waves of assessment. Univariate analyses provide a range of estimates of genetic (h2 = .00 –.63) and shared (c2 = .15–.52) environmental influences across math calculation, fluency, and problem solving measures. Multivariate analyses indicate genetic overlap between math problem solving with general cognitive ability and reading decoding, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Further, math fluency has unique genetic influences. In general, math ability has shared environmental overlap with general cognitive ability and decoding. These results indicate that aspects of math that include problem solving have different genetic and environmental influences than math calculation. Moreover, math fluency, a timed measure of calculation, is the only measured math ability with unique genetic influences. PMID:20157630

Hamster Math: Authentic Experiences in Data Collection.

ERIC Educational Resources Information Center

Jorgensen, Beth

1996-01-01

Describes the data collection and interpretation project of primary grade students involving predicting, graphing, estimating, measuring, number problem construction, problem solving, and probability. (MKR)

On two mathematical problems of canonical quantization. IV

NASA Astrophysics Data System (ADS)

Kirillov, A. I.

1992-11-01

A method for solving the problem of reconstructing a measure beginning with its logarithmic derivative is presented. The method completes that of solving the stochastic differential equation via Dirichlet forms proposed by S. Albeverio and M. Rockner. As a result one obtains the mathematical apparatus for the stochastic quantization. The apparatus is applied to prove the existence of the Feynman-Kac measure of the sine-Gordon and λφ2n/(1 + K2φ2n)-models. A synthesis of both mathematical problems of canonical quantization is obtained in the form of a second-order martingale problem for vacuum noise. It is shown that in stochastic mechanics the martingale problem is an analog of Newton's second law and enables us to find the Nelson's stochastic trajectories without determining the wave functions.

The effects of a shared, Intranet science learning environment on the academic behaviors of problem-solving and metacognitive reflection

NASA Astrophysics Data System (ADS)

Parker, Mary Jo

This study investigated the effects of a shared, Intranet science environment on the academic behaviors of problem-solving and metacognitive reflection. Seventy-eight subjects included 9th and 10th grade male and female biology students. A quasi-experimental design with pre- and post-test data collection and randomization occurring through assignment of biology classes to traditional or shared, Intranet learning groups was employed. Pilot, web-based distance education software (CourseInfo) created the Intranet learning environment. A modified ecology curriculum provided contextualization and content for traditional and shared learning environments. The effect of this environment on problem-solving, was measured using the standardized Watson-Glaser Critical Thinking Appraisal test. Metacognitive reflection, was measured in three ways: (a) number of concepts used, (b) number of concept links noted, and (c) number of concept nodes noted. Visual learning software, Inspiration, generated concept maps. Secondary research questions evaluated the pilot CourseInfo software for (a) tracked user movement, (b) discussion forum findings, and (c) difficulties experienced using CourseInfo software. Analysis of problem-solving group means reached no levels of significance resulting from the shared, Intranet environment. Paired t-Test of individual differences in problem-solving reached levels of significance. Analysis of metacognitive reflection by number of concepts reached levels of significance. Metacognitive reflection by number of concept links noted also reach significance. No significance was found for metacognitive reflection by number of concept nodes. No gender differences in problem-solving ability and metacognitive reflection emerged. Lack of gender differences in the shared, Intranet environment strongly suggests an equalizing effect due to the cooperative, collaborative nature of Intranet environments. Such environments appeal to, and rank high with, the female gender. Tracking learner movements in web-based, science environments has metacognitive and problem-solving learner implications. CourseInfo software offers one method of informing instruction within web-based learning environments focusing on academic behaviors. A shared, technology-supported learning environment may pose one model which science classrooms can use to create equitable scientific study across gender. The lack of significant differences resulting from this environment presents one model for improvement of individual problem-solving ability and metacognitive reflection across gender.

Determination of criteria weights in solving multi-criteria problems

NASA Astrophysics Data System (ADS)

Kasim, Maznah Mat

2014-12-01

A multi-criteria (MC) problem comprises of units to be analyzed under a set of evaluation criteria. Solving a MC problem is basically the process of finding the overall performance or overall quality of the units of analysis by using certain aggregation method. Based on these overall measures of each unit, a decision can be made whether to sort them, to select the best or to group them according to certain ranges. Prior to solving the MC problems, the weights of the related criteria have to be determined with the assumption that the weights represent the degree of importance or the degree of contribution towards the overall performance of the units. This paper presents two main approaches which are called as subjective and objective approaches, where the first one involves evaluator(s) while the latter approach depends on the intrinsic information contained in each criterion. The subjective and objective weights are defined if the criteria are assumed to be independent with each other, but if they are dependent, there is another type of weight, which is called as monotone measure weight or compound weights which represent degree of interaction among the criteria. The measure of individual weights or compound weights must be addressed in solving multi-criteria problems so that the solutions are more reliable since in the real world, evaluation criteria always come with different degree of importance or are dependent with each other. As the real MC problems have their own uniqueness, it is up to the decision maker(s) to decide which type of weights and which method are the most applicable ones for the problem under study.

Problem Solving in the Natural Sciences and Early Adolescent Girls' Gender Roles and Self-Esteem a Qualitative and Quantitative Analysis from AN Ecological Perspective

NASA Astrophysics Data System (ADS)

Slavkin, Michael

What impact do gender roles and self-esteem have on early adolescent girls' abilities to solve problems when participating in natural science-related activities? Bronfenbrenner's human ecology model and Barker's behavior setting theory were used to assess how environmental contexts relate to problem solving in scientific contexts. These models also provided improved methodology and increased understanding of these constructs when compared with prior research. Early adolescent girls gender roles and self-esteem were found to relate to differences in problem solving in science-related groups. Specifically, early adolescent girls' gender roles were associated with levels of verbal expression, expression of positive affect, dominance, and supportive behavior during science experiments. Also, levels of early adolescent girls self-esteem were related to verbal expression and dominance in peer groups. Girls with high self-esteem also were more verbally expressive and had higher levels of dominance during science experiments. The dominant model of a masculine-typed and feminine-typed dichotomy of problem solving based on previous literature was not effective in Identifying differences within girls' problem solving. Such differences in the results of these studies may be the result of this study's use of observational measures and analysis of the behavior settings in which group members participated. Group behavior and problem-solving approaches of early adolescent girls seemed most likely to be defined by environmental contexts, not governed solely by the personalities of participants. A discussion for the examination of environmental factors when assessing early adolescent girls' gender roles and self-esteem follows this discussion.

Social problem-solving, perceived stress, depression and life-satisfaction in patients suffering from tension type and migraine headaches.

PubMed

Eskin, Mehmet; Akyol, Ali; Çelik, Emine Yilmaz; Gültekin, Bülent Kadri

2013-08-01

This study aimed at investigating social problem solving, perceived stress, depression, and life-satisfaction in patients with tension type and migraine headaches. Forty-nine migraine and 42 tension type headache patients (n = 91) consenting to participate were compared to a total of 49 matched healthy control group. Participants filled in a questionnaire consisting self-report measures of problem solving, perceived stress, depression and life satisfaction. They were also asked about headache duration, frequency, pain severity, psychiatric treatment and sense of control in one's life. T-tests, chi-square, analysis of variance, logistic regression analysis and Pearson product moment correlation coefficient procedures were used to analyze the data. Tension type headache patients reported having had more frequent headaches than the migraine patients but migraine patients reported having had more intense pain than the tension type headache patients. Instances of psychiatric treatment were more common among tension type headache patients than the migraine and the control group. Compared to the healthy controls, headache patients displayed a deficiency in problem solving, higher levels of perceived stress and depression. Levels of problem solving skills in headache patients were related inversely to depression, perceived stress and the number of negative life events but problem solving skills of headache patients was related positively to life-satisfaction. The findings from this study suggested that cognitive behavioral problem solving therapy or training might be a viable option for reducing levels of stress and depression, and to increase life-satisfaction in patients suffering from primary headache. © 2013 The Scandinavian Psychological Associations.

Analysis of problem solving on project based learning with resource based learning approach computer-aided program

NASA Astrophysics Data System (ADS)

Kuncoro, K. S.; Junaedi, I.; Dwijanto

2018-03-01

This study aimed to reveal the effectiveness of Project Based Learning with Resource Based Learning approach computer-aided program and analyzed problem-solving abilities in terms of problem-solving steps based on Polya stages. The research method used was mixed method with sequential explanatory design. The subject of this research was the students of math semester 4. The results showed that the S-TPS (Strong Top Problem Solving) and W-TPS (Weak Top Problem Solving) had good problem-solving abilities in each problem-solving indicator. The problem-solving ability of S-MPS (Strong Middle Problem Solving) and (Weak Middle Problem Solving) in each indicator was good. The subject of S-BPS (Strong Bottom Problem Solving) had a difficulty in solving the problem with computer program, less precise in writing the final conclusion and could not reflect the problem-solving process using Polya’s step. While the Subject of W-BPS (Weak Bottom Problem Solving) had not been able to meet almost all the indicators of problem-solving. The subject of W-BPS could not precisely made the initial table of completion so that the completion phase with Polya’s step was constrained.

Examining adherence to components of cognitive-behavioral therapy for youth anxiety after training and consultation.

PubMed

Edmunds, Julie M; Brodman, Douglas M; Ringle, Vanesa A; Read, Kendra L; Kendall, Philip C; Beidas, Rinad S

2017-02-01

The present study examined 115 service providers' adherence to components of cognitive-behavioral therapy (CBT) for youth anxiety prior to training, post workshop training, and after three months of weekly consultation. Adherence was measured using a role-play with a trained actor. We examined differences in individual adherence to CBT components across time and the relationship between number of consultation sessions attended and adherence ratings following consultation. Findings indicated that somatic arousal identification and relaxation were the most used treatment components prior to training. Adherence to all components of CBT increased following workshop training, except the usage of problem-solving. Adherence to problem-solving, positive reinforcement, the identification of anxious self-talk, and the creation of coping thoughts increased following consultation but usage of problem-solving remained low compared to other treatment components. Overall adherence remained less than optimal at the final measurement point. Number of consultation sessions attended predicted post-consultation adherence to identification of somatic arousal, identification of anxious self-talk, and positive reinforcement. Implications include tailoring future training based on baseline levels of adherence and spending more time during training and consultation on underutilized CBT components, such as problem-solving. Limitations of the present study, including how adherence was measured, are discussed. This study adds to the implementation science literature by providing more nuanced information on changes in adherence over the course of training and consultation of service providers.

An Analysis of Looking Back Method in Problem-Based Learning: Case Study on Congruence and Similarity in Junior High School

NASA Astrophysics Data System (ADS)

Kosasih, U.; Wahyudin, W.; Prabawanto, S.

2017-09-01

This study aims to understand how learners do look back their idea of problem solving. This research is based on qualitative approach with case study design. Participants in this study were xx students of Junior High School, who were studying the material of congruence and similarity. The supporting instruments in this research are test and interview sheet. The data obtained were analyzed by coding and constant-comparison. The analysis find that there are three ways in which the students review the idea of problem solving, which is 1) carried out by comparing answers to the completion measures exemplified by learning resources; 2) carried out by examining the logical relationship between the solution and the problem; and 3) carried out by means of confirmation to the prior knowledge they have. This happens because most students learn in a mechanistic way. This study concludes that students validate the idea of problem solving obtained, influenced by teacher explanations, learning resources, and prior knowledge. Therefore, teacher explanations and learning resources contribute to the success or failure of students in solving problems.

A game theoretic approach to a finite-time disturbance attenuation problem

NASA Technical Reports Server (NTRS)

Rhee, Ihnseok; Speyer, Jason L.

1991-01-01

A disturbance attenuation problem over a finite-time interval is considered by a game theoretic approach where the control, restricted to a function of the measurement history, plays against adversaries composed of the process and measurement disturbances, and the initial state. A zero-sum game, formulated as a quadratic cost criterion subject to linear time-varying dynamics and measurements, is solved by a calculus of variation technique. By first maximizing the quadratic cost criterion with respect to the process disturbance and initial state, a full information game between the control and the measurement residual subject to the estimator dynamics results. The resulting solution produces an n-dimensional compensator which expresses the controller as a linear combination of the measurement history. A disturbance attenuation problem is solved based on the results of the game problem. For time-invariant systems it is shown that under certain conditions the time-varying controller becomes time-invariant on the infinite-time interval. The resulting controller satisfies an H(infinity) norm bound.

Visualization of children's mathematics solving process using near infrared spectroscopic approach

NASA Astrophysics Data System (ADS)

Kuroda, Yasufumi; Okamoto, Naoko; Chance, Britton; Nioka, Shoko; Eda, Hideo; Maesako, Takanori

2009-02-01

Over the past decade, the application of results from brain science research to education research has been a controversial topic. A NIRS imaging system shows images of Hb parameters in the brain. Measurements using NIRS are safe, easy and the equipment is portable, allowing subjects to tolerate longer research periods. The purpose of this research is to examine the characteristics of Hb using NIRS at the moment of understanding. We measured Hb in the prefrontal cortex of children while they were solving mathematical problems (tangram puzzles). As a result of the experiment, we were able to classify the children into three groups based on their solution methods. Hb continually increased in a group which could not develop a problem solving strategy for the tangram puzzles. Hb declined steadily for a group which was able to develop a strategy for the tangram puzzles. Hb was steady for a certain group that had already developed a strategy before solving the problems. Our experiments showed that the brain data from NIRS enables the visualization of children's mathematical solution processes.

Bayesian Inference in Satellite Gravity Inversion

NASA Technical Reports Server (NTRS)

Kis, K. I.; Taylor, Patrick T.; Wittmann, G.; Kim, Hyung Rae; Torony, B.; Mayer-Guerr, T.

2005-01-01

To solve a geophysical inverse problem means applying measurements to determine the parameters of the selected model. The inverse problem is formulated as the Bayesian inference. The Gaussian probability density functions are applied in the Bayes's equation. The CHAMP satellite gravity data are determined at the altitude of 400 kilometer altitude over the South part of the Pannonian basin. The model of interpretation is the right vertical cylinder. The parameters of the model are obtained from the minimum problem solved by the Simplex method.

How Do We Know They're Getting Better? Assessment for 21st Century Minds, K-8

ERIC Educational Resources Information Center

Barell, John

2012-01-01

How do we measure students inquiry, problem-solving, and critical thinking abilities so that we know they are prepared to meet the challenges of the 21st century? John Barell explains how inquiry leads to problem-solving and provides specific steps for formative assessment that informs instruction of 21st century skills. Included are examples that…

Mapping an Experiment-Based Assessment of Collaborative Behavior onto Collaborative Problem Solving in PISA 2015: A Cluster Analysis Approach for Collaborator Profiles

ERIC Educational Resources Information Center

Herborn, Katharina; Mustafic, Maida; Greiff, Samuel

2017-01-01

Collaborative problem solving (CPS) assessment is a new academic research field with a number of educational implications. In 2015, the Programme for International Student Assessment (PISA) assessed CPS with a computer-simulated human-agent (H-A) approach that claimed to measure 12 individual CPS skills for the first time. After reviewing the…

The Role of Executive Function in Arithmetic Problem-Solving Processes: A Study of Third Graders

ERIC Educational Resources Information Center

Viterbori, Paola; Traverso, Laura; Usai, M. Carmen

2017-01-01

This study investigated the roles of different executive function (EF) components (inhibition, shifting, and working memory) in 2-step arithmetic word problem solving. A sample of 139 children aged 8 years old and regularly attending the 3rd grade of primary school were tested on 6 EF tasks measuring different EF components, a reading task and a…

Effects of Small-Group Tutoring with and without Validated Classroom Instruction on At-Risk Students' Math Problem Solving: Are Two Tiers of Prevention Better Than One?

PubMed

Fuchs, Lynn S; Fuchs, Douglas; Craddock, Caitlin; Hollenbeck, Kurstin N; Hamlett, Carol L; Schatschneider, Christopher

2008-01-01

The purpose of this study was to assess the effects of small-group tutoring with and without validated classroom instruction on at-risk (AR) students' math problem solving. Stratifying within schools, 119 3(rd)-grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math [schema-broadening instruction]). Students identified as AR (n = 243) were randomly assigned, within classroom conditions, to receive Hot Math tutoring or not. Students were tested on problem-solving and math applications measures before and after 16 weeks of intervention. Analyses of variance, which accounted for the nested structure of the data, revealed the tutored students who received validated classroom instruction achieved better than tutored students who received conventional classroom instruction (ES = 1.34). However, the advantage for tutoring over no tutoring was similar whether or not students received validated or conventional classroom instruction (ESs = 1.18 and 1.13). Tutoring, not validated classroom instruction reduced the prevalence of math difficulty. Implications for responsiveness-to-intervention prevention models and for enhancing math problem-solving instruction are discussed.

Facilitating problem solving in high school chemistry

NASA Astrophysics Data System (ADS)

Gabel, Dorothy L.; Sherwood, Robert D.

The major purpose for conducting this study was to determine whether certain instructional strategies were superior to others in teaching high school chemistry students problem solving. The effectiveness of four instructional strategies for teaching problem solving to students of various proportional reasoning ability, verbal and visual preference, and mathematics anxiety were compared in this aptitude by treatment interaction study. The strategies used were the factor-label method, analogies, diagrams, and proportionality. Six hundred and nine high school students in eight schools were randomly assigned to one of four teaching strategies within each classroom. Students used programmed booklets to study the mole concept, the gas laws, stoichiometry, and molarity. Problem-solving ability was measured by a series of immediate posttests, delayed posttests and the ACS-NSTA Examination in High School Chemistry. Results showed that mathematics anxiety is negatively correlated with science achievement and that problem solving is dependent on students' proportional reasoning ability. The factor-label method was found to be the most desirable method and proportionality the least desirable method for teaching the mole concept. However, the proportionality method was best for teaching the gas laws. Several second-order interactions were found to be significant when mathematics anxiety was one of the aptitudes involved.

Effects of Small-Group Tutoring with and without Validated Classroom Instruction on At-Risk Students' Math Problem Solving: Are Two Tiers of Prevention Better Than One?

PubMed Central

Fuchs, Lynn S.; Fuchs, Douglas; Craddock, Caitlin; Hollenbeck, Kurstin N.; Hamlett, Carol L.; Schatschneider, Christopher

2008-01-01

The purpose of this study was to assess the effects of small-group tutoring with and without validated classroom instruction on at-risk (AR) students' math problem solving. Stratifying within schools, 119 3rd-grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math [schema-broadening instruction]). Students identified as AR (n = 243) were randomly assigned, within classroom conditions, to receive Hot Math tutoring or not. Students were tested on problem-solving and math applications measures before and after 16 weeks of intervention. Analyses of variance, which accounted for the nested structure of the data, revealed the tutored students who received validated classroom instruction achieved better than tutored students who received conventional classroom instruction (ES = 1.34). However, the advantage for tutoring over no tutoring was similar whether or not students received validated or conventional classroom instruction (ESs = 1.18 and 1.13). Tutoring, not validated classroom instruction reduced the prevalence of math difficulty. Implications for responsiveness-to-intervention prevention models and for enhancing math problem-solving instruction are discussed. PMID:19122881

Process-Oriented Measurement Using Electronic Tangibles

ERIC Educational Resources Information Center

Veerbeek, Jochanan; Verhaegh, Janneke; Elliott, Julian G.; Resing, Wilma C. M.

2017-01-01

This study evaluated a new measure for analyzing the process of children's problem solving in a series completion task. This measure focused on a process that we entitled the "Grouping of Answer Pieces" (GAP) that was employed to provide information on problem representation and restructuring. The task was conducted using an electronic…

Testing a model of depression among Thai adolescents.

PubMed

Vatanasin, Duangjai; Thapinta, Darawan; Thompson, Elaine Adams; Thungjaroenkul, Petsunee

2012-11-01

This predictive correlational study was designed to test a comprehensive model of depression for Thai adolescents. This sample included 800 high school students in Chiang Mai, Thailand. Data were collected using self-reported measures of depression, negative automatic thoughts, effective social problem solving, ineffective social problem solving, rumination, parental care, parental overprotection, and negative life events. Structural equation modeling revealed that negative automatic thoughts, effective and ineffective social problem solving mediated the effects of rumination, negative life events, and parental care and overprotection on adolescent depression. These findings provide new knowledge about identified factors and the mechanisms of their influence on depression among Thai adolescents, which are appropriate for targeting preventive interventions. © 2012 Wiley Periodicals, Inc.

Toward Solving the Problem of Problem Solving: An Analysis Framework

ERIC Educational Resources Information Center

Roesler, Rebecca A.

2016-01-01

Teaching is replete with problem solving. Problem solving as a skill, however, is seldom addressed directly within music teacher education curricula, and research in music education has not examined problem solving systematically. A framework detailing problem-solving component skills would provide a needed foundation. I observed problem solving…

Group Problem-Solving versus Lecture in College-Level Quantitative Analysis: The Good, the Bad, and the Ugly

NASA Astrophysics Data System (ADS)

Williamson, Vickie M.; Rowe, Marvin W.

2002-09-01

The purpose of this semester-long study was to investigate the effect of replacing traditional lecture with cooperative group problem-solving sessions in a junior-level quantitative analysis course. The control and treatment groups had the same instructor, met on the same day, had the same reading assignments, and had common exams. The instructor worked sample problems for the control group. In the treatment group, students were assigned to heterogeneous cooperative groups of 4. The groups solved problems presented on an overhead that were the same or equivalent in content and number to those used in the control group. Students were responsible for making sure that all members of the group could work each problem. The students' reasoning abilities were measured by the Test of Logical Thinking (TOLT). Groups were compared on quiz, exam, final, and course grades. Other data included attitudinal surveys, observations, field notes, interviews, and open-response evaluations. No significant differences were found in content measures. Differences were found in the number of students dropping the course and in the attitudes and perceptions of the two groups. Qualitative measures support a number of assertions concerning more positive attitudes and lower withdrawal rates in the treatment group, and a case for mixed delivery modes.

Acquisition and performance of a problem-solving skill.

NASA Technical Reports Server (NTRS)

Morgan, B. B., Jr.; Alluisi, E. A.

1971-01-01

The acquisition of skill in the performance of a three-phase code transformation task (3P-COTRAN) was studied with 20 subjects who solved 27 3P-COTRAN problems during each of 8 successive sessions. The purpose of the study was to determine the changes in the 3P-COTRAN factor structure resulting from practice, the distribution of practice-related gains in performance over the nine measures of the five 3P-COTRAN factors, and the effects of transformation complexities on the 3P-COTRAN performance of subjects. A significant performance gain due to practice was observed, with improvements in speed continuing even when accuracy reached asymptotic levels. Transformation complexity showed no effect on early performances but the 3- and 4-element transformations were solved quicker than the 5-element transformation in the problem-solving Phase III of later skilled performances.

The median problems on linear multichromosomal genomes: graph representation and fast exact solutions.

PubMed

Xu, Andrew Wei

2010-09-01

In genome rearrangement, given a set of genomes G and a distance measure d, the median problem asks for another genome q that minimizes the total distance [Formula: see text]. This is a key problem in genome rearrangement based phylogenetic analysis. Although this problem is known to be NP-hard, we have shown in a previous article, on circular genomes and under the DCJ distance measure, that a family of patterns in the given genomes--represented by adequate subgraphs--allow us to rapidly find exact solutions to the median problem in a decomposition approach. In this article, we extend this result to the case of linear multichromosomal genomes, in order to solve more interesting problems on eukaryotic nuclear genomes. A multi-way capping problem in the linear multichromosomal case imposes an extra computational challenge on top of the difficulty in the circular case, and this difficulty has been underestimated in our previous study and is addressed in this article. We represent the median problem by the capped multiple breakpoint graph, extend the adequate subgraphs into the capped adequate subgraphs, and prove optimality-preserving decomposition theorems, which give us the tools to solve the median problem and the multi-way capping optimization problem together. We also develop an exact algorithm ASMedian-linear, which iteratively detects instances of (capped) adequate subgraphs and decomposes problems into subproblems. Tested on simulated data, ASMedian-linear can rapidly solve most problems with up to several thousand genes, and it also can provide optimal or near-optimal solutions to the median problem under the reversal/HP distance measures. ASMedian-linear is available at http://sites.google.com/site/andrewweixu .

Visuospatial anatomy comprehension: the role of spatial visualization ability and problem-solving strategies.

PubMed

Nguyen, Ngan; Mulla, Ali; Nelson, Andrew J; Wilson, Timothy D

2014-01-01

The present study explored the problem-solving strategies of high- and low-spatial visualization ability learners on a novel spatial anatomy task to determine whether differences in strategies contribute to differences in task performance. The results of this study provide further insights into the processing commonalities and differences among learners beyond the classification of spatial visualization ability alone, and help elucidate what, if anything, high- and low-spatial visualization ability learners do differently while solving spatial anatomy task problems. Forty-two students completed a standardized measure of spatial visualization ability, a novel spatial anatomy task, and a questionnaire involving personal self-analysis of the processes and strategies used while performing the spatial anatomy task. Strategy reports revealed that there were different ways students approached answering the spatial anatomy task problems. However, chi-square test analyses established that differences in problem-solving strategies did not contribute to differences in task performance. Therefore, underlying spatial visualization ability is the main source of variation in spatial anatomy task performance, irrespective of strategy. In addition to scoring higher and spending less time on the anatomy task, participants with high spatial visualization ability were also more accurate when solving the task problems. © 2013 American Association of Anatomists.

Individual differences in spontaneous analogical transfer.

PubMed

Kubricht, James R; Lu, Hongjing; Holyoak, Keith J

2017-05-01

Research on analogical problem solving has shown that people often fail to spontaneously notice the relevance of a semantically remote source analog when solving a target problem, although they are able to form mappings and derive inferences when given a hint to recall the source. Relatively little work has investigated possible individual differences that predict spontaneous transfer, or how such differences may interact with interventions that facilitate transfer. In this study, fluid intelligence was measured for participants in an analogical problem-solving task, using an abridged version of the Raven's Progressive Matrices (RPM) test. In two experiments, we systematically compared the effect of augmenting verbal descriptions of the source with animations or static diagrams. Solution rates to Duncker's radiation problem were measured across varying source presentation conditions, and participants' understanding of the relevant source material was assessed. The pattern of transfer was best fit by a moderated mediation model: the positive impact of fluid intelligence on spontaneous transfer was mediated by its influence on source comprehension; however, this path was in turn modulated by provision of a supplemental animation via its influence on comprehension of the source. Animated source depictions were most beneficial in facilitating spontaneous transfer for those participants with low scores on the fluid intelligence measure.

Is self-generated thought a means of social problem solving?

PubMed Central

Ruby, Florence J. M.; Smallwood, Jonathan; Sackur, Jerome; Singer, Tania

2013-01-01

Appropriate social problem solving constitutes a critical skill for individuals and may rely on processes important for self-generated thought (SGT). The aim of the current study was to investigate the link between SGT and social problem solving. Using the Means-End Problem Solving task (MEPS), we assessed participants' abilities to resolve daily social problems in terms of overall efficiency and number of relevant means they provided to reach the given solution. Participants also performed a non-demanding choice reaction time task (CRT) and a moderately-demanding working memory task (WM) as a context in which to measure their SGT (assessed via thought sampling). We found that although overall SGT was associated with lower MEPS efficiency, it was also associated with higher relevant means, perhaps because both depend on the capacity to generate cognition that is independent from the hear and now. The specific content of SGT did not differentially predict individual differences in social problem solving, suggesting that the relationship may depend on SGT regardless of its content. In addition, we also found that performance at the WM but not the CRT was linked to overall better MEPS performance, suggesting that individuals good at social processing are also distinguished by their capacity to constrain attention to an external task. Our results provide novel evidence that the capacity for SGT is implicated in the process by which solutions to social problems are generated, although optimal problem solving may be achieved by individuals who display a suitable balance between SGT and cognition derived from perceptual input. PMID:24391621

Goals and everyday problem solving: examining the link between age-related goals and problem-solving strategy use.

PubMed

Hoppmann, Christiane A; Coats, Abby Heckman; Blanchard-Fields, Fredda

2008-07-01

Qualitative interviews on family and financial problems from 332 adolescents, young, middle-aged, and older adults, demonstrated that developmentally relevant goals predicted problem-solving strategy use over and above problem domain. Four focal goals concerned autonomy, generativity, maintaining good relationships with others, and changing another person. We examined both self- and other-focused problem-solving strategies. Autonomy goals were associated with self-focused instrumental problem solving and generative goals were related to other-focused instrumental problem solving in family and financial problems. Goals of changing another person were related to other-focused instrumental problem solving in the family domain only. The match between goals and strategies, an indicator of problem-solving adaptiveness, showed that young individuals displayed the greatest match between autonomy goals and self-focused problem solving, whereas older adults showed a greater match between generative goals and other-focused problem solving. Findings speak to the importance of considering goals in investigations of age-related differences in everyday problem solving.

Development and validation of the hypoglycaemia problem-solving scale for people with diabetes mellitus

PubMed Central

Juang, Jyuhn-Huarng; Lin, Chia-Hung

2016-01-01

Objective To develop and psychometrically test a new instrument, the hypoglycaemia problem-solving scale (HPSS), which was designed to measure how well people with diabetes mellitus manage their hypoglycaemia-related problems. Methods A cross-sectional survey design approach was used to validate the performance assessment instrument. Patients who had a diagnosis of type 1 or type 2 diabetes mellitus for at least 1 year, who were being treated with insulin and who had experienced at least one hypoglycaemic episode within the previous 6 months were eligible for inclusion in the study. Results A total of 313 patients were included in the study. The initial draft of the HPSS included 28 items. After exploratory factor analysis, the 24-item HPSS consisted of seven factors: problem-solving perception, detection control, identifying problem attributes, setting problem-solving goals, seeking preventive strategies, evaluating strategies, and immediate management. The Cronbach’s α for the total HPSS was 0.83. Conclusions The HPSS was verified as being valid and reliable. Future studies should further test and improve the instrument to increase its effectiveness in helping people with diabetes manage their hypoglycaemia-related problems. PMID:27059292

Development and validation of the hypoglycaemia problem-solving scale for people with diabetes mellitus.

PubMed

Wu, Fei-Ling; Juang, Jyuhn-Huarng; Lin, Chia-Hung

2016-06-01

To develop and psychometrically test a new instrument, the hypoglycaemia problem-solving scale (HPSS), which was designed to measure how well people with diabetes mellitus manage their hypoglycaemia-related problems. A cross-sectional survey design approach was used to validate the performance assessment instrument. Patients who had a diagnosis of type 1 or type 2 diabetes mellitus for at least 1 year, who were being treated with insulin and who had experienced at least one hypoglycaemic episode within the previous 6 months were eligible for inclusion in the study. A total of 313 patients were included in the study. The initial draft of the HPSS included 28 items. After exploratory factor analysis, the 24-item HPSS consisted of seven factors: problem-solving perception, detection control, identifying problem attributes, setting problem-solving goals, seeking preventive strategies, evaluating strategies, and immediate management. The Cronbach's α for the total HPSS was 0.83. The HPSS was verified as being valid and reliable. Future studies should further test and improve the instrument to increase its effectiveness in helping people with diabetes manage their hypoglycaemia-related problems. © The Author(s) 2016.

Resources in Technology: Problem-Solving.

ERIC Educational Resources Information Center

Technology Teacher, 1986

1986-01-01

This instructional module examines a key function of science and technology: problem solving. It studies the meaning of problem solving, looks at techniques for problem solving, examines case studies that exemplify the problem-solving approach, presents problems for the reader to solve, and provides a student self-quiz. (Author/CT)

An Efficient Rank Based Approach for Closest String and Closest Substring

PubMed Central

2012-01-01

This paper aims to present a new genetic approach that uses rank distance for solving two known NP-hard problems, and to compare rank distance with other distance measures for strings. The two NP-hard problems we are trying to solve are closest string and closest substring. For each problem we build a genetic algorithm and we describe the genetic operations involved. Both genetic algorithms use a fitness function based on rank distance. We compare our algorithms with other genetic algorithms that use different distance measures, such as Hamming distance or Levenshtein distance, on real DNA sequences. Our experiments show that the genetic algorithms based on rank distance have the best results. PMID:22675483

How do video-based demonstration assessment tasks affect problem-solving process, test anxiety, chemistry anxiety and achievement in general chemistry students?

NASA Astrophysics Data System (ADS)

Terrell, Rosalind Stephanie

2001-12-01

Because paper-and-pencil testing provides limited knowledge about what students know about chemical phenomena, we have developed video-based demonstrations to broaden measurement of student learning. For example, students might be shown a video demonstrating equilibrium shifts. Two methods for viewing equilibrium shifts are changing the concentration of the reactants and changing the temperature of the system. The students are required to combine the data collected from the video and their knowledge of chemistry to determine which way the equilibrium shifts. Video-based demonstrations are important techniques for measuring student learning because they require students to apply conceptual knowledge learned in class to a specific chemical problem. This study explores how video-based demonstration assessment tasks affect problem-solving processes, test anxiety, chemistry anxiety and achievement in general chemistry students. Several instruments were used to determine students' knowledge about chemistry, students' test and chemistry anxiety before and after treatment. Think-aloud interviews were conducted to determine students' problem-solving processes after treatment. The treatment group was compared to a control group and a group watching video demonstrations. After treatment students' anxiety increased and achievement decreased. There were also no significant differences found in students' problem-solving processes following treatment. These negative findings may be attributed to several factors that will be explored in this study.

Technology Use for Diabetes Problem Solving in Adolescents with Type 1 Diabetes: Relationship to Glycemic Control

PubMed Central

Kumah-Crystal, Yaa A.; Hood, Korey K.; Ho, Yu-Xian; Lybarger, Cindy K.; O'Connor, Brendan H.; Rothman, Russell L.

2015-01-01

Abstract Background: This study examines technology use for problem solving in diabetes and its relationship to hemoglobin A1C (A1C). Subjects and Methods: A sample of 112 adolescents with type 1 diabetes completed measures assessing use of technologies for diabetes problem solving, including mobile applications, social technologies, and glucose software. Hierarchical regression was performed to identify the contribution of a new nine-item Technology Use for Problem Solving in Type 1 Diabetes (TUPS) scale to A1C, considering known clinical contributors to A1C. Results: Mean age for the sample was 14.5 (SD 1.7) years, mean A1C was 8.9% (SD 1.8%), 50% were female, and diabetes duration was 5.5 (SD 3.5) years. Cronbach's α reliability for TUPS was 0.78. In regression analyses, variables significantly associated with A1C were the socioeconomic status (β=−0.26, P<0.01), Diabetes Adolescent Problem Solving Questionnaire (β=−0.26, P=0.01), and TUPS (β=0.26, P=0.01). Aside from the Diabetes Self-Care Inventory—Revised, each block added significantly to the model R2. The final model R2 was 0.22 for modeling A1C (P<0.001). Conclusions: Results indicate a counterintuitive relationship between higher use of technologies for problem solving and higher A1C. Adolescents with poorer glycemic control may use technology in a reactive, as opposed to preventive, manner. Better understanding of the nature of technology use for self-management over time is needed to guide the development of technology-mediated problem solving tools for youth with type 1 diabetes. PMID:25826706

Technology Use for Diabetes Problem Solving in Adolescents with Type 1 Diabetes: Relationship to Glycemic Control.

PubMed

Kumah-Crystal, Yaa A; Hood, Korey K; Ho, Yu-Xian; Lybarger, Cindy K; O'Connor, Brendan H; Rothman, Russell L; Mulvaney, Shelagh A

2015-07-01

This study examines technology use for problem solving in diabetes and its relationship to hemoglobin A1C (A1C). A sample of 112 adolescents with type 1 diabetes completed measures assessing use of technologies for diabetes problem solving, including mobile applications, social technologies, and glucose software. Hierarchical regression was performed to identify the contribution of a new nine-item Technology Use for Problem Solving in Type 1 Diabetes (TUPS) scale to A1C, considering known clinical contributors to A1C. Mean age for the sample was 14.5 (SD 1.7) years, mean A1C was 8.9% (SD 1.8%), 50% were female, and diabetes duration was 5.5 (SD 3.5) years. Cronbach's α reliability for TUPS was 0.78. In regression analyses, variables significantly associated with A1C were the socioeconomic status (β = -0.26, P < 0.01), Diabetes Adolescent Problem Solving Questionnaire (β = -0.26, P = 0.01), and TUPS (β = 0.26, P = 0.01). Aside from the Diabetes Self-Care Inventory--Revised, each block added significantly to the model R(2). The final model R(2) was 0.22 for modeling A1C (P < 0.001). Results indicate a counterintuitive relationship between higher use of technologies for problem solving and higher A1C. Adolescents with poorer glycemic control may use technology in a reactive, as opposed to preventive, manner. Better understanding of the nature of technology use for self-management over time is needed to guide the development of technology-mediated problem solving tools for youth with type 1 diabetes.

Variable-permittivity linear inverse problem for the H(sub z)-polarized case

NASA Technical Reports Server (NTRS)

Moghaddam, M.; Chew, W. C.

1993-01-01

The H(sub z)-polarized inverse problem has rarely been studied before due to the complicated way in which the unknown permittivity appears in the wave equation. This problem is equivalent to the acoustic inverse problem with variable density. We have recently reported the solution to the nonlinear variable-permittivity H(sub z)-polarized inverse problem using the Born iterative method. Here, the linear inverse problem is solved for permittivity (epsilon) and permeability (mu) using a different approach which is an extension of the basic ideas of diffraction tomography (DT). The key to solving this problem is to utilize frequency diversity to obtain the required independent measurements. The receivers are assumed to be in the far field of the object, and plane wave incidence is also assumed. It is assumed that the scatterer is weak, so that the Born approximation can be used to arrive at a relationship between the measured pressure field and two terms related to the spatial Fourier transform of the two unknowns, epsilon and mu. The term involving permeability corresponds to monopole scattering and that for permittivity to dipole scattering. Measurements at several frequencies are used and a least squares problem is solved to reconstruct epsilon and mu. It is observed that the low spatial frequencies in the spectra of epsilon and mu produce inaccuracies in the results. Hence, a regularization method is devised to remove this problem. Several results are shown. Low contrast objects for which the above analysis holds are used to show that good reconstructions are obtained for both permittivity and permeability after regularization is applied.

Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension

PubMed Central

Fuchs, Lynn S.; Gilbert, Jennifer K.; Fuchs, Douglas; Seethaler, Pamela M.; Martin, BrittanyLee N.

2018-01-01

This study was designed to deepen insights on whether word-problem (WP) solving is a form of text comprehension (TC) and on the role of language in WPs. A sample of 325 second graders, representing high, average, and low reading and math performance, was assessed on (a) start-of-year TC, WP skill, language, nonlinguistic reasoning, working memory, and foundational skill (word identification, arithmetic) and (b) year-end WP solving, WP-language processing (understanding WP statements, without calculation demands), and calculations. Multivariate, multilevel path analysis, accounting for classroom and school effects, indicated that TC was a significant and comparably strong predictor of all outcomes. Start-of-year language was a significantly stronger predictor of both year-end WP outcomes than of calculations, whereas start-of-year arithmetic was a significantly stronger predictor of calculations than of either WP measure. Implications are discussed in terms of WP solving as a form of TC and a theoretically coordinated approach, focused on language, for addressing TC and WP-solving instruction. PMID:29643723

An illustrated heuristic prototype facilitates scientific inventive problem solving: A functional magnetic resonance imaging study.

PubMed

Tong, Dandan; Li, Wenfu; Tang, Chaoying; Yang, Wenjing; Tian, Yan; Zhang, Lei; Zhang, Meng; Qiu, Jiang; Liu, Yijun; Zhang, Qinglin

2015-07-01

Many scientific inventions (SI) throughout history were inspired by heuristic prototypes (HPs). For instance, an event or piece of knowledge similar to displaced water from a tub inspired Archimedes' principle. However, the neural mechanisms underlying this insightful problem solving are not very clear. Thus, the present study explored the neural correlates used to solve SI problems facilitated by HPs. Each HP had two versions: a literal description with an illustration (LDI) and a literal description with no illustration (LDNI). Thirty-two participants were divided randomly into these two groups. Blood oxygenation level-dependent fMRI contrasts between LDI and LDNI groups were measured. Greater activity in the right middle occipital gyrus (RMOG, BA19), right precentral gyrus (RPCG, BA4), and left middle frontal gyrus (LMFG, BA46) were found within the LDI group as compared to the LDNI group. We discuss these results in terms cognitive functions within these regions related to problem solving and memory retrieval. Copyright © 2015 Elsevier Inc. All rights reserved.

A gradient based algorithm to solve inverse plane bimodular problems of identification

NASA Astrophysics Data System (ADS)

Ran, Chunjiang; Yang, Haitian; Zhang, Guoqing

2018-02-01

This paper presents a gradient based algorithm to solve inverse plane bimodular problems of identifying constitutive parameters, including tensile/compressive moduli and tensile/compressive Poisson's ratios. For the forward bimodular problem, a FE tangent stiffness matrix is derived facilitating the implementation of gradient based algorithms, for the inverse bimodular problem of identification, a two-level sensitivity analysis based strategy is proposed. Numerical verification in term of accuracy and efficiency is provided, and the impacts of initial guess, number of measurement points, regional inhomogeneity, and noisy data on the identification are taken into accounts.

Results of the Software Process Improvement Efforts of the Early Adopters in NAVAIR 4.0

DTIC Science & Technology

2007-12-01

and customer satisfaction. AIRSpeed utilizes a structured, problem solving methodology called DMAIC (Define, Measure, Analyze, Improve, Control...widely used in business. DMAIC leads project teams through the logical steps from problem definition to problem resolution. Each phase has a specific set...costs and improving productivity and customer satisfaction. AIRSpeed utilizes the DMAIC (Define, Measure, Analyze, Improve, Control) structured problem

Reminiscence and adaptation to critical life events in older adults with mild to moderate depressive symptoms.

PubMed

Korte, Jojanneke; Bohlmeijer, Ernst T; Westerhof, Gerben J; Pot, Anne Margriet; Pot, Anne M

2011-07-01

The role of reminiscence as a way of adapting to critical life events and chronic medical conditions was investigated in older adults with mild to moderate depressive symptoms. Reminiscence is the (non)volitional act or process of recollecting memories of one's self in the past. 171 Dutch older adults with a mean age of 64 years (SD = 7.4) participated in this study. All of them had mild to moderate depressive symptoms. Participants completed measures on critical life events, chronic medical conditions, depressive symptoms, symptoms of anxiety and satisfaction with life. The reminiscence functions included were: identity, problem solving, bitterness revival and boredom reduction. Critical life events were positively correlated with identity and problem solving. Bitterness revival and boredom reduction were both positively correlated with depressive and anxiety symptoms, and negatively to satisfaction with life. Problem solving had a negative relation with anxiety symptoms. When all the reminiscence functions were included, problem solving was uniquely associated with symptoms of anxiety, and bitterness revival was uniquely associated with depressive symptoms and satisfaction with life. Interestingly, problem solving mediated the relation of critical life events with anxiety. This study corroborates the theory that reminiscence plays a role in coping with critical life events, and thereby maintaining mental health. Furthermore, it is recommended that therapists focus on techniques which reduce bitterness revival in people with depressive symptoms, and focus on problem-solving reminiscences among people with anxiety symptoms.

Iterative Adaptive Dynamic Programming for Solving Unknown Nonlinear Zero-Sum Game Based on Online Data.

PubMed

Zhu, Yuanheng; Zhao, Dongbin; Li, Xiangjun

2017-03-01

H ∞ control is a powerful method to solve the disturbance attenuation problems that occur in some control systems. The design of such controllers relies on solving the zero-sum game (ZSG). But in practical applications, the exact dynamics is mostly unknown. Identification of dynamics also produces errors that are detrimental to the control performance. To overcome this problem, an iterative adaptive dynamic programming algorithm is proposed in this paper to solve the continuous-time, unknown nonlinear ZSG with only online data. A model-free approach to the Hamilton-Jacobi-Isaacs equation is developed based on the policy iteration method. Control and disturbance policies and value are approximated by neural networks (NNs) under the critic-actor-disturber structure. The NN weights are solved by the least-squares method. According to the theoretical analysis, our algorithm is equivalent to a Gauss-Newton method solving an optimization problem, and it converges uniformly to the optimal solution. The online data can also be used repeatedly, which is highly efficient. Simulation results demonstrate its feasibility to solve the unknown nonlinear ZSG. When compared with other algorithms, it saves a significant amount of online measurement time.

Numerical Leak Detection in a Pipeline Network of Complex Structure with Unsteady Flow

NASA Astrophysics Data System (ADS)

Aida-zade, K. R.; Ashrafova, E. R.

2017-12-01

An inverse problem for a pipeline network of complex loopback structure is solved numerically. The problem is to determine the locations and amounts of leaks from unsteady flow characteristics measured at some pipeline points. The features of the problem include impulse functions involved in a system of hyperbolic differential equations, the absence of classical initial conditions, and boundary conditions specified as nonseparated relations between the states at the endpoints of adjacent pipeline segments. The problem is reduced to a parametric optimal control problem without initial conditions, but with nonseparated boundary conditions. The latter problem is solved by applying first-order optimization methods. Results of numerical experiments are presented.

Effects of acute beta-adrenergic antagonism on verbal problem solving in autism spectrum disorder and exploration of treatment response markers.

PubMed

Zamzow, Rachel M; Ferguson, Bradley J; Ragsdale, Alexandra S; Lewis, Morgan L; Beversdorf, David Q

2017-08-01

Autism spectrum disorder (ASD) is characterized by impairments in social communication as well as restricted, repetitive behaviors. Evidence suggests that some individuals with ASD have cognitive impairments related to weak central coherence and hyperrestricted processing. Reducing noradrenergic activity may improve aspects of network processing and thus improve cognitive abilities, such as verbal problem solving, in individuals with ASD. The present pilot study explores the effects of acute administration of the beta-adrenergic antagonist propranolol on verbal problem solving in adults and adolescents with ASD. In a within-subject crossover-design, 20 participants with ASD received a single dose of propranolol or placebo on one of two sessions in a double-blinded, counterbalanced manner. Verbal problem solving was assessed via an anagram task. Baseline measurements of autonomic nervous system functioning were obtained, and anxiety was assessed at baseline and following drug administration. Participants solved the anagrams more quickly in the propranolol condition, as compared to the placebo condition, suggesting a potential cognitive benefit of this agent. Additionally, we observed a negative linear relationship between response to propranolol on the anagram task and two measures of baseline autonomic activity, as well as a positive linear relationship between drug response and baseline anxiety. These relationships propose potential markers for treatment response, as propranolol influences both autonomic functioning and anxiety. Further investigation is needed to expand on the present single-dose psychopharmacological challenge and explore the observed effects of propranolol in a serial-dose setting.

Assessing problem-solving skills in construction education with the virtual construction simulator

NASA Astrophysics Data System (ADS)

Castronovo, Fadi

The ability to solve complex problems is an essential skill that a construction and project manager must possess when entering the architectural, engineering, and construction industry. Such ability requires a mixture of problem-solving skills, ranging from lower to higher order thinking skills, composed of cognitive and metacognitive processes. These skills include the ability to develop and evaluate construction plans and manage the execution of such plans. However, in a typical construction program, introducing students to such complex problems can be a challenge, and most commonly the learner is presented with only part of a complex problem. To support this challenge, the traditional methodology of delivering design, engineering, and construction instruction has been going through a technological revolution, due to the rise of computer-based technology. For example, in construction classrooms, and other disciplines, simulations and educational games are being utilized to support the development of problem-solving skills. Previous engineering education research has illustrated the high potential that simulations and educational games have in engaging in lower and higher order thinking skills. Such research illustrated their capacity to support the development of problem-solving skills. This research presents evidence supporting the theory that educational simulation games can help with the learning and retention of transferable problem-solving skills, which are necessary to solve complex construction problems. The educational simulation game employed in this study is the Virtual Construction Simulator (VCS). The VCS is a game developed to provide students in an engaging learning activity that simulates the planning and managing phases of a construction project. Assessment of the third iteration of the VCS(3) game has shown pedagogical value in promoting students' motivation and a basic understanding of construction concepts. To further evaluate the benefits on problem-solving skills, a new version of the VCS(4) was developed, with new building modules and assessment framework. The design and development of the VCS4 leveraged research in educational psychology, multimedia learning, human-computer interaction, and Building Information Modeling. In this dissertation the researcher aimed to evaluate the pedagogical value of the VCS4 in fostering problem-solving skills. To answer the research questions, a crossover repeated measures quasi-experiment was designed to assess the educational gains that the VCS can provide to construction education. A group of 34 students, attending a fourth-year construction course at a university in the United States was chosen to participate in the experiment. The three learning modules of the VCS were used, which challenged the students to plan and manage the construction process of a wooden pavilion, the steel erection of a dormitory, and the concrete placement of the same dormitory. Based on the results the researcher was able to provide evidence supporting the hypothesis that the chosen sample of construction students were able to gain and retain problem-solving skills necessary to solve complex construction simulation problems, no matter what the sequence with which these modules were played. In conclusion, the presented results provide evidence supporting the theory that educational simulation games can help the learning and retention of transferable problem-solving skills, which are necessary to solve complex construction problems.

Students’ conceptions and problem-solving ability on topic chemical thermodynamics

DOE Office of Scientific and Technical Information (OSTI.GOV)

Diawati, Chansyanah, E-mail: chansyanahd@yahoo.com

The enthalpy concept and its change were introduced to describe the forms of internal energy transfer in chemical reactions. Likewise, the concepts of exothermic and endothermic reactions introduced as a consequence of heat transfer form. In the heat measurement process at constant pressure, work is often ignored. The exothermic or endothermic reactions, usually only based on the increase or decrease of the reaction temperature, without associated with the internal energy. Depictions of enthalpy and its change assumed closely related to students’ problem-solving ability. Therefore, the study to describe pre-service chemistry teacher student’s conceptions and problem-solving ability on topic chemical thermodynamicsmore » has been done. This research was a case study of chemical education course in Provinsi Lampung. The subjects of this study were 42 students who attend the chemical thermodynamics course. Questions about exothermic and endothermic reactions, enthalpy and its change, as well as internal energy and its change were given in the form of an essay exam questions. Answers related to conception qualitatively categorized, while problem solving answers were scored and assessed. The results showed that, in general, students were having problems in enthalpy and describe the changes in the form of heat and work. The highest value of problem solving ability obtained 26.67 from the maximum value of 100. The lowest value was 0, and the average value was 14.73. These results show that the problem-solving ability of pre-service chemistry teacher students was low. The results provide insight to researchers, and educators to develop learning or lab work on this concept.« less

Solving Assembly Sequence Planning using Angle Modulated Simulated Kalman Filter

NASA Astrophysics Data System (ADS)

Mustapa, Ainizar; Yusof, Zulkifli Md.; Adam, Asrul; Muhammad, Badaruddin; Ibrahim, Zuwairie

2018-03-01

This paper presents an implementation of Simulated Kalman Filter (SKF) algorithm for optimizing an Assembly Sequence Planning (ASP) problem. The SKF search strategy contains three simple steps; predict-measure-estimate. The main objective of the ASP is to determine the sequence of component installation to shorten assembly time or save assembly costs. Initially, permutation sequence is generated to represent each agent. Each agent is then subjected to a precedence matrix constraint to produce feasible assembly sequence. Next, the Angle Modulated SKF (AMSKF) is proposed for solving ASP problem. The main idea of the angle modulated approach in solving combinatorial optimization problem is to use a function, g(x), to create a continuous signal. The performance of the proposed AMSKF is compared against previous works in solving ASP by applying BGSA, BPSO, and MSPSO. Using a case study of ASP, the results show that AMSKF outperformed all the algorithms in obtaining the best solution.

An investigative framework to facilitate epidemiological thinking during herd problem-solving.

PubMed

More, Simon J; Doherty, Michael L; O'Grady, Luke

2017-01-01

Veterinary clinicians and students commonly use diagnostic approaches appropriate for individual cases when conducting herd problem-solving. However, these approaches can be problematic, in part because they make limited use of epidemiological principles and methods, which has clear application during the investigation of herd problems. In this paper, we provide an overview of diagnostic approaches that are used when investigating individual animal cases, and the challenges faced when these approaches are directly translated from the individual to the herd. Further, we propose an investigative framework to facilitate epidemiological thinking during herd problem-solving. A number of different approaches are used when making a diagnosis on an individual animal, including pattern recognition, hypothetico-deductive reasoning, and the key abnormality method. Methods commonly applied to individuals are often adapted for herd problem-solving: 'comparison with best practice' being a herd-level adaptation of pattern recognition, and 'differential diagnoses' a herd-level adaptation of hypothetico-deductive reasoning. These approaches can be effective, however, challenges can arise. Herds are complex; a collection of individual cows, but also additional layers relating to environment, management, feeding etc. It is unrealistic to expect seamless translation of diagnostic approaches from the individual to the herd. Comparison with best practice is time-consuming and prioritisation of actions can be problematic, whereas differential diagnoses can lead to 'pathogen hunting', particularly in complex cases. Epidemiology is the science of understanding disease in populations. The focus is on the population, underpinned by principles and utilising methods that seek to allow us to generate solid conclusions from apparently uncontrolled situations. In this paper, we argue for the inclusion of epidemiological principles and methods as an additional tool for herd problem-solving, and outline an investigative framework, with examples, to effectively incorporate these principles and methods with other diagnostic approaches during herd problem-solving. Relevant measures of performance are identified, and measures of case frequencies are calculated and compared across time, in space and among animal groupings, to identify patterns, clues and plausible hypotheses, consistent with potential biological processes. With this knowledge, the subsequent investigation (relevant on-farm activities, diagnostic testing and other examinations) can be focused, and actions prioritised (specifically, those actions that are likely to make the greatest difference in addressing the problem if enacted). In our experience, this investigative framework is an effective teaching tool, facilitating epidemiological thinking among students during herd problem-solving. It is a generic and robust process, suited to many herd-based problems.

Critical Thinking Skills of an Eighth Grade Male Student with High Mathematical Ability in Solving Problem

NASA Astrophysics Data System (ADS)

Ismail

2018-01-01

This study aims to describe student’s critical thinking skill of grade VIII in solving mathematical problem. A qualitative research was conducted to a male student with high mathematical ability. Student’s critical thinking skill was obtained from a depth task-based interview. The result show that male student’s critical thinking skill of the student as follows. In understanding the problem, the student did categorization, significance decoding, and meaning clarification. In devising a plan he examined his ideas, detected his argument, analyzed his argument and evaluated his argument. During the implementation phase, the skill that appeared were analyzing of the argument and inference skill such as drawing conclusion, deliver alternative thinking, and problem solving skills. At last, in rechecking all the measures, they did self-correcting and self-examination.

On a comparison of two schemes in sequential data assimilation

NASA Astrophysics Data System (ADS)

Grishina, Anastasiia A.; Penenko, Alexey V.

2017-11-01

This paper is focused on variational data assimilation as an approach to mathematical modeling. Realization of the approach requires a sequence of connected inverse problems with different sets of observational data to be solved. Two variational data assimilation schemes, "implicit" and "explicit", are considered in the article. Their equivalence is shown and the numerical results are given on a basis of non-linear Robertson system. To avoid the "inverse problem crime" different schemes were used to produce synthetic measurement and to solve the data assimilation problem.

A device-oriented optimizer for solving ground state problems on an approximate quantum computer, Part II: Experiments for interacting spin and molecular systems

NASA Astrophysics Data System (ADS)

Kandala, Abhinav; Mezzacapo, Antonio; Temme, Kristan; Bravyi, Sergey; Takita, Maika; Chavez-Garcia, Jose; Córcoles, Antonio; Smolin, John; Chow, Jerry; Gambetta, Jay

Hybrid quantum-classical algorithms can be used to find variational solutions to generic quantum problems. Here, we present an experimental implementation of a device-oriented optimizer that uses superconducting quantum hardware. The experiment relies on feedback between the quantum device and classical optimization software which is robust to measurement noise. Our device-oriented approach uses naturally available interactions for the preparation of trial states. We demonstrate the application of this technique for solving interacting spin and molecular structure problems.

7 CFR 621.10 - Description.

Code of Federal Regulations, 2010 CFR

2010-01-01

...; defining and determining the extent of the problems; and formulating alternative plans, including land treatment, nonstructural or structural measures, or combinations thereof, that would solve existing problems... require only inventories of available resources and associated problems to be used by other agencies in...

Problem-solving variability in older spouses: how is it linked to problem-, person-, and couple-characteristics?

PubMed

Hoppmann, Christiane A; Blanchard-Fields, Fredda

2011-09-01

Problem-solving does not take place in isolation and often involves social others such as spouses. Using repeated daily life assessments from 98 older spouses (M age = 72 years; M marriage length = 42 years), the present study examined theoretical notions from social-contextual models of coping regarding (a) the origins of problem-solving variability and (b) associations between problem-solving and specific problem-, person-, and couple- characteristics. Multilevel models indicate that the lion's share of variability in everyday problem-solving is located at the level of the problem situation. Importantly, participants reported more proactive emotion regulation and collaborative problem-solving for social than nonsocial problems. We also found person-specific consistencies in problem-solving. That is, older spouses high in Neuroticism reported more problems across the study period as well as less instrumental problem-solving and more passive emotion regulation than older spouses low in Neuroticism. Contrary to expectations, relationship satisfaction was unrelated to problem-solving in the present sample. Results are in line with the stress and coping literature in demonstrating that everyday problem-solving is a dynamic process that has to be viewed in the broader context in which it occurs. Our findings also complement previous laboratory-based work on everyday problem-solving by underscoring the benefits of examining everyday problem-solving as it unfolds in spouses' own environment.

Resource Letter RPS-1: Research in problem solving

NASA Astrophysics Data System (ADS)

Hsu, Leonardo; Brewe, Eric; Foster, Thomas M.; Harper, Kathleen A.

2004-09-01

This Resource Letter provides a guide to the literature on research in problem solving, especially in physics. The references were compiled with two audiences in mind: physicists who are (or might become) engaged in research on problem solving, and physics instructors who are interested in using research results to improve their students' learning of problem solving. In addition to general references, journal articles and books are cited for the following topics: cognitive aspects of problem solving, expert-novice problem-solver characteristics, problem solving in mathematics, alternative problem types, curricular interventions, and the use of computers in problem solving.

A problem-solving intervention for cardiovascular disease risk reduction in veterans: Protocol for a randomized controlled trial.

PubMed

Nieuwsma, Jason A; Wray, Laura O; Voils, Corrine I; Gierisch, Jennifer M; Dundon, Margaret; Coffman, Cynthia J; Jackson, George L; Merwin, Rhonda; Vair, Christina; Juntilla, Karen; White-Clark, Courtney; Jeffreys, Amy S; Harris, Amy; Owings, Michael; Marr, Johnpatrick; Edelman, David

2017-09-01

Health behaviors related to diet, tobacco usage, physical activity, medication adherence, and alcohol use are highly determinative of risk for developing cardiovascular disease. This paper describes a study protocol to evaluate a problem-solving intervention that aims to help patients at risk for developing cardiovascular disease address barriers to adopting positive health behaviors in order to reduce cardiovascular risk. Eligible patients are adults enrolled in Veterans Affairs (VA) health care who have not experienced a cardiovascular event but are at elevated risk based on their Framingham Risk Score (FRS). Participants in this two-site study are randomized to either the intervention or care as usual, with a target of 400 participants. The study intervention, Healthy Living Problem-Solving (HELPS), consists of six group sessions conducted approximately monthly interspersed with individualized coaching calls to help participants apply problem-solving principles. The primary outcome is FRS, analyzed at the beginning and end of the study intervention (6months). Participants also complete measures of physical activity, caloric intake, self-efficacy, group cohesion, problem-solving capacities, and demographic characteristics. Results of this trial will inform behavioral interventions to change health behaviors in those at risk for cardiovascular disease and other health conditions. ClinicalTrials.gov identifier NCT01838226. Published by Elsevier Inc.

Team Dimensions: Their Identity, Their Measurement and Their Relationships

DTIC Science & Technology

1985-01-01

business games (e.g., Cummings, Huber & Arendt, 1974; Kennedy, 1971 ). Apart from the problem solving tasks, the second largest group of studies...positive relationship between size and number of answers on. an anagram task. In a disjunctive problem, solving-task-, Frank & Anderson ( 1971 ) found that...4, or 5 members. However, there were no differences between the groups in time to solutions. Goldman ( 1971 ) found posi’tive effects for size with

Balanced Scorecard Goal Four: Provide Policy Management, Advocacy and Problem Solving Measuring Achievement of Internal Customer Objectives

DTIC Science & Technology

2002-06-01

Achievement of Internal Customer Objectives A Graduate Management Project Submitted to The Residency Committee In Candidacy for the Degree of Masters in...internal customer relations, the GPRMC has incorporated use of a Balanced Scorecard within its management scheme. The scorecard serves as a strategy map...headquarters. The goal, "Provide Policy Management , Advocacy and Problem Solving", addresses the relationship between the headquarters and its internal

Web-Based Problem-Solving Assignment and Grading System

NASA Astrophysics Data System (ADS)

Brereton, Giles; Rosenberg, Ronald

2014-11-01

In engineering courses with very specific learning objectives, such as fluid mechanics and thermodynamics, it is conventional to reinforce concepts and principles with problem-solving assignments and to measure success in problem solving as an indicator of student achievement. While the modern-day ease of copying and searching for online solutions can undermine the value of traditional assignments, web-based technologies also provide opportunities to generate individualized well-posed problems with an infinite number of different combinations of initial/final/boundary conditions, so that the probability of any two students being assigned identical problems in a course is vanishingly small. Such problems can be designed and programmed to be: single or multiple-step, self-grading, allow students single or multiple attempts; provide feedback when incorrect; selectable according to difficulty; incorporated within gaming packages; etc. In this talk, we discuss the use of a homework/exam generating program of this kind in a single-semester course, within a web-based client-server system that ensures secure operation.

Analyzing Problem's Difficulty Based on Neural Networks and Knowledge Map

ERIC Educational Resources Information Center

Kuo, Rita; Lien, Wei-Peng; Chang, Maiga; Heh, Jia-Sheng

2004-01-01

This paper proposes a methodology to calculate both the difficulty of the basic problems and the difficulty of solving a problem. The method to calculate the difficulty of problem is according to the process of constructing a problem, including Concept Selection, Unknown Designation, and Proposition Construction. Some necessary measures observed…

Social cognition and social problem solving abilities in individuals with alcohol use disorder.

PubMed

Schmidt, Tobias; Roser, Patrik; Juckel, Georg; Brüne, Martin; Suchan, Boris; Thoma, Patrizia

2016-11-01

Up to now, little is known about higher order cognitive abilities like social cognition and social problem solving abilities in alcohol-dependent patients. However, impairments in these domains lead to an increased probability for relapse and are thus highly relevant in treatment contexts. This cross-sectional study assessed distinct aspects of social cognition and social problem solving in 31 hospitalized patients with alcohol use disorder (AUD) and 30 matched healthy controls (HC). Three ecologically valid scenario-based tests were used to gauge the ability to infer the mental state of story characters in complicated interpersonal situations, the capacity to select the best problem solving strategy among other less optimal alternatives, and the ability to freely generate appropriate strategies to handle difficult interpersonal conflicts. Standardized tests were used to assess executive function, attention, trait empathy, and memory, and correlations were computed between measures of executive function, attention, trait empathy, and tests of social problem solving. AUD patients generated significantly fewer socially sensitive and practically effective solutions for problematic interpersonal situations than the HC group. Furthermore, patients performed significantly worse when asked to select the best alternative among a list of presented alternatives for scenarios containing sarcastic remarks and had significantly more problems to interpret sarcastic remarks in difficult interpersonal situations. These specific patterns of impairments should be considered in treatment programs addressing impaired social skills in individuals with AUD.

Students’ difficulties in probabilistic problem-solving

NASA Astrophysics Data System (ADS)

Arum, D. P.; Kusmayadi, T. A.; Pramudya, I.

2018-03-01

There are many errors can be identified when students solving mathematics problems, particularly in solving the probabilistic problem. This present study aims to investigate students’ difficulties in solving the probabilistic problem. It focuses on analyzing and describing students errors during solving the problem. This research used the qualitative method with case study strategy. The subjects in this research involve ten students of 9th grade that were selected by purposive sampling. Data in this research involve students’ probabilistic problem-solving result and recorded interview regarding students’ difficulties in solving the problem. Those data were analyzed descriptively using Miles and Huberman steps. The results show that students have difficulties in solving the probabilistic problem and can be divided into three categories. First difficulties relate to students’ difficulties in understanding the probabilistic problem. Second, students’ difficulties in choosing and using appropriate strategies for solving the problem. Third, students’ difficulties with the computational process in solving the problem. Based on the result seems that students still have difficulties in solving the probabilistic problem. It means that students have not able to use their knowledge and ability for responding probabilistic problem yet. Therefore, it is important for mathematics teachers to plan probabilistic learning which could optimize students probabilistic thinking ability.

Concurrent validity and clinical usefulness of several individually administered tests of children's social-emotional cognition.

PubMed

McKown, Clark

2007-03-01

In this study, the validity of 5 tests of children's social-emotional cognition, defined as their encoding, memory, and interpretation of social information, was tested. Participants were 126 clinic-referred children between the ages of 5 and 17. All 5 tests were evaluated in terms of their (a) concurrent validity, (b) incremental validity, and (c) clinical usefulness in predicting social functioning. Tests included measures of nonverbal sensitivity, social language, and social problem solving. Criterion measures included parent and teacher report of social functioning. Analyses support the concurrent validity of all measures, and the incremental validity and clinical usefulness of tests of pragmatic language and problem solving.

Energy efficient sensor scheduling with a mobile sink node for the target tracking application.

PubMed

Maheswararajah, Suhinthan; Halgamuge, Saman; Premaratne, Malin

2009-01-01

Measurement losses adversely affect the performance of target tracking. The sensor network's life span depends on how efficiently the sensor nodes consume energy. In this paper, we focus on minimizing the total energy consumed by the sensor nodes whilst avoiding measurement losses. Since transmitting data over a long distance consumes a significant amount of energy, a mobile sink node collects the measurements and transmits them to the base station. We assume that the default transmission range of the activated sensor node is limited and it can be increased to maximum range only if the mobile sink node is out-side the default transmission range. Moreover, the active sensor node can be changed after a certain time period. The problem is to select an optimal sensor sequence which minimizes the total energy consumed by the sensor nodes. In this paper, we consider two different problems depend on the mobile sink node's path. First, we assume that the mobile sink node's position is known for the entire time horizon and use the dynamic programming technique to solve the problem. Second, the position of the sink node is varied over time according to a known Markov chain, and the problem is solved by stochastic dynamic programming. We also present sub-optimal methods to solve our problem. A numerical example is presented in order to discuss the proposed methods' performance.

Energy Efficient Sensor Scheduling with a Mobile Sink Node for the Target Tracking Application

PubMed Central

Maheswararajah, Suhinthan; Halgamuge, Saman; Premaratne, Malin

2009-01-01

Measurement losses adversely affect the performance of target tracking. The sensor network's life span depends on how efficiently the sensor nodes consume energy. In this paper, we focus on minimizing the total energy consumed by the sensor nodes whilst avoiding measurement losses. Since transmitting data over a long distance consumes a significant amount of energy, a mobile sink node collects the measurements and transmits them to the base station. We assume that the default transmission range of the activated sensor node is limited and it can be increased to maximum range only if the mobile sink node is out-side the default transmission range. Moreover, the active sensor node can be changed after a certain time period. The problem is to select an optimal sensor sequence which minimizes the total energy consumed by the sensor nodes. In this paper, we consider two different problems depend on the mobile sink node's path. First, we assume that the mobile sink node's position is known for the entire time horizon and use the dynamic programming technique to solve the problem. Second, the position of the sink node is varied over time according to a known Markov chain, and the problem is solved by stochastic dynamic programming. We also present sub-optimal methods to solve our problem. A numerical example is presented in order to discuss the proposed methods' performance PMID:22399934

34 CFR 606.22 - What are the selection criteria for development grants?

Code of Federal Regulations, 2010 CFR

2010-07-01

...) Realistic and defined in terms of measurable results; and (2) Directly related to the problems to be solved...) The strengths, weaknesses, and significant problems of the institution's academic programs...

Development of a problem solving evaluation instrument; untangling of specific problem solving assets

NASA Astrophysics Data System (ADS)

Adams, Wendy Kristine

The purpose of my research was to produce a problem solving evaluation tool for physics. To do this it was necessary to gain a thorough understanding of how students solve problems. Although physics educators highly value problem solving and have put extensive effort into understanding successful problem solving, there is currently no efficient way to evaluate problem solving skill. Attempts have been made in the past; however, knowledge of the principles required to solve the subject problem are so absolutely critical that they completely overshadow any other skills students may use when solving a problem. The work presented here is unique because the evaluation tool removes the requirement that the student already have a grasp of physics concepts. It is also unique because I picked a wide range of people and picked a wide range of tasks for evaluation. This is an important design feature that helps make things emerge more clearly. This dissertation includes an extensive literature review of problem solving in physics, math, education and cognitive science as well as descriptions of studies involving student use of interactive computer simulations, the design and validation of a beliefs about physics survey and finally the design of the problem solving evaluation tool. I have successfully developed and validated a problem solving evaluation tool that identifies 44 separate assets (skills) necessary for solving problems. Rigorous validation studies, including work with an independent interviewer, show these assets identified by this content-free evaluation tool are the same assets that students use to solve problems in mechanics and quantum mechanics. Understanding this set of component assets will help teachers and researchers address problem solving within the classroom.

Quantifying alignment effects in 3D coordinate measurement.

DOT National Transportation Integrated Search

2009-10-01

The use of fixtureless, non-contact coordinate measurement has become increasingly prevalent in manufacturing : problem solving. Manufacturers now routinely use measurement systems such as white light area scanners, photogrammetry, : laser trackers, ...

Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder.

PubMed

Oswald, Tasha M; Beck, Jonathan S; Iosif, Ana-Maria; McCauley, James B; Gilhooly, Leslie J; Matter, John C; Solomon, Marjorie

2016-04-01

Mathematics achievement in autism spectrum disorder (ASD) has been understudied. However, the ability to solve applied math problems is associated with academic achievement, everyday problem-solving abilities, and vocational outcomes. The paucity of research on math achievement in ASD may be partly explained by the widely-held belief that most individuals with ASD are mathematically gifted, despite emerging evidence to the contrary. The purpose of the study was twofold: to assess the relative proportions of youth with ASD who demonstrate giftedness versus disability on applied math problems, and to examine which cognitive (i.e., perceptual reasoning, verbal ability, working memory) and clinical (i.e., test anxiety) characteristics best predict achievement on applied math problems in ASD relative to typically developing peers. Twenty-seven high-functioning adolescents with ASD and 27 age- and Full Scale IQ-matched typically developing controls were assessed on standardized measures of math problem solving, perceptual reasoning, verbal ability, and test anxiety. Results indicated that 22% of the ASD sample evidenced a mathematics learning disability, while only 4% exhibited mathematical giftedness. The parsimonious linear regression model revealed that the strongest predictor of math problem solving was perceptual reasoning, followed by verbal ability and test anxiety, then diagnosis of ASD. These results inform our theories of math ability in ASD and highlight possible targets of intervention for students with ASD struggling with mathematics. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

Age differences in everyday problem-solving effectiveness: older adults select more effective strategies for interpersonal problems.

PubMed

Blanchard-Fields, Fredda; Mienaltowski, Andrew; Seay, Renee Baldi

2007-01-01

Using the Everyday Problem Solving Inventory of Cornelius and Caspi, we examined differences in problem-solving strategy endorsement and effectiveness in two domains of everyday functioning (instrumental or interpersonal, and a mixture of the two domains) and for four strategies (avoidance-denial, passive dependence, planful problem solving, and cognitive analysis). Consistent with past research, our research showed that older adults were more problem focused than young adults in their approach to solving instrumental problems, whereas older adults selected more avoidant-denial strategies than young adults when solving interpersonal problems. Overall, older adults were also more effective than young adults when solving everyday problems, in particular for interpersonal problems.

Spontaneous gestures influence strategy choices in problem solving.

PubMed

Alibali, Martha W; Spencer, Robert C; Knox, Lucy; Kita, Sotaro

2011-09-01

Do gestures merely reflect problem-solving processes, or do they play a functional role in problem solving? We hypothesized that gestures highlight and structure perceptual-motor information, and thereby make such information more likely to be used in problem solving. Participants in two experiments solved problems requiring the prediction of gear movement, either with gesture allowed or with gesture prohibited. Such problems can be correctly solved using either a perceptual-motor strategy (simulation of gear movements) or an abstract strategy (the parity strategy). Participants in the gesture-allowed condition were more likely to use perceptual-motor strategies than were participants in the gesture-prohibited condition. Gesture promoted use of perceptual-motor strategies both for participants who talked aloud while solving the problems (Experiment 1) and for participants who solved the problems silently (Experiment 2). Thus, spontaneous gestures influence strategy choices in problem solving.

Too upset to think: the interplay of borderline personality features, negative emotions, and social problem solving in the laboratory.

PubMed

Dixon-Gordon, Katherine L; Chapman, Alexander L; Lovasz, Nathalie; Walters, Kris

2011-10-01

Borderline personality disorder (BPD) is associated with poor social problem solving and problems with emotion regulation. In this study, the social problem-solving performance of undergraduates with high (n = 26), mid (n = 32), or low (n = 29) levels of BPD features was assessed with the Social Problem-Solving Inventory-Revised and using the means-ends problem-solving procedure before and after a social rejection stressor. The high-BP group, but not the low-BP group, showed a significant reduction in relevant solutions to social problems and more inappropriate solutions following the negative emotion induction. Increases in self-reported negative emotions during the emotion induction mediated the relationship between BP features and reductions in social problem-solving performance. In addition, the high-BP group demonstrated trait deficits in social problem solving on the Social Problem-Solving Inventory-Revised. These findings suggest that future research must examine social problem solving under differing emotional conditions, and that clinical interventions to improve social problem solving among persons with BP features should focus on responses to emotional contexts.

Communications oriented programming of parallel iterative solutions of sparse linear systems

NASA Technical Reports Server (NTRS)

Patrick, M. L.; Pratt, T. W.

1986-01-01

Parallel algorithms are developed for a class of scientific computational problems by partitioning the problems into smaller problems which may be solved concurrently. The effectiveness of the resulting parallel solutions is determined by the amount and frequency of communication and synchronization and the extent to which communication can be overlapped with computation. Three different parallel algorithms for solving the same class of problems are presented, and their effectiveness is analyzed from this point of view. The algorithms are programmed using a new programming environment. Run-time statistics and experience obtained from the execution of these programs assist in measuring the effectiveness of these algorithms.

An Investigation of Secondary Teachers’ Understanding and Belief on Mathematical Problem Solving

NASA Astrophysics Data System (ADS)

Yuli Eko Siswono, Tatag; Wachidul Kohar, Ahmad; Kurniasari, Ika; Puji Astuti, Yuliani

2016-02-01

Weaknesses on problem solving of Indonesian students as reported by recent international surveys give rise to questions on how Indonesian teachers bring out idea of problem solving in mathematics lesson. An explorative study was undertaken to investigate how secondary teachers who teach mathematics at junior high school level understand and show belief toward mathematical problem solving. Participants were teachers from four cities in East Java province comprising 45 state teachers and 25 private teachers. Data was obtained through questionnaires and written test. The results of this study point out that the teachers understand pedagogical problem solving knowledge well as indicated by high score of observed teachers‘ responses showing understanding on problem solving as instruction as well as implementation of problem solving in teaching practice. However, they less understand on problem solving content knowledge such as problem solving strategies and meaning of problem itself. Regarding teacher's difficulties, teachers admitted to most frequently fail in (1) determining a precise mathematical model or strategies when carrying out problem solving steps which is supported by data of test result that revealed transformation error as the most frequently observed errors in teachers’ work and (2) choosing suitable real situation when designing context-based problem solving task. Meanwhile, analysis of teacher's beliefs on problem solving shows that teachers tend to view both mathematics and how students should learn mathematics as body static perspective, while they tend to believe to apply idea of problem solving as dynamic approach when teaching mathematics.

The Impact of Teacher Training on Creative Writing and Problem-Solving Using Futuristic Scenarios for Creative Problem Solving and Creative Problem Solving Programs

ERIC Educational Resources Information Center

Hayel Al-Srour, Nadia; Al-Ali, Safa M.; Al-Oweidi, Alia

2016-01-01

The present study aims to detect the impact of teacher training on creative writing and problem-solving using both Futuristic scenarios program to solve problems creatively, and creative problem solving. To achieve the objectives of the study, the sample was divided into two groups, the first consist of 20 teachers, and 23 teachers to second…

Problem-solving skills in high school biology: The effectiveness of the IMMEX problem-solving assessment software

NASA Astrophysics Data System (ADS)

Palacio-Cayetano, Joycelin

"Problem-solving through reflective thinking should be both the method and valuable outcome of science instruction in America's schools" proclaimed John Dewey (Gabel, 1995). If the development of problem-solving is a primary goal of science education, more problem-solving opportunities must be an integral part of K-16 education. To examine the effective use of technology in developing and assessing problem-solving skills, a problem-solving authoring, learning, and assessment software, the UCLA IMMEX Program-Interactive Multimedia Exercises-was investigated. This study was a twenty-week quasi-experimental study that was implemented as a control-group time series design among 120 tenth grade students. Both the experimental group (n = 60) and the control group (n = 60) participated in a problem-based learning curriculum; however, the experimental group received regular intensive experiences with IMMEX problem-solving and the control group did not. Problem-solving pretest and posttest were administered to all students. The instruments used were a 35-item Processes of Biological Inquiry Test and an IMMEX problem-solving assessment test, True Roots. Students who participated in the IMMEX Program achieved significant (p <.05) gains in problem-solving skills on both problem-solving assessment instruments. This study provided evidence that IMMEX software is highly efficient in evaluating salient elements of problem-solving. Outputs of students' problem-solving strategies revealed that unsuccessful problem solvers primarily used the following four strategies: (1) no data search strategy, students simply guessed; (2) limited data search strategy leading to insufficient data and premature closing; (3) irrelevant data search strategy, students focus in areas bearing no substantive data; and (4) extensive data search strategy with inadequate integration and analysis. On the contrary, successful problem solvers used the following strategies; (1) focused search strategy coupled with the ability to fill in knowledge gaps by accessing the appropriate resources; (2) targeted search strategy coupled with high level of analytical and integration skills; and (3) focused search strategy coupled with superior discrimination, analytical, and integration skills. The strategies of students who were successful and unsuccessful solving IMMEX problems were consistent with those of expert and novice problem solvers identified in the literature on problem-solving.

The Relation between Test Anxiety and Need for Memory Support in Problem Solving. Revised Research Memorandum No. 11.

ERIC Educational Resources Information Center

Sieber, Joan E.; Kameya, Lawrence I.

Forty fifth and sixth graders, matched on sex and measures of test anxiety, defensiveness, and IQ, were divided into two groups, each of which solved Porteus maze tasks and a marble puzzle, with and without memory support, respectively. An anxiety-by-memory support interaction occurred in the number of errors made prior to solving the marble…

Estimation of Surface Temperature and Heat Flux by Inverse Heat Transfer Methods Using Internal Temperatures Measured While Radiantly Heating a Carbon/Carbon Specimen up to 1920 F

NASA Technical Reports Server (NTRS)

Pizzo, Michelle; Daryabeigi, Kamran; Glass, David

2015-01-01

The ability to solve the heat conduction equation is needed when designing materials to be used on vehicles exposed to extremely high temperatures; e.g. vehicles used for atmospheric entry or hypersonic flight. When using test and flight data, computational methods such as finite difference schemes may be used to solve for both the direct heat conduction problem, i.e., solving between internal temperature measurements, and the inverse heat conduction problem, i.e., using the direct solution to march forward in space to the surface of the material to estimate both surface temperature and heat flux. The completed research first discusses the methods used in developing a computational code to solve both the direct and inverse heat transfer problems using one dimensional, centered, implicit finite volume schemes and one dimensional, centered, explicit space marching techniques. The developed code assumed the boundary conditions to be specified time varying temperatures and also considered temperature dependent thermal properties. The completed research then discusses the results of analyzing temperature data measured while radiantly heating a carbon/carbon specimen up to 1920 F. The temperature was measured using thermocouple (TC) plugs (small carbon/carbon material specimens) with four embedded TC plugs inserted into the larger carbon/carbon specimen. The purpose of analyzing the test data was to estimate the surface heat flux and temperature values from the internal temperature measurements using direct and inverse heat transfer methods, thus aiding in the thermal and structural design and analysis of high temperature vehicles.

Pre-Service Class Teacher' Ability in Solving Mathematical Problems and Skills in Solving Daily Problems

ERIC Educational Resources Information Center

Aljaberi, Nahil M.; Gheith, Eman

2016-01-01

This study aims to investigate the ability of pre-service class teacher at University of Petrain solving mathematical problems using Polya's Techniques, their level of problem solving skills in daily-life issues. The study also investigates the correlation between their ability to solve mathematical problems and their level of problem solving…

Promoting Students' Problem Solving Skills and Knowledge of STEM Concepts in a Data-Rich Learning Environment: Using Online Data as a Tool for Teaching about Renewable Energy Technologies

NASA Astrophysics Data System (ADS)

Thurmond, Brandi

This study sought to compare a data-rich learning (DRL) environment that utilized online data as a tool for teaching about renewable energy technologies (RET) to a lecture-based learning environment to determine the impact of the learning environment on students' knowledge of Science, Technology, Engineering, and Math (STEM) concepts related to renewable energy technologies and students' problem solving skills. Two purposefully selected Advanced Placement (AP) Environmental Science teachers were included in the study. Each teacher taught one class about RET in a lecture-based environment (control) and another class in a DRL environment (treatment), for a total of four classes of students (n=128). This study utilized a quasi-experimental, pretest/posttest, control-group design. The initial hypothesis that the treatment group would have a significant gain in knowledge of STEM concepts related to RET and be better able to solve problems when compared to the control group was not supported by the data. Although students in the DRL environment had a significant gain in knowledge after instruction, posttest score comparisons of the control and treatment groups revealed no significant differences between the groups. Further, no significant differences were noted in students' problem solving abilities as measured by scores on a problem-based activity and self-reported abilities on a reflective questionnaire. This suggests that the DRL environment is at least as effective as the lecture-based learning environment in teaching AP Environmental Science students about RET and fostering the development of problem solving skills. As this was a small scale study, further research is needed to provide information about effectiveness of DRL environments in promoting students' knowledge of STEM concepts and problem-solving skills.

The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems.

PubMed

Baars, Martine; Wijnia, Lisette; Paas, Fred

2017-01-01

Self-regulated learning (SRL) skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a self-regulated way, affective and motivational resources have received much less research attention. The current study investigated the relation between affect (i.e., Positive Affect and Negative Affect Scale), motivation (i.e., autonomous and controlled motivation), mental effort, SRL skills, and problem-solving performance when learning to solve biology problems in a self-regulated online learning environment. In the learning phase, secondary education students studied video-modeling examples of how to solve hereditary problems, solved hereditary problems which they chose themselves from a set of problems with different complexity levels (i.e., five levels). In the posttest, students solved hereditary problems, self-assessed their performance, and chose a next problem from the set of problems but did not solve these problems. The results from this study showed that negative affect, inaccurate self-assessments during the posttest, and higher perceptions of mental effort during the posttest were negatively associated with problem-solving performance after learning in a self-regulated way.

Enterprise Management Network Architecture Distributed Knowledge Base Support

DTIC Science & Technology

1990-11-01

Advantages Potentially, this makes a distributed system more powerful than a conventional, centralized one in two ways: " First, it can be more reliable...does not completely apply [35]. The grain size of the processors measures the individual problem-solving power of the agents. In this definition...problem-solving power amounts to the conceptual size of a single action taken by an agent visible to the other agents in the system. If the grain is coarse

Problem-Solving Therapy During Outpatient Stroke Rehabilitation Improves Coping and Health-Related Quality of Life: Randomized Controlled Trial.

PubMed

Visser, Marieke M; Heijenbrok-Kal, Majanka H; Van't Spijker, Adriaan; Lannoo, Engelien; Busschbach, Jan J V; Ribbers, Gerard M

2016-01-01

This study investigated whether problem-solving therapy (PST) is an effective group intervention for improving coping strategy and health-related quality of life (HRQoL) in patients with stroke. In this multicenter randomized controlled trial, the intervention group received PST as add-on to standard outpatient rehabilitation, the control group received outpatient rehabilitation only. Measurements were performed at baseline, directly after the intervention, and 6 and 12 months later. Data were analyzed using linear-mixed models. Primary outcomes were task-oriented coping as measured by the Coping Inventory for Stressful Situations and psychosocial HRQoL as measured by the Stroke-Specific Quality of Life Scale. Secondary outcomes were the EuroQol EQ-5D-5L utility score, emotion-oriented and avoidant coping as measured by the Coping Inventory for Stressful Situations, problem-solving skills as measured by the Social Problem Solving Inventory-Revised, and depression as measured by the Center for Epidemiological Studies Depression Scale. Included were 166 patients with stroke, mean age 53.06 years (SD, 10.19), 53% men, median time poststroke 7.29 months (interquartile range, 4.90-10.61 months). Six months post intervention, the PST group showed significant improvement when compared with the control group in task-oriented coping (P=0.008), but not stroke-specific psychosocial HRQoL. Furthermore, avoidant coping (P=0.039) and the utility value for general HRQoL (P=0.034) improved more in the PST group than in the control after 6 months. PST seems to improve task-oriented coping but not disease-specific psychosocial HRQoL after stroke >6-month follow-up. Furthermore, we found indications that PST may improve generic HRQoL recovery and avoidant coping. URL: http://www.trialregister.nl/trialreg/admin/rctview.asp?TC=2509. Unique identifier: CNTR2509. © 2015 American Heart Association, Inc.

34 CFR 607.22 - What are the selection criteria for development grants?

Code of Federal Regulations, 2010 CFR

2010-07-01

... measurable results; and (2) Directly related to the problems to be solved and to the goals of the..., weaknesses, and significant problems of the institution's academic programs, institutional management, and...

An investigation of successful and unsuccessful students' problem solving in stoichiometry

NASA Astrophysics Data System (ADS)

Gulacar, Ozcan

In this study, I investigated how successful and unsuccessful students solve stoichiometry problems. I focus on three research questions: (1) To what extent do the difficulties in solving stoichiometry problems stem from poor understanding of pieces (domain-specific knowledge) versus students' inability to link those pieces together (conceptual knowledge)? (2) What are the differences between successful and unsuccessful students in knowledge, ability, and practice? (3) Is there a connection between students' (a) cognitive development levels, (b) formal (proportional) reasoning abilities, (c) working memory capacities, (d) conceptual understanding of particle nature of matter, (e) understanding of the mole concept, and their problem-solving achievement in stoichiometry? In this study, nine successful students and eight unsuccessful students participated. Both successful and unsuccessful students were selected among the students taking a general chemistry course at a mid-western university. The students taking this class were all science, non-chemistry majors. Characteristics of successful and unsuccessful students were determined through tests, audio and videotapes analyses, and subjects' written works. The Berlin Particle Concept Inventory, the Mole Concept Achievement Test, the Test of Logical Thinking, the Digits Backward Test, and the Longeot Test were used to measure students' conceptual understanding of particle nature of matter and mole concept, formal (proportional) reasoning ability, working memory capacity, and cognitive development, respectively. Think-aloud problem-solving protocols were also used to better explore the differences between successful and unsuccessful students' knowledge structures and behaviors during problem solving. Although successful students did not show significantly better performance on doing pieces (domain-specific knowledge) and solving exercises than unsuccessful counterparts did, they appeared to be more successful in linking the pieces (conceptual knowledge) and solving complex problems than the unsuccessful student did. Successful students also appeared to be different in how they approach problems, what strategies they use, and in making fewer algorithmic mistakes when compared to unsuccessful students. Successful students, however, did not seem to be statistically significantly different from the unsuccessful students in terms of quantitatively tested cognitive abilities except formal (proportional) reasoning ability and in the understanding of mole concept.

Mass storage: The key to success in high performance computing

NASA Technical Reports Server (NTRS)

Lee, Richard R.

1993-01-01

There are numerous High Performance Computing & Communications Initiatives in the world today. All are determined to help solve some 'Grand Challenges' type of problem, but each appears to be dominated by the pursuit of higher and higher levels of CPU performance and interconnection bandwidth as the approach to success, without any regard to the impact of Mass Storage. My colleagues and I at Data Storage Technologies believe that all will have their performance against their goals ultimately measured by their ability to efficiently store and retrieve the 'deluge of data' created by end-users who will be using these systems to solve Scientific Grand Challenges problems, and that the issue of Mass Storage will become then the determinant of success or failure in achieving each projects goals. In today's world of High Performance Computing and Communications (HPCC), the critical path to success in solving problems can only be traveled by designing and implementing Mass Storage Systems capable of storing and manipulating the truly 'massive' amounts of data associated with solving these challenges. Within my presentation I will explore this critical issue and hypothesize solutions to this problem.

Schizotypy and Performance on an Insight Problem-Solving Task: The Contribution of Persecutory Ideation.

PubMed

Cosgrave, Jan; Haines, Ross; Golodetz, Stuart; Claridge, Gordon; Wulff, Katharina; van Heugten-van der Kloet, Dalena

2018-01-01

Insight problem solving is thought to underpin creative thought as it incorporates both divergent (generating multiple ideas and solutions) and convergent (arriving at the optimal solution) thinking approaches. The current literature on schizotypy and creativity is mixed and requires clarification. An alternate approach was employed by designing an exploratory web-based study using only correlates of schizotypal traits (paranoia, dissociation, cognitive failures, fantasy proneness, and unusual sleep experiences) and examining which (if any) predicted optimal performance on an insight problem-solving task. One hundred and twenty-one participants were recruited online from the general population and completed the number reduction task. The discovery of the hidden rule (HR) was used as a measure of insight. Multivariate logistic regression analyses highlighted persecutory ideation to best predict the discovery of the HR (OR = 1.05; 95% CI 1.01-1.10, p = 0.017), with a one-point increase in persecutory ideas corresponding to the participant being 5% more likely to discover the HR. This result suggests that persecutory ideation, above other schizotypy correlates, may be involved in insight problem solving.

Interactive problem-solving sessions in an introductory bioscience course engaged students and gave them feedback, but did not increase their exam scores.

PubMed

McEvoy, James P

2017-10-02

Active learning, including the promotion of student interactivity in lectures, has been found to improve student engagement and performance in university science classes. This letter describes the use of Pearson's Learning Catalytics to run regular, formatively assessed problem-solving sessions as part of the semiflipped redesign of an introductory level university bioscience course. Students found the problem-solving sessions more engaging than a traditional lecture, and felt that they were receiving better feedback on their progress in the course. Their participation in the problem-solving sessions was strongly associated with their performance in the course's summative assessments, making it possible to identify and assist probable poor performers early in the course. Other measures of student engagement with the course were not improved, and neither were their average exam grades when compared with their grades in a course which had not been redesigned. Possible reasons for this are discussed. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Counselor-Assisted Problem Solving (CAPS) Improves Behavioral Outcomes in Older Adolescents with Complicated Mild to Severe TBI

PubMed Central

Wade, Shari L.; Stancin, Terry; Kirkwood, Michael; Brown, Tanya Maines; Rochester, Mayo Clinic; McMullen, Kendra M.; Taylor, H. Gerry

2013-01-01

Objective To test the efficacy of Counselor-Assisted Problem Solving (CAPS) versus an internet resources comparison (IRC) condition in reducing behavior problems in adolescents following traumatic brain injury (TBI). Design Randomized clinical trial with interviewers naïve to treatment condition. Setting Three large tertiary children's hospitals and two general hospitals with pediatric commitment. Participants 132 children ages 12-17 years hospitalized during the previous 6 months for moderate to severe TBI. Interventions Participants in CAPS (n = 65) completed 8-12 online modules providing training in problem solving, communication skills, and self-regulation and subsequent synchronous videoconferences with a therapist. Participants in the IRC group (n = 67) received links to internet resources about pediatric TBI. Main Outcome Measures Child Behavior Checklist (CBCL) administered before and after completion of treatment (i.e., approximately six months after treatment initiation). Results Post hoc analysis of covariance (ANCOVA), controlling for pre-treatment scores, was used to examine group differences in behavior problems in the entire sample and among older (n=59) and younger adolescents (n=53). Among older but not younger adolescents, CAPS resulted in greater improvements on multiple dimensions of externalizing behavior problems than did IRC. Conclusion Online problem-solving therapy may be effective in reducing behavior problems in older adolescent survivors of moderate-severe TBI. PMID:23640543

Extraction of a group-pair relation: problem-solving relation from web-board documents.

PubMed

Pechsiri, Chaveevan; Piriyakul, Rapepun

2016-01-01

This paper aims to extract a group-pair relation as a Problem-Solving relation, for example a DiseaseSymptom-Treatment relation and a CarProblem-Repair relation, between two event-explanation groups, a problem-concept group as a symptom/CarProblem-concept group and a solving-concept group as a treatment-concept/repair concept group from hospital-web-board and car-repair-guru-web-board documents. The Problem-Solving relation (particularly Symptom-Treatment relation) including the graphical representation benefits non-professional persons by supporting knowledge of primarily solving problems. The research contains three problems: how to identify an EDU (an Elementary Discourse Unit, which is a simple sentence) with the event concept of either a problem or a solution; how to determine a problem-concept EDU boundary and a solving-concept EDU boundary as two event-explanation groups, and how to determine the Problem-Solving relation between these two event-explanation groups. Therefore, we apply word co-occurrence to identify a problem-concept EDU and a solving-concept EDU, and machine-learning techniques to solve a problem-concept EDU boundary and a solving-concept EDU boundary. We propose using k-mean and Naïve Bayes to determine the Problem-Solving relation between the two event-explanation groups involved with clustering features. In contrast to previous works, the proposed approach enables group-pair relation extraction with high accuracy.

Students’ Mathematical Problem-Solving Abilities Through The Application of Learning Models Problem Based Learning

NASA Astrophysics Data System (ADS)

Nasution, M. L.; Yerizon, Y.; Gusmiyanti, R.

2018-04-01

One of the purpose mathematic learning is to develop problem solving abilities. Problem solving is obtained through experience in questioning non-routine. Improving students’ mathematical problem-solving abilities required an appropriate strategy in learning activities one of them is models problem based learning (PBL). Thus, the purpose of this research is to determine whether the problem solving abilities of mathematical students’ who learn to use PBL better than on the ability of students’ mathematical problem solving by applying conventional learning. This research included quasi experiment with static group design and population is students class XI MIA SMAN 1 Lubuk Alung. Class experiment in the class XI MIA 5 and class control in the class XI MIA 6. The instrument of final test students’ mathematical problem solving used essay form. The result of data final test in analyzed with t-test. The result is students’ mathematical problem solving abilities with PBL better then on the ability of students’ mathematical problem solving by applying conventional learning. It’s seen from the high percentage achieved by the group of students who learn to use PBL for each indicator of students’ mathematical problem solving.

Using a general problem-solving strategy to promote transfer.

PubMed

Youssef-Shalala, Amina; Ayres, Paul; Schubert, Carina; Sweller, John

2014-09-01

Cognitive load theory was used to hypothesize that a general problem-solving strategy based on a make-as-many-moves-as-possible heuristic could facilitate problem solutions for transfer problems. In four experiments, school students were required to learn about a topic through practice with a general problem-solving strategy, through a conventional problem solving strategy or by studying worked examples. In Experiments 1 and 2 using junior high school students learning geometry, low knowledge students in the general problem-solving group scored significantly higher on near or far transfer tests than the conventional problem-solving group. In Experiment 3, an advantage for a general problem-solving group over a group presented worked examples was obtained on far transfer tests using the same curriculum materials, again presented to junior high school students. No differences between conditions were found in Experiments 1, 2, or 3 using test problems similar to the acquisition problems. Experiment 4 used senior high school students studying economics and found the general problem-solving group scored significantly higher than the conventional problem-solving group on both similar and transfer tests. It was concluded that the general problem-solving strategy was helpful for novices, but not for students that had access to domain-specific knowledge. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Revising explanatory models to accommodate anomalous genetic phenomena: Problem solving in the context of discovery

NASA Astrophysics Data System (ADS)

Hafner, Robert; Stewart, Jim

Past problem-solving research has provided a basis for helping students structure their knowledge and apply appropriate problem-solving strategies to solve problems for which their knowledge (or mental models) of scientific phenomena is adequate (model-using problem solving). This research examines how problem solving in the domain of Mendelian genetics proceeds in situations where solvers' mental models are insufficient to solve problems at hand (model-revising problem solving). Such situations require solvers to use existing models to recognize anomalous data and to revise those models to accommodate the data. The study was conducted in the context of 9-week high school genetics course and addressed: the heuristics charactenstic of successful model-revising problem solving: the nature of the model revisions, made by students as well as the nature of model development across problem types; and the basis upon which solvers decide that a revised model is sufficient (that t has both predictive and explanatory power).

Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-Solving

PubMed Central

Azad, Gazi F.; Kim, Mina; Marcus, Steven C.; Mandell, David S.; Sheridan, Susan M.

2016-01-01

Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving. PMID:28392604

Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-Solving.

PubMed

Azad, Gazi F; Kim, Mina; Marcus, Steven C; Mandell, David S; Sheridan, Susan M

2016-12-01

Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving.

Errors analysis of problem solving using the Newman stage after applying cooperative learning of TTW type

NASA Astrophysics Data System (ADS)

Rr Chusnul, C.; Mardiyana, S., Dewi Retno

2017-12-01

Problem solving is the basis of mathematics learning. Problem solving teaches us to clarify an issue coherently in order to avoid misunderstanding information. Sometimes there may be mistakes in problem solving due to misunderstanding the issue, choosing a wrong concept or misapplied concept. The problem-solving test was carried out after students were given treatment on learning by using cooperative learning of TTW type. The purpose of this study was to elucidate student problem regarding to problem solving errors after learning by using cooperative learning of TTW type. Newman stages were used to identify problem solving errors in this study. The new research used a descriptive method to find out problem solving errors in students. The subject in this study were students of Vocational Senior High School (SMK) in 10th grade. Test and interview was conducted for data collection. Thus, the results of this study suggested problem solving errors in students after learning by using cooperative learning of TTW type for Newman stages.

The Cyclic Nature of Problem Solving: An Emergent Multidimensional Problem-Solving Framework

ERIC Educational Resources Information Center

Carlson, Marilyn P.; Bloom, Irene

2005-01-01

This paper describes the problem-solving behaviors of 12 mathematicians as they completed four mathematical tasks. The emergent problem-solving framework draws on the large body of research, as grounded by and modified in response to our close observations of these mathematicians. The resulting "Multidimensional Problem-Solving Framework" has four…

Mathematical Problem Solving: A Review of the Literature.

ERIC Educational Resources Information Center

Funkhouser, Charles

The major perspectives on problem solving of the twentieth century are reviewed--associationism, Gestalt psychology, and cognitive science. The results of the review on teaching problem solving and the uses of computers to teach problem solving are included. Four major issues related to the teaching of problem solving are discussed: (1)…

Teaching Problem Solving Skills to Elementary Age Students with Autism

ERIC Educational Resources Information Center

Cote, Debra L.; Jones, Vita L.; Barnett, Crystal; Pavelek, Karin; Nguyen, Hoang; Sparks, Shannon L.

2014-01-01

Students with disabilities need problem-solving skills to promote their success in solving the problems of daily life. The research into problem-solving instruction has been limited for students with autism. Using a problem-solving intervention and the Self Determined Learning Model of Instruction, three elementary age students with autism were…

Learning problem-solving skills in a distance education physics course

NASA Astrophysics Data System (ADS)

Rampho, G. J.; Ramorola, M. Z.

2017-10-01

In this paper we present the results of a study on the effectiveness of combinations of delivery modes of distance education in learning problem-solving skills in a distance education introductory physics course. A problem-solving instruction with the explicit teaching of a problem-solving strategy and worked-out examples were implemented in the course. The study used the ex post facto research design with stratified sampling to investigate the effect of the learning of a problem-solving strategy on the problem-solving performance. The number of problems attempted and the mean frequency of using a strategy in solving problems in the three course presentation modes were compared. The finding of the study indicated that combining the different course presentation modes had no statistically significant effect in the learning of problem-solving skills in the distance education course.

An investigation of the effects of interventions on problem-solving strategies and abilities

NASA Astrophysics Data System (ADS)

Cox, Charles Terrence, Jr.

Problem-solving has been described as being the "heart" of the chemistry classroom, and students' development of problem-solving skills is essential for their success in chemistry. Despite the importance of problem-solving, there has been little research within the chemistry domain, largely because of the lack of tools to collect data for large populations. Problem-solving was assessed using a software package known as IMMEX (for Interactive Multimedia Exercises) which has an HTML tracking feature that allows for collection of problem-solving data in the background as students work the problems. The primary goal of this research was to develop methods (known as interventions) that could promote improvements in students' problem-solving and most notably aid in their transition from the novice to competent level. Three intervention techniques that were incorporated within the chemistry curricula: collaborative grouping (face-to-face and distance), concept mapping, and peer-led team learning. The face-to-face collaborative grouping intervention was designed to probe the factors affecting the quality of the group interaction. Students' logical reasoning abilities were measured using the Group Assessment of Logical Thinking (GALT) test which classifies students as formal, transitional, or concrete. These classifications essentially provide a basis for identifying scientific aptitude. These designations were used as the basis for forming collaborative groups of two students. The six possibilities (formal-formal, formal-transitional, etc.) were formed to determine how the group composition influences the gains in student abilities observed from collaborative grouping interventions. Students were given three assignments (an individual pre-collaborative, an individual post collaborative, and a collaborative assignment) each requiring them to work an IMMEX problem set. Similar gains in performance of 10% gains were observed for each group with two exceptions. The transitional students who were paired with concrete students had a 15% gain, and the concrete students paired with other concrete students had only a marginal gain. In fact, there was no statistical difference in the pre-collaborative and post-collaborative student abilities for concrete-concrete groups. The distance collaborative intervention was completed using a new interface for the IMMEX software designed to mimic face-to-face collaboration. A stereochemistry problem set which had a solved rate of 28% prior to collaboration was chosen for incorporation into this distance collaboration study. (Abstract shortened by UMI.)

Bicriteria Network Optimization Problem using Priority-based Genetic Algorithm

NASA Astrophysics Data System (ADS)

Gen, Mitsuo; Lin, Lin; Cheng, Runwei

Network optimization is being an increasingly important and fundamental issue in the fields such as engineering, computer science, operations research, transportation, telecommunication, decision support systems, manufacturing, and airline scheduling. In many applications, however, there are several criteria associated with traversing each edge of a network. For example, cost and flow measures are both important in the networks. As a result, there has been recent interest in solving Bicriteria Network Optimization Problem. The Bicriteria Network Optimization Problem is known a NP-hard. The efficient set of paths may be very large, possibly exponential in size. Thus the computational effort required to solve it can increase exponentially with the problem size in the worst case. In this paper, we propose a genetic algorithm (GA) approach used a priority-based chromosome for solving the bicriteria network optimization problem including maximum flow (MXF) model and minimum cost flow (MCF) model. The objective is to find the set of Pareto optimal solutions that give possible maximum flow with minimum cost. This paper also combines Adaptive Weight Approach (AWA) that utilizes some useful information from the current population to readjust weights for obtaining a search pressure toward a positive ideal point. Computer simulations show the several numerical experiments by using some difficult-to-solve network design problems, and show the effectiveness of the proposed method.

Mathematics Anxiety and the Underprepared Student.

ERIC Educational Resources Information Center

Godbey, Cathy

This article discusses the symptoms and causes of math anxiety, and preventative measures that teachers can use to alleviate the stress some students experience in mathematics problem solving. Mathematics anxiety is defined as "feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems…

Teaching Creativity and Inventive Problem Solving in Science

PubMed Central

2009-01-01

Engaging learners in the excitement of science, helping them discover the value of evidence-based reasoning and higher-order cognitive skills, and teaching them to become creative problem solvers have long been goals of science education reformers. But the means to achieve these goals, especially methods to promote creative thinking in scientific problem solving, have not become widely known or used. In this essay, I review the evidence that creativity is not a single hard-to-measure property. The creative process can be explained by reference to increasingly well-understood cognitive skills such as cognitive flexibility and inhibitory control that are widely distributed in the population. I explore the relationship between creativity and the higher-order cognitive skills, review assessment methods, and describe several instructional strategies for enhancing creative problem solving in the college classroom. Evidence suggests that instruction to support the development of creativity requires inquiry-based teaching that includes explicit strategies to promote cognitive flexibility. Students need to be repeatedly reminded and shown how to be creative, to integrate material across subject areas, to question their own assumptions, and to imagine other viewpoints and possibilities. Further research is required to determine whether college students' learning will be enhanced by these measures. PMID:19723812

Teaching creativity and inventive problem solving in science.

PubMed

DeHaan, Robert L

2009-01-01

Engaging learners in the excitement of science, helping them discover the value of evidence-based reasoning and higher-order cognitive skills, and teaching them to become creative problem solvers have long been goals of science education reformers. But the means to achieve these goals, especially methods to promote creative thinking in scientific problem solving, have not become widely known or used. In this essay, I review the evidence that creativity is not a single hard-to-measure property. The creative process can be explained by reference to increasingly well-understood cognitive skills such as cognitive flexibility and inhibitory control that are widely distributed in the population. I explore the relationship between creativity and the higher-order cognitive skills, review assessment methods, and describe several instructional strategies for enhancing creative problem solving in the college classroom. Evidence suggests that instruction to support the development of creativity requires inquiry-based teaching that includes explicit strategies to promote cognitive flexibility. Students need to be repeatedly reminded and shown how to be creative, to integrate material across subject areas, to question their own assumptions, and to imagine other viewpoints and possibilities. Further research is required to determine whether college students' learning will be enhanced by these measures.

A Program for Solving the Brain Ischemia Problem

PubMed Central

DeGracia, Donald J.

2013-01-01

Our recently described nonlinear dynamical model of cell injury is here applied to the problems of brain ischemia and neuroprotection. We discuss measurement of global brain ischemia injury dynamics by time course analysis. Solutions to proposed experiments are simulated using hypothetical values for the model parameters. The solutions solve the global brain ischemia problem in terms of “master bifurcation diagrams” that show all possible outcomes for arbitrary durations of all lethal cerebral blood flow (CBF) decrements. The global ischemia master bifurcation diagrams: (1) can map to a single focal ischemia insult, and (2) reveal all CBF decrements susceptible to neuroprotection. We simulate measuring a neuroprotectant by time course analysis, which revealed emergent nonlinear effects that set dynamical limits on neuroprotection. Using over-simplified stroke geometry, we calculate a theoretical maximum protection of approximately 50% recovery. We also calculate what is likely to be obtained in practice and obtain 38% recovery; a number close to that often reported in the literature. The hypothetical examples studied here illustrate the use of the nonlinear cell injury model as a fresh avenue of approach that has the potential, not only to solve the brain ischemia problem, but also to advance the technology of neuroprotection. PMID:24961411

The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems

PubMed Central

Baars, Martine; Wijnia, Lisette; Paas, Fred

2017-01-01

Self-regulated learning (SRL) skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a self-regulated way, affective and motivational resources have received much less research attention. The current study investigated the relation between affect (i.e., Positive Affect and Negative Affect Scale), motivation (i.e., autonomous and controlled motivation), mental effort, SRL skills, and problem-solving performance when learning to solve biology problems in a self-regulated online learning environment. In the learning phase, secondary education students studied video-modeling examples of how to solve hereditary problems, solved hereditary problems which they chose themselves from a set of problems with different complexity levels (i.e., five levels). In the posttest, students solved hereditary problems, self-assessed their performance, and chose a next problem from the set of problems but did not solve these problems. The results from this study showed that negative affect, inaccurate self-assessments during the posttest, and higher perceptions of mental effort during the posttest were negatively associated with problem-solving performance after learning in a self-regulated way. PMID:28848467

An investigation of meaningful understanding and effectiveness of the implementation of Piagetian and Ausubelian theories in physics instruction

NASA Astrophysics Data System (ADS)

Williams, Karen Ann

One section of college students (N = 25) enrolled in an algebra-based physics course was selected for a Piagetian-based learning cycle (LC) treatment while a second section (N = 25) studied in an Ausubelian-based meaningful verbal reception learning treatment (MVRL). This study examined the students' overall (concept + problem solving + mental model) meaningful understanding of force, density/Archimedes Principle, and heat. Also examined were students' meaningful understanding as measured by conceptual questions, problems, and mental models. In addition, students' learning orientations were examined. There were no significant posttest differences between the LC and MVRL groups for students' meaningful understanding or learning orientation. Piagetian and Ausubelian theories explain meaningful understanding for each treatment. Students from each treatment increased their meaningful understanding. However, neither group altered their learning orientation. The results of meaningful understanding as measured by conceptual questions, problem solving, and mental models were mixed. Differences were attributed to the weaknesses and strengths of each treatment. This research also examined four variables (treatment, reasoning ability, learning orientation, and prior knowledge) to find which best predicted students' overall meaningful understanding of physics concepts. None of these variables were significant predictors at the.05 level. However, when the same variables were used to predict students' specific understanding (i.e. concept, problem solving, or mental model understanding), the results were mixed. For forces and density/Archimedes Principle, prior knowledge and reasoning ability significantly predicted students' conceptual understanding. For heat, however, reasoning ability was the only significant predictor of concept understanding. Reasoning ability and treatment were significant predictors of students' problem solving for heat and forces. For density/Archimedes Principle, treatment was the only significant predictor of students' problem solving. None of the variables were significant predictors of mental model understanding. This research suggested that Piaget and Ausubel used different terminology to describe learning yet these theories are similar. Further research is needed to validate this premise and validate the blending of the two theories.

The Math Gap: a description of the mathematics performance of preschool-aged deaf/hard-of-hearing children.

PubMed

Pagliaro, Claudia M; Kritzer, Karen L

2013-04-01

Over decades and across grade levels, deaf/hard-of-hearing (d/hh) student performance in mathematics has shown a gap in achievement. It is unclear, however, exactly when this gap begins to emerge and in what areas. This study describes preschool d/hh children's knowledge of early mathematics concepts. Both standardized and nonstandardized measures were used to assess understanding in number, geometry, measurement, problem solving, and patterns, reasoning and algebra. Results present strong evidence that d/hh students' difficulty in mathematics may begin prior to the start of formal schooling. Findings also show areas of strength (geometry) and weakness (problem solving and measurement) for these children. Evidence of poor foundational performance may relate to later academic achievement.

What Does (and Doesn't) Make Analogical Problem Solving Easy? A Complexity-Theoretic Perspective

ERIC Educational Resources Information Center

Wareham, Todd; Evans, Patricia; van Rooij, Iris

2011-01-01

Solving new problems can be made easier if one can build on experiences with other problems one has already successfully solved. The ability to exploit earlier problem-solving experiences in solving new problems seems to require several cognitive sub-abilities. Minimally, one needs to be able to retrieve relevant knowledge of earlier solved…

Synthesizing Huber's Problem Solving and Kolb's Learning Cycle: A Balanced Approach to Technical Problem Solving

ERIC Educational Resources Information Center

Kamis, Arnold; Khan, Beverly K.

2009-01-01

How do we model and improve technical problem solving, such as network subnetting? This paper reports an experimental study that tested several hypotheses derived from Kolb's experiential learning cycle and Huber's problem solving model. As subjects solved a network subnetting problem, they mapped their mental processes according to Huber's…

Generalization of Social Skills: Strategies and Results of a Training Program in Problem Solving Skills.

ERIC Educational Resources Information Center

Paraschiv, Irina; Olley, J. Gregory

This paper describes the "Problem Solving for Life" training program which trains adolescents and adults with mental retardation in skills for solving social problems. The program requires group participants to solve social problems by practicing two prerequisite skills (relaxation and positive self-statements) and four problem solving steps: (1)…

Young Children's Analogical Problem Solving: Gaining Insights from Video Displays

ERIC Educational Resources Information Center

Chen, Zhe; Siegler, Robert S.

2013-01-01

This study examined how toddlers gain insights from source video displays and use the insights to solve analogous problems. Two- to 2.5-year-olds viewed a source video illustrating a problem-solving strategy and then attempted to solve analogous problems. Older but not younger toddlers extracted the problem-solving strategy depicted in the video…

Investigating Problem-Solving Perseverance Using Lesson Study

ERIC Educational Resources Information Center

Bieda, Kristen N.; Huhn, Craig

2017-01-01

Problem solving has long been a focus of research and curriculum reform (Kilpatrick 1985; Lester 1994; NCTM 1989, 2000; CCSSI 2010). The importance of problem solving is not new, but the Common Core introduced the idea of making sense of problems and persevering in solving them (CCSSI 2010, p. 6) as an aspect of problem solving. Perseverance is…

Integrated identification, modeling and control with applications

NASA Astrophysics Data System (ADS)

Shi, Guojun

This thesis deals with the integration of system design, identification, modeling and control. In particular, six interdisciplinary engineering problems are addressed and investigated. Theoretical results are established and applied to structural vibration reduction and engine control problems. First, the data-based LQG control problem is formulated and solved. It is shown that a state space model is not necessary to solve this problem; rather a finite sequence from the impulse response is the only model data required to synthesize an optimal controller. The new theory avoids unnecessary reliance on a model, required in the conventional design procedure. The infinite horizon model predictive control problem is addressed for multivariable systems. The basic properties of the receding horizon implementation strategy is investigated and the complete framework for solving the problem is established. The new theory allows the accommodation of hard input constraints and time delays. The developed control algorithms guarantee the closed loop stability. A closed loop identification and infinite horizon model predictive control design procedure is established for engine speed regulation. The developed algorithms are tested on the Cummins Engine Simulator and desired results are obtained. A finite signal-to-noise ratio model is considered for noise signals. An information quality index is introduced which measures the essential information precision required for stabilization. The problems of minimum variance control and covariance control are formulated and investigated. Convergent algorithms are developed for solving the problems of interest. The problem of the integrated passive and active control design is addressed in order to improve the overall system performance. A design algorithm is developed, which simultaneously finds: (i) the optimal values of the stiffness and damping ratios for the structure, and (ii) an optimal output variance constrained stabilizing controller such that the active control energy is minimized. A weighted q-Markov COVER method is introduced for identification with measurement noise. The result is use to develop an iterative closed loop identification/control design algorithm. The effectiveness of the algorithm is illustrated by experimental results.

Improving mathematical problem solving skills through visual media

NASA Astrophysics Data System (ADS)

Widodo, S. A.; Darhim; Ikhwanudin, T.

2018-01-01

The purpose of this article was to find out the enhancement of students’ mathematical problem solving by using visual learning media. The ability to solve mathematical problems is the ability possessed by students to solve problems encountered, one of the problem-solving model of Polya. This preliminary study was not to make a model, but it only took a conceptual approach by comparing the various literature of problem-solving skills by linking visual learning media. The results of the study indicated that the use of learning media had not been appropriated so that the ability to solve mathematical problems was not optimal. The inappropriateness of media use was due to the instructional media that was not adapted to the characteristics of the learners. Suggestions that can be given is the need to develop visual media to increase the ability to solve problems.

The Relationship between Students' Problem Posing and Problem Solving Abilities and Beliefs: A Small-Scale Study with Chinese Elementary School Children

ERIC Educational Resources Information Center

Limin, Chen; Van Dooren, Wim; Verschaffel, Lieven

2013-01-01

The goal of the present study is to investigate the relationship between pupils' problem posing and problem solving abilities, their beliefs about problem posing and problem solving, and their general mathematics abilities, in a Chinese context. Five instruments, i.e., a problem posing test, a problem solving test, a problem posing questionnaire,…

An Investigation of the Effects on Students' Attitudes, Beliefs, and Abilities in Problem Solving and Mathematics after One Year of a Systematic Approach to the Learning of Problem Solving.

ERIC Educational Resources Information Center

Higgins, Karen M.

This study investigated the effects of Oregon's Lane County "Problem Solving in Mathematics" (PSM) materials on middle-school students' attitudes, beliefs, and abilities in problem solving and mathematics. The instructional approach advocated in PSM includes: the direct teaching of five problem-solving skills, weekly challenge problems,…

7 CFR 1291.10 - Reporting and oversight requirements.

Code of Federal Regulations, 2010 CFR

2010-01-01

..., identify and share the lessons learned to help expedite problem-solving. (6) Contact Person. List the... period to meet measurable outcomes for each project. (2) Problems and Delays. Note unexpected delays or... include the following: (1) Project Summary. An outline of the issue, problem, interest, or need for each...

Student’s scheme in solving mathematics problems

NASA Astrophysics Data System (ADS)

Setyaningsih, Nining; Juniati, Dwi; Suwarsono

2018-03-01

The purpose of this study was to investigate students’ scheme in solving mathematics problems. Scheme are data structures for representing the concepts stored in memory. In this study, we used it in solving mathematics problems, especially ratio and proportion topics. Scheme is related to problem solving that assumes that a system is developed in the human mind by acquiring a structure in which problem solving procedures are integrated with some concepts. The data were collected by interview and students’ written works. The results of this study revealed are students’ scheme in solving the problem of ratio and proportion as follows: (1) the content scheme, where students can describe the selected components of the problem according to their prior knowledge, (2) the formal scheme, where students can explain in construct a mental model based on components that have been selected from the problem and can use existing schemes to build planning steps, create something that will be used to solve problems and (3) the language scheme, where students can identify terms, or symbols of the components of the problem.Therefore, by using the different strategies to solve the problems, the students’ scheme in solving the ratio and proportion problems will also differ.

Factors of Problem-Solving Competency in a Virtual Chemistry Environment: The Role of Metacognitive Knowledge about Strategies

ERIC Educational Resources Information Center

Scherer, Ronny; Tiemann, Rudiger

2012-01-01

The ability to solve complex scientific problems is regarded as one of the key competencies in science education. Until now, research on problem solving focused on the relationship between analytical and complex problem solving, but rarely took into account the structure of problem-solving processes and metacognitive aspects. This paper,…

Same Old Problem, New Name? Alerting Students to the Nature of the Problem-Solving Process

ERIC Educational Resources Information Center

Yerushalmi, Edit; Magen, Esther

2006-01-01

Students frequently misconceive the process of problem-solving, expecting the linear process required for solving an exercise, rather than the convoluted search process required to solve a genuine problem. In this paper we present an activity designed to foster in students realization and appreciation of the nature of the problem-solving process,…

The Problem-Solving Process in Physics as Observed When Engineering Students at University Level Work in Groups

ERIC Educational Resources Information Center

Gustafsson, Peter; Jonsson, Gunnar; Enghag, Margareta

2015-01-01

The problem-solving process is investigated for five groups of students when solving context-rich problems in an introductory physics course included in an engineering programme. Through transcripts of their conversation, the paths in the problem-solving process have been traced and related to a general problem-solving model. All groups exhibit…

Social Problem Solving and Depressive Symptoms Over Time: A Randomized Clinical Trial of Cognitive Behavioral Analysis System of Psychotherapy, Brief Supportive Psychotherapy, and Pharmacotherapy

PubMed Central

Klein, Daniel N.; Leon, Andrew C.; Li, Chunshan; D’Zurilla, Thomas J.; Black, Sarah R.; Vivian, Dina; Dowling, Frank; Arnow, Bruce A.; Manber, Rachel; Markowitz, John C.; Kocsis, James H.

2011-01-01

Objective Depression is associated with poor social problem-solving, and psychotherapies that focus on problem-solving skills are efficacious in treating depression. We examined the associations between treatment, social problem solving, and depression in a randomized clinical trial testing the efficacy of psychotherapy augmentation for chronically depressed patients who failed to fully respond to an initial trial of pharmacotherapy (Kocsis et al., 2009). Method Participants with chronic depression (n = 491) received Cognitive Behavioral Analysis System of Psychotherapy (CBASP), which emphasizes interpersonal problem-solving, plus medication; Brief Supportive Psychotherapy (BSP) plus medication; or medication alone for 12 weeks. Results CBASP plus pharmacotherapy was associated with significantly greater improvement in social problem solving than BSP plus pharmacotherapy, and a trend for greater improvement in problem solving than pharmacotherapy alone. In addition, change in social problem solving predicted subsequent change in depressive symptoms over time. However, the magnitude of the associations between changes in social problem solving and subsequent depressive symptoms did not differ across treatment conditions. Conclusions It does not appear that improved social problem solving is a mechanism that uniquely distinguishes CBASP from other treatment approaches. PMID:21500885

Implementing thinking aloud pair and Pólya problem solving strategies in fractions

NASA Astrophysics Data System (ADS)

Simpol, N. S. H.; Shahrill, M.; Li, H.-C.; Prahmana, R. C. I.

2017-12-01

This study implemented two pedagogical strategies, the Thinking Aloud Pair Problem Solving and Pólya’s Problem Solving, to support students’ learning of fractions. The participants were 51 students (ages 11-13) from two Year 7 classes in a government secondary school in Brunei Darussalam. A mixed method design was employed in the present study, with data collected from the pre- and post-tests, problem solving behaviour questionnaire and interviews. The study aimed to explore if there were differences in the students’ problem solving behaviour before and after the implementation of the problem solving strategies. Results from the Wilcoxon Signed Rank Test revealed a significant difference in the test results regarding student problem solving behaviour, z = -3.68, p = .000, with a higher mean score for the post-test (M = 95.5, SD = 13.8) than for the pre-test (M = 88.9, SD = 15.2). This implied that there was improvement in the students’ problem solving performance from the pre-test to the post-test. Results from the questionnaire showed that more than half of the students increased scores in all four stages of the Pólya’s problem solving strategy, which provided further evidence of the students’ improvement in problem solving.

A controlled trial of trauma-focused therapy versus problem-solving in Islamic children affected by civil conflict and disaster in Aceh, Indonesia.

PubMed

Dawson, Katie; Joscelyne, Amy; Meijer, Catherine; Steel, Zachary; Silove, Derrick; Bryant, Richard A

2018-03-01

To evaluate the relative efficacies of trauma-focused cognitive behavior therapy and problem-solving therapy in treating post-traumatic stress disorder in children affected by civil conflict in Aceh, Indonesia. A controlled trial of children with post-traumatic stress disorder ( N = 64) randomized children to either five individual weekly sessions of trauma-focused cognitive behavior therapy or problem-solving therapy provided by lay-counselors who were provided with brief training. Children were assessed by blind independent assessors at pretreatment, posttreatment and 3-month follow-up on post-traumatic stress disorder, depression and anger, as well as caregiver ratings of the child's post-traumatic stress disorder levels. Intent-to-treat analyses indicated no significant linear time × treatment condition interaction effects for post-traumatic stress disorder at follow-up ( t(129.05) = -0.55, p = 0.58), indicating the two conditions did not differ. Across both conditions, there were significant reductions in post-traumatic stress disorder on self-reported ( t(131.26) = -9.26, p < 0.001) and caregiver-reported ( t(170.65) = 3.53, p = 0.001) measures and anger ( t(127.66) = -7.14, p < 0.001). Across both conditions, there was a large effect size for self-reported post-traumatic stress disorder (cognitive behavior therapy: 3.73, 95% confidence interval = [2.75, 3.97]; problem-solving: 2.68, 95% confidence interval = [2.07, 3.29]). These findings suggest that trauma-focused cognitive behavior therapy and problem-solving approaches are comparably successful in reducing post-traumatic stress disorder and anger in treating mental health in children in a post-conflict setting. This pattern may reflect the benefits of non-specific therapy effects or gains associated with trauma-focused or problem-solving approaches.

Review on solving the forward problem in EEG source analysis

PubMed Central

Hallez, Hans; Vanrumste, Bart; Grech, Roberta; Muscat, Joseph; De Clercq, Wim; Vergult, Anneleen; D'Asseler, Yves; Camilleri, Kenneth P; Fabri, Simon G; Van Huffel, Sabine; Lemahieu, Ignace

2007-01-01

Background The aim of electroencephalogram (EEG) source localization is to find the brain areas responsible for EEG waves of interest. It consists of solving forward and inverse problems. The forward problem is solved by starting from a given electrical source and calculating the potentials at the electrodes. These evaluations are necessary to solve the inverse problem which is defined as finding brain sources which are responsible for the measured potentials at the EEG electrodes. Methods While other reviews give an extensive summary of the both forward and inverse problem, this review article focuses on different aspects of solving the forward problem and it is intended for newcomers in this research field. Results It starts with focusing on the generators of the EEG: the post-synaptic potentials in the apical dendrites of pyramidal neurons. These cells generate an extracellular current which can be modeled by Poisson's differential equation, and Neumann and Dirichlet boundary conditions. The compartments in which these currents flow can be anisotropic (e.g. skull and white matter). In a three-shell spherical head model an analytical expression exists to solve the forward problem. During the last two decades researchers have tried to solve Poisson's equation in a realistically shaped head model obtained from 3D medical images, which requires numerical methods. The following methods are compared with each other: the boundary element method (BEM), the finite element method (FEM) and the finite difference method (FDM). In the last two methods anisotropic conducting compartments can conveniently be introduced. Then the focus will be set on the use of reciprocity in EEG source localization. It is introduced to speed up the forward calculations which are here performed for each electrode position rather than for each dipole position. Solving Poisson's equation utilizing FEM and FDM corresponds to solving a large sparse linear system. Iterative methods are required to solve these sparse linear systems. The following iterative methods are discussed: successive over-relaxation, conjugate gradients method and algebraic multigrid method. Conclusion Solving the forward problem has been well documented in the past decades. In the past simplified spherical head models are used, whereas nowadays a combination of imaging modalities are used to accurately describe the geometry of the head model. Efforts have been done on realistically describing the shape of the head model, as well as the heterogenity of the tissue types and realistically determining the conductivity. However, the determination and validation of the in vivo conductivity values is still an important topic in this field. In addition, more studies have to be done on the influence of all the parameters of the head model and of the numerical techniques on the solution of the forward problem. PMID:18053144

Genetic influences on insight problem solving: the role of catechol-O-methyltransferase (COMT) gene polymorphisms

PubMed Central

Jiang, Weili; Shang, Siyuan; Su, Yanjie

2015-01-01

People may experience an “aha” moment, when suddenly realizing a solution of a puzzling problem. This experience is called insight problem solving. Several findings suggest that catecholamine-related genes may contribute to insight problem solving, among which the catechol-O-methyltransferase (COMT) gene is the most promising candidate. The current study examined 753 healthy individuals to determine the associations between 7 candidate single nucleotide polymorphisms on the COMT gene and insight problem-solving performance, while considering gender differences. The results showed that individuals carrying A allele of rs4680 or T allele of rs4633 scored significantly higher on insight problem-solving tasks, and the COMT gene rs5993883 combined with gender interacted with correct solutions of insight problems, specifically showing that this gene only influenced insight problem-solving performance in males. This study presents the first investigation of the genetic impact on insight problem solving and provides evidence that highlights the role that the COMT gene plays in insight problem solving. PMID:26528222

Genetic influences on insight problem solving: the role of catechol-O-methyltransferase (COMT) gene polymorphisms.

PubMed

Jiang, Weili; Shang, Siyuan; Su, Yanjie

2015-01-01

People may experience an "aha" moment, when suddenly realizing a solution of a puzzling problem. This experience is called insight problem solving. Several findings suggest that catecholamine-related genes may contribute to insight problem solving, among which the catechol-O-methyltransferase (COMT) gene is the most promising candidate. The current study examined 753 healthy individuals to determine the associations between 7 candidate single nucleotide polymorphisms on the COMT gene and insight problem-solving performance, while considering gender differences. The results showed that individuals carrying A allele of rs4680 or T allele of rs4633 scored significantly higher on insight problem-solving tasks, and the COMT gene rs5993883 combined with gender interacted with correct solutions of insight problems, specifically showing that this gene only influenced insight problem-solving performance in males. This study presents the first investigation of the genetic impact on insight problem solving and provides evidence that highlights the role that the COMT gene plays in insight problem solving.

Understanding Undergraduates’ Problem-Solving Processes †

PubMed Central

Nehm, Ross H.

2010-01-01

Fostering effective problem-solving skills is one of the most longstanding and widely agreed upon goals of biology education. Nevertheless, undergraduate biology educators have yet to leverage many major findings about problem-solving processes from the educational and cognitive science research literatures. This article highlights key facets of problem-solving processes and introduces methodologies that may be used to reveal how undergraduate students perceive and represent biological problems. Overall, successful problem-solving entails a keen sensitivity to problem contexts, disciplined internal representation or modeling of the problem, and the principled management and deployment of cognitive resources. Context recognition tasks, problem representation practice, and cognitive resource management receive remarkably little emphasis in the biology curriculum, despite their central roles in problem-solving success. PMID:23653710

Thinking Process of Naive Problem Solvers to Solve Mathematical Problems

ERIC Educational Resources Information Center

Mairing, Jackson Pasini

2017-01-01

Solving problems is not only a goal of mathematical learning. Students acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations by learning to solve problems. In fact, there were students who had difficulty in solving problems. The students were naive problem solvers. This research aimed to describe…

Teaching Problem Solving without Modeling through "Thinking Aloud Pair Problem Solving."

ERIC Educational Resources Information Center

Pestel, Beverly C.

1993-01-01

Reviews research relevant to the problem of unsatisfactory student problem-solving abilities and suggests a teaching strategy that addresses the issue. Author explains how she uses teaching aloud problem solving (TAPS) in college chemistry and presents evaluation data. Among the findings are that the TAPS class got fewer problems completely right,…

Social Problem Solving, Conduct Problems, and Callous-Unemotional Traits in Children

ERIC Educational Resources Information Center

Waschbusch, Daniel A.; Walsh, Trudi M.; Andrade, Brendan F.; King, Sara; Carrey, Normand J.

2007-01-01

This study examined the association between social problem solving, conduct problems (CP), and callous-unemotional (CU) traits in elementary age children. Participants were 53 children (40 boys and 13 girls) aged 7-12 years. Social problem solving was evaluated using the Social Problem Solving Test-Revised, which requires children to produce…

Designing Adaptive Instructional Environments: Insights from Empirical Evidence

DTIC Science & Technology

2011-10-01

theorems. Cohen’s f effect size for pretest to posttest gain, averaged across different problems = 0.46. 7 Basis for Adaptation Ability of...problems and took a posttest . Measures of Learning 26-item multiple choice pretest and posttest . Effect size on posttest scores as measured by...solving algebraic equations. Measures of Learning Pretest and posttest using rapid diagnostic testing procedure: Student had to provide their

Stress mediates the relationship between past drug addiction and current risky sexual behavior among low income women

PubMed Central

Wu, Z. Helen; Tennen, Howard; Hosain, Monawar; Coman, Emil; Cullum, Jerry; Berenson, Abbey B.

2014-01-01

This study examined the role of stress as a mediator of the relationship between prior drug addiction and current high risk sexual behavior. Eight hundred twenty women aged 18 to 30 years, who received care at community-based family planning clinics were interviewed using the Composite International Diagnostic Interview and the Sexual Risk Behavior Assessment Schedule. They also completed the brief version of the Self-Control Scale as a measure of problem-solving strategies, and measures of recent stressful events, daily hassles, and ongoing chronic stress. Regardless of addiction history, stress exposure during the previous 12 months was associated with risky sexual behavior during the previous 12 months. Structural equation modeling revealed that 12-month stress levels mediated the relationship between past drug addiction and 12-month high risk sexual behaviors, as well as the negative relationship between problem-solving strategies and high risk sexual behaviors. Problem-solving strategies did not moderate the relationship between drug addiction and high risk sexual behaviors. These findings suggest that stress management training may help reduce risky behavior among young, low-income women PMID:24985341

Measurement and quantum indeterminateness

NASA Astrophysics Data System (ADS)

Healey, Richard

1993-08-01

Albert and Loewer[1] have recently clarified their earlier objection to the interactive interpretation presented in Healey[2]. They now charge that this interpretation fails to solve a problem of which the measurement problem is but a special case. The general problem is to reconcile quantum mechanics with the prima facie determinateness of such dynamical properties as the positions of macroscopic objects. In response I defend both the preeminent significance of determinate measurement outcomes and the claim that the models of Healey[3] go a long way toward securing their determinateness.

Personality, problem solving, and adolescent substance use.

PubMed

Jaffee, William B; D'Zurilla, Thomas J

2009-03-01

The major aim of this study was to examine the role of social problem solving in the relationship between personality and substance use in adolescents. Although a number of studies have identified a relationship between personality and substance use, the precise mechanism by which this occurs is not clear. We hypothesized that problem-solving skills could be one such mechanism. More specifically, we sought to determine whether problem solving mediates, moderates, or both mediates and moderates the relationship between different personality traits and substance use. Three hundred and seven adolescents were administered the Substance Use Profile Scale, the Social Problem-Solving Inventory-Revised, and the Personality Experiences Inventory to assess personality, social problem-solving ability, and substance use, respectively. Results showed that the dimension of rational problem solving (i.e., effective problem-solving skills) significantly mediated the relationship between hopelessness and lifetime alcohol and marijuana use. The theoretical and clinical implications of these results were discussed.

Decision-Making and Problem-Solving Approaches in Pharmacy Education

PubMed Central

Martin, Lindsay C.; Holdford, David A.

2016-01-01

Domain 3 of the Center for the Advancement of Pharmacy Education (CAPE) 2013 Educational Outcomes recommends that pharmacy school curricula prepare students to be better problem solvers, but are silent on the type of problems they should be prepared to solve. We identified five basic approaches to problem solving in the curriculum at a pharmacy school: clinical, ethical, managerial, economic, and legal. These approaches were compared to determine a generic process that could be applied to all pharmacy decisions. Although there were similarities in the approaches, generic problem solving processes may not work for all problems. Successful problem solving requires identification of the problems faced and application of the right approach to the situation. We also advocate that the CAPE Outcomes make explicit the importance of different approaches to problem solving. Future pharmacists will need multiple approaches to problem solving to adapt to the complexity of health care. PMID:27170823

Decision-Making and Problem-Solving Approaches in Pharmacy Education.

PubMed

Martin, Lindsay C; Donohoe, Krista L; Holdford, David A

2016-04-25

Domain 3 of the Center for the Advancement of Pharmacy Education (CAPE) 2013 Educational Outcomes recommends that pharmacy school curricula prepare students to be better problem solvers, but are silent on the type of problems they should be prepared to solve. We identified five basic approaches to problem solving in the curriculum at a pharmacy school: clinical, ethical, managerial, economic, and legal. These approaches were compared to determine a generic process that could be applied to all pharmacy decisions. Although there were similarities in the approaches, generic problem solving processes may not work for all problems. Successful problem solving requires identification of the problems faced and application of the right approach to the situation. We also advocate that the CAPE Outcomes make explicit the importance of different approaches to problem solving. Future pharmacists will need multiple approaches to problem solving to adapt to the complexity of health care.

Social problem-solving in Chinese baccalaureate nursing students.

PubMed

Fang, Jinbo; Luo, Ying; Li, Yanhua; Huang, Wenxia

2016-11-01

To describe social problem solving in Chinese baccalaureate nursing students. A descriptive cross-sectional study was conducted with a cluster sample of 681 Chinese baccalaureate nursing students. The Chinese version of the Social Problem-Solving scale was used. Descriptive analyses, independent t-test and one-way analysis of variance were applied to analyze the data. The final year nursing students presented the highest scores of positive social problem-solving skills. Students with experiences of self-directed and problem-based learning presented significantly higher scores in Positive Problem Orientation subscale. The group with Critical thinking training experience, however, displayed higher negative problem solving scores compared with nonexperience group. Social problem solving abilities varied based upon teaching-learning strategies. Self-directed and problem-based learning may be recommended as effective way to improve social problem-solving ability. © 2016 Chinese Cochrane Center, West China Hospital of Sichuan University and John Wiley & Sons Australia, Ltd.

Testing the effectiveness of problem-based learning with learning-disabled students in biology

NASA Astrophysics Data System (ADS)

Guerrera, Claudia Patrizia

The purpose of the present study was to investigate the effects of problem-based learning (PBL) with learning-disabled (LD) students. Twenty-four students (12 dyads) classified as LD and attending a school for the learning-disabled participated in the study. Students engaged in either a computer-based environment involving BioWorld, a hospital simulation designed to teach biology students problem-solving skills, or a paper-and-pencil version based on the computer program. A hybrid model of learning was adopted whereby students were provided with direct instruction on the digestive system prior to participating in a problem-solving activity. Students worked in dyads and solved three problems involving the digestive system in either a computerized or a paper-and-pencil condition. The experimenter acted as a coach to assist students throughout the problem-solving process. A follow-up study was conducted, one month later, to measure the long-term learning gains. Quantitative and qualitative methods were used to analyze three types of data: process data, outcome data, and follow-up data. Results from the process data showed that all students engaged in effective collaboration and became more systematic in their problem solving over time. Findings from the outcome and follow-up data showed that students in both treatment conditions, made both learning and motivational gains and that these benefits were still evident one month later. Overall, results demonstrated that the computer facilitated students' problem solving and scientific reasoning skills. Some differences were noted in students' collaboration and the amount of assistance required from the coach in both conditions. Thus, PBL is an effective learning approach with LD students in science, regardless of the type of learning environment. These results have implications for teaching science to LD students, as well as for future designs of educational software for this population.

Problem Solving and Chemical Equilibrium: Successful versus Unsuccessful Performance.

ERIC Educational Resources Information Center

Camacho, Moises; Good, Ron

1989-01-01

Describes the problem-solving behaviors of experts and novices engaged in solving seven chemical equilibrium problems. Lists 27 behavioral tendencies of successful and unsuccessful problem solvers. Discusses several implications for a problem solving theory, think-aloud techniques, adequacy of the chemistry domain, and chemistry instruction.…

The effectiveness of problem-based learning on students’ problem solving ability in vector analysis course

NASA Astrophysics Data System (ADS)

Mushlihuddin, R.; Nurafifah; Irvan

2018-01-01

The student’s low ability in mathematics problem solving proved to the less effective of a learning process in the classroom. Effective learning was a learning that affects student’s math skills, one of which is problem-solving abilities. Problem-solving capability consisted of several stages: understanding the problem, planning the settlement, solving the problem as planned, re-examining the procedure and the outcome. The purpose of this research was to know: (1) was there any influence of PBL model in improving ability Problem solving of student math in a subject of vector analysis?; (2) was the PBL model effective in improving students’ mathematical problem-solving skills in vector analysis courses? This research was a quasi-experiment research. The data analysis techniques performed from the test stages of data description, a prerequisite test is the normality test, and hypothesis test using the ANCOVA test and Gain test. The results showed that: (1) there was an influence of PBL model in improving students’ math problem-solving abilities in vector analysis courses; (2) the PBL model was effective in improving students’ problem-solving skills in vector analysis courses with a medium category.

Effects of Training in Problem Solving on the Problem-Solving Abilities of Gifted Fourth Graders: A Comparison of the Future Problem Solving and Instrumental Enrichment Programs.

ERIC Educational Resources Information Center

Dufner, Hillrey A.; Alexander, Patricia A.

The differential effects of two different types of problem-solving training on the problem-solving abilities of gifted fourth graders were studied. Two successive classes of gifted fourth graders from Weslaco Independent School District (Texas) were pretested with the Coloured Progressive Matrices (CPM) and Thinking Creatively With Pictures…

Step by Step: Biology Undergraduates’ Problem-Solving Procedures during Multiple-Choice Assessment

PubMed Central

Prevost, Luanna B.; Lemons, Paula P.

2016-01-01

This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this allowed us to systematically investigate their problem-solving procedures. We identified a range of procedures and organized them as domain general, domain specific, or hybrid. We also identified domain-general and domain-specific errors made by students during problem solving. We found that students use domain-general and hybrid procedures more frequently when solving lower-order problems than higher-order problems, while they use domain-specific procedures more frequently when solving higher-order problems. Additionally, the more domain-specific procedures students used, the higher the likelihood that they would answer the problem correctly, up to five procedures. However, if students used just one domain-general procedure, they were as likely to answer the problem correctly as if they had used two to five domain-general procedures. Our findings provide a categorization scheme and framework for additional research on biology problem solving and suggest several important implications for researchers and instructors. PMID:27909021

Does Early Algebraic Reasoning Differ as a Function of Students’ Difficulty with Calculations versus Word Problems?

PubMed Central

Powell, Sarah R.; Fuchs, Lynn S.

2014-01-01

According to national mathematics standards, algebra instruction should begin at kindergarten and continue through elementary school. Most often, teachers address algebra in the elementary grades with problems related to solving equations or understanding functions. With 789 2nd- grade students, we administered (a) measures of calculations and word problems in the fall and (b) an assessment of pre-algebraic reasoning, with items that assessed solving equations and functions, in the spring. Based on the calculation and word-problem measures, we placed 148 students into 1 of 4 difficulty status categories: typically performing, calculation difficulty, word-problem difficulty, or difficulty with calculations and word problems. Analyses of variance were conducted on the 148 students; path analytic mediation analyses were conducted on the larger sample of 789 students. Across analyses, results corroborated the finding that word-problem difficulty is more strongly associated with difficulty with pre-algebraic reasoning. As an indicator of later algebra difficulty, word-problem difficulty may be a more useful predictor than calculation difficulty, and students with word-problem difficulty may require a different level of algebraic reasoning intervention than students with calculation difficulty. PMID:25309044

Disciplinary Foundations for Solving Interdisciplinary Scientific Problems

ERIC Educational Resources Information Center

Zhang, Dongmei; Shen, Ji

2015-01-01

Problem-solving has been one of the major strands in science education research. But much of the problem-solving research has been conducted on discipline-based contexts; little research has been done on how students, especially individuals, solve interdisciplinary problems. To understand how individuals reason about interdisciplinary problems, we…

Engineering students' experiences and perceptions of workplace problem solving

NASA Astrophysics Data System (ADS)

Pan, Rui

In this study, I interviewed 22 engineering Co-Op students about their workplace problem solving experiences and reflections and explored: 1) Of Co-Op students who experienced workplace problem solving, what are the different ways in which students experience workplace problem solving? 2) How do students perceive a) the differences between workplace problem solving and classroom problem solving and b) in what areas are they prepared by their college education to solve workplace problems? To answer my first research question, I analyzed data through the lens of phenomenography and I conducted thematic analysis to answer my second research question. The results of this study have implications for engineering education and engineering practice. Specifically, the results reveal the different ways students experience workplace problem solving, which provide engineering educators and practicing engineers a better understanding of the nature of workplace engineering. In addition, the results indicate that there is still a gap between classroom engineering and workplace engineering. For engineering educators who aspire to prepare students to be future engineers, it is imperative to design problem solving experiences that can better prepare students with workplace competency.

Enhancing memory and imagination improves problem solving among individuals with depression.

PubMed

McFarland, Craig P; Primosch, Mark; Maxson, Chelsey M; Stewart, Brandon T

2017-08-01

Recent work has revealed links between memory, imagination, and problem solving, and suggests that increasing access to detailed memories can lead to improved imagination and problem-solving performance. Depression is often associated with overgeneral memory and imagination, along with problem-solving deficits. In this study, we tested the hypothesis that an interview designed to elicit detailed recollections would enhance imagination and problem solving among both depressed and nondepressed participants. In a within-subjects design, participants completed a control interview or an episodic specificity induction prior to completing memory, imagination, and problem-solving tasks. Results revealed that compared to the control interview, the episodic specificity induction fostered increased detail generation in memory and imagination and more relevant steps on the problem-solving task among depressed and nondepressed participants. This study builds on previous work by demonstrating that a brief interview can enhance problem solving among individuals with depression and supports the notion that episodic memory plays a key role in problem solving. It should be noted, however, that the results of the interview are relatively short-lived.

On the Prevention of Juvenile Crime

ERIC Educational Resources Information Center

Lelekov, V. A.; Kosheleva, E. V.

2008-01-01

Crimes committed by juveniles are among the most urgent social problems. Juvenile crime is as prevalent as crime itself is, and it has not been solved completely in any society and cannot be solved through law enforcement measures alone. In this article, the authors discuss the dynamics and structure of juvenile crime in Russia and present data…

Goal specificity and knowledge acquisition in statistics problem solving: evidence for attentional focus.

PubMed

Trumpower, David L; Goldsmith, Timothy E; Guynn, Melissa J

2004-12-01

Solving training problems with nonspecific goals (NG; i.e., solving for all possible unknown values) often results in better transfer than solving training problems with standard goals (SG; i.e., solving for one particular unknown value). In this study, we evaluated an attentional focus explanation of the goal specificity effect. According to the attentional focus view, solving NG problems causes attention to be directed to local relations among successive problem states, whereas solving SG problems causes attention to be directed to relations between the various problem states and the goal state. Attention to the former is thought to enhance structural knowledge about the problem domain and thus promote transfer. Results supported this view because structurally different transfer problems were solved faster following NG training than following SG training. Moreover, structural knowledge representations revealed more links depicting local relations following NG training and more links to the training goal following SG training. As predicted, these effects were obtained only by domain novices.

Size and consistency of problem-solving consultation outcomes: an empirical analysis.

PubMed

Hurwitz, Jason T; Kratochwill, Thomas R; Serlin, Ronald C

2015-04-01

In this study, we analyzed extant data to evaluate the variability and magnitude of students' behavior change outcomes (academic, social, and behavioral) produced by consultants through problem-solving consultation with teachers. Research questions were twofold: (a) Do consultants produce consistent and sizeable positive student outcomes across their cases as measured through direct and frequent assessment? and (b) What proportion of variability in student outcomes is attributable to consultants? Analyses of extant data collected from problem-solving consultation outcome studies that used single-case, time-series AB designs with multiple participants were analyzed. Four such studies ultimately met the inclusion criteria for the extant data, comprising 124 consultants who worked with 302 school teachers regarding 453 individual students. Consultants constituted the independent variable, while the primary dependent variable was a descriptive effect size based on student behavior change as measured by (a) curriculum-based measures, (b) permanent products, or (c) direct observations. Primary analyses involved visual and statistical evaluation of effect size magnitude and variability observed within and between consultants and studies. Given the nested nature of the data, multilevel analyses were used to assess consultant effects on student outcomes. Results suggest that consultants consistently produced positive effect sizes on average across their cases, but outcomes varied between consultants. Findings also indicated that consultants, teachers, and the corresponding studies accounted for a significant proportion of variability in student outcomes. This investigation advances the use of multilevel and integrative data analyses to evaluate consultation outcomes and extends research on problem-solving consultation, consultant effects, and meta-analysis of case study AB designs. Practical implications for evaluating consultation service delivery in school settings are also discussed. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

New Ideas on the Design of the Web-Based Learning System Oriented to Problem Solving from the Perspective of Question Chain and Learning Community

ERIC Educational Resources Information Center

Zhang, Yin; Chu, Samuel K. W.

2016-01-01

In recent years, a number of models concerning problem solving systems have been put forward. However, many of them stress on technology and neglect the research of problem solving itself, especially the learning mechanism related to problem solving. In this paper, we analyze the learning mechanism of problem solving, and propose that when…

Problem-solving rubrics revisited: Attending to the blending of informal conceptual and formal mathematical reasoning

NASA Astrophysics Data System (ADS)

Hull, Michael M.; Kuo, Eric; Gupta, Ayush; Elby, Andrew

2013-06-01

Much research in engineering and physics education has focused on improving students’ problem-solving skills. This research has led to the development of step-by-step problem-solving strategies and grading rubrics to assess a student’s expertise in solving problems using these strategies. These rubrics value “communication” between the student’s qualitative description of the physical situation and the student’s formal mathematical descriptions (usually equations) at two points: when initially setting up the equations, and when evaluating the final mathematical answer for meaning and plausibility. We argue that (i) neither the rubrics nor the associated problem-solving strategies explicitly value this kind of communication during mathematical manipulations of the chosen equations, and (ii) such communication is an aspect of problem-solving expertise. To make this argument, we present a case study of two students, Alex and Pat, solving the same kinematics problem in clinical interviews. We argue that Pat’s solution, which connects manipulation of equations to their physical interpretation, is more expertlike than Alex’s solution, which uses equations more algorithmically. We then show that the types of problem-solving rubrics currently available do not discriminate between these two types of solutions. We conclude that problem-solving rubrics should be revised or repurposed to more accurately assess problem-solving expertise.

Examining Tasks that Facilitate the Experience of Incubation While Problem-Solving

ERIC Educational Resources Information Center

Both, Lilly; Needham, Douglas; Wood, Eileen

2004-01-01

The three studies presented here contrasted the problem-solving outcomes of university students when a break was provided or not provided during a problem-solving session. In addition, two studies explored the effect of providing hints (priming) and the placement of hints during the problem-solving session. First, the ability to solve a previously…

The profile of students’ problem-solving skill in physics across interest program in the secondary school

NASA Astrophysics Data System (ADS)

Jua, S. K.; Sarwanto; Sukarmin

2018-05-01

Problem-solving skills are important skills in physics. However, according to some researchers, the problem-solving skill of Indonesian students’ problem in physics learning is categorized still low. The purpose of this study was to identify the profile of problem-solving skills of students who follow the across the interests program of physics. The subjects of the study were high school students of Social Sciences, grade X. The type of this research was descriptive research. The data which used to analyze the problem-solving skills were obtained through student questionnaires and the test results with impulse materials and collision. From the descriptive analysis results, the percentage of students’ problem-solving skill based on the test was 52.93% and indicators respectively. These results indicated that students’ problem-solving skill is categorized low.

Individual differences in children's innovative problem-solving are not predicted by divergent thinking or executive functions

PubMed Central

2016-01-01

Recent studies of children's tool innovation have revealed that there is variation in children's success in middle-childhood. In two individual differences studies, we sought to identify personal characteristics that might predict success on an innovation task. In Study 1, we found that although measures of divergent thinking were related to each other they did not predict innovation success. In Study 2, we measured executive functioning including: inhibition, working memory, attentional flexibility and ill-structured problem-solving. None of these measures predicted innovation, but, innovation was predicted by children's performance on a receptive vocabulary scale that may function as a proxy for general intelligence. We did not find evidence that children's innovation was predicted by specific personal characteristics. PMID:26926280

A New Problem-Posing Approach Based on Problem-Solving Strategy: Analyzing Pre-Service Primary School Teachers' Performance

ERIC Educational Resources Information Center

Kiliç, Çigdem

2017-01-01

This study examined pre-service primary school teachers' performance in posing problems that require knowledge of problem-solving strategies. Quantitative and qualitative methods were combined. The 120 participants were asked to pose a problem that could be solved by using the find-a-pattern a particular problem-solving strategy. After that,…

Case of Two Electrostatics Problems: Can Providing a Diagram Adversely Impact Introductory Physics Students' Problem Solving Performance?

ERIC Educational Resources Information Center

Maries, Alexandru; Singh, Chandralekha

2018-01-01

Drawing appropriate diagrams is a useful problem solving heuristic that can transform a problem into a representation that is easier to exploit for solving it. One major focus while helping introductory physics students learn effective problem solving is to help them understand that drawing diagrams can facilitate problem solution. We conducted an…

School Leaders' Problem Framing: A Sense-Making Approach to Problem-Solving Processes of Beginning School Leaders

ERIC Educational Resources Information Center

Sleegers, Peter; Wassink, Hartger; van Veen, Klaas; Imants, Jeroen

2009-01-01

In addition to cognitive research on school leaders' problem solving, this study focuses on the situated and personal nature of problem framing by combining insights from cognitive research on problem solving and sense-making theory. The study reports the results of a case study of two school leaders solving problems in their daily context by…

The Place of Problem Solving in Contemporary Mathematics Curriculum Documents

ERIC Educational Resources Information Center

Stacey, Kaye

2005-01-01

This paper reviews the presentation of problem solving and process aspects of mathematics in curriculum documents from Australia, UK, USA and Singapore. The place of problem solving in the documents is reviewed and contrasted, and illustrative problems from teachers' support materials are used to demonstrate how problem solving is now more often…

Translation among Symbolic Representations in Problem-Solving. Revised.

ERIC Educational Resources Information Center

Shavelson, Richard J.; And Others

This study investigated the relationships among the symbolic representation of problems given to students to solve, the mental representations they use to solve the problems, and the accuracy of their solutions. Twenty eleventh-grade science students were asked to think aloud as they solved problems on the ideal gas laws. The problems were…

Using Students' Representations Constructed during Problem Solving to Infer Conceptual Understanding

ERIC Educational Resources Information Center

Domin, Daniel; Bodner, George

2012-01-01

The differences in the types of representations constructed during successful and unsuccessful problem-solving episodes were investigated within the context of graduate students working on problems that involve concepts from 2D-NMR. Success at problem solving was established by having the participants solve five problems relating to material just…

Errors and Understanding: The Effects of Error-Management Training on Creative Problem-Solving

ERIC Educational Resources Information Center

Robledo, Issac C.; Hester, Kimberly S.; Peterson, David R.; Barrett, Jamie D.; Day, Eric A.; Hougen, Dean P.; Mumford, Michael D.

2012-01-01

People make errors in their creative problem-solving efforts. The intent of this article was to assess whether error-management training would improve performance on creative problem-solving tasks. Undergraduates were asked to solve an educational leadership problem known to call for creative thought where problem solutions were scored for…

Encouraging Sixth-Grade Students' Problem-Solving Performance by Teaching through Problem Solving

ERIC Educational Resources Information Center

Bostic, Jonathan D.; Pape, Stephen J.; Jacobbe, Tim

2016-01-01

This teaching experiment provided students with continuous engagement in a problem-solving based instructional approach during one mathematics unit. Three sections of sixth-grade mathematics were sampled from a school in Florida, U.S.A. and one section was randomly assigned to experience teaching through problem solving. Students' problem-solving…

King Oedipus and the Problem Solving Process.

ERIC Educational Resources Information Center

Borchardt, Donald A.

An analysis of the problem solving process reveals at least three options: (1) finding the cause, (2) solving the problem, and (3) anticipating potential problems. These methods may be illustrated by examining "Oedipus Tyrannus," a play in which a king attempts to deal with a problem that appears to be beyond his ability to solve, and…

Problem Solving with the Elementary Youngster.

ERIC Educational Resources Information Center

Swartz, Vicki

This paper explores research on problem solving and suggests a problem-solving approach to elementary school social studies, using a culture study of the ancient Egyptians and King Tut as a sample unit. The premise is that problem solving is particularly effective in dealing with problems which do not have one simple and correct answer but rather…

The Effect of Learning Environments Based on Problem Solving on Students' Achievements of Problem Solving

ERIC Educational Resources Information Center

Karatas, Ilhan; Baki, Adnan

2013-01-01

Problem solving is recognized as an important life skill involving a range of processes including analyzing, interpreting, reasoning, predicting, evaluating and reflecting. For that reason educating students as efficient problem solvers is an important role of mathematics education. Problem solving skill is the centre of mathematics curriculum.…

Working Memory and Literacy as Predictors of Performance on Algebraic Word Problems

ERIC Educational Resources Information Center

Lee, Kerry; Ng, Swee-Fong; Ng, Ee-Lynn; Lim, Zee-Ying

2004-01-01

Previous studies on individual differences in mathematical abilities have shown that working memory contributes to early arithmetic performance. In this study, we extended the investigation to algebraic word problem solving. A total of 151 10-year-olds were administered algebraic word problems and measures of working memory, intelligence quotient…

Automation and adaptation: Nurses' problem-solving behavior following the implementation of bar coded medication administration technology.

PubMed

Holden, Richard J; Rivera-Rodriguez, A Joy; Faye, Héléne; Scanlon, Matthew C; Karsh, Ben-Tzion

2013-08-01

The most common change facing nurses today is new technology, particularly bar coded medication administration technology (BCMA). However, there is a dearth of knowledge on how BCMA alters nursing work. This study investigated how BCMA technology affected nursing work, particularly nurses' operational problem-solving behavior. Cognitive systems engineering observations and interviews were conducted after the implementation of BCMA in three nursing units of a freestanding pediatric hospital. Problem-solving behavior, associated problems, and goals, were specifically defined and extracted from observed episodes of care. Three broad themes regarding BCMA's impact on problem solving were identified. First, BCMA allowed nurses to invent new problem-solving behavior to deal with pre-existing problems. Second, BCMA made it difficult or impossible to apply some problem-solving behaviors that were commonly used pre-BCMA, often requiring nurses to use potentially risky workarounds to achieve their goals. Third, BCMA created new problems that nurses were either able to solve using familiar or novel problem-solving behaviors, or unable to solve effectively. Results from this study shed light on hidden hazards and suggest three critical design needs: (1) ecologically valid design; (2) anticipatory control; and (3) basic usability. Principled studies of the actual nature of clinicians' work, including problem solving, are necessary to uncover hidden hazards and to inform health information technology design and redesign.

Automation and adaptation: Nurses’ problem-solving behavior following the implementation of bar coded medication administration technology

PubMed Central

Holden, Richard J.; Rivera-Rodriguez, A. Joy; Faye, Héléne; Scanlon, Matthew C.; Karsh, Ben-Tzion

2012-01-01

The most common change facing nurses today is new technology, particularly bar coded medication administration technology (BCMA). However, there is a dearth of knowledge on how BCMA alters nursing work. This study investigated how BCMA technology affected nursing work, particularly nurses’ operational problem-solving behavior. Cognitive systems engineering observations and interviews were conducted after the implementation of BCMA in three nursing units of a freestanding pediatric hospital. Problem-solving behavior, associated problems, and goals, were specifically defined and extracted from observed episodes of care. Three broad themes regarding BCMA’s impact on problem solving were identified. First, BCMA allowed nurses to invent new problem-solving behavior to deal with pre-existing problems. Second, BCMA made it difficult or impossible to apply some problem-solving behaviors that were commonly used pre-BCMA, often requiring nurses to use potentially risky workarounds to achieve their goals. Third, BCMA created new problems that nurses were either able to solve using familiar or novel problem-solving behaviors, or unable to solve effectively. Results from this study shed light on hidden hazards and suggest three critical design needs: (1) ecologically valid design; (2) anticipatory control; and (3) basic usability. Principled studies of the actual nature of clinicians’ work, including problem solving, are necessary to uncover hidden hazards and to inform health information technology design and redesign. PMID:24443642

The effectiveness of artificial intelligent 3-D virtual reality vocational problem-solving training in enhancing employment opportunities for people with traumatic brain injury.

PubMed

Man, David Wai Kwong; Poon, Wai Sang; Lam, Chow

2013-01-01

People with traumatic brain injury (TBI) often experience cognitive deficits in attention, memory, executive functioning and problem-solving. The purpose of the present research study was to examine the effectiveness of an artificial intelligent virtual reality (VR)-based vocational problem-solving skill training programme designed to enhance employment opportunities for people with TBI. This was a prospective randomized controlled trial (RCT) comparing the effectiveness of the above programme with that of the conventional psycho-educational approach. Forty participants with mild (n = 20) or moderate (n = 20) brain injury were randomly assigned to each training programme. Comparisons of problem-solving skills were performed with the Wisconsin Card Sorting Test, the Tower of London Test and the Vocational Cognitive Rating Scale. Improvement in selective memory processes and perception of memory function were found. Across-group comparison showed that the VR group performed more favourably than the therapist-led one in terms of objective and subjective outcome measures and better vocational outcomes. These results support the potential use of a VR-based approach in memory training in people with MCI. Further VR applications, limitations and future research are described.

Personality and problem-solving performance explain competitive ability in the wild.

PubMed

Cole, Ella F; Quinn, John L

2012-03-22

Competitive ability is a major determinant of fitness, but why individuals vary so much in their competitiveness remains only partially understood. One increasingly prevalent view is that realized competitive ability varies because it represents alternative strategies that arise because of the costs associated with competitiveness. Here we use a population of great tits (Parus major) to explore whether individual differences in competitive ability when foraging can be explained by two traits that have previously been linked to alternative behavioural strategies: the personality trait 'exploration behaviour' and a simple cognitive trait, 'innovative problem-solving performance'. We assayed these traits under standardized conditions in captivity and then measured competitive ability at feeders with restricted access in the wild. Competitive ability was repeatable within individual males across days and correlated positively with exploration behaviour, representing the first such demonstration of a link between a personality trait and both competitive ability and food intake in the wild. Competitive ability was also simultaneously negatively correlated with problem-solving performance; individuals who were poor competitors were good at problem-solving. Rather than being the result of variation in 'individual quality', our results support the hypothesis that individual variation in competitive ability can be explained by alternative behavioural strategies.

Do problem-solving skills affect success in nursing process applications? An application among Turkish nursing students.

PubMed

Bayindir Çevik, Ayfer; Olgun, Nermin

2015-04-01

This study aimed to determine the relationship between problem-solving and nursing process application skills of nursing. This is a longitudinal and correlational study. The sample included 71 students. An information form, Problem-Solving Inventory, and nursing processes the students presented at the end of clinical courses were used for data collection. Although there was no significant relationship between problem-solving skills and nursing process grades, improving problem-solving skills increased successful grades. Problem-solving skills and nursing process skills can be concomitantly increased. Students were suggested to use critical thinking, practical approaches, and care plans, as well as revising nursing processes in order to improve their problem-solving skills and nursing process application skills. © 2014 NANDA International, Inc.

The Strength of the Strongest Ties in Collaborative Problem Solving

NASA Astrophysics Data System (ADS)

de Montjoye, Yves-Alexandre; Stopczynski, Arkadiusz; Shmueli, Erez; Pentland, Alex; Lehmann, Sune

2014-06-01

Complex problem solving in science, engineering, and business has become a highly collaborative endeavor. Teams of scientists or engineers collaborate on projects using their social networks to gather new ideas and feedback. Here we bridge the literature on team performance and information networks by studying teams' problem solving abilities as a function of both their within-team networks and their members' extended networks. We show that, while an assigned team's performance is strongly correlated with its networks of expressive and instrumental ties, only the strongest ties in both networks have an effect on performance. Both networks of strong ties explain more of the variance than other factors, such as measured or self-evaluated technical competencies, or the personalities of the team members. In fact, the inclusion of the network of strong ties renders these factors non-significant in the statistical analysis. Our results have consequences for the organization of teams of scientists, engineers, and other knowledge workers tackling today's most complex problems.

The strength of the strongest ties in collaborative problem solving.

PubMed

de Montjoye, Yves-Alexandre; Stopczynski, Arkadiusz; Shmueli, Erez; Pentland, Alex; Lehmann, Sune

2014-06-20

Complex problem solving in science, engineering, and business has become a highly collaborative endeavor. Teams of scientists or engineers collaborate on projects using their social networks to gather new ideas and feedback. Here we bridge the literature on team performance and information networks by studying teams' problem solving abilities as a function of both their within-team networks and their members' extended networks. We show that, while an assigned team's performance is strongly correlated with its networks of expressive and instrumental ties, only the strongest ties in both networks have an effect on performance. Both networks of strong ties explain more of the variance than other factors, such as measured or self-evaluated technical competencies, or the personalities of the team members. In fact, the inclusion of the network of strong ties renders these factors non-significant in the statistical analysis. Our results have consequences for the organization of teams of scientists, engineers, and other knowledge workers tackling today's most complex problems.

Aptitude-treatment interactions revisited: effect of metacognitive intervention on subtypes of written expression in elementary school students.

PubMed

Hooper, Stephen R; Wakely, Melissa B; de Kruif, Renee E L; Swartz, Carl W

2006-01-01

We examined the effectiveness of a metacognitive intervention for written language performance, based on the Hayes model of written expression, for 73 fourth-grade (n = 38) and fifth-grade (n = 35) students. The intervention consisted of twenty 45-min writing lessons designed to improve their awareness of writing as a problem-solving process. Each of the lessons addressed some aspect of planning, translating, and reflecting on written products; their self-regulation of these processes; and actual writing practice. All instruction was conducted in intact classrooms. Prior to the intervention, all students received a battery of neurocognitive tests measuring executive functions, attention, and language. In addition, preintervention writing samples were obtained and analyzed holistically and for errors in syntax, semantics, and spelling. Following the intervention, the writing tasks were readministered and cluster analysis of the neurocognitive data was conducted. Cluster analytic procedures yielded 7 reliable clusters: 4 normal variants, 1 Problem Solving weakness, 1 Problem Solving Language weaknesses, and 1 Problem Solving strength. The response to the single treatment by these various subtypes revealed positive but modest findings. Significant group differences were noted for improvement in syntax errors and spelling, with only spelling showing differential improvement for the Problem Solving Language subtype. In addition, there was a marginally significant group effect for holistic ratings. These findings provide initial evidence that Writing Aptitude (subtype) x Single Treatment interactions exist in writing, but further research is needed with other classification schemes and interventions.

Collis-Romberg Mathematical Problem Solving Profiles.

ERIC Educational Resources Information Center

Collis, K. F.; Romberg, T. A.

Problem solving has become a focus of mathematics programs in Australia in recent years, necessitating the assessment of students' problem-solving abilities. This manual provides a problem-solving assessment and teaching resource package containing four elements: (1) profiles assessment items; (2) profiles diagnostic forms for recording individual…

Solving portfolio selection problems with minimum transaction lots based on conditional-value-at-risk

NASA Astrophysics Data System (ADS)

Setiawan, E. P.; Rosadi, D.

2017-01-01

Portfolio selection problems conventionally means ‘minimizing the risk, given the certain level of returns’ from some financial assets. This problem is frequently solved with quadratic or linear programming methods, depending on the risk measure that used in the objective function. However, the solutions obtained by these method are in real numbers, which may give some problem in real application because each asset usually has its minimum transaction lots. In the classical approach considering minimum transaction lots were developed based on linear Mean Absolute Deviation (MAD), variance (like Markowitz’s model), and semi-variance as risk measure. In this paper we investigated the portfolio selection methods with minimum transaction lots with conditional value at risk (CVaR) as risk measure. The mean-CVaR methodology only involves the part of the tail of the distribution that contributed to high losses. This approach looks better when we work with non-symmetric return probability distribution. Solution of this method can be found with Genetic Algorithm (GA) methods. We provide real examples using stocks from Indonesia stocks market.

Tracing for the problem-solving ability in advanced calculus class based on modification of SAVI model at Universitas Negeri Semarang

NASA Astrophysics Data System (ADS)

Pujiastuti, E.; Waluya, B.; Mulyono

2018-03-01

There were many ways of solving the problem offered by the experts. The author combines various ways of solving the problem as a form of novelty. Among the learning model that was expected to support the growth of problem-solving skills was SAVI. The purpose, to obtain trace results from the analysis of the problem-solving ability of students in the Dual Integral material. The research method was a qualitative approach. Its activities include tests was filled with mathematical connections, observation, interviews, FGD, and triangulation. The results were: (1) some students were still experiencing difficulties in solving the problems. (2) The application of modification of SAVI learning model effective in supporting the growth of problem-solving abilities. (3) The strength of the students related to solving the problem, there were two students in the excellent category, there were three students in right classes and one student in the medium group.

Analogy as a strategy for supporting complex problem solving under uncertainty.

PubMed

Chan, Joel; Paletz, Susannah B F; Schunn, Christian D

2012-11-01

Complex problem solving in naturalistic environments is fraught with uncertainty, which has significant impacts on problem-solving behavior. Thus, theories of human problem solving should include accounts of the cognitive strategies people bring to bear to deal with uncertainty during problem solving. In this article, we present evidence that analogy is one such strategy. Using statistical analyses of the temporal dynamics between analogy and expressed uncertainty in the naturalistic problem-solving conversations among scientists on the Mars Rover Mission, we show that spikes in expressed uncertainty reliably predict analogy use (Study 1) and that expressed uncertainty reduces to baseline levels following analogy use (Study 2). In addition, in Study 3, we show with qualitative analyses that this relationship between uncertainty and analogy is not due to miscommunication-related uncertainty but, rather, is primarily concentrated on substantive problem-solving issues. Finally, we discuss a hypothesis about how analogy might serve as an uncertainty reduction strategy in naturalistic complex problem solving.

Interference thinking in constructing students’ knowledge to solve mathematical problems

NASA Astrophysics Data System (ADS)

Jayanti, W. E.; Usodo, B.; Subanti, S.

2018-04-01

This research aims to describe interference thinking in constructing students’ knowledge to solve mathematical problems. Interference thinking in solving problems occurs when students have two concepts that interfere with each other’s concept. Construction of problem-solving can be traced using Piaget’s assimilation and accommodation framework, helping to know the students’ thinking structures in solving the problems. The method of this research was a qualitative method with case research strategy. The data in this research involving problem-solving result and transcripts of interviews about students’ errors in solving the problem. The results of this research focus only on the student who experience proactive interference, where student in solving a problem using old information to interfere with the ability to recall new information. The student who experience interference thinking in constructing their knowledge occurs when the students’ thinking structures in the assimilation and accommodation process are incomplete. However, after being given reflection to the student, then the students’ thinking process has reached equilibrium condition even though the result obtained remains wrong.

Evaluation of a problem-solving (PS) techniques-based intervention for informal carers of patients with dementia receiving in-home care.

PubMed

Chiu, Mary; Pauley, Tim; Wesson, Virginia; Pushpakumar, Dunstan; Sadavoy, Joel

2015-06-01

The value of care provided by informal carers in Canada is estimated at $26 billion annually (Hollander et al., 2009). However, carers' needs are often overlooked, limiting their capacity to provide care. Problem-solving therapy (PST), a structured approach to problem solving (PS) and a core principle of the Reitman Centre CARERS Program, has been shown to alleviate emotional distress and improve carers' competence (Chiu et al., 2013). This study evaluated the effectiveness of problem-solving techniques-based intervention based on adapted PST methods, in enhancing carers' physical and emotional capacity to care for relatives with dementia living in the community. 56 carers were equally allocated to a problem-solving techniques-based intervention group or a control arm. Carers in the intervention group received three 1 hr visits by a care coordinator (CC) who had been given advanced training in PS techniques-based intervention. Coping, mastery, competence, burden, and perceived stress of the carers were evaluated at baseline and post-intervention using standardized assessment tools. An intention-to-treat analysis utilizing repeated measures ANOVA was performed on the data. Post-intervention measures completion rate was 82% and 92% for the intervention and control groups, respectively. Carers in the intervention group showed significantly improved task-oriented coping, mastery, and competence and significantly reduced emotion-oriented coping, burden and stress (p < 0.01-0.001). Control carers showed no change. PS techniques, when learned and delivered by CCs as a tool to coach carers in their day-to-day caregiving, improves carers' caregiving competence, coping, burden, and perceived stress. This may reduce dependence on primary, psychiatric, and institutional care. Results provide evidence that establishing effective partnerships between inter-professional clinicians in academic clinical health science centers, and community agencies can extend the reach of the expertise of specialized health care institutions.

A variational technique for smoothing flight-test and accident data

NASA Technical Reports Server (NTRS)

Bach, R. E., Jr.

1980-01-01

The problem of determining aircraft motions along a trajectory is solved using a variational algorithm that generates unmeasured states and forcing functions, and estimates instrument bias and scale-factor errors. The problem is formulated as a nonlinear fixed-interval smoothing problem, and is solved as a sequence of linear two-point boundary value problems, using a sweep method. The algorithm has been implemented for use in flight-test and accident analysis. Aircraft motions are assumed to be governed by a six-degree-of-freedom kinematic model; forcing functions consist of body accelerations and winds, and the measurement model includes aerodynamic and radar data. Examples of the determination of aircraft motions from typical flight-test and accident data are presented.

Insightful problem solving and emulation in brown capuchin monkeys.

PubMed

Renner, Elizabeth; Abramo, Allison M; Karen Hambright, M; Phillips, Kimberley A

2017-05-01

We investigated problem solving abilities of capuchin monkeys via the "floating object problem," a task in which the subject must use creative problem solving to retrieve a favored food item from the bottom of a clear tube. Some great apes have solved this problem by adding water to raise the object to a level at which it can be easily grabbed. We presented seven capuchins with the task over eight trials (four "dry" and four "wet"). None of the subjects solved the task, indicating that no capuchin demonstrated insightful problem solving under these experimental conditions. We then investigated whether capuchins would emulate a solution to the task. Seven subjects observed a human model solve the problem by pouring water from a cup into the tube, which brought the object to the top of the tube, allowing the subject to retrieve it. Subjects were then allowed to interact freely with an unfilled tube containing the object in the presence of water and objects that could be used to solve the task. While most subjects were unable to solve the task after viewing a demonstrator solve it, one subject did so, but in a unique way. Our results are consistent with some previous results in great ape species and indicate that capuchins do not spontaneously solve the floating object problem via insight.

The complexity of proving chaoticity and the Church-Turing thesis

NASA Astrophysics Data System (ADS)

Calude, Cristian S.; Calude, Elena; Svozil, Karl

2010-09-01

Proving the chaoticity of some dynamical systems is equivalent to solving the hardest problems in mathematics. Conversely, classical physical systems may "compute the hard or even the incomputable" by measuring observables which correspond to computationally hard or even incomputable problems.

Detecting math problem solving strategies: an investigation into the use of retrospective self-reports, latency and fMRI data.

PubMed

Tenison, Caitlin; Fincham, Jon M; Anderson, John R

2014-02-01

This research explores how to determine when mathematical problems are solved by retrieval versus computation strategies. Past research has indicated that verbal reports, solution latencies, and neural imaging all provide imperfect indicators of this distinction. Participants in the current study solved mathematical problems involving two distinct problem types, called 'Pyramid' and 'Formula' problems. Participants were given extensive training solving 3 select Pyramid and 3 select Formula problems. Trained problems were highly practiced, whereas untrained problems were not. The distinction between untrained and trained problems was observed in the data. Untrained problems took longer to solve, more often used procedural strategies and showed a greater activation in the horizontal intraparietal sulcus (HIPS) when compared to trained problems. A classifier fit to the neural distinction between trained-untrained problems successfully predicted training within and between the two problem types. We employed this classifier to generate a prediction of strategy use. By combining evidence from the classifier, problem solving latencies, and retrospective reports, we predicted the strategy used to solve each problem in the scanner and gained unexpected insight into the distinction between different strategies. Copyright © 2013 Elsevier Ltd. All rights reserved.

Rate and power efficient image compressed sensing and transmission

NASA Astrophysics Data System (ADS)

Olanigan, Saheed; Cao, Lei; Viswanathan, Ramanarayanan

2016-01-01

This paper presents a suboptimal quantization and transmission scheme for multiscale block-based compressed sensing images over wireless channels. The proposed method includes two stages: dealing with quantization distortion and transmission errors. First, given the total transmission bit rate, the optimal number of quantization bits is assigned to the sensed measurements in different wavelet sub-bands so that the total quantization distortion is minimized. Second, given the total transmission power, the energy is allocated to different quantization bit layers based on their different error sensitivities. The method of Lagrange multipliers with Karush-Kuhn-Tucker conditions is used to solve both optimization problems, for which the first problem can be solved with relaxation and the second problem can be solved completely. The effectiveness of the scheme is illustrated through simulation results, which have shown up to 10 dB improvement over the method without the rate and power optimization in medium and low signal-to-noise ratio cases.

Problem solving therapy - use and effectiveness in general practice.

PubMed

Pierce, David

2012-09-01

Problem solving therapy (PST) is one of the focused psychological strategies supported by Medicare for use by appropriately trained general practitioners. This article reviews the evidence base for PST and its use in the general practice setting. Problem solving therapy involves patients learning or reactivating problem solving skills. These skills can then be applied to specific life problems associated with psychological and somatic symptoms. Problem solving therapy is suitable for use in general practice for patients experiencing common mental health conditions and has been shown to be as effective in the treatment of depression as antidepressants. Problem solving therapy involves a series of sequential stages. The clinician assists the patient to develop new empowering skills, and then supports them to work through the stages of therapy to determine and implement the solution selected by the patient. Many experienced GPs will identify their own existing problem solving skills. Learning about PST may involve refining and focusing these skills.

Collection of solved problems in physics

NASA Astrophysics Data System (ADS)

Koupilová, ZdeÅka; Mandíková, Dana; Snětinová, Marie

2017-01-01

To solve physics problems is a key ability which students should reach during their physics education. Ten years ago we started to develop a Collection of fully solved problems. The structure of problems' solutions is specially designed to substitute tutor's help during lesson and encourage students to solve at least some parts of a problem independently. Nowadays the database contains about 770 fully solved problems in physics in Czech, more than 100 problems in Polish and more than 140 problems in English. Other problems are still being translated. Except for physics problems, the Collection has also a mathematical part, which contains more than 300 fully solved problems in mathematics. This paper follows the presentation of the Collection of solved problems from previous years and introduces a new interface of the Collection, its enhanced functionality, new topics, newly created interface for teachers, user feedback and plans for future development. The database is placed at the website of the Department of Physics Education, Faculty of Mathematics and Physics, Charles University in Prague, the links are: http://reseneulohy.cz/fyzika (Czech version); http://www.physicstasks.eu/ (English version).

Pre-service mathematics teachers’ ability in solving well-structured problem

NASA Astrophysics Data System (ADS)

Paradesa, R.

2018-01-01

This study aimed to describe the mathematical problem-solving ability of undergraduate students of mathematics education in solving the well-structured problem. The type of this study was qualitative descriptive. The subjects in this study were 100 undergraduate students of Mathematics Education at one of the private universities in Palembang city. The data in this study was collected through two test items with essay form. The results of this study showed that, from the first problem, only 8% students can solve it, but do not check back again to validate the process. Based on a scoring rubric that follows Polya strategy, their answer satisfied 2 4 2 0 patterns. But, from the second problem, 45% students satisfied it. This is because the second problem imitated from the example that was given in learning process. The average score of undergraduate students mathematical problem-solving ability in solving well-structured problems showed 56.00 with standard deviation was 13.22. It means that, from 0 - 100 scale, undergraduate students mathematical problem-solving ability can be categorized low. From this result, the conclusion was undergraduate students of mathematics education in Palembang still have a problem in solving mathematics well-structured problem.

An Investigation on Chinese Teachers' Realistic Problem Posing and Problem Solving Ability and Beliefs

ERIC Educational Resources Information Center

Chen, Limin; Van Dooren, Wim; Chen, Qi; Verschaffel, Lieven

2011-01-01

In the present study, which is a part of a research project about realistic word problem solving and problem posing in Chinese elementary schools, a problem solving and a problem posing test were administered to 128 pre-service and in-service elementary school teachers from Tianjin City in China, wherein the teachers were asked to solve 3…

Problem-solving skills and perceived stress among undergraduate students: The moderating role of hardiness.

PubMed

Abdollahi, Abbas; Abu Talib, Mansor; Carlbring, Per; Harvey, Richard; Yaacob, Siti Nor; Ismail, Zanariah

2016-06-01

This study was designed to examine the relationships between problem-solving skills, hardiness, and perceived stress and to test the moderating role of hardiness in the relationship between problem-solving skills and perceived stress among 500 undergraduates from Malaysian public universities. The analyses showed that undergraduates with poor problem-solving confidence, external personal control of emotion, and approach-avoidance style were more likely to report perceived stress. Hardiness moderated the relationships between problem-solving skills and perceived stress. These findings reinforce the importance of moderating role of hardiness as an influencing factor that explains how problem-solving skills affect perceived stress among undergraduates.

The Effects of Thinking Aloud Pair Problem Solving on High School Students' Chemistry Problem-Solving Performance and Verbal Interactions

NASA Astrophysics Data System (ADS)

Jeon, Kyungmoon; Huffman, Douglas; Noh, Taehee

2005-10-01

This study investigated the effects of a thinking aloud pair problem solving (TAPPS) approach on students' chemistry problem-solving performance and verbal interactions. A total of 85 eleventh grade students from three classes in a Korean high school were randomly assigned to one of three groups; either individually using a problem-solving strategy, using a problem-solving strategy with TAPPS, or the control group. After instruction, students' problem-solving performance was examined. The results showed that students in both the individual and TAPPS groups performed better than those in the control group on recalling the related law and mathematical execution, while students in the TAPPS group performed better than those in the other groups on conceptual knowledge. To investigate the verbal behaviors using TAPPS, verbal behaviors of solvers and listeners were classified into 8 categories. Listeners' verbal behavior of "agreeing" and "pointing out", and solvers' verbal behavior of "modifying" were positively related with listeners' problem-solving performance. There was, however, a negative correlation between listeners' use of "point out" and solvers' problem-solving performance. The educational implications of this study are discussed.

Pedagogy and/or technology: Making difference in improving students' problem solving skills

NASA Astrophysics Data System (ADS)

Hrepic, Zdeslav; Lodder, Katherine; Shaw, Kimberly A.

2013-01-01

Pen input computers combined with interactive software may have substantial potential for promoting active instructional methodologies and for facilitating students' problem solving ability. An excellent example is a study in which introductory physics students improved retention, conceptual understanding and problem solving abilities when one of three weekly lectures was replaced with group problem solving sessions facilitated with Tablet PCs and DyKnow software [1,2]. The research goal of the present study was to isolate the effect of the methodology itself (using additional time to teach problem solving) from that of the involved technology. In Fall 2011 we compared the performance of students taking the same introductory physics lecture course while enrolled in two separate problem-solving sections. One section used pen-based computing to facilitate group problem solving while the other section used low-tech methods for one third of the semester (covering Kinematics), and then traded technologies for the middle third of the term (covering Dynamics). Analysis of quiz, exam and standardized pre-post test results indicated no significant difference in scores of the two groups. Combining this result with those of previous studies implies primacy of pedagogy (collaborative problem solving itself) over technology for student learning in problem solving recitations.

Working memory dysfunctions predict social problem solving skills in schizophrenia.

PubMed

Huang, Jia; Tan, Shu-ping; Walsh, Sarah C; Spriggens, Lauren K; Neumann, David L; Shum, David H K; Chan, Raymond C K

2014-12-15

The current study aimed to examine the contribution of neurocognition and social cognition to components of social problem solving. Sixty-seven inpatients with schizophrenia and 31 healthy controls were administrated batteries of neurocognitive tests, emotion perception tests, and the Chinese Assessment of Interpersonal Problem Solving Skills (CAIPSS). MANOVAs were conducted to investigate the domains in which patients with schizophrenia showed impairments. Correlations were used to determine which impaired domains were associated with social problem solving, and multiple regression analyses were conducted to compare the relative contribution of neurocognitive and social cognitive functioning to components of social problem solving. Compared with healthy controls, patients with schizophrenia performed significantly worse in sustained attention, working memory, negative emotion, intention identification and all components of the CAIPSS. Specifically, sustained attention, working memory and negative emotion identification were found to correlate with social problem solving and 1-back accuracy significantly predicted the poor performance in social problem solving. Among the dysfunctions in schizophrenia, working memory contributed most to deficits in social problem solving in patients with schizophrenia. This finding provides support for targeting working memory in the development of future social problem solving rehabilitation interventions. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Effects of problem-solving interventions on aggressive behaviours among primary school pupils in Ibadan, Nigeria.

PubMed

Abdulmalik, Jibril; Ani, Cornelius; Ajuwon, Ademola J; Omigbodun, Olayinka

2016-01-01

Aggressive patterns of behavior often start early in childhood, and tend to remain stable into adulthood. The negative consequences include poor academic performance, disciplinary problems and encounters with the juvenile justice system. Early school intervention programs can alter this trajectory for aggressive children. However, there are no studies evaluating the feasibility of such interventions in Africa. This study therefore, assessed the effect of group-based problem-solving interventions on aggressive behaviors among primary school pupils in Ibadan, Nigeria. This was an intervention study with treatment and wait-list control groups. Two public primary schools in Ibadan Nigeria were randomly allocated to an intervention group and a waiting list control group. Teachers rated male Primary five pupils in the two schools on aggressive behaviors and the top 20 highest scorers in each school were selected. Pupils in the intervention school received 6 twice-weekly sessions of group-based intervention, which included problem-solving skills, calming techniques and attribution retraining. Outcome measures were; teacher rated aggressive behaviour (TRAB), self-rated aggression scale (SRAS), strengths and difficulties questionnaire (SDQ), attitude towards aggression questionnaire (ATAQ), and social cognition and attribution scale (SCAS). The participants were aged 12 years (SD = 1.2, range 9-14 years). Both groups had similar socio-demographic backgrounds and baseline measures of aggressive behaviors. Controlling for baseline scores, the intervention group had significantly lower scores on TRAB and SRAS 1-week post intervention with large Cohen's effect sizes of 1.2 and 0.9 respectively. The other outcome measures were not significantly different between the groups post-intervention. Group-based problem solving intervention for aggressive behaviors among primary school students showed significant reductions in both teachers' and students' rated aggressive behaviours with large effect sizes. However, this was a small exploratory trial whose findings may not be generalizable, but it demonstrates that psychological interventions for children with high levels of aggressive behaviour are feasible and potentially effective in Nigeria.

Effectiveness of a problem-solving based intervention to prolong the working life of ageing workers.

PubMed

Koolhaas, Wendy; Groothoff, Johan W; de Boer, Michiel R; van der Klink, Jac J L; Brouwer, Sandra

2015-02-04

An ageing workforce combined with increasing health problems in ageing workers implies the importance of evidence-based interventions to enhance sustainable employability. The aim of this study is to evaluate the effectiveness of the 'Staying healthy at work' problem-solving based intervention compared to business as usual. This study was designed as a quasi-experimental trial with a one-year follow-up. Measurements were performed at baseline, three and twelve months. The problem-solving based intervention provides a strategy for increasing the awareness of ageing workers of their role and responsibility in living sustainable, healthy working lives. The primary outcomes were work ability, vitality and productivity. Secondary outcomes were perceived fatigue, psychosocial work characteristics, work attitude, self-efficacy and work engagement. Analyses were performed on the 64 workers in the intervention and 61 workers from the business as usual group. No effects on productivity (OR = 0.83, 95% CI 0.23-3.00) and adverse effects on work ability (B = -1.33, 95% CI -2.45 to -0.20) and vitality (OR = 0.10, 95% CI 0.02-0.46) were found. Positive results were found for the work attitude secondary outcome (B = 5.29, 95% CI -9.59 to -0.99), the self-efficacy persistence subscale (B = 1.45, 95% CI 0.43-2.48) and the skill discretion subscale of the Job Content Questionnaire (B = 1.78, 95% CI 0.74-2.83). The results of the problem-solving intervention showed no positive effects on the three outcome measures compared to business as usual. However, effectiveness was shown on three of the secondary outcome measures, i.e. work attitude, self-efficacy and skill discretion. We presume that the lack of positive effects on primary outcomes is due to programme failure and not to theory failure. The trial is registered with the Dutch Trial Register under number NTR2270 .

Calculators and Strategies for Problem Solving in Grade Seven: An Implementation Program and Study. Report No. 83:3.

ERIC Educational Resources Information Center

Szetela, W.; Super, D.

A problem-solving program supplemented by calculators in one treatment group was conducted in 63 grade 7 classes with about 1350 students. Teachers were provided with problems correlated with textbooks, and instruction for teaching problem-solving strategies. School districts provided calculators and problem-solving materials. Pretest scores…

Problem Solving: How Can We Help Students Overcome Cognitive Difficulties

ERIC Educational Resources Information Center

Cardellini, Liberato

2014-01-01

The traditional approach to teach problem solving usually consists in showing students the solutions of some example-problems and then in asking students to practice individually on solving a certain number of related problems. This approach does not ensure that students learn to solve problems and above all to think about the solution process in…

Step by Step: Biology Undergraduates' Problem-Solving Procedures during Multiple-Choice Assessment

ERIC Educational Resources Information Center

Prevost, Luanna B.; Lemons, Paula P.

2016-01-01

This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this…

Analog Processor To Solve Optimization Problems

NASA Technical Reports Server (NTRS)

Duong, Tuan A.; Eberhardt, Silvio P.; Thakoor, Anil P.

1993-01-01

Proposed analog processor solves "traveling-salesman" problem, considered paradigm of global-optimization problems involving routing or allocation of resources. Includes electronic neural network and auxiliary circuitry based partly on concepts described in "Neural-Network Processor Would Allocate Resources" (NPO-17781) and "Neural Network Solves 'Traveling-Salesman' Problem" (NPO-17807). Processor based on highly parallel computing solves problem in significantly less time.

Attitude Differences and Task Performance for Black and White Naval Recruits in Problem-Solving Groups of Differing Size and Racial Composition.

DTIC Science & Technology

A field study was made in which 288 black and white naval personnel (224 recruits and 64 squad leaders) in groups of varying size and racial composition performed two problem-solving tasks (knot tying and ship-routing). Black and white leaders, subordinates and group types (25% black tetrads, 75% black tetrads, racially balanced dyads and tetrads) were compared in measures of self - esteem , duration of speech, locus of control, job and general satisfaction, Bales IPA behavior, and performance on the tasks.

Anomalous small-angle scattering as a way to solve the Babinet principle problem

DOE Office of Scientific and Technical Information (OSTI.GOV)

Boiko, M. E., E-mail: m.e.boiko@mail.ioffe.ru; Sharkov, M. D.; Boiko, A. M.

2013-12-15

X-ray absorption spectra (XAS) have been used to determine the absorption edges of atoms present in a sample under study. A series of small-angle X-ray scattering (SAXS) measurements using different monochromatic X-ray beams at different wavelengths near the absorption edges is performed to solve the Babinet principle problem. The sizes of clusters containing atoms determined by the method of XAS were defined in SAXS experiments. In contrast to differential X-ray porosimetry, anomalous SAXS makes it possible to determine sizes of clusters of different atomic compositions.

Experimental problem solving: An instructional improvement field experiment

NASA Astrophysics Data System (ADS)

Ross, John A.; Maynes, Florence J.

An instructional program based on expert-novice differences in experimental problem-solving performance was taught to grade 6 students (N = 265). Classes of students were randomly assigned to conditions in a delayed treatment design. Performance was assessed with multiple-choice and open-ended measures of specific transfer. Between group comparisons using pretest scores as a covariate showed that treatment condition students consistently outperformed controls; similar results were revealed in the within group comparisons. The achievement of the early treatment group did not decline in tests administered one month after the posttest.

Anomalous small-angle scattering as a way to solve the Babinet principle problem

NASA Astrophysics Data System (ADS)

Boiko, M. E.; Sharkov, M. D.; Boiko, A. M.; Bobyl, A. V.

2013-12-01

X-ray absorption spectra (XAS) have been used to determine the absorption edges of atoms present in a sample under study. A series of small-angle X-ray scattering (SAXS) measurements using different monochromatic X-ray beams at different wavelengths near the absorption edges is performed to solve the Babinet principle problem. The sizes of clusters containing atoms determined by the method of XAS were defined in SAXS experiments. In contrast to differential X-ray porosimetry, anomalous SAXS makes it possible to determine sizes of clusters of different atomic compositions.

Problem Solving Appraisal of Delinquent Adolescents.

ERIC Educational Resources Information Center

Perez, Ruperto M.; And Others

The study investigated the following: (1) the relationship of problem solving appraisal to narcissistic vulnerability, locus of control, and depression; (2) the differences in problem solving appraisal, locus of control, and depression in first-time and repeat offenders; and (3) the prediction of problem solving appraisal by narcissistic…

Computer Programming: A Medium for Teaching Problem Solving.

ERIC Educational Resources Information Center

Casey, Patrick J.

1997-01-01

Argues that including computer programming in the curriculum as a medium for instruction is a feasible alternative for teaching problem solving. Discusses the nature of problem solving; the problem-solving elements of discovery, motivation, practical learning situations and flexibility which are inherent in programming; capabilities of computer…

THE CURRENT STATUS OF RESEARCH AND THEORY IN HUMAN PROBLEM SOLVING.

ERIC Educational Resources Information Center

DAVIS, GARY A.

PROBLEM-SOLVING THEORIES IN THREE AREAS - TRADITIONAL (STIMULUS-RESPONSE) LEARNING, COGNITIVE-GESTALT APPROACHES, AND COMPUTER AND MATHEMATICAL MODELS - WERE SUMMARIZED. RECENT EMPIRICAL STUDIES (1960-65) ON PROBLEM SOLVING WERE CATEGORIZED ACCORDING TO TYPE OF BEHAVIOR ELICITED BY PARTICULAR PROBLEM-SOLVING TASKS. ANAGRAM,…

Developing Creativity through Collaborative Problem Solving

ERIC Educational Resources Information Center

Albert, Lillie R.; Kim, Rina

2013-01-01

This paper discusses an alternative approach for developing problem solving experiences for students. The major argument is that students can develop their creativity by engaging in collaborative problem solving activities in which they apply a variety of mathematical methods creatively to solve problems. The argument is supported by: considering…

The effects of expected reward on creative problem solving.

PubMed

Cristofori, Irene; Salvi, Carola; Beeman, Mark; Grafman, Jordan

2018-06-12

Creative problem solving involves search processes, and it is known to be hard to motivate. Reward cues have been found to enhance performance across a range of tasks, even when cues are presented subliminally, without being consciously detected. It is uncertain whether motivational processes, such as reward, can influence problem solving. We tested the effect of supraliminal and subliminal reward on participant performance on problem solving that can be solved by deliberate analysis or by insight. Forty-one participants attempted to solve 100 compound remote associate problems. At the beginning of each problem, a potential reward cue (1 or 25 cents) was displayed, either subliminally (17 ms) or supraliminally (100 ms). Participants earned the displayed reward if they solved the problem correctly. Results showed that the higher subliminal reward increased the percentage of problems solved correctly overall. Second, we explored if subliminal rewards preferentially influenced solutions that were achieved via a sudden insight (mostly processed below awareness) or via a deliberate analysis. Participants solved more problems via insight following high subliminal reward when compared with low subliminal reward, and compared with high supraliminal reward, with no corresponding effect on analytic solving. Striatal dopamine (DA) is thought to influence motivation, reinforce behavior, and facilitate cognition. We speculate that subliminal rewards activate the striatal DA system, enhancing the kinds of automatic integrative processes that lead to more creative strategies for problem solving, without increasing the selectivity of attention, which could impede insight.

Find the Dimensions: Students Solving a Tiling Problem

ERIC Educational Resources Information Center

Obara, Samuel

2018-01-01

Students learn mathematics by solving problems. Mathematics textbooks are full of problems, and mathematics teachers use these problems to test students' understanding of mathematical concepts. This paper discusses how problem-solving skills can be fostered with a geometric tiling problem.

Computers in medical education 1: evaluation of a problem-orientated learning package.

PubMed

Devitt, P; Palmer, E

1998-04-01

A computer-based learning package has been developed, aimed at expanding students' knowledge base, as well as improving data-handling abilities and clinical problem-solving skills. The program was evaluated by monitoring its use by students, canvassing users' opinions and measuring its effectiveness as a learning tool compared to tutorials on the same material. Evaluation was undertaken using three methods: initially, by a questionnaire on computers as a learning tool and the applicability of the content: second, through monitoring by the computer of student use, decisions and performance; finally, through pre- and post-test assessment of fifth-year students who either used a computer package or attended a tutorial on equivalent material. Most students provided positive comments on the learning material and expressed a willingness to see computer-aided learning (CAL) introduced into the curriculum. Over a 3-month period, 26 modules in the program were used on 1246 occasions. Objective measurement showed a significant gain in knowledge, data handling and problem-solving skills. Computer-aided learning is a valuable learning resource that deserves better attention in medical education. When used appropriately, the computer can be an effective learning resource, not only for the delivery of knowledge. but also to help students develop their problem-solving skills.

Interval versions of statistical techniques with applications to environmental analysis, bioinformatics, and privacy in statistical databases

NASA Astrophysics Data System (ADS)

Kreinovich, Vladik; Longpre, Luc; Starks, Scott A.; Xiang, Gang; Beck, Jan; Kandathi, Raj; Nayak, Asis; Ferson, Scott; Hajagos, Janos

2007-02-01

In many areas of science and engineering, it is desirable to estimate statistical characteristics (mean, variance, covariance, etc.) under interval uncertainty. For example, we may want to use the measured values x(t) of a pollution level in a lake at different moments of time to estimate the average pollution level; however, we do not know the exact values x(t)--e.g., if one of the measurement results is 0, this simply means that the actual (unknown) value of x(t) can be anywhere between 0 and the detection limit (DL). We must, therefore, modify the existing statistical algorithms to process such interval data. Such a modification is also necessary to process data from statistical databases, where, in order to maintain privacy, we only keep interval ranges instead of the actual numeric data (e.g., a salary range instead of the actual salary). Most resulting computational problems are NP-hard--which means, crudely speaking, that in general, no computationally efficient algorithm can solve all particular cases of the corresponding problem. In this paper, we overview practical situations in which computationally efficient algorithms exist: e.g., situations when measurements are very accurate, or when all the measurements are done with one (or few) instruments. As a case study, we consider a practical problem from bioinformatics: to discover the genetic difference between the cancer cells and the healthy cells, we must process the measurements results and find the concentrations c and h of a given gene in cancer and in healthy cells. This is a particular case of a general situation in which, to estimate states or parameters which are not directly accessible by measurements, we must solve a system of equations in which coefficients are only known with interval uncertainty. We show that in general, this problem is NP-hard, and we describe new efficient algorithms for solving this problem in practically important situations.

Performance of subjects with and without severe mental illness on a clinical test of problem solving.

PubMed

Marshall, R C; McGurk, S R; Karow, C M; Kairy, T J; Flashman, L A

2006-06-01

Severe mental illness is associated with impairments in executive functions, such as conceptual reasoning, planning, and strategic thinking all of which impact problem solving. The present study examined the utility of a novel assessment tool for problem solving, the Rapid Assessment of Problem Solving Test (RAPS) in persons with severe mental illness. Subjects were 47 outpatients with severe mental illness and an equal number healthy controls matched for age and gender. Results confirmed all hypotheses with respect to how subjects with severe mental illness would perform on the RAPS. Specifically, the severely mentally ill subjects (1) solved fewer problems on the RAPS, (2) when they did solve problems on the test, they did so far less efficiently than their healthy counterparts, and (3) the two groups differed markedly in the types of questions asked on the RAPS. The healthy control subjects tended to take a systematic, organized, but not always optimal approach to solving problems on the RAPS. The subjects with severe mental illness used some of the problem solving strategies of the healthy controls, but their performance was less consistent and tended to deteriorate when the complexity of the problem solving task increased. This was reflected by a high degree of guessing in lieu of asking constraint questions, particularly if a category-limited question was insufficient to continue the problem solving effort.

Effects of performance feedback and coaching on the problem-solving process: Improving the integrity of implementation and enhancing student outcomes

NASA Astrophysics Data System (ADS)

Lundahl, Allison A.

Schools implementing Response to Intervention (RtI) procedures frequently engage in team problem-solving processes to address the needs of students who require intensive and individualized services. Because the effectiveness of the problem-solving process will impact the overall success of RtI systems, the present study was designed to learn more about how to strengthen the integrity of the problem-solving process. Research suggests that school districts must ensure high quality training and ongoing support to enhance the effectiveness, acceptability, and sustainability of the problem-solving process within an RtI model; however, there is a dearth of research examining the effectiveness of methods to provide this training and support. Consequently, this study investigated the effects of performance feedback and coaching strategies on the integrity with which teams of educators conducted the problem-solving process in schools. In addition, the relationships between problem-solving integrity, teacher acceptability, and student outcomes were examined. Results suggested that the performance feedback increased problem-solving procedural integrity across two of the three participating schools. Conclusions about the effectiveness of the (a) coaching intervention and (b) interventions implemented in the third school were inconclusive. Regression analyses indicated that the integrity with which the teams conducted the problem-solving process was a significant predictor of student outcomes. However, the relationship between problem-solving procedural integrity and teacher acceptability was not statistically significant.

The Missing Curriculum in Physics Problem-Solving Education

NASA Astrophysics Data System (ADS)

Williams, Mobolaji

2018-05-01

Physics is often seen as an excellent introduction to science because it allows students to learn not only the laws governing the world around them, but also, through the problems students solve, a way of thinking which is conducive to solving problems outside of physics and even outside of science. In this article, we contest this latter idea and argue that in physics classes, students do not learn widely applicable problem-solving skills because physics education almost exclusively requires students to solve well-defined problems rather than the less-defined problems which better model problem solving outside of a formal class. Using personal, constructed, and the historical accounts of Schrödinger's development of the wave equation and Feynman's development of path integrals, we argue that what is missing in problem-solving education is practice in identifying gaps in knowledge and in framing these knowledge gaps as questions of the kind answerable using techniques students have learned. We discuss why these elements are typically not taught as part of the problem-solving curriculum and end with suggestions on how to incorporate these missing elements into physics classes.

Noticing relevant problem features: activating prior knowledge affects problem solving by guiding encoding

PubMed Central

Crooks, Noelle M.; Alibali, Martha W.

2013-01-01

This study investigated whether activating elements of prior knowledge can influence how problem solvers encode and solve simple mathematical equivalence problems (e.g., 3 + 4 + 5 = 3 + __). Past work has shown that such problems are difficult for elementary school students (McNeil and Alibali, 2000). One possible reason is that children's experiences in math classes may encourage them to think about equations in ways that are ultimately detrimental. Specifically, children learn a set of patterns that are potentially problematic (McNeil and Alibali, 2005a): the perceptual pattern that all equations follow an “operations = answer” format, the conceptual pattern that the equal sign means “calculate the total”, and the procedural pattern that the correct way to solve an equation is to perform all of the given operations on all of the given numbers. Upon viewing an equivalence problem, knowledge of these patterns may be reactivated, leading to incorrect problem solving. We hypothesized that these patterns may negatively affect problem solving by influencing what people encode about a problem. To test this hypothesis in children would require strengthening their misconceptions, and this could be detrimental to their mathematical development. Therefore, we tested this hypothesis in undergraduate participants. Participants completed either control tasks or tasks that activated their knowledge of the three patterns, and were then asked to reconstruct and solve a set of equivalence problems. Participants in the knowledge activation condition encoded the problems less well than control participants. They also made more errors in solving the problems, and their errors resembled the errors children make when solving equivalence problems. Moreover, encoding performance mediated the effect of knowledge activation on equivalence problem solving. Thus, one way in which experience may affect equivalence problem solving is by influencing what students encode about the equations. PMID:24324454

Conceptual and procedural knowledge community college students use when solving a complex science problem

NASA Astrophysics Data System (ADS)

Steen-Eibensteiner, Janice Lee

2006-07-01

A strong science knowledge base and problem solving skills have always been highly valued for employment in the science industry. Skills currently needed for employment include being able to problem solve (Overtoom, 2000). Academia also recognizes the need for effectively teaching students to apply problem solving skills in clinical settings. This thesis investigates how students solve complex science problems in an academic setting in order to inform the development of problem solving skills for the workplace. Students' use of problem solving skills in the form of learned concepts and procedural knowledge was studied as students completed a problem that might come up in real life. Students were taking a community college sophomore biology course, Human Anatomy & Physiology II. The problem topic was negative feedback inhibition of the thyroid and parathyroid glands. The research questions answered were (1) How well do community college students use a complex of conceptual knowledge when solving a complex science problem? (2) What conceptual knowledge are community college students using correctly, incorrectly, or not using when solving a complex science problem? (3) What problem solving procedural knowledge are community college students using successfully, unsuccessfully, or not using when solving a complex science problem? From the whole class the high academic level participants performed at a mean of 72% correct on chapter test questions which was a low average to fair grade of C-. The middle and low academic participants both failed (F) the test questions (37% and 30% respectively); 29% (9/31) of the students show only a fair performance while 71% (22/31) fail. From the subset sample population of 2 students each from the high, middle, and low academic levels selected from the whole class 35% (8/23) of the concepts were used effectively, 22% (5/23) marginally, and 43% (10/23) poorly. Only 1 concept was used incorrectly by 3/6 of the students and identified as a misconception. One of 21 (5%) problem-solving pathway characteristics was used effectively, 7 (33%) marginally, and 13 (62%) poorly. There were very few (0 to 4) problem-solving pathway characteristics used unsuccessfully most were simply not used.

Method for solving the problem of nonlinear heating a cylindrical body with unknown initial temperature

NASA Astrophysics Data System (ADS)

Yaparova, N.

2017-10-01

We consider the problem of heating a cylindrical body with an internal thermal source when the main characteristics of the material such as specific heat, thermal conductivity and material density depend on the temperature at each point of the body. We can control the surface temperature and the heat flow from the surface inside the cylinder, but it is impossible to measure the temperature on axis and the initial temperature in the entire body. This problem is associated with the temperature measurement challenge and appears in non-destructive testing, in thermal monitoring of heat treatment and technical diagnostics of operating equipment. The mathematical model of heating is represented as nonlinear parabolic PDE with the unknown initial condition. In this problem, both the Dirichlet and Neumann boundary conditions are given and it is required to calculate the temperature values at the internal points of the body. To solve this problem, we propose the numerical method based on using of finite-difference equations and a regularization technique. The computational scheme involves solving the problem at each spatial step. As a result, we obtain the temperature function at each internal point of the cylinder beginning from the surface down to the axis. The application of the regularization technique ensures the stability of the scheme and allows us to significantly simplify the computational procedure. We investigate the stability of the computational scheme and prove the dependence of the stability on the discretization steps and error level of the measurement results. To obtain the experimental temperature error estimates, computational experiments were carried out. The computational results are consistent with the theoretical error estimates and confirm the efficiency and reliability of the proposed computational scheme.

Personal and parental problem drinking: effects on problem-solving performance and self-appraisal.

PubMed

Slavkin, S L; Heimberg, R G; Winning, C D; McCaffrey, R J

1992-01-01

This study examined the problem-solving performances and self-appraisals of problem-solving ability of college-age subjects with and without parental history of problem drinking. Contrary to our predictions, children of problem drinkers (COPDs) were rated as somewhat more effective in their problem-solving skills than non-COPDs, undermining prevailing assumptions about offspring from alcoholic households. While this difference was not large and was qualified by other variables, subjects' own alcohol abuse did exert a detrimental effect on problem-solving performance, regardless of parental history of problem drinking. However, a different pattern was evident for problem-solving self-appraisals. Alcohol-abusing non-COPDs saw themselves as effective problem-solvers while alcohol-abusing COPDs appraised themselves as poor problem-solvers. In addition, the self-appraisals of alcohol-abusing COPDs were consistent with objective ratings of solution effectiveness (i.e., they were both negative) while alcohol-abusing non-COPDs were overly positive in their appraisals, opposing the judgments of trained raters. This finding suggests that the relationship between personal alcohol abuse and self-appraised problem-solving abilities may differ as a function of parental history of problem drinking. Limitations on the generalizability of findings are addressed.

Social problem-solving deficits and hopelessness, depression, and suicidal risk in college students and psychiatric inpatients.

PubMed

D'Zurilla, T J; Chang, E C; Nottingham, E J; Faccini, L

1998-12-01

The Social Problem-Solving Inventory-Revised was used to examine the relations between problem-solving abilities and hopelessness, depression, and suicidal risk in three different samples: undergraduate college students, general psychiatric inpatients, and suicidal psychiatric inpatients. A similar pattern of results was found in both college students and psychiatric patients: a negative problem orientation was most highly correlated with all three criterion variables, followed by either a positive problem orientation or an avoidance problem-solving style. Rational problem-solving skills emerged as an important predictor variable in the suicidal psychiatric sample. Support was found for a prediction model of suicidal risk that includes problem-solving deficits and hopelessness, with partial support being found for including depression in the model as well.

An Exploration of Strategies Used by Students To Solve Problems with Multiple Ways of Solution.

ERIC Educational Resources Information Center

Santos-Trigo, Manuel

1996-01-01

Describes a study that provides information about the extent to which students actually use their mathematical resources and strategies to solve problems. Interviews were used to analyze the problem solving abilities of high school students (N=35) as they solved five problems. (DDR)

Surveying Graduate Students' Attitudes and Approaches to Problem Solving

ERIC Educational Resources Information Center

Mason, Andrew; Singh, Chandralekha

2010-01-01

Students' attitudes and approaches to problem solving in physics can profoundly influence their motivation to learn and development of expertise. We developed and validated an Attitudes and Approaches to Problem Solving survey by expanding the Attitudes toward Problem Solving survey of Marx and Cummings and administered it to physics graduate…

Facilitating Case Reuse during Problem Solving in Algebra-Based Physics

ERIC Educational Resources Information Center

Mateycik, Frances Ann

2010-01-01

This research project investigates students' development of problem solving schemata while using strategies that facilitate the process of using solved examples to assist with a new problem (case reuse). Focus group learning interviews were used to explore students' perceptions and understanding of several problem solving strategies. Individual…

Problem Solving. Research Brief

ERIC Educational Resources Information Center

Muir, Mike

2004-01-01

No longer solely the domain of Mathematics, problem solving permeates every area of today's curricula. Ideally students are applying heuristics strategies in varied contexts and novel situations in every subject taught. The ability to solve problems is a basic life skill and is essential to understanding technical subjects. Problem-solving is a…

LEGO Robotics: An Authentic Problem Solving Tool?

ERIC Educational Resources Information Center

Castledine, Alanah-Rei; Chalmers, Chris

2011-01-01

With the current curriculum focus on correlating classroom problem solving lessons to real-world contexts, are LEGO robotics an effective problem solving tool? This present study was designed to investigate this question and to ascertain what problem solving strategies primary students engaged with when working with LEGO robotics and whether the…

Using Technology to Meet the Developmental Needs of Deaf Students To Improve Their Mathematical Word Problem Solving Skills.

ERIC Educational Resources Information Center

Kelly, Ronald R.

2003-01-01

Presents "Project Solve," a web-based problem-solving instruction and guided practice for mathematical word problems. Discusses implications for college students for whom reading and comprehension of mathematical word problem solving are difficult, especially learning disabled students. (Author/KHR)

Enhancing Students' Problem-Solving Skills through Context-Based Learning

ERIC Educational Resources Information Center

Yu, Kuang-Chao; Fan, Szu-Chun; Lin, Kuen-Yi

2015-01-01

Problem solving is often challenging for students because they do not understand the problem-solving process (PSP). This study presents a three-stage, context-based, problem-solving, learning activity that involves watching detective films, constructing a context-simulation activity, and introducing a project design to enable students to construct…

Preschoolers' Cooperative Problem Solving: Integrating Play and Problem Solving

ERIC Educational Resources Information Center

Ramani, Geetha B.; Brownell, Celia A.

2014-01-01

Cooperative problem solving with peers plays a central role in promoting children's cognitive and social development. This article reviews research on cooperative problem solving among preschool-age children in experimental settings and social play contexts. Studies suggest that cooperative interactions with peers in experimental settings are…

Kindergarten Students Solving Mathematical Word Problems

ERIC Educational Resources Information Center

Johnson, Nickey Owen

2013-01-01

The purpose of this study was to explore problem solving with kindergarten students. This line of inquiry is highly significant given that Common Core State Standards emphasize deep, conceptual understanding in mathematics as well as problem solving in kindergarten. However, there is little research on problem solving with kindergarten students.…

Factors Contributing to Problem-Solving Performance in First-Semester Organic Chemistry

ERIC Educational Resources Information Center

Lopez, Enrique J.; Shavelson, Richard J.; Nandagopal, Kiruthiga; Szu, Evan; Penn, John

2014-01-01

Problem solving is a highly valued skill in chemistry. Courses within this discipline place a substantial emphasis on problem-solving performance and tend to weigh such performance heavily in assessments of learning. Researchers have dedicated considerable effort investigating individual factors that influence problem-solving performance. The…

The Role of Expository Writing in Mathematical Problem Solving

ERIC Educational Resources Information Center

Craig, Tracy S.

2016-01-01

Mathematical problem-solving is notoriously difficult to teach in a standard university mathematics classroom. The project on which this article reports aimed to investigate the effect of the writing of explanatory strategies in the context of mathematical problem solving on problem-solving behaviour. This article serves to describe the…

Problem Solving Self-Appraisal and Coping Efforts in Distressed and Nondistressed Couples.

ERIC Educational Resources Information Center

Sabourin, Stephane; And Others

1990-01-01

Investigated relationship between problem-solving self-appraisal, specific coping efforts, and marital distress in 75 couples. Findings showed less problem-solving confidence, tendency to avoid different problem-solving activities, and poor strategies to control behavior in distressed spouses. Three coping efforts--optimistic comparisons,…

How Students Circumvent Problem-Solving Strategies that Require Greater Cognitive Complexity.

ERIC Educational Resources Information Center

Niaz, Mansoor

1996-01-01

Analyzes the great diversity in problem-solving strategies used by students in solving a chemistry problem and discusses the relationship between these variables and different cognitive variables. Concludes that students try to circumvent certain problem-solving strategies by adapting flexible and stylistic innovations that render the cognitive…

Assertiveness and problem solving in midwives.

PubMed

Yurtsal, Zeliha Burcu; Özdemir, Levent

2015-01-01

Midwifery profession is required to bring solutions to problems and a midwife is expected to be an assertive person and to develop midwifery care. This study was planned to examine the relationship between assertiveness and problem-solving skills of midwives. This cross-sectional study was conducted with 201 midwives between July 2008 and February 2009 in the city center of Sivas. The Rathus Assertiveness Schedule (RAS) and Problem Solving Inventory (PSI) were used to determine the level of assertiveness and problem-solving skills of midwives. Statistical methods were used as mean, standard deviation, percentage, Student's T, ANOVA and Tukey HSD, Kruskal Wallis, Fisher Exact, Pearson Correlation and Chi-square tests and P < 0.05. The RAS mean scores and the PSI mean scores showed statistically significant differences in terms of a midwife's considering herself as a member of the health team, expressing herself within the health care team, being able to say "no" when necessary, cooperating with her colleagues, taking part in problem-solving skills training. A statistically significant negative correlation was found between the RAS and PSI scores. The RAS scores decreased while the problem-solving scores increased (r: -0451, P < 0.01). There were significant statistical differences between assertiveness levels and problem solving skills of midwives, and midwives who were assertive solved their problems better than did others. Assertiveness and problem-solving skills training will contribute to the success of the midwifery profession. Midwives able to solve problems, and display assertive behaviors will contribute to the development of midwifery profession.

Journey into Problem Solving: A Gift from Polya

ERIC Educational Resources Information Center

Lederman, Eric

2009-01-01

In "How to Solve It", accomplished mathematician and skilled communicator George Polya describes a four-step universal solving technique designed to help students develop mathematical problem-solving skills. By providing a glimpse at the grace with which experts solve problems, Polya provides definable methods that are not exclusive to…

Analysis of students’ creative thinking level in problem solving based on national council of teachers of mathematics

NASA Astrophysics Data System (ADS)

Hobri; Suharto; Rifqi Naja, Ahmad

2018-04-01

This research aims to determine students’ creative thinking level in problem solving based on NCTM in function subject. The research type is descriptive with qualitative approach. Data collection methods which were used are test and interview. Creative thinking level in problem solving based on NCTM indicators consists of (1) Make mathematical model from a contextual problem and solve the problem, (2) Solve problem using various possible alternatives, (3) Find new alternative(s) to solve the problem, (4) Determine the most efficient and effective alternative for that problem, (5) Review and correct mistake(s) on the process of problem solving. Result of the research showed that 10 students categorized in very satisfying level, 23 students categorized in satisfying level and 1 students categorized in less satisfying level. Students in very satisfying level meet all indicators, students in satisfying level meet first, second, fourth, and fifth indicator, while students in less satisfying level only meet first and fifth indicator.

Analysing student written solutions to investigate if problem-solving processes are evident throughout

NASA Astrophysics Data System (ADS)

Kelly, Regina; McLoughlin, Eilish; Finlayson, Odilla E.

2016-07-01

An interdisciplinary science course has been implemented at a university with the intention of providing students the opportunity to develop a range of key skills in relation to: real-world connections of science, problem-solving, information and communications technology use and team while linking subject knowledge in each of the science disciplines. One of the problems used in this interdisciplinary course has been selected to evaluate if it affords students the opportunity to explicitly display problem-solving processes. While the benefits of implementing problem-based learning have been well reported, far less research has been devoted to methods of assessing student problem-solving solutions. A problem-solving theoretical framework was used as a tool to assess student written solutions to indicate if problem-solving processes were present. In two academic years, student problem-solving processes were satisfactory for exploring and understanding, representing and formulating, and planning and executing, indicating that student collaboration on problems is a good initiator of developing these processes. In both academic years, students displayed poor monitoring and reflecting (MR) processes at the intermediate level. A key impact of evaluating student work in this way is that it facilitated meaningful feedback about the students' problem-solving process rather than solely assessing the correctness of problem solutions.

How Does the Degree of Guidance Support Students' Metacognitive and Problem Solving Skills in Educational Robotics?

NASA Astrophysics Data System (ADS)

Atmatzidou, Soumela; Demetriadis, Stavros; Nika, Panagiota

2018-02-01

Educational robotics (ER) is an innovative learning tool that offers students opportunities to develop higher-order thinking skills. This study investigates the development of students' metacognitive (MC) and problem-solving (PS) skills in the context of ER activities, implementing different modes of guidance in two student groups (11-12 years old, N1 = 30, and 15-16 years old, N2 = 22). The students of each age group were involved in an 18-h group-based activity after being randomly distributed in two conditions: "minimal" (with minimal MC and PS guidance) and "strong" (with strong MC and PS guidance). Evaluations were based on the Metacognitive Awareness Inventory measuring students' metacognitive awareness and on a think-aloud protocol asking students to describe the process they would follow to solve a certain robot-programming task. The results suggest that (a) strong guidance in solving problems can have a positive impact on students' MC and PS skills and (b) students reach eventually the same level of MC and PS skills development independently of their age and gender.

Applications of artificial intelligence to digital photogrammetry

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kretsch, J.L.

1988-01-01

The aim of this research was to explore the application of expert systems to digital photogrammetry, specifically to photogrammetric triangulation, feature extraction, and photogrammetric problem solving. In 1987, prototype expert systems were developed for doing system startup, interior orientation, and relative orientation in the mensuration stage. The system explored means of performing diagnostics during the process. In the area of feature extraction, the relationship of metric uncertainty to symbolic uncertainty was the topic of research. Error propagation through the Dempster-Shafer formalism for representing evidence was performed in order to find the variance in the calculated belief values due to errorsmore » in measurements made together the initial evidence needed to being labeling of observed image features with features in an object model. In photogrammetric problem solving, an expert system is under continuous development which seeks to solve photogrammetric problems using mathematical reasoning. The key to the approach used is the representation of knowledge directly in the form of equations, rather than in the form of if-then rules. Then each variable in the equations is treated as a goal to be solved.« less

Requisite for Honing the Problem Solving Skill of Early Adolescents in the Digital Era

ERIC Educational Resources Information Center

Sumitha, S.; Jose, Rexlin

2016-01-01

Problems can be the cause of stress, tension, emotional instability and physical strain. Especially, adolescents should have the skill of solving a problem in order to reach his/her desired ambitions in life. The problem solving skill requires some abstract thinking to arrive at a clear solution. Problem solving ability helps them to meet their…

How To Solve Problems. For Success in Freshman Physics, Engineering, and Beyond. Third Edition.

ERIC Educational Resources Information Center

Scarl, Donald

To expertly solve engineering and science problems one needs to know science and engineering as well as have a tool kit of problem-solving methods. This book is about problem-solving methods: it presents the methods professional problem solvers use, explains why these methods have evolved, and shows how a student can make these methods his/her…

Cognitive Backgrounds of Problem Solving: A Comparison of Open-Ended vs. Closed Mathematics Problems

ERIC Educational Resources Information Center

Bahar, Abdulkadir; Maker, C. June

2015-01-01

Problem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem solving skills for school and real life success. A primary purpose of this study was to investigate the influence of cognitive abilities on mathematical problem solving performance of elementary…

Moving your eyes to solution: effects of movements on the perception of a problem-solving task.

PubMed

Werner, K; Raab, M

2014-01-01

There is ample evidence suggesting a bidirectional connection between bodily movements and cognitive processes, such as problem solving. Current research suggests that previous movements can influence the problem-solving process, but it is unclear what phase of this process is affected. Therefore, we investigated participants' gaze behaviour in the first phase of arithmetic problem solving with two groups (plus group, minus group) to explore a spatial bias toward the left or the right while perceiving a problem-solving task (the water-jar problem) after two different movements-that is, for the plus group, sorting marbles from two outer bowls into one in the middle, and for the minus group, sorting marbles from the middle bowl to the outer ones. We showed a right shift of spatial bias for the plus and to the left for the minus group in the perception and problem tasks. Although movements affected gaze, the groups did not differ in their overall problem-solving strategies; however, the first correct solutions did differ. This study provides further evidence of sensorimotor effects on problem solving and spatial bias and offers insight into how a two-phase problem-solving process is guided by sensorimotor information.

Effects of the SOLVE Strategy on the Mathematical Problem Solving Skills of Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Freeman-Green, Shaqwana M.; O'Brien, Chris; Wood, Charles L.; Hitt, Sara Beth

2015-01-01

This study examined the effects of explicit instruction in the SOLVE Strategy on the mathematical problem solving skills of six Grade 8 students with specific learning disabilities. The SOLVE Strategy is an explicit instruction, mnemonic-based learning strategy designed to help students in solving mathematical word problems. Using a multiple probe…

Diagrams benefit symbolic problem-solving.

PubMed

Chu, Junyi; Rittle-Johnson, Bethany; Fyfe, Emily R

2017-06-01

The format of a mathematics problem often influences students' problem-solving performance. For example, providing diagrams in conjunction with story problems can benefit students' understanding, choice of strategy, and accuracy on story problems. However, it remains unclear whether providing diagrams in conjunction with symbolic equations can benefit problem-solving performance as well. We tested the impact of diagram presence on students' performance on algebra equation problems to determine whether diagrams increase problem-solving success. We also examined the influence of item- and student-level factors to test the robustness of the diagram effect. We worked with 61 seventh-grade students who had received 2 months of pre-algebra instruction. Students participated in an experimenter-led classroom session. Using a within-subjects design, students solved algebra problems in two matched formats (equation and equation-with-diagram). The presence of diagrams increased equation-solving accuracy and the use of informal strategies. This diagram benefit was independent of student ability and item complexity. The benefits of diagrams found previously for story problems generalized to symbolic problems. The findings are consistent with cognitive models of problem-solving and suggest that diagrams may be a useful additional representation of symbolic problems. © 2017 The British Psychological Society.

There Is an Alternative to the IQ

ERIC Educational Resources Information Center

Allen, Robert M.

1975-01-01

The inkblot method was used to differentiate how a person, who is considered retarded from the viewpoint of measured intelligence, deals with familiar and unfamiliar problems. The language and mode of perceiving, organizing, and responding of an individual while problem solving is emphasized. (Author/BJG)

Brain size predicts problem-solving ability in mammalian carnivores

PubMed Central

Benson-Amram, Sarah; Dantzer, Ben; Stricker, Gregory; Swanson, Eli M.; Holekamp, Kay E.

2016-01-01

Despite considerable interest in the forces shaping the relationship between brain size and cognitive abilities, it remains controversial whether larger-brained animals are, indeed, better problem-solvers. Recently, several comparative studies have revealed correlations between brain size and traits thought to require advanced cognitive abilities, such as innovation, behavioral flexibility, invasion success, and self-control. However, the general assumption that animals with larger brains have superior cognitive abilities has been heavily criticized, primarily because of the lack of experimental support for it. Here, we designed an experiment to inquire whether specific neuroanatomical or socioecological measures predict success at solving a novel technical problem among species in the mammalian order Carnivora. We presented puzzle boxes, baited with food and scaled to accommodate body size, to members of 39 carnivore species from nine families housed in multiple North American zoos. We found that species with larger brains relative to their body mass were more successful at opening the boxes. In a subset of species, we also used virtual brain endocasts to measure volumes of four gross brain regions and show that some of these regions improve model prediction of success at opening the boxes when included with total brain size and body mass. Socioecological variables, including measures of social complexity and manual dexterity, failed to predict success at opening the boxes. Our results, thus, fail to support the social brain hypothesis but provide important empirical support for the relationship between relative brain size and the ability to solve this novel technical problem. PMID:26811470

Brain size predicts problem-solving ability in mammalian carnivores.

PubMed

Benson-Amram, Sarah; Dantzer, Ben; Stricker, Gregory; Swanson, Eli M; Holekamp, Kay E

2016-03-01

Despite considerable interest in the forces shaping the relationship between brain size and cognitive abilities, it remains controversial whether larger-brained animals are, indeed, better problem-solvers. Recently, several comparative studies have revealed correlations between brain size and traits thought to require advanced cognitive abilities, such as innovation, behavioral flexibility, invasion success, and self-control. However, the general assumption that animals with larger brains have superior cognitive abilities has been heavily criticized, primarily because of the lack of experimental support for it. Here, we designed an experiment to inquire whether specific neuroanatomical or socioecological measures predict success at solving a novel technical problem among species in the mammalian order Carnivora. We presented puzzle boxes, baited with food and scaled to accommodate body size, to members of 39 carnivore species from nine families housed in multiple North American zoos. We found that species with larger brains relative to their body mass were more successful at opening the boxes. In a subset of species, we also used virtual brain endocasts to measure volumes of four gross brain regions and show that some of these regions improve model prediction of success at opening the boxes when included with total brain size and body mass. Socioecological variables, including measures of social complexity and manual dexterity, failed to predict success at opening the boxes. Our results, thus, fail to support the social brain hypothesis but provide important empirical support for the relationship between relative brain size and the ability to solve this novel technical problem.

Supporting Valid Decision Making: Uses and Misuses of Assessment Data within the Context of RtI

ERIC Educational Resources Information Center

Ball, Carrie R.; Christ, Theodore J.

2012-01-01

Within an RtI problem-solving context, assessment and decision making generally center around the tasks of problem identification, problem analysis, progress monitoring, and program evaluation. We use this framework to discuss the current state of the literature regarding curriculum based measurement, its technical properties, and its utility for…

Effects of Problem Based Economics on High School Economics Instruction. Final Report. NCEE 2010-4022rev

ERIC Educational Resources Information Center

Finkelstein, Neal; Hanson, Thomas; Huang, Chun-Wei; Hirschman, Becca; Huang, Min

2011-01-01

This study examines whether the Problem Based Economics curriculum developed by the Buck Institute for Education improves grade 12 students' content knowledge as measured by the Test of Economic Literacy, a test refined by the National Council on Economic Education (NCEE) over decades. Students' problem-solving skills in economics were also…

Acceleration of aircraft-level Traffic Flow Management

NASA Astrophysics Data System (ADS)

Rios, Joseph Lucio

This dissertation describes novel approaches to solving large-scale, high fidelity, aircraft-level Traffic Flow Management scheduling problems. Depending on the methods employed, solving these problems to optimality can take longer than the length of the planning horizon in question. Research in this domain typically focuses on the quality of the modeling used to describe the problem and the benefits achieved from the optimized solution, often treating computational aspects as secondary or tertiary. The work presented here takes the complementary view and considers the computational aspect as the primary concern. To this end, a previously published model for solving this Traffic Flow Management scheduling problem is used as starting point for this study. The model proposed by Bertsimas and Stock-Patterson is a binary integer program taking into account all major resource capacities and the trajectories of each flight to decide which flights should be held in which resource for what amount of time in order to satisfy all capacity requirements. For large instances, the solve time using state-of-the-art solvers is prohibitive for use within a potential decision support tool. With this dissertation, however, it will be shown that solving can be achieved in reasonable time for instances of real-world size. Five other techniques developed and tested for this dissertation will be described in detail. These are heuristic methods that provide good results. Performance is measured in terms of runtime and "optimality gap." We then describe the most successful method presented in this dissertation: Dantzig-Wolfe Decomposition. Results indicate that a parallel implementation of Dantzig-Wolfe Decomposition optimally solves the original problem in much reduced time and with better integrality and smaller optimality gap than any of the heuristic methods or state-of-the-art, commercial solvers. The solution quality improves in every measureable way as the number of subproblems solved in parallel increases. A maximal decomposition provides the best results of any method tested. The convergence qualities of Dantzig-Wolfe Decomposition have been criticized in the past, so we examine what makes the Bertsimas-Stock Patterson model so amenable to use of this method. These mathematical qualities of the model are generalized to provide guidance on other problems that may benefit from massively parallel Dantzig-Wolfe Decomposition. This result, together with the development of the software, and the experimental results indicating the feasibility of real-time, nationwide Traffic Flow Management scheduling represent the major contributions of this dissertation.

Self-Affirmation Improves Problem-Solving under Stress

PubMed Central

Creswell, J. David; Dutcher, Janine M.; Klein, William M. P.; Harris, Peter R.; Levine, John M.

2013-01-01

High levels of acute and chronic stress are known to impair problem-solving and creativity on a broad range of tasks. Despite this evidence, we know little about protective factors for mitigating the deleterious effects of stress on problem-solving. Building on previous research showing that self-affirmation can buffer stress, we tested whether an experimental manipulation of self-affirmation improves problem-solving performance in chronically stressed participants. Eighty undergraduates indicated their perceived chronic stress over the previous month and were randomly assigned to either a self-affirmation or control condition. They then completed 30 difficult remote associate problem-solving items under time pressure in front of an evaluator. Results showed that self-affirmation improved problem-solving performance in underperforming chronically stressed individuals. This research suggests a novel means for boosting problem-solving under stress and may have important implications for understanding how self-affirmation boosts academic achievement in school settings. PMID:23658751

The effects of monitoring environment on problem-solving performance.

PubMed

Laird, Brian K; Bailey, Charles D; Hester, Kim

2018-01-01

While effective and efficient solving of everyday problems is important in business domains, little is known about the effects of workplace monitoring on problem-solving performance. In a laboratory experiment, we explored the monitoring environment's effects on an individual's propensity to (1) establish pattern solutions to problems, (2) recognize when pattern solutions are no longer efficient, and (3) solve complex problems. Under three work monitoring regimes-no monitoring, human monitoring, and electronic monitoring-114 participants solved puzzles for monetary rewards. Based on research related to worker autonomy and theory of social facilitation, we hypothesized that monitored (versus non-monitored) participants would (1) have more difficulty finding a pattern solution, (2) more often fail to recognize when the pattern solution is no longer efficient, and (3) solve fewer complex problems. Our results support the first two hypotheses, but in complex problem solving, an interaction was found between self-assessed ability and the monitoring environment.

The semantic system is involved in mathematical problem solving.

PubMed

Zhou, Xinlin; Li, Mengyi; Li, Leinian; Zhang, Yiyun; Cui, Jiaxin; Liu, Jie; Chen, Chuansheng

2018-02-01

Numerous studies have shown that the brain regions around bilateral intraparietal cortex are critical for number processing and arithmetical computation. However, the neural circuits for more advanced mathematics such as mathematical problem solving (with little routine arithmetical computation) remain unclear. Using functional magnetic resonance imaging (fMRI), this study (N = 24 undergraduate students) compared neural bases of mathematical problem solving (i.e., number series completion, mathematical word problem solving, and geometric problem solving) and arithmetical computation. Direct subject- and item-wise comparisons revealed that mathematical problem solving typically had greater activation than arithmetical computation in all 7 regions of the semantic system (which was based on a meta-analysis of 120 functional neuroimaging studies on semantic processing). Arithmetical computation typically had greater activation in the supplementary motor area and left precentral gyrus. The results suggest that the semantic system in the brain supports mathematical problem solving. Copyright © 2017 Elsevier Inc. All rights reserved.

Self-affirmation improves problem-solving under stress.

PubMed

Creswell, J David; Dutcher, Janine M; Klein, William M P; Harris, Peter R; Levine, John M

2013-01-01

High levels of acute and chronic stress are known to impair problem-solving and creativity on a broad range of tasks. Despite this evidence, we know little about protective factors for mitigating the deleterious effects of stress on problem-solving. Building on previous research showing that self-affirmation can buffer stress, we tested whether an experimental manipulation of self-affirmation improves problem-solving performance in chronically stressed participants. Eighty undergraduates indicated their perceived chronic stress over the previous month and were randomly assigned to either a self-affirmation or control condition. They then completed 30 difficult remote associate problem-solving items under time pressure in front of an evaluator. Results showed that self-affirmation improved problem-solving performance in underperforming chronically stressed individuals. This research suggests a novel means for boosting problem-solving under stress and may have important implications for understanding how self-affirmation boosts academic achievement in school settings.

On the determination of certain astronomical, selenodesic, and gravitational parameters of the moon

NASA Technical Reports Server (NTRS)

Aleksashin, Y. P.; Ziman, Y. L.; Isavnina, I. V.; Krasikov, V. A.; Nepoklonov, B. V.; Rodionov, B. N.; Tischenko, A. P.

1974-01-01

A method was examined for joint construction of a selenocentric fundamental system which can be realized by a coordinate catalog of reference contour points uniformly positioned over the entire lunar surface, and determination of the parameters characterizing the gravitational field, rotation, and orbital motion of the moon. Characteristic of the problem formulation is the introduction of a new complex of inconometric measurements which can be made using pictures obtained from an artificial lunar satellite. The proposed method can be used to solve similar problems on any other planet for which surface images can be obtained from a spacecraft. Characteristic of the proposed technique for solving the problem is the joint statistical analysis of all forms of measurements: orbital iconometric, earth-based trajectory, and also a priori information on the parameters in question which is known from earth-based astronomical studies.

Creativity and Ethics: The Relationship of Creative and Ethical Problem-Solving.

PubMed

Mumford, Michael D; Waples, Ethan P; Antes, Alison L; Brown, Ryan P; Connelly, Shane; Murphy, Stephen T; Devenport, Lynn D

2010-02-01

Students of creativity have long been interested in the relationship between creativity and deviant behaviors such as criminality, mental disease, and unethical behavior. In the present study we wished to examine the relationship between creative thinking skills and ethical decision-making among scientists. Accordingly, 258 doctoral students in the health, biological, and social sciences were asked to complete a measure of creative processing skills (e.g., problem definition, conceptual combination, idea generation) and a measure of ethical decision-making examining four domains, data management, study conduct, professional practices, and business practices. It was found that ethical decision-making in all four of these areas was related to creative problem-solving processes with late cycle processes (e.g., idea generation and solution monitoring) proving particularly important. The implications of these findings for understanding the relationship between creative and deviant thought are discussed.

Creativity and Ethics: The Relationship of Creative and Ethical Problem-Solving

PubMed Central

Mumford, Michael D.; Waples, Ethan P.; Antes, Alison L.; Brown, Ryan P.; Connelly, Shane; Murphy, Stephen T.; Devenport, Lynn D.

2010-01-01

Students of creativity have long been interested in the relationship between creativity and deviant behaviors such as criminality, mental disease, and unethical behavior. In the present study we wished to examine the relationship between creative thinking skills and ethical decision-making among scientists. Accordingly, 258 doctoral students in the health, biological, and social sciences were asked to complete a measure of creative processing skills (e.g., problem definition, conceptual combination, idea generation) and a measure of ethical decision-making examining four domains, data management, study conduct, professional practices, and business practices. It was found that ethical decision-making in all four of these areas was related to creative problem-solving processes with late cycle processes (e.g., idea generation and solution monitoring) proving particularly important. The implications of these findings for understanding the relationship between creative and deviant thought are discussed. PMID:21057603

On the Analysis of Two-Person Problem Solving Protocols.

ERIC Educational Resources Information Center

Schoenfeld, Alan H.

Methodological issues in the use of protocol analysis for research into human problem solving processes are examined through a case study in which two students were videotaped as they worked together to solve mathematical problems "out loud." The students' chosen strategic or executive behavior in examining and solving a problem was…

The Development and Nature of Problem-Solving among First-Semester Calculus Students

ERIC Educational Resources Information Center

Dawkins, Paul Christian; Epperson, James A. Mendoza

2014-01-01

This study investigates interactions between calculus learning and problem-solving in the context of two first-semester undergraduate calculus courses in the USA. We assessed students' problem-solving abilities in a common US calculus course design that included traditional lecture and assessment with problem-solving-oriented labs. We investigate…

Students' Dilemmas in Reaction Stoichiometry Problem Solving: Deducing the Limiting Reagent in Chemical Reactions

ERIC Educational Resources Information Center

Chandrasegaran, A. L.; Treagust, David F.; Waldrip, Bruce G.; Chandrasegaran, Antonia

2009-01-01

A qualitative case study was conducted to investigate the understanding of the limiting reagent concept and the strategies used by five Year 11 students when solving four reaction stoichiometry problems. Students' written problem-solving strategies were studied using the think-aloud protocol during problem-solving, and retrospective verbalisations…

Socially Shared Metacognition of Dyads of Pupils in Collaborative Mathematical Problem-Solving Processes

ERIC Educational Resources Information Center

Iiskala, Tuike; Vauras, Marja; Lehtinen, Erno; Salonen, Pekka

2011-01-01

This study investigated how metacognition appears as a socially shared phenomenon within collaborative mathematical word-problem solving processes of dyads of high-achieving pupils. Four dyads solved problems of different difficulty levels. The pupils were 10 years old. The problem-solving activities were videotaped and transcribed in terms of…

Problem Solving in the School Curriculum from a Design Perspective

ERIC Educational Resources Information Center

Toh, Tin Lam; Leong, Yew Hoong; Dindyal, Jaguthsing; Quek, Khiok Seng

2010-01-01

In this symposium, the participants discuss some preliminary data collected from their problem solving project which uses a design experiment approach. Their approach to problem solving in the school curriculum is in tandem with what Schoenfeld (2007) claimed: "Crafting instruction that would make a wide range of problem-solving strategies…

The Development, Implementation, and Evaluation of a Problem Solving Heuristic

ERIC Educational Resources Information Center

Lorenzo, Mercedes

2005-01-01

Problem-solving is one of the main goals in science teaching and is something many students find difficult. This research reports on the development, implementation and evaluation of a problem-solving heuristic. This heuristic intends to help students to understand the steps involved in problem solving (metacognitive tool), and to provide them…

Sequenced Integration and the Identification of a Problem-Solving Approach through a Learning Process

ERIC Educational Resources Information Center

Cormas, Peter C.

2016-01-01

Preservice teachers (N = 27) in two sections of a sequenced, methodological and process integrated mathematics/science course solved a levers problem with three similar learning processes and a problem-solving approach, and identified a problem-solving approach through one different learning process. Similar learning processes used included:…

Internet Computer Coaches for Introductory Physics Problem Solving

ERIC Educational Resources Information Center

Xu Ryan, Qing

2013-01-01

The ability to solve problems in a variety of contexts is becoming increasingly important in our rapidly changing technological society. Problem-solving is a complex process that is important for everyday life and crucial for learning physics. Although there is a great deal of effort to improve student problem solving skills throughout the…

An Examination of the Personality Constructs Underlying Dimensions of Creative Problem-Solving Style

ERIC Educational Resources Information Center

Isaksen, Scott G.; Kaufmann, Astrid H.; Bakken, Bjørn T.

2016-01-01

This study investigated the personality facets that underpin the construct of problem-solving style, particularly when approaching more creative kinds of problem-solving. Cattell's Sixteen Personality Factors Questionnaire and VIEW--An Assessment of Problem Solving Style were administered to 165 students from the Norwegian Business School. We…

Teaching Social Problem Solving to Individuals with Mental Retardation

ERIC Educational Resources Information Center

Crites, Steven A.; Dunn, Caroline

2004-01-01

The purpose of this study was to determine effectiveness of a problem-solving curriculum for transition-age students with mental retardation. The interactive training program Solving Your Problems (Browning, n.d.) was used to teach a five-step process for solving problems. Results indicate participants in the training group were able to use the…

The Microcomputer--A Problem Solving Tool.

ERIC Educational Resources Information Center

Hoelscher, Karen J.

Designed to assist teachers in using the microcomputer as a tool to teach problem solving strategies, this document is divided into two sections: the first introduces the concept of problem solving as a thinking process, and suggests means by which a teacher can become an effective guide for the learning of problem solving skills; the second…

Working Memory Components as Predictors of Children's Mathematical Word Problem Solving

ERIC Educational Resources Information Center

Zheng, Xinhua; Swanson, H. Lee; Marcoulides, George A.

2011-01-01

This study determined the working memory (WM) components (executive, phonological loop, and visual-spatial sketchpad) that best predicted mathematical word problem-solving accuracy of elementary school children in Grades 2, 3, and 4 (N = 310). A battery of tests was administered to assess problem-solving accuracy, problem-solving processes, WM,…

The Reliability and Construct Validity of Scores on the Attitudes toward Problem Solving Scale

ERIC Educational Resources Information Center

Zakaria, Effandi; Haron, Zolkepeli; Daud, Md Yusoff

2004-01-01

The Attitudes Toward Problem Solving Scale (ATPSS) has received limited attention concerning its reliability and validity with a Malaysian secondary education population. Developed by Charles, Lester & O'Daffer (1987), the instruments assessed attitudes toward problem solving in areas of Willingness to Engage in Problem Solving Activities,…

Using Digital Mapping Tool in Ill-Structured Problem Solving

ERIC Educational Resources Information Center

Bai, Hua

2013-01-01

Scaffolding students' problem solving and helping them to improve problem solving skills are critical in instructional design courses. This study investigated the effects of students' uses of a digital mapping tool on their problem solving performance in a design case study. It was found that the students who used the digital mapping tool…