Problem-solving skills appraisal mediates hardiness and suicidal ideation among malaysian undergraduate students.

PubMed

Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2015-01-01

Recent evidence suggests that suicidal ideation is increased among university students, it is essential to increase our knowledge concerning the etiology of suicidal ideation among university students. This study was conducted to examine the relationships between problem-solving skills appraisal, hardiness, and suicidal ideation among university students. In addition, this study was conducted to examine problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) as a potential mediator between hardiness and suicidal ideation. The participants consisted of 500 undergraduate students from Malaysian public universities. Structural Equation Modelling (SEM) estimated that undergraduate students with lower hardiness, poor problem-solving confidence, external personal control of emotion, and avoiding style was associated with higher suicidal ideation. Problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) partially mediated the relationship between hardiness and suicidal ideation. These findings underline the importance of studying mediating processes that explain how hardiness affects suicidal ideation.

Use of Social Media in Different Contexts of Information Seeking: Effects of Sex and Problemsolving Style

ERIC Educational Resources Information Center

Kim, Kyung­-Sun; Sin, Sei­-Ching Joanna

2015-01-01

Introduction: Social media are increasingly popular and emerging as important information sources. The study investigates how users' sex and problem-solving style affect their use and evaluation of social media in two contexts. Method: A Web survey including the problem solving inventory (problem solving inventory) was used to collect data. Over…

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.

Analysis of the critical thinking process of junior high school students in solving geometric problems by utilizing the v-a-k learning styles model

NASA Astrophysics Data System (ADS)

Hananto, R. B.; Kusmayadi, T. A.; Riyadi

2018-05-01

The research aims to identify the critical thinking process of students in solving geometry problems. The geometry problem selected in this study was the building of flat side room (cube). The critical thinking process was implemented to visual, auditory and kinesthetic learning styles. This research was a descriptive analysis research using qualitative method. The subjects of this research were 3 students selected by purposive sampling consisting of visual, auditory, and kinesthetic learning styles. Data collection was done through test, interview, and observation. The results showed that the students' critical thinking process in identifying and defining steps for each learning style were similar in solving problems. The critical thinking differences were seen in enumerate, analyze, list, and self-correct steps. It was also found that critical thinking process of students with kinesthetic learning style was better than visual and auditory learning styles.

Using Jigsaw-Style Spectroscopy Problem-Solving to Elucidate Molecular Structure through Online Cooperative Learning

ERIC Educational Resources Information Center

Winschel, Grace A.; Everett, Renata K.; Coppola, Brian P.; Shultz, Ginger V.

2015-01-01

Cooperative learning was employed as an instructional approach to facilitate student development of spectroscopy problem solving skills. An interactive online environment was used as a framework to structure weekly discussions around spectroscopy problems outside of class. Weekly discussions consisted of modified jigsaw-style problem solving…

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 Skills Appraisal Mediates Hardiness and Suicidal Ideation among Malaysian Undergraduate Students

PubMed Central

Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2015-01-01

Objectives Recent evidence suggests that suicidal ideation is increased among university students, it is essential to increase our knowledge concerning the etiology of suicidal ideation among university students. This study was conducted to examine the relationships between problem-solving skills appraisal, hardiness, and suicidal ideation among university students. In addition, this study was conducted to examine problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) as a potential mediator between hardiness and suicidal ideation. Methods The participants consisted of 500 undergraduate students from Malaysian public universities. Results Structural Equation Modelling (SEM) estimated that undergraduate students with lower hardiness, poor problem-solving confidence, external personal control of emotion, and avoiding style was associated with higher suicidal ideation. Problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) partially mediated the relationship between hardiness and suicidal ideation. Conclusion These findings underline the importance of studying mediating processes that explain how hardiness affects suicidal ideation. PMID:25830229

Preservice Teachers' Problem Solving: A Study of Problem Identification and Engagement Style Using the LIBRE Model

ERIC Educational Resources Information Center

Castro-Villarreal, Felicia; Guerra, Norma S.

2012-01-01

In this study, we examine 122 preservice teachers' reported problems and assessed engagement styles using the LIBRE model stick figure. Qualitative and descriptive data were gathered using (1) a qualitative problem-solving activity to identify preservice teachers' problems and engagement preferences and (2) descriptive analyses to depict and…

Educators' Perceptions of Their Instructional Leadership Styles and Their Problem Solving Styles

ERIC Educational Resources Information Center

Issa, Reine M.

2014-01-01

Instructional leadership is not well-defined in the literature. The term has been used to describe the principal's role as an instructional leader. However, principals are not the only instructional leaders. Teachers are as well. In this study, data on leadership and problem solving style were collected one time from 378 educators in K-12 school…

Mathematics Literacy of Secondary Students in Solving Simultanenous Linear Equations

NASA Astrophysics Data System (ADS)

Sitompul, R. S. I.; Budayasa, I. K.; Masriyah

2018-01-01

This study examines the profile of secondary students’ mathematical literacy in solving simultanenous linear equations problems in terms of cognitive style of visualizer and verbalizer. This research is a descriptive research with qualitative approach. The subjects in this research consist of one student with cognitive style of visualizer and one student with cognitive style of verbalizer. The main instrument in this research is the researcher herself and supporting instruments are cognitive style tests, mathematics skills tests, problem-solving tests and interview guidelines. Research was begun by determining the cognitive style test and mathematics skill test. The subjects chosen were given problem-solving test about simultaneous linear equations and continued with interview. To ensure the validity of the data, the researcher conducted data triangulation; the steps of data reduction, data presentation, data interpretation, and conclusion drawing. The results show that there is a similarity of visualizer and verbalizer-cognitive style in identifying and understanding the mathematical structure in the process of formulating. There are differences in how to represent problems in the process of implementing, there are differences in designing strategies and in the process of interpreting, and there are differences in explaining the logical reasons.

The effect of visual representation style in problem-solving: a perspective from cognitive processes.

PubMed

Nyamsuren, Enkhbold; Taatgen, Niels A

2013-01-01

Using results from a controlled experiment and simulations based on cognitive models, we show that visual presentation style can have a significant impact on performance in a complex problem-solving task. We compared subject performances in two isomorphic, but visually different, tasks based on a card game of SET. Although subjects used the same strategy in both tasks, the difference in presentation style resulted in radically different reaction times and significant deviations in scanpath patterns in the two tasks. Results from our study indicate that low-level subconscious visual processes, such as differential acuity in peripheral vision and low-level iconic memory, can have indirect, but significant effects on decision making during a problem-solving task. We have developed two ACT-R models that employ the same basic strategy but deal with different presentations styles. Our ACT-R models confirm that changes in low-level visual processes triggered by changes in presentation style can propagate to higher-level cognitive processes. Such a domino effect can significantly affect reaction times and eye movements, without affecting the overall strategy of problem solving.

The Effect of Visual Representation Style in Problem-Solving: A Perspective from Cognitive Processes

PubMed Central

Nyamsuren, Enkhbold; Taatgen, Niels A.

2013-01-01

Using results from a controlled experiment and simulations based on cognitive models, we show that visual presentation style can have a significant impact on performance in a complex problem-solving task. We compared subject performances in two isomorphic, but visually different, tasks based on a card game of SET. Although subjects used the same strategy in both tasks, the difference in presentation style resulted in radically different reaction times and significant deviations in scanpath patterns in the two tasks. Results from our study indicate that low-level subconscious visual processes, such as differential acuity in peripheral vision and low-level iconic memory, can have indirect, but significant effects on decision making during a problem-solving task. We have developed two ACT-R models that employ the same basic strategy but deal with different presentations styles. Our ACT-R models confirm that changes in low-level visual processes triggered by changes in presentation style can propagate to higher-level cognitive processes. Such a domino effect can significantly affect reaction times and eye movements, without affecting the overall strategy of problem solving. PMID:24260415

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.

Ways of problem solving as predictors of relapse in alcohol dependent male inpatients.

PubMed

Demirbas, Hatice; Ilhan, Inci Ozgur; Dogan, Yildirim Beyatli

2012-01-01

The purpose of this study was to identify how remitters and relapsers view their everyday problem solving strategies. A total of 128 male alcohol dependent male inpatients who were hospitalized at the Ankara University Psychiatry Clinic, Alcohol and Substance Abuse Treatment Unit were recruited for the study. Subjects demographic status and alcohol use histories were assessed by a self-report questionnaire. Also, patients were evaluated with The Coopersmith Self-esteem Inventory (CSI), The Spielberger State-Trait Anxiety Scale (STAI-I-II), and The Problem Solving Inventory (PSI). Patients were followed for six months with monthly intervals after hospital discharge. Drinking status was assessed in terms of abstinence and relapse. Data were assessed with Student t-test, and univariate and multivariate analyses. In the logistic regression analysis, age, marital status, employment status and PSI subscores were taken as the independent variables and drinking state at the end of six months as the dependent variable. There were significant differences in reflective and avoidant styles, and monitoring style of problem solving between abstainers and relapses. It was found that subjects who perceived their problem solving style as less avoidant and less reflective were at greater risk to relapse. The findings demonstrated that active engagement in problem solving like utilizing avoidant and reflective styles of problem solving enhances abstinence. In treatment, expanding the behavior repertoire and increasing the variety of ways of problem solving ways that can be utilized in daily life should be one of the major goals of the treatment program. Copyright © 2011 Elsevier Ltd. All rights reserved.

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.

Suicidality, Problem-Solving Skills, Attachment Style, and Hopelessness in Turkish Students

ERIC Educational Resources Information Center

Zeyrek, Emek Yuce; Gencoz, Faruk; Bergman, Yoav; Lester, David

2009-01-01

Among 180 Turkish university students, the probability of suicide was strongly predicted by both hopelessness and deficiencies in problem solving. In addition, for women, unhealthy attachment styles (preoccupied and dismissing) also predicted suicidality. The clinical implications of these findings are that psychotherapists should focus on helping…

Association Between Anticipatory Grief and Problem Solving Among Family Caregivers of Persons with Cognitive Impairment

PubMed Central

Fowler, Nicole R.; Hansen, Alexandra S.; Barnato, Amber E.; Garand, Linda

2013-01-01

Objective Measure perceived involvement in medical decision making and determine if anticipatory grief is associated with problem solving among family caregivers of older adults with cognitive impairment. Method Retrospective analysis of baseline data from a caregiver intervention (n=73). Multivariable regression models testing the association between caregivers’ anticipatory grief, measured by the Anticipatory Grief Scale (AGS), with problem solving abilities, measured by the Social Problem Solving Inventory – Revised: Short Form (SPSI-R: S). Results 47/73 (64%) of caregivers reported involvement in medical decision making. Mean AGS was 70.1 (± 14.8) and mean SPSI-R:S was 107.2 (± 11.6). Higher AGS scores were associated with lower positive problem orientation (P=0.041) and higher negative problem orientation scores (P=0.001) but not other components of problem solving- rational problem solving, avoidance style, and impulsivity/carelessness style. Discussion Higher anticipatory grief among family caregivers impaired problem solving, which could have negative consequences for their medical decision making responsibilities. PMID:23428394

How do Rumination and Social Problem Solving Intensify Depression? A Longitudinal Study.

PubMed

Hasegawa, Akira; Kunisato, Yoshihiko; Morimoto, Hiroshi; Nishimura, Haruki; Matsuda, Yuko

2018-01-01

In order to examine how rumination and social problem solving intensify depression, the present study investigated longitudinal associations among each dimension of rumination and social problem solving and evaluated aspects of these constructs that predicted subsequent depression. A three-wave longitudinal study, with an interval of 4 weeks between waves, was conducted. Japanese university students completed the Beck Depression Inventory-Second Edition, Ruminative Responses Scale, Social Problem-Solving Inventory-Revised Short Version, and Interpersonal Stress Event Scale on three occasions 4 weeks apart ( n  = 284 at Time 1, 198 at Time 2, 165 at Time 3). Linear mixed models were analyzed to test whether each variable predicted subsequent depression, rumination, and each dimension of social problem solving. Rumination and negative problem orientation demonstrated a mutually enhancing relationship. Because these two variables were not associated with interpersonal conflict during the subsequent 4 weeks, rumination and negative problem orientation appear to strengthen each other without environmental change. Rumination and impulsivity/carelessness style were associated with subsequent depressive symptoms, after controlling for the effect of initial depression. Because rumination and impulsivity/carelessness style were not concurrently and longitudinally associated with each other, rumination and impulsive/careless problem solving style appear to be independent processes that serve to intensify depression.

Observing Student Working Styles when Using Graphic Calculators to Solve Mathematics Problems

ERIC Educational Resources Information Center

Berry, J.; Graham, E.; Smith, A.

2006-01-01

Some research studies, many of which used quantitative methods, have suggested that graphics calculators can be used to effectively enhance the learning of mathematics. More recently research studies have started to explore students' styles of working as they solve problems with technology. This paper describes the use of a software application…

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.

Problem-Solving Treatment and Coping Styles in Primary Care for Minor Depression

ERIC Educational Resources Information Center

Oxman, Thomas E.; Hegel, Mark T.; Hull, Jay G.; Dietrich, Allen J.

2008-01-01

Research was undertaken to compare problem-solving treatment for primary care (PST-PC) with usual care for minor depression and to examine whether treatment effectiveness was moderated by coping style. PST-PC is a 6-session, manual-based, psychosocial skills intervention. A randomized controlled trial was conducted in 2 academic, primary care…

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…

Environmental problem-solving: Psychosocial factors

NASA Astrophysics Data System (ADS)

Miller, Alan

1982-11-01

This is a study of individual differences in environmental problem-solving, the probable roots of these differences, and their implications for the education of resource professionals. A group of student Resource Managers were required to elaborate their conception of a complex resource issue (Spruce Budworm management) and to generate some ideas on management policy. Of particular interest was the way in which subjects dealt with the psychosocial aspects of the problem. A structural and content analysis of responses indicated a predominance of relatively compartmentalized styles, a technological orientation, and a tendency to ignore psychosocial issues. A relationship between problem-solving behavior and personal (psychosocial) style was established which, in the context of other evidence, suggests that problem-solving behavior is influenced by more deep seated personality factors. The educational implication drawn was that problem-solving cannot be viewed simply as an intellectual-technical activity but one that involves, and requires the education of, the whole person.

Influence of Efficacy and Resilience on Problem Solving in the United States, Taiwan, and China

ERIC Educational Resources Information Center

Li, Ming-hui; Eschenauer, Robert; Yang, Yan

2013-01-01

This study explores factors that influence problem-solving coping style across cultures. There was no significant difference in applying problem solving across U.S., Taiwanese, and Chinese samples. The effective predictors of problem solving in the U.S. and Chinese samples were self-efficacy and trait resilience, respectively. In the Taiwanese…

Effects of Teaching Approach on Problem Solving Ability of Agricultural Education Students with Varying Learning Styles.

ERIC Educational Resources Information Center

Dyer, James E.; Osborne, Edward W.

1996-01-01

One group of Illinois secondary agriculture students was taught using a problem-solving approach (PSA), the other with a subject-matter approach (SMA). A problem-solving posttest and Group Embedded Figures Test showed significantly higher problem-solving ability in the PSA group. Field independent learners in the PSA group significantly increased…

Marital conflict management skills, parenting style, and early-onset conduct problems: processes and pathways.

PubMed

Webster-Stratton, C; Hammond, M

1999-09-01

This study examined whether the link between marital conflict management style and child conduct problems with peers and parents is direct or mediated by mothers' and fathers' parenting style (critical parenting and low emotional responsivity). One hundred and twenty children, aged 4 to 7 years, were observed interacting in our laboratory playroom solving a problem with their best friend as well as at home with their parents. In addition, all the children's parents were observed in our laboratory trying to solve two family problems as well as at home interacting under more natural conditions with each other and with their children. Mothers and fathers completed questionnaires assessing marital problem solving as well as reports of their children's behavior problems. Results indicated that a negative marital conflict management style had direct links with children's conduct problems. In addition, the linkage between negative marital conflict management and children's interactions with parents and peers was found to be mediated by both mothers' and fathers' critical parenting and low emotional responsivity, thereby supporting the indirect as well as the direct model of negative family interactions. The findings are discussed in relation to the implications for treatment.

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

The Effects of Students' Cognitive Styles on Conceptual Understandings and Problem-Solving Skills in Introductory Mechanics

ERIC Educational Resources Information Center

Ates, Salih; Cataloglu, Erdat

2007-01-01

The purpose of this study was to determine if there are relationships among freshmen students' Field depended or field independent (FD/FI) cognitive style, conceptual understandings, and problem solving skills in mechanics. The sample consisted of 213 freshmen (female = 111, male = 102; age range 17-21) who were enrolled in an introductory physics…

Predicting Academic Success of Junior Secondary School Students in Mathematics through Cognitive Style and Problem Solving Technique

ERIC Educational Resources Information Center

Badru, Ademola K.

2015-01-01

This study examined the prediction of academic success of Junior secondary school mathematics students using their cognitive style and problem solving technique. A descriptive survey of correlation type was adopted for this study. A purposive sampling procedure was used to select five Public Junior secondary schools in Ijebu-Ode local government…

Bullying and Victimisation in School Children: The Role of Social Identity, Problem-Solving Style, and Family and School Context

ERIC Educational Resources Information Center

Cassidy, Tony

2009-01-01

The relationship between social identity, family and school context, problem-solving style, self-esteem, health behaviour, psychological distress, and victimisation, was explored in a quasi-experimental survey of 461 children aged between 11 and 15 years old. There was a high prevalence of victimisation (29%) in the group and 44% of those…

Tunnel Vision in Environmental Management.

ERIC Educational Resources Information Center

Miller, Alan

1982-01-01

Discusses problem-solving styles in environmental management and the specific deficiencies in these styles that might be grouped under the label "tunnel vision," a form of selective attention contributing to inadequate problem-formulation, partial solutions to complex problems, and generation of additional problems. Includes educational…

The relationship between parental bonding, social problem solving and eating pathology in an anorexic inpatient sample.

PubMed

Swanson, Helen; Power, Kevin; Collin, Paula; Deas, Suzanne; Paterson, Gillian; Grierson, David; Yellowlees, Alex; Park, Katy; Taylor, Louise

2010-01-01

Parental relationships and maladaptive problem solving have been associated with anorexic symptomatology. This study investigates the relationship between perceived parental bonding, social problem solving and eating psychopathology. Forty three female inpatients with anorexia nervosa and 76 student controls were assessed using the Parental Bonding Instrument, the Social Problem Solving Inventory and the Eating Disorders Examination or the Eating Disorders Examination-Questionnaire. The anorexic group reported significantly lower levels of parental care than the student control group and used more negative and avoidance style coping. In the anorexic group, disordered eating was significantly correlated with low maternal care and high control. Maternal bonding was found to mediate the relationship between avoidance style coping and eating pathology. Findings suggest a relationship between maternal bonding, the use of maladaptive problem solving techniques and eating disorder pathology in inpatients with anorexia nervosa.

Students’ Relational Thinking of Impulsive and Reflective in Solving Mathematical Problem

NASA Astrophysics Data System (ADS)

Satriawan, M. A.; Budiarto, M. T.; Siswono, T. Y. E.

2018-01-01

This is a descriptive research which qualitatively investigates students’ relational thinking of impulsive and reflective cognitive style in solving mathematical problem. The method used in this research are test and interview. The data analyzed by reducing, presenting and concluding the data. The results of research show that the students’ reflective cognitive style can possibly help to find out important elements in understanding a problem. Reading more than one is useful to identify what is being questioned and write the information which is known, building relation in every element and connecting information with arithmetic operation, connecting between what is being questioned with known information, making equation model to find out the value by using substitution, and building a connection on re-checking, re-reading, and re-counting. The impulsive students’ cognitive style supports important elements in understanding problems, building a connection in every element, connecting information with arithmetic operation, building a relation about a problem comprehensively by connecting between what is being questioned with known information, finding out the unknown value by using arithmetic operation without making any equation model. The result of re-checking problem solving, impulsive student was only reading at glance without re-counting the result of problem solving.

Integrating Multiple Intelligences and Learning Styles on Solving Problems, Achievement in, and Attitudes towards Math in Six Graders with Learning Disabilities in Cooperative Groups

ERIC Educational Resources Information Center

Eissa, Mourad Ali; Mostafa, Amaal Ahmed

2013-01-01

This study investigated the effect of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in six graders with learning disabilities in cooperative groups. A total of 60 students identified with LD were invited to participate. The sample was…

Implementing a Case-Based E-Learning Environment in a Lecture-Oriented Anaesthesiology Class: Do Learning Styles Matter in Complex Problem Solving over Time?

ERIC Educational Resources Information Center

Choi, Ikseon; Lee, Sang Joon; Kang, Jeongwan

2009-01-01

This study explores how students' learning styles influence their learning while solving complex problems when a case-based e-learning environment is implemented in a conventional lecture-oriented classroom. Seventy students from an anaesthesiology class at a dental school participated in this study over a 3-week period. Five learning-outcome…

The Relationship between EQ & Constructive and Non-Constructive Problem Solving Styles among Payame Noor University's Students of Abadan in the Year 2014

ERIC Educational Resources Information Center

Rajaeipoor, Saeed; Siadat, Ali; Hoveida, Reza; Mohammadi, Nazanin; Keshavarz, Akbar; Salimi, Mohammad Hossein; Abbasian, Mohammad Reza; Shamsi, Ali

2015-01-01

The objective of the present study is considering the relationship between EQ & constructive and non-constructive problem solving styles among students. The applied methodology is cross-correlation method. The statistical population in this study is all the educational sciences' students of Payame Noor university of Abadan in the year 2014 and…

CHEMEX; Understanding and Solving Problems in Chemistry. A Computer-Assisted Instruction Program for General Chemistry.

ERIC Educational Resources Information Center

Lower, Stephen K.

A brief overview of CHEMEX--a problem-solving, tutorial style computer-assisted instructional course--is provided and sample problems are offered. In CHEMEX, students receive problems in advance and attempt to solve them before moving through the computer program, which assists them in overcoming difficulties and serves as a review mechanism.…

Students’ Spatial Performance: Cognitive Style and Sex Differences

NASA Astrophysics Data System (ADS)

Hanifah, U.; Juniati, D.; Siswono, T. Y. E.

2018-01-01

This study aims at describing the students’ spatial abilities based on cognitive styles and sex differences. Spatial abilities in this study include 5 components, namely spatial perception, spatial visualization, mental rotation, spatial relations, and spatial orientation. This research is descriptive research with qualitative approach. The subjects in this research were 4 students of junior high school, there were 1 male FI, 1 male FD, 1 female FI, and 1 female FI. The results showed that there are differences in spatial abilities of the four subjects that are on the components of spatial visualization, mental rotation, and spatial relations. The differences in spatial abilities were found in methods / strategies used by each subject to solve each component problem. The differences in cognitive styles and sex suggested different choice of strategies used to solve problems. The male students imagined the figures but female students needed the media to solve the problem. Besides sex, the cognitive style differences also have an effect on solving a problem. In addition, FI students were not affected by distracting information but FD students could be affected by distracting information. This research was expected to contribute knowledge and insight to the readers, especially for math teachers in terms of the spatial ability of the students so that they can optimize their students’ spatial ability.

Students’ thinking preferences in solving mathematics problems based on learning styles: a comparison of paper-pencil and geogebra

NASA Astrophysics Data System (ADS)

Farihah, Umi

2018-04-01

The purpose of this study was to analyze students’ thinking preferences in solving mathematics problems using paper pencil comparing to geogebra based on their learning styles. This research employed a qualitative descriptive study. The subjects of this research was six of eighth grade students of Madrasah Tsanawiyah Negeri 2 Trenggalek, East Java Indonesia academic year 2015-2016 with their difference learning styles; two visual students, two auditory students, and two kinesthetic students.. During the interview, the students presented the Paper and Pencil-based Task (PBTs) and the Geogebra-based Task (GBTs). By investigating students’ solution methods and the representation in solving the problems, the researcher compared their visual and non-visual thinking preferences in solving mathematics problems while they were using Geogebra and without Geogebra. Based on the result of research analysis, it was shown that the comparison between students’ PBTs and GBTs solution either visual, auditory, or kinesthetic represented how Geogebra can influence their solution method. By using Geogebra, they prefer using visual method while presenting GBTs to using non-visual method.

Identity styles and conflict resolution styles: associations in mother-adolescent dyads.

PubMed

Missotten, Lies Christine; Luyckx, Koen; Branje, Susan; Vanhalst, Janne; Goossens, Luc

2011-08-01

Adolescent identity and parent-adolescent conflict have each attracted considerable research interest. However, few studies have examined the important link between the two constructs. The present study examined the associations between adolescent identity processing styles and adolescent conflict resolution styles in the mother-adolescent dyad. Questionnaires about conflict frequency and resolution were completed by 796 adolescents (66% female, mostly Caucasian) and their mothers. Adolescents also completed a measure on identity styles. Each identity style was hypothesized to relate to a specific conflict resolution behavior. Hierarchical regression analyses showed that the information-oriented identity style was positively associated with positive problem solving and negatively with conflict engagement and withdrawal, the normative style was positively associated with compliance, and, finally, the diffuse-avoidant style was positively associated with withdrawal and conflict engagement and negatively with positive problem solving. Our results demonstrated that the way in which adolescents tackle identity-relevant issues is related to the way in which they deal with conflicts with their mothers. Implications and suggestions for future research are discussed.

Investigating and analyzing prospective teacher's reflective thinking in solving mathematical problem: A case study of female-field dependent (FD) prospective teacher

NASA Astrophysics Data System (ADS)

Agustan, S.; Juniati, Dwi; Siswono, Tatag Yuli Eko

2017-05-01

In the last few years, reflective thinking becomes very popular term in the world of education, especially in professional education of teachers. One of goals of the educational personnel and teacher institutions create responsible prospective teachers and they are able reflective thinking. Reflective thinking is a future competence that should be taught to students to face the challenges and to respond of demands of the 21st century. Reflective thinking can be applied in mathematics becauseby reflective thinking, students can improve theircuriosity to solve mathematical problem. In solving mathematical problem is assumed that cognitive style has an impact on prospective teacher's mental activity. As a consequence, reflective thinking and cognitive style are important things in solving mathematical problem. The subject, in this research paper, isa female-prospective teacher who has fielddependent cognitive style. The purpose of this research paperis to investigate the ability of prospective teachers' reflective thinking in solving mathematical problem. This research paper is a descriptive by using qualitativeapproach. To analyze the data related to prospectiveteacher's reflective thinking in solving contextual mathematicalproblem, the researchers focus in four main categories which describe prospective teacher's activities in using reflective thinking, namely; (a) formulation and synthesis of experience, (b) orderliness of experience, (c) evaluating the experience and (d) testing the selected solution based on the experience.

Connecting Problem-Solving Style to Peer Evaluations of Performance in Secondary Cooperative Learning Projects

ERIC Educational Resources Information Center

Bush, Sarah A.; Friedel, Curtis R.; Hoerbert, Lindsey R.; Broyles, Thomas W.

2017-01-01

With an evolving and expanding agricultural industry, it is crucial to provide future professionals with valuable experiences and skills in problem solving, communication, and teamwork. Agricultural summer programs for secondary students, which provide cooperative learning experiences with a focus on group work and problem solving, aim to help…

Problem solving styles among people who use alcohol and other drugs in South Africa.

PubMed

Sorsdahl, Katherine; Stein, Dan J; Carrara, Henri; Myers, Bronwyn

2014-01-01

The present study examines the relationship between problem-solving styles, socio-demographic variables and risk of alcohol and other drug (AOD)-related problems among a South African population. The Social Problem-Solving Inventory-Revised, Center for Epidemiologic Studies Depression Scale (CES-D) and the Alcohol, Smoking and Substance Involvement Screening Test (ASSIST) were administered to a convenience sample of 1000 respondents. According to the ASSIST, 32% and 49% of respondents met criteria for moderate to high risk of alcohol use and illicit drug use respectively. After adjusting for the effects of other variables in the model, respondents who were of "Coloured" ancestry (PR=1.20, 95% CI 1.0-1.4), male (PR=1.19, 95% CI 1.04-1.37), older (PR=1.01, 95% CI 1.00-1.02), who adopted an avoidance style of coping with problems (PR=1.03, 95% CI 1.01-1.05) and who met criteria for depression (PR=1.42, 95% CI 1.12-1.79) were more likely to be classified as having risky AOD use. This suggests that interventions to improve problem solving and provide people with cognitive strategies to cope better with their problems may hold promise for reducing risky AOD use. © 2013.

Changes in problem-solving appraisal after cognitive therapy for the prevention of suicide.

PubMed

Ghahramanlou-Holloway, M; Bhar, S S; Brown, G K; Olsen, C; Beck, A T

2012-06-01

Cognitive therapy has been found to be effective in decreasing the recurrence of suicide attempts. A theoretical aim of cognitive therapy is to improve problem-solving skills so that suicide no longer remains the only available option. This study examined the differential rate of change in problem-solving appraisal following suicide attempts among individuals who participated in a randomized controlled trial for the prevention of suicide. Changes in problem-solving appraisal from pre- to 6-months post-treatment in individuals with a recent suicide attempt, randomized to either cognitive therapy (n = 60) or a control condition (n = 60), were assessed by using the Social Problem-Solving Inventory-Revised, Short Form. Improvements in problem-solving appraisal were similarly observed for both groups within the 6-month follow-up. However, during this period, individuals assigned to the cognitive therapy condition demonstrated a significantly faster rate of improvement in negative problem orientation and impulsivity/carelessness. More specifically, individuals receiving cognitive therapy were significantly less likely to report a negative view toward life problems and impulsive/carelessness problem-solving style. Cognitive therapy for the prevention of suicide provides rapid changes within 6 months on negative problem orientation and impulsivity/carelessness problem-solving style. Given that individuals are at the greatest risk for suicide within 6 months of their last suicide attempt, the current study demonstrates that a brief cognitive intervention produces a rapid rate of improvement in two important domains of problem-solving appraisal during this sensitive period.

The Effects of Differentiating Instruction by Learning Styles on Problem Solving in Cooperative Groups

ERIC Educational Resources Information Center

Westbrook, Amy F.

2011-01-01

It can be difficult to find adequate strategies when teaching problem solving in a standard based mathematics classroom. The purpose of this study was to improve students' problem solving skills and attitudes through differentiated instruction when working on lengthy performance tasks in cooperative groups. This action research studied for 15 days…

Gender Differences in Solving Mathematics Problems among Two-Year College Students in a Developmental Algebra Class and Related Factors.

ERIC Educational Resources Information Center

Schonberger, Ann K.

A study was conducted at the University of Maine at Orono (UMO) to examine gender differences with respect to mathematical problem-solving ability, visual spatial ability, abstract reasoning ability, field independence/dependence, independent learning style, and developmental problem-solving ability (i.e., formal reasoning ability). Subjects…

Social problem-solving, perceived stress, negative life events, depression and life satisfaction in psoriasis.

PubMed

Eskin, M; Savk, E; Uslu, M; Küçükaydoğan, N

2014-11-01

Psoriasis is a chronic dermatosis which may cause significant impairment of the patient's quality of life. The purpose of this study was to investigate the social problem-solving skills, perceived stress, negative life events, depression and life satisfaction in psoriasis patients. Data were gathered by means of questionnaires and clinical evaluations from 51 psoriatic patients and 51 matched healthy controls. Average disease duration was 16.47 years and average Psoriasis Area and Severity Index score was 3.67. Compared with the controls, the patients displayed lower social problem-solving skills. They displayed higher negative problem orientation and impulsive-careless problem-solving style scores than the controls. Patients tended also to show more avoidant problem-solving style and lower life satisfaction than controls. There was no difference between psoriatic patients and controls in terms of depression, perceived stress and negative life events. Higher social problem-solving skills were associated with lower depression, perceived stress and fewer numbers of negative life events but higher level of life satisfaction. The patient group largely included mild and moderate psoriatic cases. The findings of the study suggest that problem-solving training or therapy may be a suitable option for alleviating levels of psychological distress in patients suffering from psoriasis. © 2014 European Academy of Dermatology and Venereology.

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

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.

Adolescents' and Best Friend's Depressive Symptoms and Conflict Management: Intraindividual and Interpersonal Processes Over Time.

PubMed

Boersma-van Dam, Elise; Hale, Bill; Koot, Hans; Meeus, Wim; Branje, Susan

2016-12-12

This 6-year longitudinal study examined the relation between 3 conflict management styles (i.e., problem solving, conflict engagement, and compliance) and depressive symptoms in adolescent-best friend relationships. Participants were 479 Dutch adolescents and their best friend who reported annually on depressive symptoms and conflict management styles toward each other. Bidirectional effects between conflict management styles and depressive symptoms were studied both within adolescents (intraindividual) and between adolescent best friends (interpersonal). A positive interpersonal effect of depressive symptoms of one dyad member on depressive symptoms of the other member was found. Similarly, higher positive problem solving and conflict engagement of one dyad member predicted respectively higher problem solving and conflict engagement of the other dyad member. Adolescents who reported more depressive symptoms reported more conflict engagement and compliance over time. In addition, for boys, higher levels of depressive symptoms of one dyad member were related to more problem solving by the other member over time. The current study contributed to the literature by showing that depressive symptoms and conflict management are related constructs in adolescents and that both intrapersonal and interpersonal processes contribute to this relation.

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.

Algebraic Thinking in Solving Linier Program at High School Level: Female Student’s Field Independent Cognitive Style

NASA Astrophysics Data System (ADS)

Hardiani, N.; Budayasa, I. K.; Juniati, D.

2018-01-01

The aim of this study was to describe algebraic thinking of high school female student’s field independent cognitive style in solving linier program problem by revealing deeply the female students’ responses. Subjects in this study were 7 female students having field independent cognitive style in class 11. The type of this research was descriptive qualitative. The method of data collection used was observation, documentation, and interview. Data analysis technique was by reduction, presentation, and conclusion. The results of this study showed that the female students with field independent cognitive style in solving the linier program problem had the ability to represent algebraic ideas from the narrative question that had been read by manipulating symbols and variables presented in tabular form, creating and building mathematical models in two variables linear inequality system which represented algebraic ideas, and interpreting the solutions as variables obtained from the point of intersection in the solution area to obtain maximum benefit.

A longitudinal study of the associations among adolescent conflict resolution styles, depressive symptoms, and romantic relationship longevity.

PubMed

Ha, Thao; Overbeek, Geertjan; Cillessen, Antonius H N; Engels, Rutger C M E

2012-10-01

This study investigated whether adolescents' conflict resolution styles mediated between depressive symptoms and relationship longevity. Data were used from a sample of 80 couples aged 13-19 years old (Mage = 15.48, SD = 1.16). At Time 1 adolescents reported their depressive symptoms and conflict resolution styles. Additionally, time until break-up was assessed. Data were analyzed using actor-partner interdependence models. Results showed no support for conflict resolution styles as mediators. Girls' depressive symptoms were directly related to shorter relationships. Additionally, actor effects were found indicating that boys and girls with more depressive symptoms used negative resolution styles and were less likely to employ positive problems solving strategies. Finally, one partner effect was found: girls' depressive symptoms related to more positive problem solving in boys. Copyright © 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Algebraic Reasoning in Solving Mathematical Problem Based on Learning Style

NASA Astrophysics Data System (ADS)

Indraswari, N. F.; Budayasa, I. K.; Ekawati, R.

2018-01-01

This study aimed to describe algebraic reasoning of secondary school’s pupils with different learning styles in solving mathematical problem. This study begins by giving the questionnaire to find out the learning styles and followed by mathematical ability test to get three subjects of 8th-grade whereas the learning styles of each pupil is visual, auditory, kinesthetic and had similar mathematical abilities. Then it continued with given algebraic problems and interviews. The data is validated using triangulation of time. The result showed that in the pattern of seeking indicator, subjects identified the things that were known and asked based on them observations. The visual and kinesthetic learners represented the known information in a chart, whereas the auditory learner in a table. In addition, they found the elements which makes the pattern and made a relationship between two quantities. In the pattern recognition indicator, they created conjectures on the relationship between two quantities and proved it. In the generalization indicator, they were determining the general rule of pattern found on each element of pattern using algebraic symbols and created a mathematical model. Visual and kinesthetic learners determined the general rule of equations which was used to solve problems using algebraic symbols, but auditory learner in a sentence.

Improving Teamwork through Awareness of Conversational Styles

ERIC Educational Resources Information Center

Rehling, Louise

2004-01-01

Conversational styles can sometimes cause conflicts on problem-solving writing teams. In self-defense, students often resort to blaming and shaming around conversational styles, which can just worsen unproductive group behaviors, limiting idea exchanges and deflecting attention from substantive issues and onto what is often labeled "personality…

Problem-Solving Coping and Social Support as Mediators of Academic Stress and Suicidal Ideation Among Malaysian and Indian Adolescents.

PubMed

Khan, Aqeel; Hamdan, Abdul Rahim; Ahmad, Roslee; Mustaffa, Mohamed Sharif; Mahalle, Salwa

2016-02-01

This study examined whether productive coping styles and social support were significant mediators of the relationship between academic stress and suicidal ideation. The survey was performed on a sample of 300 Malaysian and 300 Indian college students. The participants completed psychological assessments of productive coping styles, social support, academic stress, and suicidal ideation. Significant cultural and demographic differences emerged. Indian students reported higher suicidal ideation and academic stress than did Malaysian students, and Malaysian students received more social support and had better problem-solving coping styles than did Indian students. Overall, students who were male, non-religious, and from low-income families reported more academic stress and more suicidal ideation. Productive coping styles and overall social support strongly affected the relationship between academic stress and suicidal ideation among both countries' participants.

Analytic Cognitive Style Predicts Religious and Paranormal Belief

ERIC Educational Resources Information Center

Pennycook, Gordon; Cheyne, James Allan; Seli, Paul; Koehler, Derek J.; Fugelsang, Jonathan A.

2012-01-01

An analytic cognitive style denotes a propensity to set aside highly salient intuitions when engaging in problem solving. We assess the hypothesis that an analytic cognitive style is associated with a history of questioning, altering, and rejecting (i.e., unbelieving) supernatural claims, both religious and paranormal. In two studies, we examined…

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.

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.

Profile of male-field dependent (FD) prospective teacher's reflective thinking in solving contextual mathematical problem

NASA Astrophysics Data System (ADS)

Agustan, S.; Juniati, Dwi; Siswono, Tatag Yuli Eko

2017-08-01

Reflective thinking is an important component in the world of education, especially in professional education of teachers. In learning mathematics, reflective thinking is one way to solve mathematical problem because it can improve student's curiosity when student faces a mathematical problem. Reflective thinking is also a future competence that should be taught to students to face the challenges and to respond of demands of the 21st century. There are many factors which give impact toward the student's reflective thinking when student solves mathematical problem. One of them is cognitive style. For this reason, reflective thinking and cognitive style are important things in solving contextual mathematical problem. This research paper describes aspect of reflective thinking in solving contextual mathematical problem involved solution by using some mathematical concept, namely linear program, algebra arithmetic operation, and linear equations of two variables. The participant, in this research paper, is a male-prospective teacher who has Field Dependent. The purpose of this paper is to describe aspect of prospective teachers' reflective thinking in solving contextual mathematical problem. This research paper is a descriptive by using qualitative approach. To analyze the data, the researchers focus in four main categories which describe prospective teacher's activities using reflective thinking, namely; (a) formulation and synthesis of experience, (b) orderliness of experience, (c) evaluating the experience and (d) testing the selected solution based on the experience.

[Influence of sociodemographic variables on coping styles, social stress, and sexual sensation seeking in adolescents].

PubMed

de la Paz Bermúdez, María; Teva, Inmaculada; Buela-Casal, Gualberto

2009-05-01

The aim of this study is to analyze the influence of gender, age, and type of high school (public/private) on coping styles solve the problem coping style, reference to others coping style and non-productive coping, social stress, and sexual sensation seeking in adolescents. A total of 4.456 adolescents participated. The following measures were used: Adolescent Coping Scale, Sexual Sensation Seeking Scale, and the Social Stress subscale of the Behavior Assessment System for Children. This is a cross-sectional study that used a stratified random sampling considering Spanish regions and type of high school (public/private) to select participants. The sample is representative of the national level at a 95.5% confidence interval. Results showed that males had higher scores in sexual sensation seeking and social stress compared to females. Female adolescents scored higher in reference to others coping style and non-productive coping. Compared to adolescents of public high schools, adolescents who attended to private high schools scored higher in solve the problem coping style and reference to others coping style. Associations among sexual sensation seeking, coping styles, social stress, and health risk behaviors in adolescents are discussed.

Intergenerational Family Conflict and Coping Among Hmong American College Students

ERIC Educational Resources Information Center

Su, Jenny; Lee, Richard M.; Vang, Shary

2005-01-01

Problem solving and social support, as different styles of coping with intergenerational family conflict, were examined among 86 Hmong American college students. Problem solving and social support were hypothesized to differentially moderate the effects of family conflict on psychological adjustment. Furthermore, the effects of attributions of…

Developmental changes in conflict resolution styles in parent-adolescent relationships: a four-wave longitudinal study.

PubMed

Van Doorn, Muriel D; Branje, Susan J T; Meeus, Wim H J

2011-01-01

In this study, changes in three conflict resolution styles in parent-adolescent relationships were investigated: positive problem solving, conflict engagement, and withdrawal. Questionnaires about these conflict resolution styles were completed by 314 early adolescents (M = 13.3 years; 50.6% girls) and both parents for four consecutive years. Adolescents' reported use of positive problem solving increased with mothers, but did not change with fathers. Fathers reported an increase of positive problem solving with adolescents, whereas mothers reported no change. Adolescents' use of conflict engagement was found to temporarily increase with mothers, but showed no change with fathers. Mothers and fathers reported a decrease in conflict engagement with adolescents. Adolescents' use of withdrawal with parents increased, although this increase was temporarily with mothers. Mothers reported no change in withdrawal, whereas fathers' use of withdrawal increased. Generally, we found that both adolescents and their parents changed in their use of conflict resolution from early to middle adolescence. These results show that conflict resolution in parent-adolescent relationships gradually change in favor of a more horizontal relationship.

Developmental Changes in Conflict Resolution Styles in Parent–Adolescent Relationships: A Four-Wave Longitudinal Study

PubMed Central

Branje, Susan J. T.; Meeus, Wim H. J.

2010-01-01

In this study, changes in three conflict resolution styles in parent–adolescent relationships were investigated: positive problem solving, conflict engagement, and withdrawal. Questionnaires about these conflict resolution styles were completed by 314 early adolescents (M = 13.3 years; 50.6% girls) and both parents for four consecutive years. Adolescents’ reported use of positive problem solving increased with mothers, but did not change with fathers. Fathers reported an increase of positive problem solving with adolescents, whereas mothers reported no change. Adolescents’ use of conflict engagement was found to temporarily increase with mothers, but showed no change with fathers. Mothers and fathers reported a decrease in conflict engagement with adolescents. Adolescents’ use of withdrawal with parents increased, although this increase was temporarily with mothers. Mothers reported no change in withdrawal, whereas fathers’ use of withdrawal increased. Generally, we found that both adolescents and their parents changed in their use of conflict resolution from early to middle adolescence. These results show that conflict resolution in parent–adolescent relationships gradually change in favor of a more horizontal relationship. PMID:20177961

Longitudinal Transmission of Conflict Management Styles Across Inter-Parental and Adolescent Relationships.

PubMed

Staats, Soundry; van der Valk, Inge E; Meeus, Wim H J; Branje, Susan J T

2018-03-01

This study longitudinally investigated transmission of conflict management styles across inter-parental, adolescent-parent, adolescent-friend, and adolescent-partner relationships. During four waves, 799 middle-to-late adolescents (M age-t1  = 15.80; 54% boys) and their parents completed the Conflict Resolution Style Inventory. Cross-lagged path analyses indicated transmission of adolescent conflict management styles in relationships with parents to relationships with friends and romantic partners: Positive problem solving and conflict engagement utilized by adolescents in conflicts with parents were significantly, positively related to, respectively, adolescent positive problem solving and conflict engagement in relationships with friends 1 year later and relationships with partners 2 years later. Thus, the study showed that the way adolescents manage conflicts with parents predicts how they handle conflicts later in relationships outside the family. © 2017 The Authors. Journal of Research on Adolescence © 2017 Society for Research on Adolescence.

Learning Styles: A Pivotal Point for Retention and Career Decision Guidance.

ERIC Educational Resources Information Center

Jenkins, Jeannette

The importance of learning styles to student retention and career decision guidance is considered. Learning style is the way people process information and solve problems. Research on right and left brain processing, which indicates that the left hemisphere controls thoughts that are predominately rational and the right hemisphere controls…

Students’ metacognitive activities in solving the combinatorics problem: the experience of students with holist-serialist cognitive style

NASA Astrophysics Data System (ADS)

Trisna, B. N.; Budayasa, I. K.; Siswono, T. Y. E.

2018-01-01

Metacognition is related to improving student learning outcomes. This study describes students’ metacognitive activities in solving the combinatorics problem. Two undergraduate students of mathematics education from STKIP PGRI Banjarmasin were selected as the participants of the study, one person has a holist cognitive style and the other a serialist. Data were collected by task-based interviews where the task contains a combinatorial problem. The interviews were conducted twice using equivalent problem at two different times. The study found that the participants showed metacognitive awareness (A), metacognitive evaluation (E), and metacognitive regulation (R) that operated as pathways from one function to another. Both, holist and serialist, have metacognitive activities in different pathway. The path of metacognitive activities of the holist is AERCAE-AAEER-ACRECCECC-AREERCE with the AERAE-AER-ARE-ARERE pattern, while the path of metacognitive activities of the serialist is AERCA-AAER-ACRERCERC-AREEEE with the AERA-AER-ARERER-ARE pattern. As an implication of these findings, teachers/lecturers need to pay attention to metacognitive awareness when they begin a stage in mathematical problem solving. Teachers/lecturers need to emphasize to students that in mathematical problem solving, processes and results are equally important.

Longitudinal transmission of conflict resolution styles from marital relationships to adolescent-parent relationships.

PubMed

Van Doorn, Muriel D; Branje, Susan J T; Meeus, Wim H J

2007-09-01

This study longitudinally investigated transmission: Can the way adolescents resolve conflicts with their parents be explained by the way parents resolve conflicts with each other? Questionnaires about conflict resolution styles were completed by 282 young adolescents (mean age = 13.2) and their parents. Path analyses with cross-lagged effects indicated that transmission of conflict resolution styles from marital relationships to adolescent-parent relationships occurs: Conflict engagement and positive problem solving in marital relationships were significantly related to, respectively, conflict engagement and positive problem solving in adolescent-parent relationships 2 years later. No significant longitudinal effects emerged with regard to withdrawal. Thus, the study shows that the way marital conflicts are handled affects how adolescents deal with conflicts. PsycINFO Database Record (c) 2007 APA, all rights reserved

Gender Differences in Eye Movements in Solving Text-and-Diagram Science Problems

ERIC Educational Resources Information Center

Huang, Po-Sheng; Chen, Hsueh-Chih

2016-01-01

The main purpose of this study was to examine possible gender differences in how junior high school students integrate printed texts and diagrams while solving science problems. We proposed the response style hypothesis and the spatial working memory hypothesis to explain possible gender differences in the integration process. Eye-tracking…

A Metacognitive Profile of Vocational High School Student’s Field Independent in Mathematical Problem Solving

NASA Astrophysics Data System (ADS)

Nugraheni, L.; Budayasa, I. K.; Suwarsono, S. T.

2018-01-01

The study was designed to discover examine the profile of metacognition of vocational high school student of the Machine Technology program that had high ability and field independent cognitive style in mathematical problem solving. The design of this study was exploratory research with a qualitative approach. This research was conducted at the Machine Technology program of the vocational senior high school. The result revealed that the high-ability student with field independent cognitive style conducted metacognition practices well. That involved the three types of metacognition activities, consisting of planning, monitoring, and evaluating at metacognition level 2 or aware use, 3 or strategic use, 4 or reflective use in mathematical problem solving. The applicability of the metacognition practices conducted by the subject was never at metacognition level 1 or tacit use. This indicated that the participant were already aware, capable of choosing strategies, and able to reflect on their own thinking before, after, or during the process at the time of solving mathematical problems.That was very necessary for the vocational high school student of Machine Technology program.

Blended Learning Experience in a Programming Language Course and the Effect of the Thinking Styles of the Students on Success and Motivation

ERIC Educational Resources Information Center

Yagci, Mustafa

2016-01-01

High-level thinking and problem solving skill is one requirement of computer programming that most of the students experience problems with. Individual differences such as motivation, attitude towards programming, thinking style of the student, and complexity of the programming language have influence on students' success on programming. Thus,…

Developmental Changes in Conflict Resolution Styles in Parent-Adolescent Relationships: A Four-Wave Longitudinal Study

ERIC Educational Resources Information Center

Van Doorn, Muriel D.; Branje, Susan J. T.; Meeus, Wim H. J.

2011-01-01

In this study, changes in three conflict resolution styles in parent-adolescent relationships were investigated: positive problem solving, conflict engagement, and withdrawal. Questionnaires about these conflict resolution styles were completed by 314 early adolescents (M = 13.3 years; 50.6% girls) and both parents for four consecutive years.…

How Cognitive Styles Affect the Learning Behaviors of Online Problem-Solving Based Discussion Activity: A Lag Sequential Analysis

ERIC Educational Resources Information Center

Wu, Sheng-Yi; Hou, Huei-Tse

2015-01-01

Cognitive styles play an important role in influencing the learning process, but to date no relevant study has been conducted using lag sequential analysis to assess knowledge construction learning patterns based on different cognitive styles in computer-supported collaborative learning activities in online collaborative discussions. This study…

Relationships between Students' Engagement and the Dissimilar Cognitive Styles of Their Undergraduate Instructors

ERIC Educational Resources Information Center

Friedel, Curtis R.; Rudd, Rick D.

2009-01-01

This study was conducted to determine if the dissimilarity of cognitive style between the instructor and the student was related to student engagement in nine undergraduate classes. Kirton's Adaption-Innovation Inventory was used to measure cognitive style as a preference to a method of solving problems: either more adaptively or more…

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.

Engineering-Based Problem Solving Strategies in AP Calculus: An Investigation into High School Student Performance on Related Rate Free-Response Problems

ERIC Educational Resources Information Center

Thieken, John

2012-01-01

A sample of 127 high school Advanced Placement (AP) Calculus students from two schools was utilized to study the effects of an engineering design-based problem solving strategy on student performance with AP style Related Rate questions and changes in conceptions, beliefs, and influences. The research design followed a treatment-control multiple…

Driving Behavior among Different Groups of Iranian Drivers Based on Driver Coping Styles

PubMed Central

Lotfi, Saeid; Yazdanirad, Saeid; Pourabdiyan, Siyamak; Hassanzadeh, Akbar; Lotfi, Aliakbar

2017-01-01

Background: This study aimed to assess driving behavior of Iranian drivers based on their coping styles (problem-oriented, emotion-oriented, and avoiding). Methods: This study was conducted on 610 drivers divided into four different groups. The drivers’ behaviors and coping styles were evaluated using driver behavior questionnaire (DBQ) and coping inventory for stressful situations. Results: The results showed a significant difference among the three coping styles regarding the mean scores of DBQ dimensions (P < 0.001). In addition, the emotion-oriented drivers obtained higher mean scores compared to those with other coping styles. Conclusions: It can be concluded that emotion-oriented drivers were more susceptible to crashes compared to those with problem-solving and avoidance coping styles. PMID:28757929

General Problem-Solving Styles and Problem-Solving Approaches in Video Games

ERIC Educational Resources Information Center

Hamlen, Karla R.

2018-01-01

Video game play is a pervasive recreational activity, particularly among college students. While there is a large research base focused on educational video game play and uses of games in the classroom, there is much less research focused on cognitive strategies and entertainment video game play. The purpose of this study was to investigate…

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.…

Instructional Strategies for Online Introductory College Physics Based on Learning Styles

ERIC Educational Resources Information Center

Ekwue, Eleazer U.

2013-01-01

The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the…

A comparison of treatment completers and non-completers of an in-patient treatment programme for male personality-disordered offenders.

PubMed

McMurran, Mary; Huband, Nick; Duggan, Conor

2008-06-01

In the treatment of offenders with personality disorders, one matter that requires attention is the rate of treatment non-completion. This is important as it has cost-efficiency and negative outcome implications. We compared the characteristics of those who participated in a personality disorder treatment programme divided into three groups: Group 1, treatment completers (N = 21); Group 2, those expelled for rule breaking (N = 16); and Group 3, those removed because they were not engaging in treatment (N = 19). We hypothesized that, compared with the other two groups, Group 2 would score higher on the impulsive/careless style scale, and that those in Group 3 would score higher on the avoidant style scale of the social problem-solving inventory-revised (SPSI-R). Further, we hypothesized that high anxiety would be associated with treatment non-completion in both the groups. These differences were not found. However, in combining both groups of non-completers for comparison, completers were shown to score significantly higher on SPSI-R rational problem solving and significantly lower on SPSI-R impulsive/careless style. Findings suggest that teaching impulsive people a rational approach to social problem solving may reduce their level of non-completion.

Kolb's Learning Style Inventory-1985: Validity Issues and Relations with Metacognitive Knowledge about Problem-Solving Strategies

ERIC Educational Resources Information Center

Metallidou, Panayiota; Platsidou, Maria

2008-01-01

This study aimed at investigating: (a) the psychometric properties of Kolb's LSI-1985 in a Greek sample of pre-service and in-service teachers (N=338), (b) group differences in their learning styles and (c) possible relations between the participants' learning styles and their metacognitive knowledge about the frequency of using various…

Social problem solving strategies and posttraumatic stress disorder in the aftermath of intimate partner violence.

PubMed

Reich, Catherine M; Blackwell, Náthali; Simmons, Catherine A; Beck, J Gayle

2015-05-01

Social factors are often associated with the development or maintenance of posttraumatic stress disorder (PTSD) in the aftermath of interpersonal traumas. However, social problem solving strategies have received little attention. The current study explored the role of social problem solving styles (i.e., rational approaches, impulsive/careless strategies, or avoidance strategies) as intermediary variables between abuse exposure and PTSD severity among intimate partner violence survivors. Avoidance problem solving served as an intermediating variable for the relationship between three types of abuse and PTSD severity. Rational and impulsive/careless strategies were not associated with abuse exposure. These findings extend the current understanding of social problem solving among interpersonal trauma survivors and are consistent with more general avoidance coping research. Future research might examine whether avoidance problem solving tends to evolve in the aftermath of trauma or whether it represents a longstanding risk factor for PTSD development. Published by Elsevier Ltd.

The effects of different styles of interaction on the learning of evolutionary theories

NASA Astrophysics Data System (ADS)

Sugimoto, Akiko

This study investigated the effects of different styles of social interaction on the learning of advanced biological knowledge. Recent research has increasingly acknowledged the importance of social interaction for promoting learning and cognitive development. However, there has been a controversy about the optimal style of interaction. Some studies have showed the beneficial effects of symmetrical interactions such as an argument between peers, whereas other studies have found the superiority of asymmetrical interactions in which a novice learn with the guidance of an expert. The reason for the contradictory results may be that different styles of interaction enhance different kinds of learning. The present study focused on the three styles of interaction; (1) Conflicting style, in which two novice students with scientifically wrong but conflicting views argue with one another, (2) Guiding style, in which a novice student is led by a more expert student to an understanding of scientifically appropriate knowledge, (3) Mutual Constructive style, in which an expert student and a novice student jointly solve a scientific problem on an equal footing. Sixty college students with non-biology-majors and 30 students with a biology major participated in this experiment to discuss an evolutionary problem in these three styles of interaction, with the former serving as novices and the latter as experts. Analyses of the Pre- and the Posttest performance and discussion processes in the Interaction session revealed the following. First, the Guiding style and the Mutual Constructive style enhanced the acquisition of the scientific evolutionary conceptual framework more effectively than the Conflicting style. However, some students in the Conflicting style also grasped the scientific evolutionary framework, and many students reconstructed their theories of evolution through discussion, even if the frameworks remained scientifically inappropriate. Second, the students who discussed evolution in the Conflicting style and the Mutual Constructive style tended to become more reflective and flexible than the students in the Guiding style, when solving a new evolutionary problem. Third, analyses of epistemological beliefs and critiques of evolutionary explanations suggested that the Mutual Constructive style and the Conflicting style facilitated the development of critical thinking more than the Guiding style.

Comparing Multiple Solutions in the Structured Problem Solving: Deconstructing Japanese Lessons from Learner's Perspective

ERIC Educational Resources Information Center

Hino, Keiko

2015-01-01

The purpose of this study is to enhance our understanding of how students listen and attend to multiple solutions proposed by their classmates during the activity of comparison. This study examines ten consecutive lessons in each of the two eighth-grade classrooms in Tokyo that are organized in the style of "structured problem solving".…

The Learning Styles of Youth in Nonformal Agricultural Education Programs.

ERIC Educational Resources Information Center

Rollins, Timothy J.; And Others

1992-01-01

The learning style mean scores of 539 Pennsylvania 4-H members were below the national norm on 4 of 5 cognitive subscales. It was recommended that nonformal education such as 4-H stress such cognitive skills as ability to think, solve problems, and process information. (SK)

Student’s rigorous mathematical thinking based on cognitive style

NASA Astrophysics Data System (ADS)

Fitriyani, H.; Khasanah, U.

2017-12-01

The purpose of this research was to determine the rigorous mathematical thinking (RMT) of mathematics education students in solving math problems in terms of reflective and impulsive cognitive styles. The research used descriptive qualitative approach. Subjects in this research were 4 students of the reflective and impulsive cognitive style which was each consisting male and female subjects. Data collection techniques used problem-solving test and interview. Analysis of research data used Miles and Huberman model that was reduction of data, presentation of data, and conclusion. The results showed that impulsive male subjects used three levels of the cognitive function required for RMT that were qualitative thinking, quantitative thinking with precision, and relational thinking completely while the other three subjects were only able to use cognitive function at qualitative thinking level of RMT. Therefore the subject of impulsive male has a better RMT ability than the other three research subjects.

Problem-Solving Skills and Suicidal Ideation Among Malaysian College Students: the Mediating Role of Hopelessness.

PubMed

Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2016-04-01

Recent evidence suggests that suicidal ideation has increased among Malaysian college students over the past two decades; therefore, it is essential to increase our knowledge concerning the etiology of suicidal ideation among Malaysian college students. This study was conducted to examine the relationships between problem-solving skills, hopelessness, and suicidal ideation among Malaysian college students. The participants included 500 undergraduate students from two Malaysian public universities who completed the self-report questionnaires. Structural equation modeling estimated that college students with poor problem-solving confidence, external personal control of emotion, and avoiding style were more likely to report suicidal ideation. Hopelessness partially mediated the relationship between problem-solving skills and suicidal ideation. These findings reinforce the importance of poor problem-solving skills and hopelessness as risk factors for suicidal ideation among college students.

The Profile of Creativity and Proposing Statistical Problem Quality Level Reviewed From Cognitive Style

NASA Astrophysics Data System (ADS)

Awi; Ahmar, A. S.; Rahman, A.; Minggi, I.; Mulbar, U.; Asdar; Ruslan; Upu, H.; Alimuddin; Hamda; Rosidah; Sutamrin; Tiro, M. A.; Rusli

2018-01-01

This research aims to reveal the profile about the level of creativity and the ability to propose statistical problem of students at Mathematics Education 2014 Batch in the State University of Makassar in terms of their cognitive style. This research uses explorative qualitative method by giving meta-cognitive scaffolding at the time of research. The hypothesis of research is that students who have field independent (FI) cognitive style in statistics problem posing from the provided information already able to propose the statistical problem that can be solved and create new data and the problem is already been included as a high quality statistical problem, while students who have dependent cognitive field (FD) commonly are still limited in statistics problem posing that can be finished and do not load new data and the problem is included as medium quality statistical problem.

Matching Feedback and Cognitive Style in Visual CAI Tasks.

ERIC Educational Resources Information Center

Hedberg, John G.; McNamara, Suzanne E.

The effects of different types of feedback in computer assisted instruction were studied in 30 college students with different cognitive styles. The program, written in Apple Pilot and administered on an Apple IIE microcomputer, consisted of 16 problem solving tasks; for each, a graphic display and a textual question were presented. Two feedback…

The social problem-solving abilities of people with borderline personality disorder.

PubMed

Bray, Stephanie; Barrowclough, Christine; Lobban, Fiona

2007-06-01

Interventions for people suffering from borderline personality disorder (BPD), such as dialectical behaviour 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 this study, the social problem-solving (SPS) abilities of three groups of participants were assessed: a BPD group (n=25), a clinical control (CC) group (n=25) procedure and a non-clinical control (NCC) group (n=25). SPS ability was assessed using the means-end problem-solving (MEPS) procedure and the Social Problem-Solving Inventory-Revised (SPSI-R). The BPD group exhibited deficits in their SPS abilities, however the majority of these deficits were not specific to the BPD group but were also found in the CC group, indicating that a common factor between these two groups, such as negative affect, may account for these observed deficits. Specific SPS deficits were identified in the BPD group: they provided less specific solutions on the MEPS and reported higher levels of negative problem orientation and a more impulsive/carelessness style towards solving social problems. The results of this study provide empirical support for the use of problem-solving interventions with people suffering from BPD.

The problem-solving approach in the teaching of number theory

NASA Astrophysics Data System (ADS)

Toh, Pee Choon; Hoong Leong, Yew; Toh, Tin Lam; Dindyal, Jaguthsing; Quek, Khiok Seng; Guan Tay, Eng; Him Ho, Foo

2014-02-01

Mathematical problem solving is the mainstay of the mathematics curriculum for Singapore schools. In the preparation of prospective mathematics teachers, the authors, who are mathematics teacher educators, deem it important that pre-service mathematics teachers experience non-routine problem solving and acquire an attitude that predisposes them to adopt a Pólya-style approach in learning mathematics. The Practical Worksheet is an instructional scaffold we adopted to help our pre-service mathematics teachers develop problem-solving dispositions alongside the learning of the subject matter. The Worksheet was initially used in a design experiment aimed at teaching problem solving in a secondary school. In this paper, we describe an application and adaptation of the MProSE (Mathematical Problem Solving for Everyone) design experiment to a university level number theory course for pre-service mathematics teachers. The goal of the enterprise was to help the pre-service mathematics teachers develop problem-solving dispositions alongside the learning of the subject matter. Our analysis of the pre-service mathematics teachers' work shows that the MProSE design holds promise for mathematics courses at the tertiary level.

Examining the Effects of Field Dependence-Independence on Learners' Problem-Solving Performance and Interaction with a Computer Modeling Tool: Implications for the Design of Joint Cognitive Systems

ERIC Educational Resources Information Center

Angeli, Charoula

2013-01-01

An investigation was carried out to examine the effects of cognitive style on learners' performance and interaction during complex problem solving with a computer modeling tool. One hundred and nineteen undergraduates volunteered to participate in the study. Participants were first administered a test, and based on their test scores they were…

Facilitating Students' Learning with Hybrid Instruction: A Comparison among Four Learning Styles

ERIC Educational Resources Information Center

Wichadee, Saovapa

2013-01-01

Introduction: Since a part of the instruction happens online, a hybrid course has usually been used to solve the problems of space and time. This article explores how students' learning styles influence their learning and satisfaction when certain format of a hybrid course is implemented. Methods: Participants were 122 first-year students at a…

In Search of Scaffolding: An Observational Study of Fathers' Informal Instructional Styles.

ERIC Educational Resources Information Center

Cordon, Luis A.

Most research on scaffolded instruction has been conducted with mothers rather than fathers and has carried the implicit assumption that it is superior to other methods. This study examined fathers' teaching style differences and the effects of those differences on children's recall and transfer of a strategy for solving balance scale problems.…

Sociotropic or autonomous personality and problem solving in peritoneal dialysis patients.

PubMed

Demir, S; Tufan, G; Erem, O

2010-01-01

This study investigated the sociotropic and autonomous personality characteristics and perceived problem solving ability of continuous ambulatory peritoneal dialysis (CAPD) patients, and their relationship with quality of life. The study included 14 CAPD patients and 54 healthy volunteers. Sociotropy and autonomy scores were significantly higher in CAPD patients than in the healthy control group. Among CAPD patients, there was a significant correlation between problem solving and serum phosphate, parathormone levels and erythrocyte sedimentation rate. There was a negative correlation between total dialysis time and sociotropy in CAPD patients, and a positive correlation between general health/pain perception and autonomy. Appropriate medical management, time on dialysis and positive self-perception of health were correlated with better problem solving ability and higher autonomous but lower sociotropic personality styles.

Problem-solving skills and hardiness as protective factors against stress in Iranian nurses.

PubMed

Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2014-02-01

Nursing is a stressful occupation, even when compared with other health professions; therefore, it is necessary to advance our knowledge about the protective factors that can help reduce stress among nurses. The present study sought to investigate the associations among problem-solving skills and hardiness with perceived stress in nurses. The participants, 252 nurses from six private hospitals in Tehran, completed the Personal Views Survey, the Perceived Stress Scale, and the Problem-Solving Inventory. Structural Equation Modeling (SEM) was used to analyse the data and answer the research hypotheses. As expected, greater hardiness was associated with low levels of perceived stress, and nurses low in perceived stress were more likely to be considered approachable, have a style that relied on their own sense of internal personal control, and demonstrate effective problem-solving confidence. These findings reinforce the importance of hardiness and problem-solving skills as protective factors against perceived stress among nurses, and could be important in training future nurses so that hardiness ability and problem-solving skills can be imparted, allowing nurses to have more ability to control their perceived stress.

9.9 Sales Grid Style Produces Results

ERIC Educational Resources Information Center

Blake, Robert R.; Mouton, Jane Srygley

1970-01-01

Selling effectiveness experiments have provided evidence that solution selling (problem solving) produces far better results than formula selling (sales technique oriented), hard sell, people-oriented selling, or order taking. (PT)

A Game-Theoretic Approach to Branching Time Abstract-Check-Refine Process

NASA Technical Reports Server (NTRS)

Wang, Yi; Tamai, Tetsuo

2009-01-01

Since the complexity of software systems continues to grow, most engineers face two serious problems: the state space explosion problem and the problem of how to debug systems. In this paper, we propose a game-theoretic approach to full branching time model checking on three-valued semantics. The three-valued models and logics provide successful abstraction that overcomes the state space explosion problem. The game style model checking that generates counter-examples can guide refinement or identify validated formulas, which solves the system debugging problem. Furthermore, output of our game style method will give significant information to engineers in detecting where errors have occurred and what the causes of the errors are.

Edgar Schein's Process versus Content Consultation Models.

ERIC Educational Resources Information Center

Rockwood, Gary F.

1993-01-01

Describes Schein's three models of consultation based on assumptions inherent in different helping styles: purchase of expertise and doctor-patient models, which focus on content of organization problems; and process consultation model, which focuses on how organizational problems are solved. Notes that Schein has suggested that consultants begin…

Adolescents' Conflict Management Styles with Mothers: Longitudinal Associations with Parenting and Reactance.

PubMed

Missotten, Lies Christine; Luyckx, Koen; Branje, Susan; Van Petegem, Stijn

2018-02-01

Adolescents' conflict management styles with parents are assumed to have an important impact on the quality of the parent-adolescent relationship and on adolescents' psychosocial development. Longitudinal research investigating possible determinants of these conflict management skills is scarce. The parenting context and adolescents' tendency to reject maternal authority are expected to shape adolescents' conflict management styles. Therefore, the present three-wave longitudinal study focuses on how parenting and adolescents' reactance relates to adolescents' conflict management styles and conflict frequency with mothers over time, and whether reactance may also explain the associations between parenting and certain conflict variables. We addressed these research questions by using a hybrid cross-lagged panel model with parenting as a latent variable (i.e., supportive parenting) and the other variables as manifest variables. Supportive parenting was measured by four well-known parenting dimensions: autonomy support, responsiveness, psychological control, and harsh control. Four conflict styles were investigated: positive problem solving, withdrawal, conflict engagement, and compliance. Questionnaires were completed by 812 adolescents at three annual waves (52% girls at Time 1). Supportive parenting was associated with fewer conflicts, more positive problem solving, and less compliance and reactance over time. Reactance was associated with more conflicts, conflict engagement and withdrawal, and less compliance. We did not find evidence for the mediating role of reactance in the over-time associations between parenting and adolescents' conflict management and frequency. Both parenting and reactance appeared important and unique determinants for adolescents' conflict management styles and frequency.

Preliminary Study on the Role of Alternative Educational Pathways in Promoting the Use of Problem-Focused Coping Strategies

ERIC Educational Resources Information Center

Shankland, Rebecca; Franca, Lionel Riou; Genolini, Christophe M.; Guelfi, Julien-Daniel; Ionescu, Serban

2009-01-01

Coping styles are generally considered to be environmentally driven. Up to now, research has mainly focused on family influences. However, some studies underline the effect of educational settings on the development of problem-focused coping strategies. Consistently with previous reports on the enhancement of autonomy and problem-solving in…

A Comparison of Field-Dependence Cognitive Styles of Professionals in Purchasing and Consumer Service and Secondary Marketing Education Students, with Implications for Workforce Development.

ERIC Educational Resources Information Center

Fritz, Robert L.; Stewart, Barbara; Norwood, Marcella

2002-01-01

The field-dependent cognitive styles of 44 professionals in customer service occupations provided a benchmark to interpret data for 239 secondary marketing education students. Results suggest that males have greater access to analytic traits such as restructuring skill, problem-solving interest, and skill with abstractions. (Contains 38…

The Professional Context as a Predictor for Response Distortion in the Adaption-Innovation Inventory--An Investigation Using Mixture Distribution Item Response Theory Models

ERIC Educational Resources Information Center

Fischer, Sebastian; Freund, Philipp Alexander

2014-01-01

The Adaption-Innovation Inventory (AII), originally developed by Kirton (1976), is a widely used self-report instrument for measuring problem-solving styles at work. The present study investigates how scores on the AII are affected by different response styles. Data are collected from a combined sample (N = 738) of students, employees, and…

Instructional strategies for online introductory college physics based on learning styles

NASA Astrophysics Data System (ADS)

Ekwue, Eleazer U.

The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners' preferred learning styles. This study investigates the effect of four instructional strategies based on four learning styles (listening, reading, iconic, and direct-experience) to improve learning for introductory college physics in an online environment. Learning styles of 146 participants were determined with Canfield Learning Style inventory. Of the 85 learners who completed the study, research results showed a statistically significant increase in learning performance following the online instruction in all four learning style groups. No statistically significant differences in learning were found among the four groups. However, greater significant academic improvement was found among learners with iconic and direct-experience modes of learning. Learners in all four groups expressed that the design of the unit presentation to match their individual learning styles contributed most to their learning experience. They were satisfied with learning a new physics concept online that, in their opinion, is either comparable or better than an instructor-led classroom experience. Findings from this study suggest that learners' performance and satisfaction in an online introductory physics course could be improved by using instructional designs that are tailored to learners' preferred ways of learning. It could contribute toward the challenge of providing viable online physics instruction in colleges and universities.

Learning style preferences and their influence on students' problem solving in kinematics observed by eye-tracking method

NASA Astrophysics Data System (ADS)

Kekule, Martina

2017-01-01

The article presents eye-tracking method and its using for observing students when they solve problems from kinematics. Particularly, multiple-choice items in TUG-K test by Robert Beichner. Moreover, student's preference for visual way of learning as a possible influential aspect is proofed and discussed. Learning Style Inventory by Dunn, Dunn&Price was administered to students in order to find out their preferences. More than 20 high school and college students about 20 years old took part in the research. Preferred visual way of learning in contrast to the other ways of learning (audio, tactile, kinesthetic) shows very slight correlation with the total score of the test, none correlation with the average fixation duration and slight correlation with average fixation count on a task and average total visit duration on a task.

On the association of field dependence-independence with personality, learning style, and social-political attitudes among adolescents.

PubMed

DeBell, Matthew; Crystal, David S

2005-12-01

This study examined the relationship between scores on field dependence and field independence and sensory learning preference, cognitive learning style, personality, interpersonal trust, attributions of responsibility for solving social problems, and attitudes regarding citizenship among youth. Participants were 72 private school students in Grades 6 through 12 (26 girls, 46 boys; M age: 15.2 yr., SD=1.9). When controlling for grade and sex, field independence (measured by Group Embedded Figures Test scores) was associated with Intuitive Thinking personality, Concrete lobal learning style, and rejection of individual responsibility for social problems, relative to governmental and community responsibility. Associations with other aspects of learning style fell short of significance. No association was found with generalized trust or citizenship attitudes. Reassessment of these variables with a larger sample should be undertaken.

Cognitive styles in creative leadership practices: exploring the relationship between level and style.

PubMed

Isaksen, Scott G; Babij, Barbara J; Lauer, Kenneth J

2003-12-01

This study investigated the relationship between two measures used to assist change and transformation efforts, the Kirton Adaption-Innovation Inventory which assesses style or manner of cognition and problem-solving, not level or capability, and the Leadership Practices Inventory which measures the extent to which leaders exhibit certain leadership behaviors associated with accomplishing extraordinary results. These two measures of level and style should be conceptually distinct and show no or only modest correlation. Analysis yielded statistically significant and meaningful relationships between scores on the Kirton inventory and two scales of the Leadership Practices Inventory. Implications and challenges for research and practice were outlined.

Mathematics Teacher-Candidates' Performance in Solving Problems with Different Representation Styles: The Trigonometry Example

ERIC Educational Resources Information Center

Dündar, Sefa

2015-01-01

Using multiple representations of a problem can reveal the relationship between complex concepts by expressing the same mathematical condition differently and can contribute to the meaningful learning of mathematical concepts. The purpose of this study is to assess the performances of mathematics teacher-candidates on trigonometry problems…

Understanding Conflict Management Styles in Anesthesiology Residents.

PubMed

Vasilopoulos, Terrie; Giordano, Christopher R; Hagan, Jack D; Fahy, Brenda G

2018-05-17

Successful conflict resolution is vital for effective teamwork and is critical for safe patient care in the operating room. Being able to appreciate the differences in training backgrounds, individual knowledge and opinions, and task interdependency necessitates skilled conflict management styles when addressing various clinical and professional scenarios. The goal of this study was to assess conflict styles in anesthesiology residents via self- and counterpart assessment during participation in simulated conflict scenarios. Twenty-two first-year anesthesiology residents (first postgraduate year) participated in this study, which aimed to assess and summarize conflict management styles by 3 separate metrics. One metric was self-assessment with the Thomas-Kilmann Conflict Mode Instrument (TKI), summarized as percentile scores (0%-99%) for 5 conflict styles: collaborating, competing, accommodating, avoiding, and compromising. Participants also completed self- and counterpart ratings after interactions in a simulated conflict scenario using the Dutch Test for Conflict Handling (DUTCH), with scores ranging from 5 to 25 points for each of 5 conflict styles: yielding, compromising, forcing, problem solving, and avoiding. Higher TKI and DUTCH scores would indicate a higher preference for a given conflict style. Sign tests were used to compare self- and counterpart ratings on the DUTCH scores, and Spearman correlations were used to assess associations between TKI and DUTCH scores. On the TKI, the anesthesiology residents had the highest median percentile scores (with first quartile [Q1] and third quartile [Q3]) in compromising (67th, Q1-Q3 = 27-87) and accommodating (69th, Q1-Q3 = 30-94) styles, and the lowest scores for competing (32nd, Q1-Q3 = 10-57). After each conflict scenario, residents and their counterparts on the DUTCH reported higher median scores for compromising (self: 16, Q1-Q3 = 14-16; counterpart: 16, Q1-Q3 = 15-16) and problem solving (self: 17, Q1-Q3 = 16-18; counterpart: 16, Q1-Q3 = 16-17), and lower scores for forcing (self: 13, Q1-Q3 = 10-15; counterpart: 13, Q1-Q3 = 13-15) and avoiding (self: 14, Q1-Q3 = 10-16; counterpart: 14.5, Q1-Q3 = 11-16). There were no significant differences (P > .05) between self- and counterpart ratings on the DUTCH. Overall, the correlations between TKI and DUTCH scores were not statistically significant (P > .05). Findings from our study demonstrate that our cohort of first postgraduate year anesthesiology residents predominantly take a more cooperative and problem-solving approach to handling conflict. By understanding one's dominant conflict management style through this type of analysis and appreciating the value of other styles, one may become better equipped to manage different conflicts as needed depending on the situations.

Mathematical thinking styles of undergraduate students and their achievement in mathematics

NASA Astrophysics Data System (ADS)

Risnanosanti

2017-08-01

The main purpose of this study is to analyze the role of mathematical thinking styles in students' achievement in mathematics. On the basis of this study, it is also to generate recommendation for classroom instruction. The two specific aims are; first to observe students' mathematical thinking styles during problem solving, the second to asses students' achievement in mathematics. The data were collected by using Mathematical Thinking Styles questionnaires and test of students' achievement in mathematics. The subject in this study was 35 students from third year at mathematics study program of Muhammadiyah University of Bengkulu in academic year 2016/2017. The result of this study was that the students have three mathematical thinking styles (analytic, visual, and integrated), and the students who have analytic styles have better achievement than those who have visual styles in mathematics.

Relationship of drug-addicted patients' personality disorders to social problem-solving changes during the rehabilitation process.

PubMed

Kolesnikova, Jelena; Miezitis, Solveiga; Osis, Guntars

2013-08-01

Drug-addicted patients exhibit various personality disorders that interfere with their adaptation to society, as well as their ability to participate in the rehabilitation process. The Latvian Rehabilitation Programme for drug addicts includes social problem-solving training to help patients reintegrate into society. However, the role of personality disorders has not been investigated in relation to this process. The aim of the study is to assess whether personality disorders predict changes in dimensions of social problem-solving after 6 months of rehabilitation for drug-addicted patients. The sample of this study consists of 31 drug-addicted patients from the Latvian rehabilitation centres aged 21-35 (females 21%, males 79%). Two inventories are used: the Social Problem-Solving Inventory--Revised (SPSI-R) and Millon(TM) Clinical Multiaxial Inventory--III (MCMI-III) adapted into Russian. Results of the study indicated that some MCMI-III personality disorders (Schizoid and Histrionic) negatively predicted SPSI-R Positive problem orientation, and narcissistic disorder positively predicted SPSI-R Avoidance style after 6 months in the Latvian Rehabilitation Programme. The other personality disorders did not predict social problem-solving dimensions. The results of the study suggest that some personality disorders are related to changes in social problem-solving dimensions for drug-addicted patients. Hence, it is important to consider the implications of particular personality disorders to facilitate the implementation of social problem-solving rehabilitation programmes.

Implications of Lean Manufacturing for Human Resource Strategy.

ERIC Educational Resources Information Center

Forrester, Rosalind

1995-01-01

Lean production changes organizational style and structure, roles of team leaders and members, training needs, problem-solving approaches, labor relations, and pay practices. The profound cultural changes it causes may trigger defenses that cause it to fail. (SK)

The Effect of Metacognitive Instruction on Problem Solving Skills in Iranian Students of Health Sciences

PubMed Central

Safari, Yahya; Meskini, Habibeh

2016-01-01

Background: Learning requires application of such processes as planning, supervision, monitoring and reflection that are included in the metacognition. Studies have shown that metacognition is associated with problem solving skills. The current research was conducted to investigate the impact of metacognitive instruction on students’ problem solving skills. Methods: The study sample included 40 students studying in the second semester at Kermanshah University of Medical Sciences, 2013-2014. They were selected through convenience sampling technique and were randomly assigned into two equal groups of experimental and control. For the experimental group, problem solving skills were taught through metacognitive instruction during ten two-hour sessions and for the control group, problem solving skills were taught via conventional teaching method. The instrument for data collection included problem solving inventory (Heppner, 1988), which was administered before and after instruction. The validity and reliability of the questionnaire had been previously confirmed. The collected data were analyzed by descriptive statistics, mean and standard deviation and the hypotheses were tested by t-test and ANCOVA. Results: The findings of the posttest showed that the total mean scores of problem solving skills in the experimental and control groups were 151.90 and 101.65, respectively, indicating a significant difference between them (p<0.001). This difference was also reported to be statistically significant between problem solving skills and its components, including problem solving confidence, orientation-avoidance coping style and personal control (p<0.001). No significant difference, however, was found between the students’ mean scores in terms of gender and major. Conclusion: Since metacognitive instruction has positive effects on students’ problem solving skills and is required to enhance academic achievement, metacognitive strategies are recommended to be taught to the students. PMID:26234970

The Effect of Metacognitive Instruction on Problem Solving Skills in Iranian Students of Health Sciences.

PubMed

Safari, Yahya; Meskini, Habibeh

2015-05-17

Learning requires application of such processes as planning, supervision, monitoring and reflection that are included in the metacognition. Studies have shown that metacognition is associated with problem solving skills. The current research was conducted to investigate the impact of metacognitive instruction on students' problem solving skills. The study sample included 40 students studying in the second semester at Kermanshah University of Medical Sciences, 2013-2014. They were selected through convenience sampling technique and were randomly assigned into two equal groups of experimental and control. For the experimental group, problem solving skills were taught through metacognitive instruction during ten two-hour sessions and for the control group, problem solving skills were taught via conventional teaching method. The instrument for data collection included problem solving inventory (Heppner, 1988), which was administered before and after instruction. The validity and reliability of the questionnaire had been previously confirmed. The collected data were analyzed by descriptive statistics, mean and standard deviation and the hypotheses were tested by t-test and ANCOVA. The findings of the posttest showed that the total mean scores of problem solving skills in the experimental and control groups were 151.90 and 101.65, respectively, indicating a significant difference between them (p<0.001). This difference was also reported to be statistically significant between problem solving skills and its components, including problem solving confidence, orientation-avoidance coping style and personal control (p<0.001). No significant difference, however, was found between the students' mean scores in terms of gender and major. Since metacognitive instruction has positive effects on students' problem solving skills and is required to enhance academic achievement, metacognitive strategies are recommended to be taught to the students.

Examining Learning Styles and Perceived Benefits of Analogical Problem Construction on SQL Knowledge Acquisition

ERIC Educational Resources Information Center

Mills, Robert J.; Dupin-Bryant, Pamela A.; Johnson, John D.; Beaulieu, Tanya Y.

2015-01-01

The demand for Information Systems (IS) graduates with expertise in Structured Query Language (SQL) and database management is vast and projected to increase as "big data" becomes ubiquitous. To prepare students to solve complex problems in a data-driven world, educators must explore instructional strategies to help link prior knowledge…

Cognitive correlates of serious suicidal ideation in a community sample of adolescents.

PubMed

Labelle, Réal; Breton, Jean-Jacques; Pouliot, Louise; Dufresne, Marie-Josée; Berthiaume, Claude

2013-03-05

Studies indicate that a dysfunctional attributional style, problem-solving deficits and hopelessness place youths at risk of developing suicidal thoughts and engaging in suicidal behaviour. However, in the realm of suicidality in adolescent, no study has examined the linkages between these three cognitive variables and suicidal ideation in non-clinical samples while taking into account the moderating role of gender on the relationships and controlling for depression. In this community study of 712 adolescents 14-18 years of age, through a multivariate approach, the interaction between the cognitive variables, depression and gender was examined with depression controlled in the analyses. Problem-solving deficits and hopelessness proved predictive of such ideation whether or not depressive symptoms were controlled in the analyses. Negative problem orientation/avoidant style was more predictive of ideation in boys than in girls. On the other hand, hopelessness was more predictive for girls than boys. Results were based on a convenience community sample of adolescents and a cross-sectional survey. Results suggest that a unique explanatory model of the suicide process in adolescence that fails to take account of gender would be ill informed. Suicide prevention strategies should be differentiated according to gender with a stronger emphasis in hopelessness in female adolescents, and problem-solving deficits in male adolescents. Copyright © 2012 Elsevier B.V. All rights reserved.

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.

Racism-related stress, Africultural coping, and religious problem-solving among African Americans.

PubMed

Lewis-Coles, Ma'at E Lyris; Constantine, Madonna G

2006-07-01

This study explored the extent to which three types of racism-related stress (i.e., individual, institutional, and cultural) would predict the use of specific Africultural coping strategies (i.e., cognitive/emotional debriefing, spiritual-centered, collective, and ritual-centered coping) and religious problem-solving styles (i.e., self-directing, deferring, and collaborative) in a sample of 284 African American men and women. The authors found that higher institutional racism-related stress was associated with greater use of cognitive/emotional debriefing, spiritual-centered, and collective coping in African American women. Findings also indicated that higher cultural racism-related stress was predictive of lower use of self-directing religious problem-solving in African American women. Moreover, higher perceived cultural racism-related stress was related to greater use of collective coping strategies in African American men. Individual racism-related stress was not predictive of any forms of Africultural coping strategies or religious problem-solving. Implications of the findings are discussed.

Individual differences in solving arithmetic word problems

PubMed Central

2013-01-01

Background With the present functional magnetic resonance imaging (fMRI) study at 3 T, we investigated the neural correlates of visualization and verbalization during arithmetic word problem solving. In the domain of arithmetic, visualization might mean to visualize numbers and (intermediate) results while calculating, and verbalization might mean that numbers and (intermediate) results are verbally repeated during calculation. If the brain areas involved in number processing are domain-specific as assumed, that is, that the left angular gyrus (AG) shows an affinity to the verbal domain, and that the left and right intraparietal sulcus (IPS) shows an affinity to the visual domain, the activation of these areas should show a dependency on an individual’s cognitive style. Methods 36 healthy young adults participated in the fMRI study. The participants habitual use of visualization and verbalization during solving arithmetic word problems was assessed with a short self-report assessment. During the fMRI measurement, arithmetic word problems that had to be solved by the participants were presented in an event-related design. Results We found that visualizers showed greater brain activation in brain areas involved in visual processing, and that verbalizers showed greater brain activation within the left angular gyrus. Conclusions Our results indicate that cognitive styles or preferences play an important role in understanding brain activation. Our results confirm, that strong visualizers use mental imagery more strongly than weak visualizers during calculation. Moreover, our results suggest that the left AG shows a specific affinity to the verbal domain and subserves number processing in a modality-specific way. PMID:23883107

Mexican high school students' social representations of mathematics, its teaching and learning

NASA Astrophysics Data System (ADS)

Martínez-Sierra, Gustavo; Miranda-Tirado, Marisa

2015-07-01

This paper reports a qualitative research that identifies Mexican high school students' social representations of mathematics. For this purpose, the social representations of 'mathematics', 'learning mathematics' and 'teaching mathematics' were identified in a group of 50 students. Focus group interviews were carried out in order to obtain the data. The constant comparative style was the strategy used for the data analysis because it allowed the categories to emerge from the data. The students' social representations are: (A) Mathematics is…(1) important for daily life, (2) important for careers and for life, (3) important because it is in everything that surrounds us, (4) a way to solve problems of daily life, (5) calculations and operations with numbers, (6) complex and difficult, (7) exact and (6) a subject that develops thinking skills; (B) To learn mathematics is…(1) to possess knowledge to solve problems, (2) to be able to solve everyday problems, (3) to be able to make calculations and operations, and (4) to think logically to be able to solve problems; and (C) To teach mathematics is…(1) to transmit knowledge, (2) to know to share it, (3) to transmit the reasoning ability, and (4) to show how to solve problems.

On-the-Spot Problem Solving of Airline Professionals: A Case Study of Sky Business School Personnel Training Program

ERIC Educational Resources Information Center

Nara, Jun

2010-01-01

This research explores how chief cabin crew members of major airlines made their decisions on-the-spot when they had unexpected problems. This research also presents some insights that may improve personnel training programs for future stewardesses and stewards based on the investigation of their decision-making styles. The theoretical framework…

Teaching Guide and Problem Supplement. A Publication of the Exemplary Project Problem Solving Computer Style 1969-1970.

ERIC Educational Resources Information Center

New Orleans Public Schools, LA.

Secondary school teachers incorporating the use of a computer in algebra, trigonometry, advanced mathematics, chemistry, or physics classes are the individuals for whom this book is intended. The content included in it is designed to aid the learning of programing techniques and basic scientific or mathematical principles, and to offer some…

The Effects of Cognitive Style and Piagetian Logical Reasoning on Solving a Propositional Relation Algebra Word Problem.

ERIC Educational Resources Information Center

Nasser, Ramzi; Carifio, James

The purpose of this study was to find out whether students perform differently on algebra word problems that have certain key context features and entail proportional reasoning, relative to their level of logical reasoning and their degree of field dependence/independence. Field-independent students tend to restructure and break stimuli into parts…

JPRS Report, Science & Technology, USSR: Computers

DTIC Science & Technology

1987-07-15

Algebras and Multilevel Program Planning (G. Ye.. Tseytlin; PROGRAMMIROVANIYE, No 3, May-Jun 86) 36 Linguistic Facilities for Programming...scientific production associations which, jointly with the USSR Academy of Sciences, will solve basic and applied problems in the informatics industry...especially the establishment of complex , interdisciplinary problems and directions), the change in the style of the scientific thought of the epoch, and

Coping and sickness absence

PubMed Central

Schaufeli, Wilmar B.; van Dijk, Frank J. H.; Blonk, Roland W. B.

2007-01-01

Objectives The aim of this study is to examine the role of coping styles in sickness absence. In line with findings that contrast the reactive–passive focused strategies, problem-solving strategies are generally associated with positive results in terms of well-being and overall health outcomes; our hypothesis is that such strategies are positively related to a low frequency of sickness absence and with short lengths (total number of days absent) and durations (mean duration per spell). Methods Using a prospective design, employees’ (N = 3,628) responses on a self-report coping inventory are used to predict future registered sickness absence (i.e. frequency, length, duration, and median time before the onset of a new sick leave period). Results and conclusions In accordance with our hypothesis, and after adjustment for potential confounders, employees with an active problem-solving coping strategy are less likely to drop out because of sickness absence in terms of frequency, length (longer than 14 days), and duration (more than 7 days) of sickness absence. This positive effect is observed in the case of seeking social support only for the duration of sickness absence and in the case of palliative reaction only for the length and frequency of absence. In contrast, an avoidant coping style, representing a reactive–passive strategy, increases the likelihood of frequent absences significantly, as well as the length and duration of sickness absence. Expression of emotions, representing another reactive–passive strategy, has no effect on future sickness absenteeism. The median time before the onset of a new episode of absenteeism is significantly extended for active problem-solving and reduced for avoidance and for a palliative response. The results of the present study support the notion that problem-solving coping and reactive–passive strategies are inextricably connected to frequency, duration, length and onset of sickness absence. Especially, active problem-solving decreases the chance of future sickness absence. PMID:17701200

Coping and sickness absence.

PubMed

van Rhenen, Willem; Schaufeli, Wilmar B; van Dijk, Frank J H; Blonk, Roland W B

2008-02-01

The aim of this study is to examine the role of coping styles in sickness absence. In line with findings that contrast the reactive-passive focused strategies, problem-solving strategies are generally associated with positive results in terms of well-being and overall health outcomes; our hypothesis is that such strategies are positively related to a low frequency of sickness absence and with short lengths (total number of days absent) and durations (mean duration per spell). Using a prospective design, employees' (N = 3,628) responses on a self-report coping inventory are used to predict future registered sickness absence (i.e. frequency, length, duration, and median time before the onset of a new sick leave period). In accordance with our hypothesis, and after adjustment for potential confounders, employees with an active problem-solving coping strategy are less likely to drop out because of sickness absence in terms of frequency, length (longer than 14 days), and duration (more than 7 days) of sickness absence. This positive effect is observed in the case of seeking social support only for the duration of sickness absence and in the case of palliative reaction only for the length and frequency of absence. In contrast, an avoidant coping style, representing a reactive-passive strategy, increases the likelihood of frequent absences significantly, as well as the length and duration of sickness absence. Expression of emotions, representing another reactive-passive strategy, has no effect on future sickness absenteeism. The median time before the onset of a new episode of absenteeism is significantly extended for active problem-solving and reduced for avoidance and for a palliative response. The results of the present study support the notion that problem-solving coping and reactive-passive strategies are inextricably connected to frequency, duration, length and onset of sickness absence. Especially, active problem-solving decreases the chance of future sickness absence.

Introducing social cues in multimedia learning: The role of pedagogic agents' image and language in a scientific lesson

NASA Astrophysics Data System (ADS)

Moreno, Roxana Arleen

The present dissertation tested the hypothesis that software pedagogical agents can promote constructivist learning in a discovery-based multimedia environment. In a preliminary study, students who received a computer-based lesson on environmental science performed better on subsequent tests of problem solving and motivation when they learned with the mediation of a fictional agent compared to when they learned the same material from text. In order to investigate further the basis for this personal agent effect, I varied whether the agent's words were presented as speech or on-screen text and whether or not the agent's image appeared on the screen. Both with a fictional agent (Experiment 1) and a video of a human face (Experiment 2), students performed better on tests of retention, problem-solving transfer, and program ratings when words were presented as speech rather than on-screen text (producing a modality effect) but visual presence of the agent did not affect test performance (producing no image effect). Next, I varied whether or not the agent's words were presented in conversational style (i.e., as dialogue) or formal style (i.e., as monologue) both using speech (Experiment 3) and on-screen text (Experiment 4). In both experiments, there was a dialogue effect in which conversational-style produced better retention and transfer performance. Students who learned with conversational-style text rated the program more favorably than those who learned with monologue-style text. The results support cognitive principles of multimedia learning which underlie the understanding of a computer lesson about a complex scientific system.

Reflective thinking in solving an algebra problem: a case study of field independent-prospective teacher

NASA Astrophysics Data System (ADS)

Agustan, S.; Juniati, Dwi; Yuli Eko Siswono, Tatag

2017-10-01

Nowadays, reflective thinking is one of the important things which become a concern in learning mathematics, especially in solving a mathematical problem. The purpose of this paper is to describe how the student used reflective thinking when solved an algebra problem. The subject of this research is one female student who has field independent cognitive style. This research is a descriptive exploratory study with data analysis using qualitative approach to describe in depth reflective thinking of prospective teacher in solving an algebra problem. Four main categories are used to analyse the reflective thinking in solving an algebra problem: (1) formulation and synthesis of experience, (2) orderliness of experience, (3) evaluating the experience and (4) testing the selected solution based on the experience. The results showed that the subject described the problem by using another word and the subject also found the difficulties in making mathematical modelling. The subject analysed two concepts used in solving problem. For instance, geometry related to point and line while algebra is related to algebra arithmetic operation. The subject stated that solution must have four aspect to get effective solution, specifically the ability to (a) understand the meaning of every words; (b) make mathematical modelling; (c) calculate mathematically; (d) interpret solution obtained logically. To test the internal consistency or error in solution, the subject checked and looked back related procedures and operations used. Moreover, the subject tried to resolve the problem in a different way to compare the answers which had been obtained before. The findings supported the assertion that reflective thinking provides an opportunity for the students in improving their weakness in mathematical problem solving. It can make a grow accuracy and concentration in solving a mathematical problem. Consequently, the students will get the right and logic answer by reflective thinking.

Data on multicultural education and diagnostic information profiling: Culture, learning styles and creativity.

PubMed

Maseleno, Andino; Hardaker, Glenn; Sabani, Noraisikin; Suhaili, Nabilah

2016-12-01

This article contains data related to multicultural education and diagnostic information profiling preliminary findings. It includes the responses of 253 students. The data consists of six sections, i) culture: race, ethnicity, language and identity; ii) learning preferences: physiological and perceptual; iii) cognitive learning styles: physical, emotional and mental; iv) creativity skills and problem solving skills; v) motivation; and vi) students' background knowledge. The data may be used as part of data analytics for specific personalized e-learning platform.

Gender differences in the relationships among parenting styles and college student mental health.

PubMed

Barton, Alison L; Kirtley, Michael S

2012-01-01

Levels of student depression may increase as stress increases; parenting styles may be one indirect source of stress. The authors examined the role of parenting style in relationship to student stress, anxiety, and depression, with focused attention on gender differences. Participants were 290 undergraduate students (58% female, mean age = 19). Cross-sectional design. Participants completed surveys containing measures of parenting styles, college stress, anxiety, and depression. Anxiety and stress acted as mediators between some maternal parenting styles and female student depression. No mediational relationships were found for male student ratings. Daughters may be more susceptible to the influences of maternal parenting styles, which can either prepare or fail to prepare them for management and avoidance of stressors that are encountered during the college transition. College counseling centers and student affairs personnel may wish to focus attention on the instruction of self-management and problem-solving skills for incoming students.

High Tech High.

ERIC Educational Resources Information Center

Hardy, Lawrence

2001-01-01

In an era of high-stakes testing and prescriptive teaching styles, a San Diego charter high school embraces project learning, multilevel classrooms, and video portfolios of student work. The school lacks dining, music, and athletic facilities, but features hefty teacher salaries, student freedom, and real-world problem solving. (MLH)

Cognitive, emotive, and cognitive-behavioral correlates of suicidal ideation among Chinese adolescents in Hong Kong.

PubMed

Kwok, Sylvia Lai Yuk Ching; Shek, Daniel Tan Lei

2010-03-05

Utilizing Daniel Goleman's theory of emotional competence, Beck's cognitive theory, and Rudd's cognitive-behavioral theory of suicidality, the relationships between hopelessness (cognitive component), social problem solving (cognitive-behavioral component), emotional competence (emotive component), and adolescent suicidal ideation were examined. Based on the responses of 5,557 Secondary 1 to Secondary 4 students from 42 secondary schools in Hong Kong, results showed that suicidal ideation was positively related to adolescent hopelessness, but negatively related to emotional competence and social problem solving. While standard regression analyses showed that all the above variables were significant predictors of suicidal ideation, hierarchical regression analyses showed that hopelessness was the most important predictor of suicidal ideation, followed by social problem solving and emotional competence. Further regression analyses found that all four subscales of emotional competence, i.e., empathy, social skills, self-management of emotions, and utilization of emotions, were important predictors of male adolescent suicidal ideation. However, the subscale of social skills was not a significant predictor of female adolescent suicidal ideation. Standard regression analysis also revealed that all three subscales of social problem solving, i.e., negative problem orientation, rational problem solving, and impulsiveness/carelessness style, were important predictors of suicidal ideation. Theoretical and practice implications of the findings are discussed.

The development of a culture of problem solving with secondary students through heuristic strategies

NASA Astrophysics Data System (ADS)

Eisenmann, Petr; Novotná, Jarmila; Přibyl, Jiří; Břehovský, Jiří

2015-12-01

The article reports the results of a longitudinal research study conducted in three mathematics classes in Czech schools with 62 pupils aged 12-18 years. The pupils were exposed to the use of selected heuristic strategies in mathematical problem solving for a period of 16 months. This was done through solving problems where the solution was the most efficient if heuristic strategies were used. The authors conducted a two-dimensional classification of the use of heuristic strategies based on the work of Pólya (2004) and Schoenfeld (1985). We developed a tool that allows for the description of a pupil's ability to solve problems. Named, the Culture of Problem Solving (CPS), this tool consists of four components: intelligence, text comprehension, creativity and the ability to use existing knowledge. The pupils' success rate in problem solving and the changes in some of the CPS factors pre- and post-experiment were monitored. The pupils appeared to considerably improve in the creativity component. In addition, the results indicate a positive change in the students' attitude to problem solving. As far as the teachers participating in the experiment are concerned, a significant change was in their teaching style to a more constructivist, inquiry-based approach, as well as their willingness to accept a student's non-standard approach to solving a problem. Another important outcome of the research was the identification of the heuristic strategies that can be taught via long-term guided solutions of suitable problems and those that cannot. Those that can be taught include systematic experimentation, guess-check-revise and introduction of an auxiliary element. Those that cannot be taught (or can only be taught with difficulty) include the strategies of specification and generalization and analogy.

Belief bias during reasoning among religious believers and skeptics.

PubMed

Pennycook, Gordon; Cheyne, James Allan; Koehler, Derek J; Fugelsang, Jonathan A

2013-08-01

We provide evidence that religious skeptics, as compared to believers, are both more reflective and effective in logical reasoning tasks. While recent studies have reported a negative association between an analytic cognitive style and religiosity, they focused exclusively on accuracy, making it difficult to specify potential underlying cognitive mechanisms. The present study extends the previous research by assessing both performance and response times on quintessential logical reasoning problems (syllogisms). Those reporting more religious skepticism made fewer reasoning errors than did believers. This finding remained significant after controlling for general cognitive ability, time spent on the problems, and various demographic variables. Crucial for the purpose of exploring underlying mechanisms, response times indicated that skeptics also spent more time reasoning than did believers. This novel finding suggests a possible role of response slowing during analytic problem solving as a component of cognitive style that promotes overriding intuitive first impressions. Implications for using additional processing measures, such as response time, to investigate individual differences in cognitive style are discussed.

Teaching Analytical Method Development in an Undergraduate Instrumental Analysis Course

ERIC Educational Resources Information Center

Lanigan, Katherine C.

2008-01-01

Method development and assessment, central components of carrying out chemical research, require problem-solving skills. This article describes a pedagogical approach for teaching these skills through the adaptation of published experiments and application of group-meeting style discussions to the curriculum of an undergraduate instrumental…

Greeks Assisting Greeks (G.A.G). Training Manual.

ERIC Educational Resources Information Center

Ensminger, David

This training manual, intended for use by college students to learn peer counseling techniques, contains four sections. The first section provides an introduction to peer counseling. Effective therapeutic communication, solving a problem, basic counseling techniques, communicating styles, and the limitations of peer counseling are discussed. The…

Nurses' perceptions of the impact of Team-Based Learning participation on learning style, team behaviours and clinical performance: An exploration of written reflections.

PubMed

Oldland, Elizabeth; Currey, Judy; Considine, Julie; Allen, Josh

2017-05-01

Team-Based Learning (TBL) is a teaching strategy designed to promote problem solving, critical thinking and effective teamwork and communication skills; attributes essential for safe healthcare. The aim was to explore postgraduate student perceptions of the role of TBL in shaping learning style, team skills, and professional and clinical behaviours. An exploratory descriptive approach was selected. Critical care students were invited to provide consent for the use for research purposes of written reflections submitted for course work requirements. Reflections of whether and how TBL influenced their learning style, teamwork skills and professional behaviours during classroom learning and clinical practice were analysed for content and themes. Of 174 students, 159 participated. Analysis revealed three themes: Deep Learning, the adaptations students made to their learning that resulted in mastery of specialist knowledge; Confidence, in knowledge, problem solving and rationales for practice decisions; and Professional and Clinical Behaviours, including positive changes in their interactions with colleagues and patients described as patient advocacy, multidisciplinary communication skills and peer mentorship. TBL facilitated a virtuous cycle of feedback encouraging deep learning that increased confidence. Increased confidence improved deep learning that, in turn, led to the development of professional and clinical behaviours characteristic of high quality practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

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

Mathematical visualization process of junior high school students in solving a contextual problem based on cognitive style

NASA Astrophysics Data System (ADS)

Utomo, Edy Setiyo; Juniati, Dwi; Siswono, Tatag Yuli Eko

2017-08-01

The aim of this research was to describe the mathematical visualization process of Junior High School students in solving contextual problems based on cognitive style. Mathematical visualization process in this research was seen from aspects of image generation, image inspection, image scanning, and image transformation. The research subject was the students in the eighth grade based on GEFT test (Group Embedded Figures Test) adopted from Within to determining the category of cognitive style owned by the students namely field independent or field dependent and communicative. The data collection was through visualization test in contextual problem and interview. The validity was seen through time triangulation. The data analysis referred to the aspect of mathematical visualization through steps of categorization, reduction, discussion, and conclusion. The results showed that field-independent and field-dependent subjects were difference in responding to contextual problems. The field-independent subject presented in the form of 2D and 3D, while the field-dependent subject presented in the form of 3D. Both of the subjects had different perception to see the swimming pool. The field-independent subject saw from the top, while the field-dependent subject from the side. The field-independent subject chose to use partition-object strategy, while the field-dependent subject chose to use general-object strategy. Both the subjects did transformation in an object rotation to get the solution. This research is reference to mathematical curriculum developers of Junior High School in Indonesia. Besides, teacher could develop the students' mathematical visualization by using technology media or software, such as geogebra, portable cabri in learning.

Does the Cognitive Reflection Test actually capture heuristic versus analytic reasoning styles in older adults?

PubMed

Hertzog, Christopher; Smith, R Marit; Ariel, Robert

2018-01-01

Background/Study Context: This study evaluated adult age differences in the original three-item Cognitive Reflection Test (CRT; Frederick, 2005, The Journal of Economic Perspectives, 19, 25-42) and an expanded seven-item version of that test (Toplak et al., 2013, Thinking and Reasoning, 20, 147-168). The CRT is a numerical problem-solving test thought to capture a disposition towards either rapid, intuition-based problem solving (Type I reasoning) or a more thoughtful, analytical problem-solving approach (Type II reasoning). Test items are designed to induce heuristically guided errors that can be avoided if using an appropriate numerical representation of the test problems. We evaluated differences between young adults and old adults in CRT performance and correlates of CRT performance. Older adults (ages 60 to 80) were paid volunteers who participated in experiments assessing age differences in self-regulated learning. Young adults (ages 17 to 35) were students participating for pay as part of a project assessing measures of critical thinking skills or as a young comparison group in the self-regulated learning study. There were age differences in the number of CRT correct responses in two independent samples. Results with the original three-item CRT found older adults to have a greater relative proportion of errors based on providing the intuitive lure. However, younger adults actually had a greater proportion of intuitive errors on the long version of the CRT, relative to older adults. Item analysis indicated a much lower internal consistency of CRT items for older adults. These outcomes do not offer full support for the argument that older adults are higher in the use of a "Type I" cognitive style. The evidence was also consistent with an alternative hypothesis that age differences were due to lower levels of numeracy in the older samples. Alternative process-oriented evaluations of how older adults solve CRT items will probably be needed to determine conditions under which older adults manifest an increase in the Type I dispositional tendency to opt for superficial, heuristically guided problem representations in numerical problem-solving tasks.

Studying PubMed usages in the field for complex problem solving: Implications for tool design

PubMed Central

Song, Jean; Tonks, Jennifer Steiner; Meng, Fan; Xuan, Weijian; Ameziane, Rafiqa

2012-01-01

Many recent studies on MEDLINE-based information seeking have shed light on scientists’ behaviors and associated tool innovations that may improve efficiency and effectiveness. Few if any studies, however, examine scientists’ problem-solving uses of PubMed in actual contexts of work and corresponding needs for better tool support. Addressing this gap, we conducted a field study of novice scientists (14 upper level undergraduate majors in molecular biology) as they engaged in a problem solving activity with PubMed in a laboratory setting. Findings reveal many common stages and patterns of information seeking across users as well as variations, especially variations in cognitive search styles. Based on findings, we suggest tool improvements that both confirm and qualify many results found in other recent studies. Our findings highlight the need to use results from context-rich studies to inform decisions in tool design about when to offer improved features to users. PMID:24376375

Teaching genetics using hands-on models, problem solving, and inquiry-based methods

NASA Astrophysics Data System (ADS)

Hoppe, Stephanie Ann

Teaching genetics can be challenging because of the difficulty of the content and misconceptions students might hold. This thesis focused on using hands-on model activities, problem solving, and inquiry-based teaching/learning methods in order to increase student understanding in an introductory biology class in the area of genetics. Various activities using these three methods were implemented into the classes to address any misconceptions and increase student learning of the difficult concepts. The activities that were implemented were shown to be successful based on pre-post assessment score comparison. The students were assessed on the subjects of inheritance patterns, meiosis, and protein synthesis and demonstrated growth in all of the areas. It was found that hands-on models, problem solving, and inquiry-based activities were more successful in learning concepts in genetics and the students were more engaged than tradition styles of lecture.

Reducing developmental risk for emotional/behavioral problems: a randomized controlled trial examining the Tools for Getting Along curriculum.

PubMed

Daunic, Ann P; Smith, Stephen W; Garvan, Cynthia W; Barber, Brian R; Becker, Mallory K; Peters, Christine D; Taylor, Gregory G; Van Loan, Christopher L; Li, Wei; Naranjo, Arlene H

2012-04-01

Researchers have demonstrated that cognitive-behavioral intervention strategies - such as social problem solving - provided in school settings can help ameliorate the developmental risk for emotional and behavioral difficulties. In this study, we report the results of a randomized controlled trial of Tools for Getting Along (TFGA), a social problem-solving universally delivered curriculum designed to reduce the developmental risk for serious emotional or behavioral problems among upper elementary grade students. We analyzed pre-intervention and post-intervention teacher-report and student self-report data from 14 schools, 87 classrooms, and a total of 1296 students using multilevel modeling. Results (effect sizes calculated using Hedges' g) indicated that students who were taught TFGA had a more positive approach to problem solving (g=.11) and a more rational problem-solving style (g=.16). Treated students with relatively poor baseline scores benefited from TFGA on (a) problem-solving knowledge (g=1.54); (b) teacher-rated executive functioning (g=.35 for Behavior Regulation and .32 for Metacognition), and proactive aggression (g=.20); and (c) self-reported trait anger (g=.17) and anger expression (g=.21). Thus, TFGA may reduce risk for emotional and behavioral difficulties by improving students' cognitive and emotional self-regulation and increasing their pro-social choices. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Examining the Affects of Student Multitasking with Laptops during the Lecture

ERIC Educational Resources Information Center

Kraushaar, James M.; Novak, David C.

2010-01-01

This paper examines undergraduate student use of laptop computers during a lecture-style class that includes substantial problem-solving activities and graphic-based content. The study includes both a self-reported use component collected from student surveys as well as a monitored use component collected via activity monitoring…

Interdependent and Relational Tendencies among Asian Clients: Infusing Collectivistic Strategies into Counselling

ERIC Educational Resources Information Center

Kuo, Ben C. H.

2004-01-01

This article uses the case of Asians to highlight the collectivistic elements inherent in Asian help-seeking patterns, problem-solving styles, and stress-coping responses. It then offers recommendations for specific counseling strategies that complement Asians' collectivistic orientation. It should be noted that although generalized observations…

An Investigation on Revealing the Learning Modalities of Undergraduate Students

ERIC Educational Resources Information Center

Ünal, Menderes

2015-01-01

This study investigated learning modalities of undergraduate students in terms of their gender, departments, grades and academic achievements. The modalities/styles (visual, auditory and kinaesthetic) indicate learning preferences and help students find ways to study effectively, reach new information and solve problems. The study was conducted…

Arts and the Curriculum for the 80s.

ERIC Educational Resources Information Center

Major, Judith Strand

1983-01-01

Learning factors that are improved by K-12 arts programs include perception, awareness, concentration, uniqueness of thought style, expression, inventiveness and problem solving, confidence and self worth, and motivation. The arts have been taught as an addition to the basic curriculum, not as part of the basic curriculum. This will continue…

Critical Thinking and the Question of Critique: Some Lessons from Deconstruction.

ERIC Educational Resources Information Center

Biesta, Gert J. J.; Stams, Geert Jan J. M.

2001-01-01

Provides some philosophical groundwork for contemporary debates about the idea of critical thinking. Discusses three styles of critique: critical dogmatism, transcendental critique (Karl-Otto Apel), and deconstruction (Jacques Derrida). Argues that while transcendental critique is able to solve some of the problems of the dogmatic approach to…

RAP Coaching with Teachers

ERIC Educational Resources Information Center

Currier, Suzanne; Shields, Julie; Chesman, Jodi; Langsam, Fred; Langsam, Jonathan; Strauss, Heather

2012-01-01

Training for special education teachers rarely addresses how to work with students who are in crisis or who are displaying aggression. Often teachers are instructed that disruptive students should be punished or excluded from the classroom. The behavior management style becomes one of authority, power, and control rather than problem solving.…

Bringing us back to our creative senses: Fostering creativity in graduate-level nursing education: A literary review.

PubMed

Duhamel, Karen V

2016-10-01

The purpose of this paper is to explore empirical findings of five studies related to graduate-level nurse educators' and nursing students' perceptions about the roles of creativity and creative problem-solving in traditional and innovative pedagogies, and examines conceptual differences in the value of creativity from teacher and student viewpoints. Five peer-reviewed scholarly articles; professional nursing organizations; conceptual frameworks of noted scholars specializing in creativity and creative problem-solving; business-related sources; primary and secondary sources of esteemed nurse scholars. Quantitative and qualitative studies were examined that used a variety of methodologies, including surveys, focus groups, 1:1 interviews, and convenience sampling of both nursing and non-nursing college students and faculty. Innovative teaching strategies supported student creativity and creative problem-solving development. Teacher personality traits and teaching styles receptive to students' needs led to greater student success in creative development. Adequate time allocation and perceived usefulness of creativity and creative problem-solving by graduate-level nurse educators must be reflected in classroom activities and course design. Findings indicated conservative teaching norms, evident in graduate nursing education today, should be revised to promote creativity and creative problem-solving development in graduate-level nursing students for best practice outcomes. Copyright © 2016 Elsevier Ltd. All rights reserved.

Family function, Parenting Style and Broader Autism Phenotype as Predicting Factors of Psychological Adjustment in Typically Developing Siblings of Children with Autism Spectrum Disorders.

PubMed

Mohammadi, Mohammadreza; Zarafshan, Hadi

2014-04-01

Siblings of children with autism are at a greater risk of experiencing behavioral and social problems. Previous researches had focused on environmental variables such as family history of autism spectrum disorders (ASDs), behavior problems in the child with an ASD, parental mental health problems, stressful life events and "broader autism phenotype" (BAP), while variables like parenting style and family function that are shown to influence children's behavioral and psychosocial adjustment are overlooked. The aim of the present study was to reveal how parenting style and family function as well as BAP effect psychological adjustment of siblings of children with autism. The Participants included 65 parents who had one child with an Autism Spectrum Disorder and one typically developing child. Of the children with ASDs, 40 were boys and 25 were girls; and they were diagnosed with ASDs by a psychiatrist based on DSM-IV-TR criteria and Autism Diagnostic Interview-Revised (ADI-R). The Persian versions of the six scales were used to collect data from the families. Pearson's correlation test and regression analysis were used to determine which variables were related to the psychological adjustment of sibling of children with ASDs and which variables predicted it better. Significant relationships were found between Strengths and Difficulties Questionnaire (SDQ) total difficulties, prosocial behaviors and ASDs symptoms severity, parenting styles and some aspects of family function. In addition, siblings who had more BAP characteristics had more behavior problems and less prosocial behavior. Behavioral problems increased and prosocial behavior decreased with permissive parenting style. Besides, both of authoritarian and authoritative parenting styles led to a decrease in behavioral problems and an increase in prosocial behaviors. Our findings revealed that some aspects of family function (affective responsiveness, roles, problem solving and behavior control) were significantly correlated with behavioral problems and prosocial behaviors in typically developing (TD) siblings of children with ASDs. Siblings of children with ASDs, due to genetic liability, are at a greater risk of psychological maladjustment. Furthermore, environmental factors like parenting styles and family function also have a significant effect on psychological maladjustment.

Learning style preferences of Australian health science students.

PubMed

Zoghi, Maryam; Brown, Ted; Williams, Brett; Roller, Louis; Jaberzadeh, Shapour; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann

2010-01-01

It has been identified that health science student groups may have distinctive learning needs. By university educators' and professional fieldwork supervisors' being aware of the unique learning style preferences of health science students, they have the capacity to adjust their teaching approaches to best fit with their students' learning preferences. The purpose of this study was to investigate the learning style preferences of a group of Australian health science students enrolled in 10 different disciplines. The Kolb Learning Style Inventory was distributed to 2,885 students enrolled in dietetics and nutrition, midwifery, nursing, occupational therapy, paramedics, pharmacy, physiotherapy, radiation therapy, radiography, and social work at one Australian university. A total of 752 usable survey forms were returned (response rate 26%). The results indicated the converger learning style to be most frequently preferred by health science students and that the diverger and accommodator learning styles were the least preferred. It is recommended that educators take learning style preferences of health science students into consideration when planning, implementing, and evaluating teaching activities, such as including more problem-solving activities that fit within the converger learning style.

Autobiographical memory, interpersonal problem solving, and suicidal behavior in adolescent inpatients.

PubMed

Arie, Miri; Apter, Alan; Orbach, Israel; Yefet, Yael; Zalsman, Gil; Zalzman, Gil

2008-01-01

The aim of the study was to test Williams' (Williams JMG. Depression and the specificity of autobiographical memory. In: Rubin D, ed. Remembering Our Past: Studies in Autobiographical Memory. London: Cambridge University Press; 1996:244-267.) theory of suicidal behavior in adolescents and young adults by examining the relationship among suicidal behaviors, defective ability to retrieve specific autobiographical memories, impaired interpersonal problem solving, negative life events, repression, and hopelessness. Twenty-five suicidal adolescent and young adult inpatients (16.5 y +/- 2.5) were compared with 25 nonsuicidal adolescent and young adult inpatients (16.5 y +/- 2.5) and 25 healthy controls. Autobiographical memory was tested by a word association test; problem solving by the means-ends problem solving technique; negative life events by the Coddington scale; repression by the Life Style Index; hopelessness by the Beck scale; suicidal risk by the Plutchik scale, and suicide attempt by clinical history. Impairment in the ability to produce specific autobiographical memories, difficulties with interpersonal problem solving, negative life events, and repression were all associated with hopelessness and suicidal behavior. There were significant correlations among all the variables except for repression and negative life events. These findings support Williams' notion that generalized autobiographical memory is associated with deficits in interpersonal problem solving, negative life events, hopelessness, and suicidal behavior. The finding that defects in autobiographical memory are associated with suicidal behavior in adolescents and young adults may lead to improvements in the techniques of cognitive behavioral therapy in this age group.

The averaging method in applied problems

NASA Astrophysics Data System (ADS)

Grebenikov, E. A.

1986-04-01

The totality of methods, allowing to research complicated non-linear oscillating systems, named in the literature "averaging method" has been given. THe author is describing the constructive part of this method, or a concrete form and corresponding algorithms, on mathematical models, sufficiently general , but built on concrete problems. The style of the book is that the reader interested in the Technics and algorithms of the asymptotic theory of the ordinary differential equations, could solve individually such problems. For specialists in the area of applied mathematics and mechanics.

Improvement in Generic Problem-Solving Abilities of Students by Use of Tutor-less Problem-Based Learning in a Large Classroom Setting

PubMed Central

Klegeris, Andis; Bahniwal, Manpreet; Hurren, Heather

2013-01-01

Problem-based learning (PBL) was originally introduced in medical education programs as a form of small-group learning, but its use has now spread to large undergraduate classrooms in various other disciplines. Introduction of new teaching techniques, including PBL-based methods, needs to be justified by demonstrating the benefits of such techniques over classical teaching styles. Previously, we demonstrated that introduction of tutor-less PBL in a large third-year biochemistry undergraduate class increased student satisfaction and attendance. The current study assessed the generic problem-solving abilities of students from the same class at the beginning and end of the term, and compared student scores with similar data obtained in three classes not using PBL. Two generic problem-solving tests of equal difficulty were administered such that students took different tests at the beginning and the end of the term. Blinded marking showed a statistically significant 13% increase in the test scores of the biochemistry students exposed to PBL, while no trend toward significant change in scores was observed in any of the control groups not using PBL. Our study is among the first to demonstrate that use of tutor-less PBL in a large classroom leads to statistically significant improvement in generic problem-solving skills of students. PMID:23463230

Problem Solving for the Twenty-First Century: Global Education Activities in the Social Studies Curriculum (K-12).

ERIC Educational Resources Information Center

Peters, Richard

Educators are encouraged in this document to practice a multi-disciplinary approach in the classroom to prepare students for new management styles in an interrelated society. The first section on perceptions covers the following: information processing (planning, implementing, assessing); the learning process (exploration, invention, application);…

Learning-Method Choices and Personal Characteristics in Solving a Physical Education Problem

ERIC Educational Resources Information Center

Vincent-Morin, Madeleine; Lafont, Lucile

2005-01-01

The goal of this study was to identify the relationships between the learning choices made by pupils and their personal characteristics, including cognitive style (field dependence--independence), a motivational variable (feeling of self-efficacy), and a cognitive variable (task representation). The participants were 64 twelve-year-old sixth…

Opening the Door to Coaching Conversations

ERIC Educational Resources Information Center

Cheliotes, Linda Gross; Reilly, Marceta Fleming

2012-01-01

A leader doesn't have to solve every problem personally to be effective. In fact, helping others learn to resolve issues and implement their own solutions is the key to sustainable leadership and an empowered staff. This companion and follow-up book to "Coaching Conversations" brings the coaching style of leadership to life with stories from the…

UNDERSTANDING THE PUERTO RICAN AND HIS FAMILY.

ERIC Educational Resources Information Center

THOMAS MARIE, SISTER

AN UNDERSTANDING OF TRADITIONAL PUERTO RICAN FAMILY CUSTOMS AND BASIC DIFFERENCES BETWEEN PUERTO RICAN AND OTHER LIFE STYLES SHOULD HELP PROFESSIONAL WORKERS SOLVE THE PROBLEMS CREATED BY MIGRATION TO THE UNITED STATES. THE CULTURE OF THE PUERTO RICAN CAN BE DESCRIBED IN RELATION TO THREE CONCEPTS--DIGNIDAD (SELF-ESTEEM OR SELF-WORTH), RESPETO…

From Seatwork to Feetwork: Engaging Students in Their Own Learning

ERIC Educational Resources Information Center

Nash, Ron

2011-01-01

How do you teach students to communicate, collaborate, and solve problems? In his engaging style, Ron Nash shows teachers how to create a student-centered environment that transforms learners from passive attendees into active participants and leaders in the classroom. Building on the foundation of his prior works on active learning, he combines…

Wands or Quills? Lessons in Pedagogy from Harry Potter

ERIC Educational Resources Information Center

Johnson, Melissa C.

2015-01-01

This essay is grounded in the scholarship of teaching and learning and will focus specifically on the ways in which the Harry Potter books highlight the diversity of learning and teaching styles; privilege active experiential learning and problem solving over passive rote learning; and emphasize the benefits of collaboration over competition.…

Cognitive and Task Influences on Web Searching Behavior.

ERIC Educational Resources Information Center

Kim, Kyung-Sun; Allen, Bryce

2002-01-01

Describes results from two independent investigations of college students that were conducted to study the impact of differences in users' cognition and search tasks on Web search activities and outcomes. Topics include cognitive style; problem-solving; and implications for the design and use of the Web and Web search engines. (Author/LRW)

Dialogic Ruptures: An Ethical Imperative

ERIC Educational Resources Information Center

Arndt, Sonja

2017-01-01

Dialogue is promoted as a key strategy to "solve" the "problem" of diversity in educational settings. Yet, "[w]hen we select words … We usually take them from other utterances, and mainly from utterances that are kindred to ours in genre, that is in theme, composition or style" (p. 87, emphasis in the original). This…

Leadership Styles in Synchronous and Asynchronous Virtual Learning Environments

ERIC Educational Resources Information Center

Ruggieri, Stefano; Boca, Stefano; Garro, Maria

2013-01-01

A comparison of the effects of transactional and transformational leadership in synchronous and a synchronous online teamwork was conducted. In the study, groups of four participants interacted in online text chat and online text forum in problem solving tasks. The groups were lead by a confederate who acted as a transactional or a…

Exploring Fencerows--An Outdoor Teaching Technique.

ERIC Educational Resources Information Center

Rillo, Thomas J.

The exploration of fencerows as an outdoor teaching technique is described. The concepts that can be developed as students walk down the fencerows are related to science, life styles, and economy. By dividing a class into small groups, a teacher can employ problem-solving techniques in fencerow exploration. The following group topics are possible…

Automated Analysis of Composition and Style of Photographs and Paintings

ERIC Educational Resources Information Center

Yao, Lei

2013-01-01

Computational aesthetics is a newly emerging cross-disciplinary field with its core situated in traditional research areas such as image processing and computer vision. Using a computer to interpret aesthetic terms for images is very challenging. In this dissertation, I focus on solving specific problems about analyzing the composition and style…

Effects of high-fidelity patient simulation led clinical reasoning course: Focused on nursing core competencies, problem solving, and academic self-efficacy.

PubMed

Lee, JuHee; Lee, Yoonju; Lee, Senah; Bae, Juyeon

2016-01-01

To examine the effects of high-fidelity patient simulation (HFPS) led clinical reasoning course among undergraduate nursing students. A quasi-experimental study of non-equivalent control group pretest-post test design was applied. A total of 49 senior nursing students participated in this study. The experimental group consisted of the students who took the "clinical reasoning" course (n = 23) while the control group consisted of students who did not (n = 26). Self-administered scales including the nursing core competencies, problem solving, academic self-efficacy, and Kolb learning style inventory were analyzed quantitatively using SPSS version 20.0. Data analysis was conducted using one-way ancova due to a significant difference in nursing core competencies between the experimental group and control group. There was a significant improvement in nursing core competencies in the experimental group (F = 7.747, P = 0.008). The scores of problem solving and academic self-efficacy were higher in the experimental group after the HFPS led clinical reasoning course without statistical difference. There is a need for the development of effective instructional methods to improve learning outcomes in nursing education. Future research is needed related to simulation education as well as management strategies so that learning outcomes can be achieved within different students' learning style. © 2015 The Authors. Japan Journal of Nursing Science © 2015 Japan Academy of Nursing Science.

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.

How Partner Gender Influences Female Students' Problem Solving in Physics Education

NASA Astrophysics Data System (ADS)

Ding, N.; Harskamp, E.

2006-12-01

Research has shown that female students cannot profit as much as male students can from cooperative learning in physics, especially in mixed-gender dyads. This study has explored the influence of partner gender on female students' learning achievement, interaction and the problem-solving process during cooperative learning. In Shanghai, a total of 50 students (26 females and 24 males), drawn from two classes of a high school, took part in the study. Students were randomly paired, and there were three research groups: mixed-gender dyads (MG), female-female dyads (FF) and male-male dyads (MM). Analysis of students' pre- and post-test performances revealed that female students in the single-gender condition solved physics problems more effectively than did those in the mixed-gender condition, while the same was not the case for male students. We further explored the differences between female and male communication styles, and content among the three research groups. It showed that the females' interaction content and problem-solving processes were more sensitive to partner gender than were those for males. This might explain why mixed-gender cooperation in physics disadvantages females in high schools.

The relationship of interpersonal conflict handling styles and marital conflicts among Iranian divorcing couples.

PubMed

Navidian, Ali; Bahari, Farshad; Kermansaravi, Fatihe

2014-08-15

Various research studies have suggested that among other variables that couples remain married if they successfully manage their interactions (marital communication based on acceptance of individual differences, problem solving skills, forgiveness, collaborative decision making, empathy and active listening) and constructively manage conflict. The study was aimed at examining the relation of conflict handling styles and marital conflicts among divorcing couples. As a descriptive -comparative study 60 couples out of 440 couples referred to the Crisis Intervention Center of the Isfahan Well-being Organization have selected. The tools implemented were Marital Conflicts (Barati & Sanaei, 1996) and Interpersonal Conflict Handling Styles Questionnaires (Thomas-Kilman, 1975). Their total reliabilities were, respectively, 0.74 and 0.87. Findings showed that there are no significant differences among their conflict handling styles and marital conflicts. Also, there was positive correlation between avoidance and competition styles and negative one between compromise, accommodation, and cooperation styles with marital conflicts. That is, these styles reduced couples' conflicts. Finally, wives had tendency to apply accommodation style and husbands tended to use accommodation and cooperation styles to handle their conflicts. It is suggested to be studied couples' views toward their own styles to handle marital conflicts and holding training courses to orient couples with advantages and disadvantages of marital conflict handling styles.

Fast, Nonlinear, Fully Probabilistic Inversion of Large Geophysical Problems

NASA Astrophysics Data System (ADS)

Curtis, A.; Shahraeeni, M.; Trampert, J.; Meier, U.; Cho, G.

2010-12-01

Almost all Geophysical inverse problems are in reality nonlinear. Fully nonlinear inversion including non-approximated physics, and solving for probability distribution functions (pdf’s) that describe the solution uncertainty, generally requires sampling-based Monte-Carlo style methods that are computationally intractable in most large problems. In order to solve such problems, physical relationships are usually linearized leading to efficiently-solved, (possibly iterated) linear inverse problems. However, it is well known that linearization can lead to erroneous solutions, and in particular to overly optimistic uncertainty estimates. What is needed across many Geophysical disciplines is a method to invert large inverse problems (or potentially tens of thousands of small inverse problems) fully probabilistically and without linearization. This talk shows how very large nonlinear inverse problems can be solved fully probabilistically and incorporating any available prior information using mixture density networks (driven by neural network banks), provided the problem can be decomposed into many small inverse problems. In this talk I will explain the methodology, compare multi-dimensional pdf inversion results to full Monte Carlo solutions, and illustrate the method with two applications: first, inverting surface wave group and phase velocities for a fully-probabilistic global tomography model of the Earth’s crust and mantle, and second inverting industrial 3D seismic data for petrophysical properties throughout and around a subsurface hydrocarbon reservoir. The latter problem is typically decomposed into 104 to 105 individual inverse problems, each solved fully probabilistically and without linearization. The results in both cases are sufficiently close to the Monte Carlo solution to exhibit realistic uncertainty, multimodality and bias. This provides far greater confidence in the results, and in decisions made on their basis.

Relationships between Eco-Leadership and Problem-Solving Styles of Gifted and Talented Youth

ERIC Educational Resources Information Center

Friedel, Curtis R.; Cletzer, D. Adam; Bush, Sarah A.; Barber, J. Danielle

2017-01-01

Our understanding of leadership has undergone a significant shift in the early part of the 21st century. An emerging perspective, dubbed Eco-Leadership, suggests leadership is a collective process involving both leaders and followers co-creating leadership. Because our beliefs and attitudes toward leadership affect how we lead, it becomes crucial…

Research in Agricultural Education. Proceedings of the Eastern Region Agricultural Education Research Conference (43rd, Mystic, Connecticut, May 4-6, 1989). Volume 43.

ERIC Educational Resources Information Center

Mannebach, Alfred J., Comp.; Bowen, Blannie E., Comp.

This document contains 10 papers selected for presentation at a research conference on agricultural education. The titles are as follows: "Agriculture Students and Their Problem Solving Skills" (Rollins); "Agriculture Students' Preferred Styles of Learning" (Rollins); "Identification of Curricular Strategies for Enhancing…

An Investigation of Coping Styles and Gender Differences with Farmers in Career Transition.

ERIC Educational Resources Information Center

Heppner, P. Paul; And Others

1991-01-01

Examined how male (n=44) and female (n=35) farmers reacted to stressors of farm crisis. Depressive symptomatology for men was correlated with lack of confidence in problem-solving ability and emotion-focused coping, whereas women's stress and depressive symptoms were most strongly correlated with lack of vocational identity and perception of…

Statistics Translated: A Step-by-Step Guide to Analyzing and Interpreting Data

ERIC Educational Resources Information Center

Terrell, Steven R.

2012-01-01

Written in a humorous and encouraging style, this text shows how the most common statistical tools can be used to answer interesting real-world questions, presented as mysteries to be solved. Engaging research examples lead the reader through a series of six steps, from identifying a researchable problem to stating a hypothesis, identifying…

A View from the Trenches. Postsecondary Education Finance: The Institutional View.

ERIC Educational Resources Information Center

Zemsky, Robert

Issues pertaining to educational finance in colleges and universities are considered. It is suggested that solving problems of organization will lead to shifts in management style, which in turn may affect flows of funds to disciplines. The outcome may be a change in academic scope and either limiting or expanding institutional opportunities. The…

Comprehending and Using Text Ideas: The Order of Processing as Affected by Reader Background and Style.

ERIC Educational Resources Information Center

Steinley, Gary

1989-01-01

Examines the processing order between the comprehension of a text and the use of comprehended ideas for such thinking tasks as comparing, evaluating, and problem solving. Finds that readers with limited background knowledge read in a more linear fashion than those with extensive background, who read in a parallel manner. (RS)

Selections from the ABC 2014 Annual Convention, Philadelphia, Pennsylvania A Well-Stitched Banner of Favorite Assignments: Leadership and Other-Focused Communication and Projects

ERIC Educational Resources Information Center

Whalen, D. Joel

2015-01-01

This article, the second of a two-part series, features 11 teaching innovations presented at the 2014 Association for Business Communication annual conference. These 11 assignments included leadership and other-focused communication--detecting communication style, adaptive communication, personality type, delivering feedback, problem solving, and…

Role of Individual Learning Pathways in Non-Threatening Teaching and Learning Environment Development

ERIC Educational Resources Information Center

Makarova, Elena A.

2014-01-01

The paper covers a diverse range of topics, the areas of interest for this particular paper include (a) knowledge structures and mental models, (b) problem solving processes, (c) metacognition, (d) skill acquisition, (e) individual learning styles, and (f) transfer of learning. The following brief synopsis of the paper serves to illustrate the…

A Piagetian view of family therapy: Selvini-Palazzoli and the Invariant Approach.

PubMed

Gelcer, E; Schwartzbein, D

1989-12-01

The Invariant Approach of Mara Selvini-Palazzoli is a new development in the Milan approach to family therapy. In order to distinguish and explain it, an overview of the Invariant Approach is given. Jean Piaget's theory of cognitive development is used to provide a framework for explaining how Selvini-Palazzoli's therapy alters the family's epistemology and facilitates change in the "family game." It is suggested that family members in therapy tend to think about their problems in a style that resembles Piaget's preoperational period. The process of therapy can be seen as geared to facilitate a shift from a preoperational to an operational style of cognitive functioning. This shift gives family members access to more adaptive ways of thinking about their problem-solving strategies.

Longitudinal spillover effects of conflict resolution styles between adolescent-parent relationships and adolescent friendships.

PubMed

Van Doorn, Muriel D; Branje, Susan J T; Vandervalk, Inge E; De Goede, Irene H A; Meeus, Wim H J

2011-02-01

This study longitudinally investigated spillover effects of conflict resolution styles in adolescent-parent relationships and adolescent friendships. Questionnaires about conflict resolution styles with parents and best friends were completed by adolescents from two age cohorts: 559 early adolescents (mean age 13.4) and 327 middle adolescents (mean age 17.7). Path analyses on two waves, with a three-year interval, indicated that in the early-to-middle adolescent group positive problem solving and conflict engagement spilled over from adolescent-parent relationships to adolescent friendships and not from adolescent friendships to adolescent-parent relationships. In the middle-to-late adolescent group, we found bidirectional spillover effects for these two conflict resolution styles. For withdrawal, we found bidirectional spillover effects in both cohorts. This study showed that both parents and friends set the stage for exercising and learning conflict resolution styles and thereby shape adolescents' future conflict behavior. PsycINFO Database Record (c) 2011 APA, all rights reserved.

Effect of students' learning styles on classroom performance in problem-based learning.

PubMed

Alghasham, Abdullah A

2012-01-01

Since problem-based learning (PBL) sessions require a combination of active discussion, group interaction, and inductive and reflective thinking, students with different learning styles can be expected to perform differently in the PBL sessions. Using "Learning Style Inventory Questionnaire," students were divided into separate active and reflective learner groups. Tutors were asked to observe and assess the students' behavioral performance during the PBL sessions for a period of 5 weeks. A questionnaire of 24 items was developed to assess students' behavioral performance in PBL sessions. Active students tended to use multiple activities to obtain the needed information were more adjusted to the group norms and regulation and more skillful in using reasoning and problem-solving skills and in participation in discussion. On the other hand, reflective students used independent study more, listened actively and carefully to others and used previously acquired information in the discussion more frequently. Formative assessment quizzes did not indicate better performance of either group. There were no significant gender differences in PBL behavioral performance or quizzes' scores. Active and reflective learners differ in PBL class behavioral performance but not in the formative assessment. We recommend that students should be informed about their learning style and that they should learn strategies to compensate for any lacks in PBL sessions through self-study. Also, educational planners should ensure an adequate mix of students with different learning styles in the PBL groups to achieve PBL desired objectives.

[Relationships between defense mechanisms and coping strategies, facing exam anxiety performance].

PubMed

Grebot, E; Paty, B; Girarddephanix, N

2006-01-01

Defence mechanisms and coping strategies rely on different theoretical backgrounds and describe distinct psychological processes. Cramer has based a distinction on the following dimensions: conscious processes vs. not; intentionality vs. not; hierarchical conception vs. not. On the contrary to these distinctions, the two notions of defense mechanisms and coping strategies are defined as similar in the Diagnostical and Statistical Manual (DSM IV). This assimilation between coping and defenses in the DSM IV is not confirmed by some researches, namely the one by Callahan and Chabrol. It indeed proves a relationship between adaptive coping and mature defenses, as well as between maladaptive coping and immature defenses. Similarly, Plutchik offered theoretical correspondences between eight defense mechanisms and eight coping strategies: (a) Defenses: repression, isolation, introjection and Coping escape; (b) Defense denial and Coping minimalization; (c) Defense undoing and coping substitution; (d) Defenses: regression, acting out and coping social support; (e) Defenses: compensation, identification, fantasy and coping replacement; (f) Defenses: intellectualization, sublimation, annulation, rationalisation and coping: planification; (g) Defense projection and coping blame; (h) Defense: reactional formation and coping inversion. this research aims at testing the relations observed by Callahan and Chabrol and some theoretical correspondences proposed by Plutchik between defences and coping strategies in a population of students similar to the one used by Callahan and Chabrol. It also aims at studying the relationships between coping strategies and conscious derives of defense mechanisms, such as defined by Bond (1995). Defenses were evaluated the first day of the examination week. the population includes 184 women students in human sciences (sociology and psychology). defenses were evaluated with the Defense Style Questionnaire by Bond (DSQ 40). Its French version is made of 40 items and validated by Guelfi et al. It explores 20 defense mechanisms, as well as 3 defense styles: (1) a "mature style", composed by 4 defenses: sublimation, humor, anticipation, repression; (2) a "neurotic style", composed by 4 defenses: annulation, reactional formation, altruism and idealization; (3) an "immature style", composed by 12 defenses. Coping strategies were measured by the French version of the Way of Coping Check-List-Revised, (WCC-R) by Lazarus and Folkman, validated by Graziani et al. It evaluates 10 factors: 1) Problem solving; 2) Evasion; 3) Social support; 4) Self-control; 5) Escape; 6) Responsabilization-Replanification; 7) Resignation; 8)Diplomacy; 9) Confrontation; 10) Personal evolution. Our results confirm partially Callahan and Chabrol's conclusions in favour of existing relationships between adaptive coping strategies and mature defenses, as well as between maladaptive coping strategies and immature defenses. They demonstrate three positive relationships: 1) a relation between Problem solving resolution coping and two mature defenses (Sublimation, Anticipation); 2) a relation between Evasion coping and nevrotic and immature defenses; 3) a relation between Escaping coping and immature defenses. The correspondences between defense mechanisms and coping strategies, such as proposed by Plutchik psycho-evolutionist emotional model are partly validated. Some links were indeed validated in this research, between: a) Defense Undoing and Escaping or Evasion coping; b) Defense Fantasy and Responzabilization coping, c) Defense Sublimation and Problem solving resolution coping; d) Defense Sublimation and Responsabilization coping or Problem solving resolution coping; e) Défense Annulation and Responzabilisation coping.

Stress and Intimate Partner Aggression

PubMed Central

Eckhardt, Christopher I.; Parrott, Dominic J.

2016-01-01

Evidence suggests that stressed couples also tend to be aggressive couples. Chronic external stresses interact with individuals’ dispositional and regulatory deficiencies, resulting in a spillover of these stresses into the relationship. High individual stress in combination with problematic interaction styles and problem-solving abilities increases the likelihood of IPA. We applied the I3 Model to better organize the instigating, impelling, and inhibiting factors and processes that moderate the stress-IPA association. Evidence suggests that certain forms of stress, such as IPA victimization, reliably instigate IPA perpetration, with weak inhibitory processes and impaired problem solving moderating the stress-IPA association. More research is needed that specifies the ‘perfect storm’ of factors that increase our understanding of how, and for whom, stress increases IPA risk. PMID:28497106

Stress and Intimate Partner Aggression.

PubMed

Eckhardt, Christopher I; Parrott, Dominic J

2017-02-01

Evidence suggests that stressed couples also tend to be aggressive couples. Chronic external stresses interact with individuals' dispositional and regulatory deficiencies, resulting in a spillover of these stresses into the relationship. High individual stress in combination with problematic interaction styles and problem-solving abilities increases the likelihood of IPA. We applied the I 3 Model to better organize the instigating, impelling, and inhibiting factors and processes that moderate the stress-IPA association. Evidence suggests that certain forms of stress, such as IPA victimization, reliably instigate IPA perpetration, with weak inhibitory processes and impaired problem solving moderating the stress-IPA association. More research is needed that specifies the 'perfect storm' of factors that increase our understanding of how, and for whom, stress increases IPA risk.

The role of critical thinking skills and learning styles of university students in their academic performance.

PubMed

Ghazivakili, Zohre; Norouzi Nia, Roohangiz; Panahi, Faride; Karimi, Mehrdad; Gholsorkhi, Hayede; Ahmadi, Zarrin

2014-07-01

The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Science. This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified random sampling. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent t-test, one way ANOVA and Pearson correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of p<0.05. Our findings indicated the significant difference of mean score in four learning style, suggesting university students with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students' performance with inferential skill and the total score of critical thinking skills (p<0.05). Furthermore, evaluation skills and deductive reasoning had significant relationship. On the other hand, the mean total score of critical thinking had significant difference between different learning styles. The results of this study showed that the learning styles, critical thinking and academic performance are significantly associated with one another. Considering the growing importance of critical thinking in enhancing the professional competence of individuals, it's recommended to use teaching methods consistent with the learning style because it would be more effective in this context.

The role of critical thinking skills and learning styles of university students in their academic performance

PubMed Central

GHAZIVAKILI, ZOHRE; NOROUZI NIA, ROOHANGIZ; PANAHI, FARIDE; KARIMI, MEHRDAD; GHOLSORKHI, HAYEDE; AHMADI, ZARRIN

2014-01-01

Introduction: The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academic performance in Alborz University of Medical Science. Methods: This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified random sampling. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academic performance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent t-test, one way ANOVA and Pearson correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of p<0.05. Results: Our findings indicated the significant difference of mean score in four learning style, suggesting university students with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students’ performance with inferential skill and the total score of critical thinking skills (p<0.05). Furthermore, evaluation skills and deductive reasoning had significant relationship. On the other hand, the mean total score of critical thinking had significant difference between different learning styles. Conclusion: The results of this study showed that the learning styles, critical thinking and academic performance are significantly associated with one another. Considering the growing importance of critical thinking in enhancing the professional competence of individuals, it's recommended to use teaching methods consistent with the learning style because it would be more effective in this context. PMID:25512928

Leadership and performance in higher education: a comparative analysis in Portugal and Spain

NASA Astrophysics Data System (ADS)

Cerda Suarez, Luis Manuel; Hernandez, Wilmar

2012-12-01

In the last decade, many changes have taken place in the field of university education. Professional practice demands that future graduates design and market products, preserve the interests of their clients, take responsibilities in public administration or participate in politics. Universities must educate professionals so that they become social leaders, consultants, advisers, entrepreneurs; in short, people with the capacity to solve problems. Professors recognise this situation; however, they do not always apply participatory teaching styles to develop these capacities in the students. This paper offers a tool to evaluate the implementation of a transformational teaching style in the classroom, developing joint work between professors and students. Its main contribution is that it assessed several teaching techniques based on this transformational style. This research was carried out in Portugal and Spain.

The Creative Problem Solving Skills of Arts and Science Students--The Two Cultures Debate Revisited

ERIC Educational Resources Information Center

Williamson, Peter K.

2011-01-01

Research, carried out mainly in the period between the 1960s and 1980s, reported significant differences in the thinking styles of science and arts students. At this time university and school teaching was highly specialised and concern was expressed in the ongoing "two cultures" debate (Snow, 1959).Considerable changes have taken place in the…

Metaphors for the Nature of Human-Computer Interaction in an Empowering Environment: Interaction Style Influences the Manner of Human Accomplishment.

ERIC Educational Resources Information Center

Weller, Herman G.; Hartson, H. Rex

1992-01-01

Describes human-computer interface needs for empowering environments in computer usage in which the machine handles the routine mechanics of problem solving while the user concentrates on its higher order meanings. A closed-loop model of interaction is described, interface as illusion is discussed, and metaphors for human-computer interaction are…

Effects of Learner Cognitive Styles and Metacognitive Tools on Information Acquisition Paths and Learning in Hyperspace Environments.

ERIC Educational Resources Information Center

Hsu, T. Ella; And Others

This study was designed to investigate the effects of the presence or absence of metacognitive skill tools available in hyperspace environments on field independent and field dependent learners. Learners were engaged in problem solving in an information-rich hyperspace based on a lesson on the attack on Pearl Harbor. Forty undergraduates were…

Older adults' preferences for religion/spirituality in treatment for anxiety and depression.

PubMed

Stanley, Melinda A; Bush, Amber L; Camp, Mary E; Jameson, John P; Phillips, Laura L; Barber, Catherine R; Zeno, Darrell; Lomax, James W; Cully, Jeffrey A

2011-04-01

To examine patient preferences for incorporating religion and/or spirituality into therapy for anxiety or depression and examine the relations between patient preferences and religious and spiritual coping styles, beliefs and behaviors. Participants (66 adults, 55 years or older, from earlier studies of cognitive-behavioral therapy for late-life anxiety and/or depression in primary care) completed these measures by telephone or in-person: Geriatric Anxiety Inventory, Client Attitudes Toward Spirituality in Therapy, Patient Interview, Brief Religious Coping, Religious Problem Solving Scale, Santa Clara Strength of Religious Faith, and Brief Multidimensional Measure of Religiousness and Spirituality. Spearman's rank-order correlations and ordinal logistic regression examined religious/spiritual variables as predictors of preferences for inclusion of religion or spirituality into counseling. Most participants (77-83%) preferred including religion and/or spirituality in therapy for anxiety and depression. Participants who thought it was important to include religion or spirituality in therapy reported more positive religious-based coping, greater strength of religious faith, and greater collaborative and less self-directed problem-solving styles than participants who did not think it was important. For individuals like most participants in this study (Christians), incorporating spirituality/religion into counseling for anxiety and depression was desirable.

Coping styles as moderating the relationships between terrorist attacks and well-being outcomes.

PubMed

Braun-Lewensohn, Orna; Celestin-Westreich, Smadar; Celestin, Leon-Patrice; Verleye, Gino; Verté, Dominique; Ponjaert-Kristoffersen, Ingrid

2009-06-01

This study aims to explore use of coping strategies among adolescents and their relationships with well being in the context of ongoing terrorism. Furthermore, we aim to explore to what extent coping styles in addition to exposure variables explain well being of adolescents facing ongoing terror. During September 2003, after three years of ongoing terror attacks, 913 Israeli adolescents aged 12-18 years, completed the following questionnaires during regular class sessions: Demographics, Achenbach's Youth Self Report; Exposure to Terror and Post Traumatic Stress (PTS) questionnaire; Adolescent Coping Scale (ACS) and Brief Symptoms Inventory. Adolescents employed mainly problem solving strategies which mean they have the capacity to cope well in spite of stressful events. Emotional focused coping was associated with PTS and mental health problems. Regression analysis of different exposure and coping variables revealed that exposure, appraisal (subjective exposure) and coping styles explained 26-37% of the variance of different psychological problems. The findings highlight the importance of appraisal (subjective exposure) and coping strategies, for understanding adolescents' mental health outcomes. Moreover, these findings are relevant to the development of prevention/intervention programs that facilitate youth's cognitive and emotional adjustments to ongoing trauma risks and terror threats.

The Relationship of Interpersonal Conflict Handling Styles and Marital Conflicts Among Iranian Divorcing Couples

PubMed Central

Navidian, Ali; Bahari, Farshad; Kermansaravi, Fatihe

2014-01-01

Background: Various research studies have suggested that among other variables that couples remain married if they successfully manage their interactions (marital communication based on acceptance of individual differences, problem solving skills, forgiveness, collaborative decision making, empathy and active listening) and constructively manage conflict. Purpose: The study was aimed at examining the relation of conflict handling styles and marital conflicts among divorcing couples. Methods: As a descriptive–comparative study 60 couples out of 440 couples referred to the Crisis Intervention Center of the Isfahan Well-being Organization have selected. The tools implemented were Marital Conflicts (Barati & Sanaei, 1996) and Interpersonal Conflict Handling Styles Questionnaires (Thomas-Kilman, 1975). Their total reliabilities were, respectively, 0.74 and 0.87. Results: Findings showed that there are no significant differences among their conflict handling styles and marital conflicts. Also, there was positive correlation between avoidance and competition styles and negative one between compromise, accommodation, and cooperation styles with marital conflicts. That is, these styles reduced couples’ conflicts. Finally, wives had tendency to apply accommodation style and husbands tended to use accommodation and cooperation styles to handle their conflicts. Conclusions: It is suggested to be studied couples’ views toward their own styles to handle marital conflicts and holding training courses to orient couples with advantages and disadvantages of marital conflict handling styles. PMID:25363128

Parenting styles, coping strategies, and the expression of homesickness.

PubMed

Nijhof, Karin S; Engels, Rutger C M E

2007-10-01

The present study examined the role of parenting styles in the experience and expression of homesickness, and the way of coping with the feelings involved. Using a sample of 670 first year college and university students, aged 16 to 25, we tested three hypotheses: (1) authoritarian, permissive as well as uninvolved parenting are associated with the experience of homesickness, contrary to students with authoritative parents who are less likely to have feelings of homesickness; (2) students with authoritarian, permissive or uninvolved parents show their homesickness by internalizing and externalizing problems; and (3) students raised by authoritative or permissive parents use more effective coping strategies to deal with homesickness. Results indicated that students raised by authoritative and permissive parents experienced more homesickness with stronger feelings of homesickness than students raised by authoritarian or uninvolved parents. However, they hardly express homesickness by internalizing or externalizing problems when they use effective ways of coping, namely support-seeking and/or problem-solving. Students with parents endorsing an authoritarian or uninvolved parenting style, on the other hand, showed more internalizing and externalizing problems in reaction to feelings of homesickness. They also use less effective coping strategies. The results revealed the importance of a loving and accepting home environment for the development and expression of homesickness, as well as the importance of the way in which students learn to cope with their problems.

Predictors of hopelessness among clinically depressed youth.

PubMed

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

2009-05-01

Factors that distinguish depressed individuals who become hopeless from those who do not are poorly understood. In this study, predictors of hopelessness were examined in a sample of 439 clinically depressed adolescents participating in the Treatment for Adolescents with Depression Study (TADS). The total score of the Beck Hopelessness Scale (BHS) was used to assess hopelessness at baseline. Multiple regression and logistic regression analyses were conducted to evaluate the extent to which variables were associated with hopelessness and determine which cluster of measures best predicted clinically significantly hopelessness. Hopelessness was associated with greater depression severity, poor social problem-solving, cognitive distortions, and family conflict. View of self, view of the world, internal attributional style, need for social approval, positive problem-solving orientation, and family problems consistently emerged as the best predictors of hopelessness in depressed youth. Cognitive and familial factors predict those depressed youth who have high levels of hopelessness.

The Problem Solving Method in Teaching Physics in Elementary School

NASA Astrophysics Data System (ADS)

Jandrić, Gordana Hajduković; Obadović, Dušanka Ž.; Stojanović, Maja

2010-01-01

The most of the teachers ask if there is a "best" known way to teach. The most effective teaching method depends on the specific goals of the course and the needs of the students. An investigation has been carried out to compare the effect of teaching selected physics topics using problem-solving method on the overall achievements of the acquired knowledge and teaching the same material by traditional teaching method. The investigation was performed as a pedagogical experiment of the type of parallel groups with randomly chosen sample of students attending grades eight. The control and experimental groups were equalized in the relevant pedagogical parameters. The obtained results were treated statistically. The comparison showed a significant difference in respect of the speed of acquiring knowledge, the problem-solving teaching being advantageous over traditional methodDo not replace the word "abstract," but do replace the rest of this text. If you must insert a hard line break, please use Shift+Enter rather than just tapping your "Enter" key. You may want to print this page and refer to it as a style sample before you begin working on your paper.

Children's application of simultaneous and successive processing in inductive and deductive reasoning problems: Implications for developing scientific reasoning skills

NASA Astrophysics Data System (ADS)

Watters, James J.; English, Lyn D.

The research reported in this article was undertaken to obtain a better understanding of problem solving and scientific reasoning in 10-year-old children. The study involved measuring children's competence at syllogistic reasoning and in solving a series of problems requiring inductive reasoning. Children were also categorized on the basis of levels of simultaneous and successive synthesis. Simultaneous and successive synthesis represent two dimensions of information processing identified by Luria in a program of neuropsychological research. Simultaneous synthesis involves integration of information in a holistic or spatial fashion, whereas successive synthesis involves processing information sequentially with temporal links between stimuli. Analysis of the data generated in the study indicated that syllogistic reasoning and inductive reasoning were significantly correlated with both simultaneous and successive synthesis. However, the strongest correlation was found between simultaneous synthesis and inductive reasoning. These findings provide a basis for understanding the roles of spatial and verbal-logical ability as defined by Luria's neuropsychological theory in scientific problem solving. The results also highlight the need for teachers to provide experiences which are compatible with individual students' information processing styles.Received: 19 October 1993; Revised: 15 December 1994;

Coping Behavior of International Late Adolescent Students in Selected Australian Educational Institutions

PubMed Central

Shahrill, Masitah; Mundia, Lawrence

2014-01-01

Using the Adolescent Coping Scale, ACS (Frydenberg & Lewis, 1993) we surveyed 45 randomly selected foreign adolescents in Australian schools. The coping strategies used most by the participants were: focus on solving the problem; seeking relaxing diversions; focusing on the positive; seeking social support; worry; seeking to belong; investing in close friends; wishful thinking; and keep to self (Table 4). With regard to coping styles, the most widely used was the productive coping followed by non-productive coping while the least used style was reference to others (Table 4). In terms of both genders the four coping strategies used most often were: work hard to achieve; seeking relaxing diversions; focus on solving the problem; and focus on the positive (Table 5). The most noticeable gender difference was the use of the physical recreation coping strategy in which male students engaged more (Fig 1). The usage of four coping strategies (solving problem; work hard; focus on positive; and social support) was higher for students who have been away from family more than once as compared to those who have been away once only while the usage of seeking relaxing diversions was higher for the first timers (Table 6). No significant differences were obtained on the sample’s performance on the ACS subscales by gender (Table 7), frequency of leaving own country (Table 8), country of origin (Table 9), and length of stay in Australia (Table 11). However, foundation students scored significantly higher on the reference to others variable than their secondary school peers (Table 10). We recommended counseling for students with high support needs and further large-scale mixed-methods research to gain additional insights. PMID:24373267

Reflective-impulsive style and conceptual tempo in a gross motor task.

PubMed

Keller, J; Ripoll, H

2001-06-01

The reflective-impulsive construct refers to responses made slowly or quickly in a situation with high uncertainty. Children who are labeled "reflective" take a longer time to respond and make few errors, whereas "impulsive" children are fast and inaccurate. Although the validity of the test and the definition of reflective-impulsive style are well accepted, whether such respond fast or slow to all tasks is questioned. Some children do not fit the dichotomy. Two other groups arise, the fast-accurate and the slow-inaccurate. The response styles of 86 boys, ages 5, 7, and 9 years performing a gross motor task, i.e., hitting a ball with a racquet, were studied. Analysis indicated that the slowest children on the Matching Familiar Figures Test can be faster than the fastest ones and remain more accurate. As the definition of the reflective-impulsive style is based on time, the reflective ones might better be viewed as children who can adapt the response time to the context and thus be more efficient at problem-solving.

The functional implications of motor, cognitive, psychiatric, and social problem-solving states in Huntington's disease.

PubMed

Van Liew, Charles; Gluhm, Shea; Goldstein, Jody; Cronan, Terry A; Corey-Bloom, Jody

2013-01-01

Huntington's disease (HD) is a genetic, neurodegenerative disorder characterized by motor, cognitive, and psychiatric dysfunction. In HD, the inability to solve problems successfully affects not only disease coping, but also interpersonal relationships, judgment, and independent living. The aim of the present study was to examine social problem-solving (SPS) in well-characterized HD and at-risk (AR) individuals and to examine its unique and conjoint effects with motor, cognitive, and psychiatric states on functional ratings. Sixty-three participants, 31 HD and 32 gene-positive AR, were included in the study. Participants completed the Social Problem-Solving Inventory-Revised: Long (SPSI-R:L), a 52-item, reliable, standardized measure of SPS. Items are aggregated under five scales (Positive, Negative, and Rational Problem-Solving; Impulsivity/Carelessness and Avoidance Styles). Participants also completed the Unified Huntington's Disease Rating Scale functional, behavioral, and cognitive assessments, as well as additional neuropsychological examinations and the Symptom Checklist-90-Revised (SCL-90R). A structural equation model was used to examine the effects of motor, cognitive, psychiatric, and SPS states on functionality. The multifactor structural model fit well descriptively. Cognitive and motor states uniquely and significantly predicted function in HD; however, neither psychiatric nor SPS states did. SPS was, however, significantly related to motor, cognitive, and psychiatric states, suggesting that it may bridge the correlative gap between psychiatric and cognitive states in HD. SPS may be worth assessing in conjunction with the standard gamut of clinical assessments in HD. Suggestions for future research and implications for patients, families, caregivers, and clinicians are discussed.

Intrapersonal and interpersonal functions of non suicidal self-injury: associations with emotional and social functioning.

PubMed

Turner, Brianna J; Chapman, Alexander L; Layden, Brianne K

2012-02-01

Understanding the functions of nonsuicidal self-injury (NSSI) has important implications for the development and refinement of theoretical models and treatments of NSSI. Emotional and social vulnerabilities associated with five common functions of NSSI-emotion relief (ER), feeling generation (FG), self-punishment (SP), interpersonal influence (II), and interpersonal communication (IC)-were investigated to clarify why individuals use this behavior in the service of different purposes. Female participants (n = 162) with a history of NSSI completed online measures of self-injury, emotion regulation strategies and abilities, trait affectivity, social problem-solving styles, and interpersonal problems. ER functions were associated with more intense affectivity, expressive suppression, and limited access to emotion regulation strategies. FG functions were associated with a lack of emotional clarity. Similar to ER functions, SP functions were associated with greater affective intensity and expressive suppression. II functions were negatively associated with expressive suppression and positively associated with domineering/controlling and intrusive/needy interpersonal styles. IC functions were negatively associated with expressive suppression and positively associated with a vindictive or self-centered interpersonal style. These findings highlight the specific affective traits, emotional and social skill deficits, and interpersonal styles that may render a person more likely to engage in NSSI to achieve specific goals. © 2012 The American Association of Suicidology.

Profile of student’s understanding in Kinetic Theory of Gases

NASA Astrophysics Data System (ADS)

Putri, E. E. R.; Sukarmin; Cari

2018-04-01

Students in eleven grade had a different style for answering the physics problems. They could do anything to solve the problem. The way they thought and revealed it into the answer in many styles could be used as a data to know their conception. One of the sub-chapter in physics was the effective velocity of gases. It included in Kinetic Theory of Gases. It was one of the most difficult scientific theories to accept. This research aimed to identify student’s understanding in effective velocity of gases problem. The research was qualitative research. It was taken place at MAN Yogyakarta I in semester two on grade eleven. The obtained datas were collected by test sheet that contained of essay form. The respondents were all of the students in XI MIA 3. The data was analyzed by quantitative analysis using rubric of scoring in essay test and it contained of two problems. The results were the students had resolved the test and it was divided into three categories which are high 10,42%, medium 29,17%, and low 50,00%.

Error and Complexity Analysis for a Collocation-Grid-Projection Plus Precorrected-FFT Algorithm for Solving Potential Integral Equations with LaPlace or Helmholtz Kernels

NASA Technical Reports Server (NTRS)

Phillips, J. R.

1996-01-01

In this paper we derive error bounds for a collocation-grid-projection scheme tuned for use in multilevel methods for solving boundary-element discretizations of potential integral equations. The grid-projection scheme is then combined with a precorrected FFT style multilevel method for solving potential integral equations with 1/r and e(sup ikr)/r kernels. A complexity analysis of this combined method is given to show that for homogeneous problems, the method is order n natural log n nearly independent of the kernel. In addition, it is shown analytically and experimentally that for an inhomogeneity generated by a very finely discretized surface, the combined method slows to order n(sup 4/3). Finally, examples are given to show that the collocation-based grid-projection plus precorrected-FFT scheme is competitive with fast-multipole algorithms when considering realistic problems and 1/r kernels, but can be used over a range of spatial frequencies with only a small performance penalty.

Social factors predictive of social integration for adults with brain injury.

PubMed

Batchos, Elisabeth; Easton, Amanda; Haak, Christopher; Ditchman, Nicole

2018-08-01

Individuals with acquired brain injury (ABI) may not only struggle with physical and cognitive impairments, but may also face challenges reintegrating into the community socially. Research has demonstrated that following ABI, individuals' social networks tend to dwindle, support may decline, and isolation increases. This study examined factors impacting social integration in a community-based sample of 102 individuals with ABI. Potential predictors included emotional support, instrumental support, problem solving confidence, and approach-avoidance style (AAS) of problem solving, while controlling for age, gender, education, and time since injury. Hierarchical regression was used to analyze whether these factors were predictive of social integration. The final model accounted for 33% of the variance in social integration outcomes. Results demonstrated that emotional support was initially a significant predictor; however, when controlling for emotional support the variance in social integration was better accounted for by social problem solving - specifically, AAS. A follow-up mediation analysis indicated that the relationship between social problem solving (specifically, AAS) and social integration was partially mediated by emotional support. This suggests that for individuals with ABI, a tendency to approach rather than avoid social problem solving issues is a significant predictor for social integration both directly and indirectly through its association with emotional social support. Implications for Rehabilitation Both instrumental and emotional social support should be assessed in patients with acquired brain injury (ABI), ensuring that emotional needs are met in addition to the more obvious instrumental needs. Barriers to problem solving for people with ABI may limit optimal social integration; thus, assessment and intervention aimed at increasing AAS are recommended. To enhance the social integration outcomes of people with brain injury, strength-based psychosocial rehabilitation should optimally balance an individual's abilities with areas requiring compensation, focusing on how to approach rather than avoid problems as well as strategies to cultivate emotional social support.

Strategic competence of senior secondary school students in solving mathematics problem based on cognitive style

NASA Astrophysics Data System (ADS)

Syukriani, Andi; Juniati, Dwi; Siswono, Tatag Yuli Eko

2017-08-01

The purpose of this study was to explore the strategic competence of senior secondary school students in solving mathematics problems. Terdapat dua subjek, satu bergaya kognitif field-independent dan satu bergaya kognitif field-dependent tetapi keduanya memiliki tingkat prestasi belajar matematika yang setara. There were two subjects, one field-independent cognitive style and one field-dependent cognitive style. They had an equivalent high level of mathematics achievement. Keduanya dipilih berdasarkan hasil tes kompetensi matematika dan GEFT (Group Embedded Figures Test). Subjects were selected based on the test results of mathematics competence and GEFT (Group Embedded Figures Test). Kompetensi strategis dapat merangsang perkembangan otonomi dan fleksibilitas dalam diri siswa karena merupakan keterampilan yang sangat dibutuhkan di sepanjang abad 21. Gaya kognitif merupakan kecenderungan siswa dalam mengolah informasi sangat mempengaruhi performance dalam menyelesaikan masalah matematika. Strategic competence can stimulate the development of autonomy and flexibility of students and they are skills which are needed in the 21st century. Cognitive style is the tendency of students in processing informations and it greatly affects the performance in solving mathematics problems. Hasil penelitian menunjukkan bahwa subjek FI cenderung analitis baik pada pembentukan bayangannya maupun pada gambar yang dibuatnya untuk memproses informasi berdasarkan dengan struktur pengetahuannya sendiri (Internally directed). The research result showed that subject FI tended to be analytical both in forming the mental imagination and the picture to process information in accordance with his own knowledge structure (internally directed). Subjek FD kurang analitis dan tidak dapat mengenal bentuk sederhana (konsep matematika) dari bentuk yang kompleks (Exeternally directed) sehingga menerima ide sebagaimana yang disajikan. Subject FD was less analytical and unable to recognize simple form (mathematical concept) of a complex form (Externally directed), so he received the idea as presented. Hasil penelitian ini penting sebagai bahan masukan untuk guru dan pengembang ilmu pendidikan matematika untuk meningkatkan fleksibilitas (Flexibility) siswa dalam keberagaman karakteristiknya melalui penelitian terkait dengan pengembangan bahan instruksi, perangkat dan model pembelajaran matematika. The results of this research are important as input for teachers and mathematics education developers to increase the flexibility of students in the characteristics diversity through the research related to the development of instruction materials and mathematics learning model. Penelitian selanjutnya, sebaiknya melihat bagaimana FI dan FD dapat memberikan penjelasan dan pembenaran atas strategi yang telah diusahakan supaya terlihat lebih jelas bagaimana perbedaan FI dan FD dalam mengkontruksi konsep matematika pada pengalaman belajarnya Further research should study about how the explanation and justification for the strategy that has been attempted in order to look more clearly how constructing mathematical concepts in their learning experience.

Using Real-Life Activities in an Interactive Engagement Manner in the Teaching and Learning of Newton's First Law of Motion in a Ghanaian University

ERIC Educational Resources Information Center

Antwi, Victor

2015-01-01

Most Ghanaian university physics students depend on rote learning and rote problem solving, without having the conceptual knowledge of concepts that are being studied. This is so because the Ghanaian style of setting and answering of questions favour those students who have the ability to do rote memorization of learning. The instructors start…

Hip Hop Dance Experience Linked to Sociocognitive Ability.

PubMed

Bonny, Justin W; Lindberg, Jenna C; Pacampara, Marc C

2017-01-01

Expertise within gaming (e.g., chess, video games) and kinesthetic (e.g., sports, classical dance) activities has been found to be linked with specific cognitive skills. Some of these skills, working memory, mental rotation, problem solving, are linked to higher performance in science, technology, math, and engineering (STEM) disciplines. In the present study, we examined whether experience in a different activity, hip hop dance, is also linked to cognitive abilities connected with STEM skills as well as social cognition ability. Dancers who varied in hip hop and other dance style experience were presented with a set of computerized tasks that assessed working memory capacity, mental rotation speed, problem solving efficiency, and theory of mind. We found that, when controlling for demographic factors and other dance style experience, those with greater hip hop dance experience were faster at mentally rotating images of hands at greater angle disparities and there was a trend for greater accuracy at identifying positive emotions displayed by cropped images of human faces. We suggest that hip hop dance, similar to other more technical activities such as video gameplay, tap some specific cognitive abilities that underlie STEM skills. Furthermore, we suggest that hip hop dance experience can be used to reach populations who may not otherwise be interested in other kinesthetic or gaming activities and potentially enhance select sociocognitive skills.

Risk and protective factors associated with adolescent girls' substance use: Data from a nationwide Facebook sample.

PubMed

Schwinn, Traci M; Schinke, Steven P; Hopkins, Jessica; Thom, Bridgette

2016-01-01

Despite overall reductions in teenage substance use, adolescent girls' rates of substance use remain unacceptably high. This article examines whether girls' substance use is associated with general risk and protective factors (goal setting, problem solving, refusal skills, peer use, and self-efficacy) and gender-specific risk and protective factors (communication style, coping skills, self-esteem, body image, perceived stress, anxiety, and depression). Cross-sectional data were collected in 2013 via online surveys from a nationwide sample of adolescent girls (N = 788), aged 13 and 14 years, who were recruited through Facebook. In multivariate analyses, controlling for correlates of adolescent substance use, 11 of the 13 general and gender-specific risk and protective factors were consistently associated with past-month alcohol, cigarette, and other drug use in the expected direction; past-month marijuana use was associated with 8 of the 13 factors. Refusal skills, peer use, coping, and depressive mood were most consistently and strongly associated with substance use. Substance abuse prevention programs targeting adolescent girls should focus on such general risk and protective factors as problem solving, refusal skills, peer influences, and self-efficacy, as well as such gender-specific risk and protective factors as communication style, coping, self-esteem, body image, perceived stress, and mood management.

An Integrated Model of Suicidal Ideation in Transcultural Populations of Chinese Adolescents.

PubMed

Leung, Cyrus L K; Kwok, Sylvia Y C L; Ling, Chloe C Y

2016-07-01

This study tested the model of suicidal ideation, incorporating family and personal factors to predict suicidal ideation with hopelessness as a mediating factor in the Hong Kong sample, to a sample in Shanghai. Using MGSEM, the study aims to investigate the personal correlates and the family correlates of suicidal ideation in Hong Kong and Shanghai adolescents. We integrated the family ecological and diathesis-stress-hopelessness models of suicidal ideation in connecting the correlates. A cross-sectional design was used. The full model achieved metric invariance and partial path-loading invariance. Family functioning and social problem solving negatively predicted hopelessness or suicidal ideation in both the Hong Kong and Shanghai adolescents. The results supported an integrative approach in facilitating parent-adolescent communication and strengthening family functioning, and reducing the use of negative social problem-solving styles in adolescent suicide prevention.

Beta-Test Data On An Assessment Of Textbook Problem Solving Ability: An Argument For Right/Wrong Grading?

NASA Astrophysics Data System (ADS)

Cummings, Karen; Marx, Jeffrey D.

2010-10-01

We have developed an assessment of students' ability to solve standard textbook style problems and are currently engaged in the validation and revision process. The assessment covers the topics of force and motion, conservation of momentum and conservation of energy at a level consistent with most calculus-based, introductory physics courses. This tool is discussed in more detail in an accompanying paper by Marx and Cummings. [1] Here we present preliminary beta-test data collected at four schools during the 2009/2010 academic year. Data include both pre- and post-instruction results for introductory physics courses as well as results for physics majors in later years. In addition, we present evidence that right/wrong grading may well be a perfectly acceptable grading procedure for a course-level assessment of this type.

On teaching styles of water educators and the impact of didactic training

NASA Astrophysics Data System (ADS)

Pathirana, A.; Koster, J. H.; de Jong, E.; Uhlenbrook, S.

2012-10-01

Solving today's complex hydrological problems requires originality, creative thinking and trans-disciplinary approaches. Hydrological education that was traditionally teacher centred, where the students look up to the teacher for expertise and information, should change to better prepare hydrologists to develop new knowledge and apply it in new contexts. An important first step towards this goal is to change the concept of education in the educators' minds. The results of an investigation to find out whether didactic training influences the beliefs of hydrology educators about their teaching styles is presented. Faculty of UNESCO-IHE has been offered a didactic certification program named university teaching qualification (UTQ). The hypothesis that UTQ training will significantly alter the teaching style of faculty at UNESCO-IHE from expert/formal authority traits towards facilitator/delegator traits was tested. A first survey was conducted among the entire teaching staff (total 101, response rate 58%). The results indicated that there are significantly higher traits of facilitator and delegator teaching styles among UTQ graduates compared to faculty who were not significantly trained in didactics. The second survey which was conducted among UTQ graduates (total 20, response rate 70%), enquiring after their teaching styles before and after UTQ, corroborated these findings.

On teaching styles of water educators and the impact of didactic training

NASA Astrophysics Data System (ADS)

Pathirana, A.; Koster, J. H.; de Jong, E.; Uhlenbrook, S.

2012-03-01

Solving today's complex hydrological problems requires originality, creative thinking and trans-disciplinary approaches. Hydrological education that was traditionally teacher centred, where the students look up to the teacher for expertise and information, should change to better prepare hydrologists to develop new knowledge and apply it in new contexts. An important first step towards this goal is to change the concept of education in the educators' minds. The results of an investigation to find out whether didactic training influences the beliefs of hydrology educators about their teaching styles is presented. Faculty of UNESCO-IHE has been offered a didactic certification program named University Teaching Qualification (UTQ). The hypothesis that UTQ training will significantly alter the teaching style of faculty at UNESCO-IHE from expert/formal authority traits towards facilitator/delegator traits was tested. A first survey was conducted among the entire teaching staff (total 101, response rate 58%). The results indicated that there are significantly higher traits of facilitator and delegator teaching styles among UTQ graduates compared to faculty who were not significantly trained in didactics. The second survey which was conducted among UTQ graduates (total 20, response rate 70%), enquiring after their teaching styles before and after UTQ, corroborated these findings.

Learning styles of registered nurses enrolled in an online nursing program.

PubMed

Smith, Anita

2010-01-01

Technological advances assist in the proliferation of online nursing programs which meet the needs of the working nurse. Understanding online learning styles permits universities to adequately address the educational needs of the professional nurse returning for an advanced degree. The purpose of this study was to describe the learning styles of registered nurses (RNs) enrolled in an online master's nursing program or RN-bachelor of science in nursing (BSN) program. A descriptive, cross-sectional design was used. Kolb's learning style inventory (Version 3.1) was completed by 217 RNs enrolled in online courses at a Southeastern university. Descriptive statistical procedures were used for analysis. Thirty-one percent of the nurses were accommodators, 20% were assimilators, 19% were convergers, and 20% were divergers. Accommodators desire hand-on experiences, carrying out plans and tasks and using an intuitive trial-and-error approach to problem solving. The learning styles of the RNs were similar to the BSN students in traditional classroom settings. Despite their learning style, nurses felt that the online program met their needs. Implementing the technological innovations in nursing education requires the understanding of the hands-on learning of the RN so that the development of the online courses will satisfactorily meet the needs of the nurses who have chosen an online program. Copyright 2010 Elsevier Inc. All rights reserved.

A new Nawaz-Enscore-Ham-based heuristic for permutation flow-shop problems with bicriteria of makespan and machine idle time

NASA Astrophysics Data System (ADS)

Liu, Weibo; Jin, Yan; Price, Mark

2016-10-01

A new heuristic based on the Nawaz-Enscore-Ham algorithm is proposed in this article for solving a permutation flow-shop scheduling problem. A new priority rule is proposed by accounting for the average, mean absolute deviation, skewness and kurtosis, in order to fully describe the distribution style of processing times. A new tie-breaking rule is also introduced for achieving effective job insertion with the objective of minimizing both makespan and machine idle time. Statistical tests illustrate better solution quality of the proposed algorithm compared to existing benchmark heuristics.

Navigating the changing learning landscape: perspective from bioinformatics.ca

PubMed Central

Ouellette, B. F. Francis

2013-01-01

With the advent of YouTube channels in bioinformatics, open platforms for problem solving in bioinformatics, active web forums in computing analyses and online resources for learning to code or use a bioinformatics tool, the more traditional continuing education bioinformatics training programs have had to adapt. Bioinformatics training programs that solely rely on traditional didactic methods are being superseded by these newer resources. Yet such face-to-face instruction is still invaluable in the learning continuum. Bioinformatics.ca, which hosts the Canadian Bioinformatics Workshops, has blended more traditional learning styles with current online and social learning styles. Here we share our growing experiences over the past 12 years and look toward what the future holds for bioinformatics training programs. PMID:23515468

Modeling discourse management compared to other classroom management styles in university physics

NASA Astrophysics Data System (ADS)

Desbien, Dwain Michael

2002-01-01

A classroom management technique called modeling discourse management was developed to enhance the modeling theory of physics. Modeling discourse management is a student-centered management that focuses on the epistemology of science. Modeling discourse is social constructivist in nature and was designed to encourage students to present classroom material to each other. In modeling discourse management, the instructor's primary role is of questioner rather than provider of knowledge. Literature is presented that helps validate the components of modeling discourse. Modeling discourse management was compared to other classroom management styles using multiple measures. Both regular and honors university physics classes were investigated. This style of management was found to enhance student understanding of forces, problem-solving skills, and student views of science compared to traditional classroom management styles for both honors and regular students. Compared to other reformed physics classrooms, modeling discourse classes performed as well or better on student understanding of forces. Outside evaluators viewed modeling discourse classes to be reformed, and it was determined that modeling discourse could be effectively disseminated.

The relationship between learning style preferences and gender, educational major and status in first year medical students: a survey study from iran.

PubMed

Sarabi-Asiabar, Ali; Jafari, Mehdi; Sadeghifar, Jamil; Tofighi, Shahram; Zaboli, Rouhollah; Peyman, Hadi; Salimi, Mohammad; Shams, Lida

2015-01-01

Identifying and employing appropriate learning styles could play an important role in selecting teaching styles in order to improve education. This study aimed to determine the relationship between learning styles preferences and gender, educational major and status in first year students at Isfahan University of Medical Sciences. A cross-sectional study employing the visual-aural-read/write-kinesthetic (VARK) learning style's questionnaire was done on 184 first year students of medicine, pharmacy, dentistry, nursing and health services management at Isfahan University of Medical Sciences in 2012. The validity of the questionnaire was assessed through experts' views and reliability was calculated using Cronbach's alpha coefficients (α = 0.86). Data were analyzed using the SPSS ver.18 software and x(2) test. Out of 184 participants who responded to and returned the questionnaire, 122 (66.3%) were female; more than two-thirds (68.5%) of the enrolled students were at the professional doctorate level (medicine, pharmacy, dentistry) and 31.5% at the undergraduate level (nursing and health services management). Eighty-nine (48.4%) students preferred a single-modal learning style. In contrast, the remaining 95 students (51.6%) preferred multi-modal learning styles. A significant relationship between gender and single modal learning styles (P = 0.009) and between status and learning styles (P = 0.04) was observed. According to the results, male students preferred to use the kinesthetic learning style more than females, while, female students preferred the aural learning style. Knowledge about the learning styles of students at educational institutes is valuable and helps solve learning problems among students, and allows students to become better learners.

Cognitive differences between orang-utan species: a test of the cultural intelligence hypothesis

PubMed Central

Forss, Sofia I. F.; Willems, Erik; Call, Josep; van Schaik, Carel P.

2016-01-01

Cultural species can - or even prefer to - learn their skills from conspecifics. According to the cultural intelligence hypothesis, selection on underlying mechanisms not only improves this social learning ability but also the asocial (individual) learning ability. Thus, species with systematically richer opportunities to socially acquire knowledge and skills should over time evolve to become more intelligent. We experimentally compared the problem-solving ability of Sumatran orang-utans (Pongo abelii), which are sociable in the wild, with that of the closely related, but more solitary Bornean orang-utans (P. pygmaeus), under the homogeneous environmental conditions provided by zoos. Our results revealed that Sumatrans showed superior innate problem-solving skills to Borneans, and also showed greater inhibition and a more cautious and less rough exploration style. This pattern is consistent with the cultural intelligence hypothesis, which predicts that the more sociable of two sister species experienced stronger selection on cognitive mechanisms underlying learning. PMID:27466052

Cognitive differences between orang-utan species: a test of the cultural intelligence hypothesis.

PubMed

Forss, Sofia I F; Willems, Erik; Call, Josep; van Schaik, Carel P

2016-07-28

Cultural species can - or even prefer to - learn their skills from conspecifics. According to the cultural intelligence hypothesis, selection on underlying mechanisms not only improves this social learning ability but also the asocial (individual) learning ability. Thus, species with systematically richer opportunities to socially acquire knowledge and skills should over time evolve to become more intelligent. We experimentally compared the problem-solving ability of Sumatran orang-utans (Pongo abelii), which are sociable in the wild, with that of the closely related, but more solitary Bornean orang-utans (P. pygmaeus), under the homogeneous environmental conditions provided by zoos. Our results revealed that Sumatrans showed superior innate problem-solving skills to Borneans, and also showed greater inhibition and a more cautious and less rough exploration style. This pattern is consistent with the cultural intelligence hypothesis, which predicts that the more sociable of two sister species experienced stronger selection on cognitive mechanisms underlying learning.

Analytic cognitive style predicts religious and paranormal belief.

PubMed

Pennycook, Gordon; Cheyne, James Allan; Seli, Paul; Koehler, Derek J; Fugelsang, Jonathan A

2012-06-01

An analytic cognitive style denotes a propensity to set aside highly salient intuitions when engaging in problem solving. We assess the hypothesis that an analytic cognitive style is associated with a history of questioning, altering, and rejecting (i.e., unbelieving) supernatural claims, both religious and paranormal. In two studies, we examined associations of God beliefs, religious engagement (attendance at religious services, praying, etc.), conventional religious beliefs (heaven, miracles, etc.) and paranormal beliefs (extrasensory perception, levitation, etc.) with performance measures of cognitive ability and analytic cognitive style. An analytic cognitive style negatively predicted both religious and paranormal beliefs when controlling for cognitive ability as well as religious engagement, sex, age, political ideology, and education. Participants more willing to engage in analytic reasoning were less likely to endorse supernatural beliefs. Further, an association between analytic cognitive style and religious engagement was mediated by religious beliefs, suggesting that an analytic cognitive style negatively affects religious engagement via lower acceptance of conventional religious beliefs. Results for types of God belief indicate that the association between an analytic cognitive style and God beliefs is more nuanced than mere acceptance and rejection, but also includes adopting less conventional God beliefs, such as Pantheism or Deism. Our data are consistent with the idea that two people who share the same cognitive ability, education, political ideology, sex, age and level of religious engagement can acquire very different sets of beliefs about the world if they differ in their propensity to think analytically. Copyright © 2012 Elsevier B.V. All rights reserved.

Soviet Style in War. Revised Edition

DTIC Science & Technology

1992-01-01

Again, there may be "illusions that it is impossible to solve a certain problem... ," where in reality it is merely "difficult to resolve." 9 But...remarks of his superiors. However, in reality this is not the case. From higher levels orders come down, plans for measures to eliminate defects are...1943 ... there were virtually no powerful spearheads to deliver the main thrust." 354 The fall of 1943 in the Caucasus: "Combat actions during the

Management Information Systems Design Implications: The Effect of Cognitive Style and Information Presentation on Problem Solving.

DTIC Science & Technology

1987-12-01

my thesis advisor, Dr Dennis E Campbell. Without his expert advice and extreme patience with an INTP like myself, this research would not have been...research was to identify a relationship between psychological type and mode of presentation of information. The * type theory developed ty Carl Jung and...preference rankings for seven differewnt modes of presentation of data. The statistical analyses showed no relationship betveen personality type and

Avoidance as an obstacle to preventing depression among urban women at high risk for violent trauma.

PubMed

Silverstein, Michael; Kistin, Caroline; Bair-Merritt, Megan; Wiltsey-Stirman, Shannon; Feinberg, Emily; Diaz-Linhart, Yaminette; Sandler, Jenna; Chen, Ning; Cabral, Howard

2016-02-01

The impact of depression interventions is often attenuated in women who have experienced trauma. We explored whether psychological avoidance could explain this phenomenon. We synthesized two pilot randomized trials of problem-solving education (PSE) among a total of 93 urban mothers. Outcomes included depressive symptoms and perceived stress. Mothers with avoidant coping styles experienced an average 1.25 episodes of moderately severe depressive symptoms over 3 months of follow-up, compared to 0.40 episodes among those with non-avoidant coping (adjusted incident rate ratio [aIRR] 2.18; 95 % CI 1.06, 4.48). PSE tended to perform better among mothers with non-avoidant coping. Among mothers with non-avoidant coping, PSE mothers experienced an average 0.24 episodes, compared to 0.58 episodes among non-avoidant controls (aIRR 0.27; 95 % CI 0.05, 1.34). Among mothers with avoidant coping, PSE mothers experienced an average 1.26 episodes, compared to 1.20 episodes among avoidant controls (aIRR 0.76; 95 % CI 0.44, 1.33). This trend toward differential impact persisted when avoidance was measured as a problem-solving style and among traumatized mothers with and without avoidant PTSD symptoms. Further research is warranted to explore the hypothesis that psychological avoidance could explain why certain depression treatment and prevention strategies break down in the presence of trauma.

Hip Hop Dance Experience Linked to Sociocognitive Ability

PubMed Central

Bonny, Justin W.; Lindberg, Jenna C.; Pacampara, Marc C.

2017-01-01

Expertise within gaming (e.g., chess, video games) and kinesthetic (e.g., sports, classical dance) activities has been found to be linked with specific cognitive skills. Some of these skills, working memory, mental rotation, problem solving, are linked to higher performance in science, technology, math, and engineering (STEM) disciplines. In the present study, we examined whether experience in a different activity, hip hop dance, is also linked to cognitive abilities connected with STEM skills as well as social cognition ability. Dancers who varied in hip hop and other dance style experience were presented with a set of computerized tasks that assessed working memory capacity, mental rotation speed, problem solving efficiency, and theory of mind. We found that, when controlling for demographic factors and other dance style experience, those with greater hip hop dance experience were faster at mentally rotating images of hands at greater angle disparities and there was a trend for greater accuracy at identifying positive emotions displayed by cropped images of human faces. We suggest that hip hop dance, similar to other more technical activities such as video gameplay, tap some specific cognitive abilities that underlie STEM skills. Furthermore, we suggest that hip hop dance experience can be used to reach populations who may not otherwise be interested in other kinesthetic or gaming activities and potentially enhance select sociocognitive skills. PMID:28146562

The Relationship Between Learning Style Preferences and Gender, Educational Major and Status in First Year Medical Students: A Survey Study From Iran

PubMed Central

Sarabi-Asiabar, Ali; Jafari, Mehdi; Sadeghifar, Jamil; Tofighi, Shahram; Zaboli, Rouhollah; Peyman, Hadi; Salimi, Mohammad; Shams, Lida

2014-01-01

Background: Identifying and employing appropriate learning styles could play an important role in selecting teaching styles in order to improve education. Objectives: This study aimed to determine the relationship between learning styles preferences and gender, educational major and status in first year students at Isfahan University of Medical Sciences. Patients and Methods: A cross-sectional study employing the visual-aural-read/write-kinesthetic (VARK) learning style’s questionnaire was done on 184 first year students of medicine, pharmacy, dentistry, nursing and health services management at Isfahan University of Medical Sciences in 2012. The validity of the questionnaire was assessed through experts’ views and reliability was calculated using Cronbach’s alpha coefficients (α = 0.86). Data were analyzed using the SPSS ver.18 software and x2 test. Results: Out of 184 participants who responded to and returned the questionnaire, 122 (66.3%) were female; more than two-thirds (68.5%) of the enrolled students were at the professional doctorate level (medicine, pharmacy, dentistry) and 31.5% at the undergraduate level (nursing and health services management). Eighty-nine (48.4%) students preferred a single-modal learning style. In contrast, the remaining 95 students (51.6%) preferred multi-modal learning styles. A significant relationship between gender and single modal learning styles (P = 0.009) and between status and learning styles (P = 0.04) was observed. Conclusions: According to the results, male students preferred to use the kinesthetic learning style more than females, while, female students preferred the aural learning style. Knowledge about the learning styles of students at educational institutes is valuable and helps solve learning problems among students, and allows students to become better learners. PMID:25763269

An analysis of the writings of Janet Geister and Mary Roberts regarding the problems of private duty nursing.

PubMed

Baas, L S

1992-01-01

Fifty years ago there were two widely circulated nursing journals, each with a unique purpose and style. The Trained Nurse and Hospital Review was the privately owned older journal, and the American Journal of Nursing was the voice of the professional organization. Each journal was edited by a strong nursing leader, Janet Geister and Mary Roberts, respectively. Each editor had many years of service to the nursing profession in varied capacities. Naturally, each had distinctly different interests, visions, and styles of communication. These editors witnessed and commented on the change in the sphere of nursing practice from a private duty and public health orientation to one that eventually became dominated by the hospital. Although their approaches differed, both recognized the need for organization, versatility, and creative problem solving. However, the legacy of these leaders must be considered in view of the gap that continues to exist between practicing nurses and the American Nurses' Association leadership.

[The styles of coping in stressful situations and the strain of psychological complaints in relation to tobacco smoking in senior secondary school adolescents].

PubMed

Małkowska-Szkutnik, Agnieszka; Mazur, Joanna

2012-01-01

A stress-coping style is a relatively constant tendency to apply specific methods of coping with a situation perceived as stressful. The study examined the links between stress-coping styles and tobacco smoking among young people. The strain of psychological complaints was also considered. The aim of this paper is to examine the relationship between frequency of tobacco smoking and stress-coping styles and strain of psychological complaints. The presented data came from the studies conducted in the Institute of Mother and Child in 2011 among 997 students of senior secondary schools of various types. The average age of the surveyed was 16.6. Selected scales and questions from the CHIP-AE questionnaire were used. The surveyed were divided into three groups: non-smokers, occasional smokers, frequent smokers. The scale of psychological complaints was used. The CISS questionnaire was used to examine stress-coping styles. Summary indexes of stress-coping styles were devised; the following styles were identified: task-oriented, emotion-oriented, distraction-oriented and social diversion-oriented. A single-factor variant analysis was used. It was concluded that of the surveyed adolescents, 55.6% had never smoked tobacco, 16.1% smoked occasionally and 28.4% smoked frequently. The percentage of frequent smokers was higher in boys (32%) than in girls (25%). A link was established between tobacco smoking and selected stress-coping styles as well as the strain from mental complaints. It was concluded that parallel to the rising frequency of smoking, the tendency increases to apply emotion-oriented, distraction-oriented and social diversion-oriented styles. The individuals who had never smoked had a lower index of the abovementioned stress-coping styles in comparison with the frequent smokers. No correlation was found between tobacco smoking and the task-oriented style. It was also determined that the frequent smokers, in comparison with the non-smokers, suffered more often from mental complaints (8.70 (SD=6.99) vs. 6.57(SD=6.05); p<0.001). Frequent tobacco use is related to a greater strain from mental complaints. Frequent tobacco smoking is also connected with the choice of stress-coping strategies which focus around one's own emotions and distractions, and are not related to making efforts aimed at solving the problem. It may be therefore assumed that tobacco smoking intensifies behaviours which make it impossible to solve a stressful situation.

Computer Based Collaborative Problem Solving for Introductory Courses in Physics

NASA Astrophysics Data System (ADS)

Ilie, Carolina; Lee, Kevin

2010-03-01

We discuss collaborative problem solving computer-based recitation style. The course is designed by Lee [1], and the idea was proposed before by Christian, Belloni and Titus [2,3]. The students find the problems on a web-page containing simulations (physlets) and they write the solutions on an accompanying worksheet after discussing it with a classmate. Physlets have the advantage of being much more like real-world problems than textbook problems. We also compare two protocols for web-based instruction using simulations in an introductory physics class [1]. The inquiry protocol allowed students to control input parameters while the worked example protocol did not. We will discuss which of the two methods is more efficient in relation to Scientific Discovery Learning and Cognitive Load Theory. 1. Lee, Kevin M., Nicoll, Gayle and Brooks, Dave W. (2004). ``A Comparison of Inquiry and Worked Example Web-Based Instruction Using Physlets'', Journal of Science Education and Technology 13, No. 1: 81-88. 2. Christian, W., and Belloni, M. (2001). Physlets: Teaching Physics With Interactive Curricular Material, Prentice Hall, Englewood Cliffs, NJ. 3. Christian,W., and Titus,A. (1998). ``Developing web-based curricula using Java Physlets.'' Computers in Physics 12: 227--232.

Field-Programmable Gate Array Computer in Structural Analysis: An Initial Exploration

NASA Technical Reports Server (NTRS)

Singleterry, Robert C., Jr.; Sobieszczanski-Sobieski, Jaroslaw; Brown, Samuel

2002-01-01

This paper reports on an initial assessment of using a Field-Programmable Gate Array (FPGA) computational device as a new tool for solving structural mechanics problems. A FPGA is an assemblage of binary gates arranged in logical blocks that are interconnected via software in a manner dependent on the algorithm being implemented and can be reprogrammed thousands of times per second. In effect, this creates a computer specialized for the problem that automatically exploits all the potential for parallel computing intrinsic in an algorithm. This inherent parallelism is the most important feature of the FPGA computational environment. It is therefore important that if a problem offers a choice of different solution algorithms, an algorithm of a higher degree of inherent parallelism should be selected. It is found that in structural analysis, an 'analog computer' style of programming, which solves problems by direct simulation of the terms in the governing differential equations, yields a more favorable solution algorithm than current solution methods. This style of programming is facilitated by a 'drag-and-drop' graphic programming language that is supplied with the particular type of FPGA computer reported in this paper. Simple examples in structural dynamics and statics illustrate the solution approach used. The FPGA system also allows linear scalability in computing capability. As the problem grows, the number of FPGA chips can be increased with no loss of computing efficiency due to data flow or algorithmic latency that occurs when a single problem is distributed among many conventional processors that operate in parallel. This initial assessment finds the FPGA hardware and software to be in their infancy in regard to the user conveniences; however, they have enormous potential for shrinking the elapsed time of structural analysis solutions if programmed with algorithms that exhibit inherent parallelism and linear scalability. This potential warrants further development of FPGA-tailored algorithms for structural analysis.

A search for parenting style: a cross-situational analysis of parental behavior.

PubMed

Metsäpelto, R L; Pulkkinen, L; Poikkeus, A M

2001-05-01

Cross-situational stability in parents' emotional warmth and guidance was studied by observing parents (N = 77, M age = 38 years) with their school-aged child in 2 dyadic problem-solving situations and in a family discussion concerning a moral dilemma. The observational data were coded by independent observers using dimensional ratings and dichotomous frequency counts as the 2 coding procedures. These procedures yielded a similar pattern of findings. Parents tended to behave consistently across situations, although the type of situation did affect the amount of emotional warmth and guidance manifested by the parent. Stability was further analyzed by means of structural equation modeling to test whether variance in parents' emotional warmth and guidance across situations was attributable to a generalized parenting style factor. A Parenting Style factor was identified that reflected the parents' child-centeredness; this factor explained, in part, parental behavior within each situation, although contextual factors also contributed to situation-specific variations from task to task.

A rugged landscape model for self-organization and emergent leadership in creative problem solving and production groups.

PubMed

Guastello, Stephen J; Craven, Joanna; Zygowicz, Karen M; Bock, Benjamin R

2005-07-01

The process by which an initially leaderless group differentiates into one containing leadership and secondary role structures was examined using the swallowtail catastrophe model and principles of selforganization. The objectives were to identify the control variables in the process of leadership emergence in creative problem solving groups and production groups. In the first of two experiments, groups of university students (total N = 114) played a creative problem solving game. Participants later rated each other on leadership behavior, styles, and variables related to the process of conversation. A performance quality measure was included also. Control parameters in the swallowtail catastrophe model were identified through a combination of factor analysis and nonlinear regression. Leaders displayed a broad spectrum of behaviors in the general categories of Controlling the Conversation and Creativity in their role-play. In the second experiment, groups of university students (total N = 197) engaged in a laboratory work experiment that had a substantial production goal component. The same system of ratings and modeling strategy was used along with a work production measure. Leaders in the production task emerged to the extent that they exhibited control over both the creative and production aspects of the task, they could keep tension low, and the externally imposed production goals were realistic.

Attachment and family functioning in patients with internet addiction.

PubMed

Şenormancı, Ömer; Şenormancı, Güliz; Güçlü, Oya; Konkan, Ramazan

2014-01-01

Although the Internet is used effectively in many areas of life, some users experience problems because of over-use due to a lack of control. The diagnostic criteria for Internet addiction include disruptions in family relationships, but adequate data on the attachment styles and family functioning associated with this condition are limited. This study aimed to investigate the attachment styles and family functioning of patients with Internet addiction. The sample included 30 male patients consecutively admitted to the Bakırköy Mental Health and Research Hospital Internet Addiction Outpatient Clinic, who were diagnosed in clinical interviews as having Internet addiction according to Young's (1998) criteria. Thirty healthy males who were matched with the experimental group in terms of sociodemographic characteristics were included as control subjects. Both groups provided sociodemographic data and completed the Beck Depression Inventory (BDI), the Experiences in Close Relationships Questionnaire-r (ECR-r) and the Family Assessment Device (FAD). Patients with Internet addiction had higher BDI scores (P<.001) and higher attachment anxiety subscores on ECR-r (P<.001) compared with those in the control group. Patients with Internet addiction evaluated their family functioning as more negative and reported problems in every aspect addressed by the FAD. Scores on the FAD behaviour control, affective responsiveness, and problem-solving subscales (P<.05) and on the FAD communication, roles, and general functioning subscales (P<.001) were significantly higher in the patient compared with the control group. Patients with Internet addiction have more anxious attachment styles as well as prominent disruptions in family functioning. Thus, it may be important to evaluate the attachment styles and family functioning of patients with Internet addiction. Indeed, comprehensive treatment approaches including other family members may make important contributions to treatment success. Copyright © 2014 Elsevier Inc. All rights reserved.

Laurentide: The Crime Fighting Geologist, A Comic-Book Curriculum Tool

NASA Astrophysics Data System (ADS)

McGillis, A.; Gilbert, L. A.; Enright, K. P.

2014-12-01

When the police are just too ill informed on matters of earth science to solve the case it is up to Laurentide and her crew of geologists to bring justice to evildoers. Using every tool available, from a rock hammer to LiDAR, Laurentide fights crime while teaching her apprentice Esker about how geologists uncover mysteries everyday. This is the first of what will be a series of free teaching materials targeted at grades 5-8 based around the National Science Education Standards. Students will get the chance to practice problem solving and data analysis in order to solve mysteries with a combination of comic book style story telling and hands-on worksheets. The pilot story, "The Caper of the Ridiculously Cheap Condominiums" will cover 4 of the 9 Earth Science Literacy Principles 'Big Ideas'. Material will explore earthquakes, the hazards and risks they present, and the tools geologists use to map faults and estimate reoccurrence intervals.

Family Stress and Coping From Hospitalization of Clients With Severe Alcohol Use Disorder in Korea.

PubMed

Park, Gyu-Hee; Choi, Yun-Jung

The rate of relapse and involuntary hospitalization among clients with alcohol use disorder exceeds 40% in South Korea. As a result, family members of clients experience considerable stress and require the assistance of professional services. This empirical study investigates levels of perceived stress and stress coping styles among family members of clients with severe alcohol use disorder and examines the correlations among these variables. Data were collected from three inpatient alcohol rehabilitation centers and five psychiatric hospitals in South Korea. Family stress levels and stress coping styles for 133 respondents were evaluated using the Hospital Stress Rating Scale for Family Members and the Stress Coping Style Checklist. There were significant differences in stress levels according to whether participants had attended a family educational program in the past or were doing so presently. Furthermore, significant differences in stress were observed among participants who were using the stress coping style of easing strained emotions during the client's hospitalization but who had never attended an educational program. Among the subcategories, stress levels had especially strong relationships with easing strained emotions, seeking advice, and solving problems. The results showed that families with severe alcohol use disorder experience stress from the client's hospitalization and seek advice from neighbors to deal with worries, privacy concerns, and economic problems. Family interventions are needed to provide family members with strategies to cope with stress, which can support recovery of clients with severe alcohol use disorder.

The relationship between learning styles, emotional social intelligence, and academic success of undergraduate nursing students.

PubMed

Suliman, Wafika A

2010-06-01

Feelings or emotions and thinking have been identified as forces that may affect one's learning styles (D. A. Kolb, 1984), emotional social intelligence, and success (R. Bar-On, 2004). This study on the relationship between academic success and the two variables of learning abilities or styles and emotional social intelligence was conducted at two colleges of nursing in Saudi Arabia. Both offer conventional and accelerated undergraduate nursing education programs. This study was designed to explore the preferred learning abilities or styles of Saudi nursing students in conventional and accelerated programs, the difference in emotional social intelligence between the two, and the relationships between academic success and learning styles and emotional social intelligence. A convenience sample was recruited, consisting of a total of 98 students, 50 and 48 of whom were enrolled, respectively, in conventional and accelerated programs. Self-administered instruments including the Kolb learning style inventory and the Bar-On emotional quotient inventory (EQ-i) were used to collect data, which were analyzed quantitatively. Both groups were found to favor a diverger style of learning, with total EQ-i scores showing no statistical difference between the two (t = 1.251, p =.214). "Self-regard" and "problem solving" earned the highest EQ-i content subscale scores for both groups. Pearson's correlation coefficient showed no significant relationship between learning abilities or styles and emotional social intelligence and academic success. The findings suggest that either no actual relationship exists or that emotional social intelligence may be confounded with factors such as professional and cultural values.

Solving iTOUGH2 simulation and optimization problems using the PEST protocol

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

Finsterle, S.A.; Zhang, Y.

2011-02-01

The PEST protocol has been implemented into the iTOUGH2 code, allowing the user to link any simulation program (with ASCII-based inputs and outputs) to iTOUGH2's sensitivity analysis, inverse modeling, and uncertainty quantification capabilities. These application models can be pre- or post-processors of the TOUGH2 non-isothermal multiphase flow and transport simulator, or programs that are unrelated to the TOUGH suite of codes. PEST-style template and instruction files are used, respectively, to pass input parameters updated by the iTOUGH2 optimization routines to the model, and to retrieve the model-calculated values that correspond to observable variables. We summarize the iTOUGH2 capabilities and demonstratemore » the flexibility added by the PEST protocol for the solution of a variety of simulation-optimization problems. In particular, the combination of loosely coupled and tightly integrated simulation and optimization routines provides both the flexibility and control needed to solve challenging inversion problems for the analysis of multiphase subsurface flow and transport systems.« less

Bas-Relief Modeling from Normal Images with Intuitive Styles.

PubMed

Ji, Zhongping; Ma, Weiyin; Sun, Xianfang

2014-05-01

Traditional 3D model-based bas-relief modeling methods are often limited to model-dependent and monotonic relief styles. This paper presents a novel method for digital bas-relief modeling with intuitive style control. Given a composite normal image, the problem discussed in this paper involves generating a discontinuity-free depth field with high compression of depth data while preserving or even enhancing fine details. In our framework, several layers of normal images are composed into a single normal image. The original normal image on each layer is usually generated from 3D models or through other techniques as described in this paper. The bas-relief style is controlled by choosing a parameter and setting a targeted height for them. Bas-relief modeling and stylization are achieved simultaneously by solving a sparse linear system. Different from previous work, our method can be used to freely design bas-reliefs in normal image space instead of in object space, which makes it possible to use any popular image editing tools for bas-relief modeling. Experiments with a wide range of 3D models and scenes show that our method can effectively generate digital bas-reliefs.

[A PhD completed 7. Just add positivity? Dental caries, obesity and problem behaviour in children: the role of parents and family -relations].

PubMed

de Jong-Lenters, M

2016-11-01

In this doctoral research project the relationship between, on the one hand, parenting and the functioning of families, and, on the other, child dental health were measured on the basis of interviews, questionnaires and observations of parent-child interaction. The groups studied consisted of children with and without caries and a variety of socio-economic backgrounds. The analyses revealed a distinct and significant difference between children with and children without caries with respect to parenting style and parent-child interaction. Positive parenting skills, such as positive involvement, positive reinforcement and problem-solving ability, correlate less often with children with caries. The study also revealed that children of parents with a parenting style that involved coercion and strict type of discipline, combined with the expression of little warmth, had a greater likelihood of developing caries. No relationship was found between an unhealthy high Body Mass Index (BMI) and the presence of dental caries. There was a significant relationship between behavioural problems and the presence of dental caries, which may be explained by an underlying influence of the family factors that were measured.

The effects of online science instruction using geographic information systems to foster inquiry learning of teachers and middle school science students

NASA Astrophysics Data System (ADS)

Hagevik, Rita Anne

This study investigated the effects of using Geographic Information Systems (GIS) to improve middle school students' and their teachers' understanding of environmental content and GIS. Constructivism provided the theoretical framework with Bonnstetter's inquiry evolution and Swartz's problem solving as the conceptual framework for designing these GIS units and interpreting the results. Teachers from nine schools in five counties attended a one-week workshop and follow-up session, where they learned how to teach the online Mapping Our School Site (www.ncsu.edu/scilink/studysite) and CITYgreen GIS inquiry-based problem-solving units. Two years after the workshop, two teachers from the workshop taught the six week Mapping Our School Site (MOSS) unit in the fall and one teacher from a different school taught the MOSS unit in the fall and the CITYgreen GIS unit in the spring. The students in the MOSS experimental group (n = 131) and the CITYgreen GIS comparison group (n = 33) were compared for differences in understanding of environmental content. Other factors were investigated such as students' spatial abilities, experiences, and learning preferences. Teachers and students completed the online Learning Styles Inventory (LSI), Spatial Experience Survey (SES), and the Purdue Spatial Visualization Test: Rotations (PSVT:R). Using qualitative and quantitative analyses, results indicated that the CITYgreen GIS group learned the environmental content better than the MOSS group. The MOSS group better understood how to design experiments and to use GIS to analyze problem questions. Both groups improved in problem identification and problem solving, data accuracy, and hypothesis testing. The spatial reasoning score was compared to learning style as reported on the LSI, and other spatial experiences as reported on the SES. Males scored higher than females on the spatial reasoning test, the more computer games played the higher the score, and the fewer shop classes taken the higher the score. Results indicated that 75% of the teachers' integrated GIS into classroom instruction two years after the GIS workshop. Even though teaching experience was negatively related to spatial reasoning test scores, implementation of GIS by teachers in the workshop was not influenced by years of teaching experience. The results indicate that GIS can be universally used for classroom instruction.

Conflict Resolution in Chinese Adolescents' Friendship: Links with Regulatory Focus and Friendship Satisfaction.

PubMed

Gao, Qin; Bian, Ran; Liu, Ru-de; He, Yili; Oei, Tian-Po

2017-04-03

It is generally acknowledged that people adopt different resolution strategies when facing conflicts with others. However, the mechanisms of conflict resolution are still unclear and under researched, in particular within the context of Chinese adolescents' same-sex friendship relations. Thus, the present study investigated the mediator role of conflict resolution strategies in the relationship between regulatory foci and friendship satisfaction for the first time. 653 Chinese adolescents completed the regulatory foci, conflict resolution style, and friendship satisfaction measures. The results of the structure equation modeling showed that while promotion focus was positively associated with problem-solving and compliance, prevention focus was positively associated with withdrawal and conflict engagement. In addition, problem-solving mediated the relationship between promotion focus and friendship satisfaction, and conflict engagement mediated the relationship between prevention focus and friendship satisfaction. These findings contribute to understanding Chinese adolescents' use of conflict resolution strategies as well as the relationship between regulatory foci and behavioral strategies in negative situations.

Apollo 13 creativity: in-the-box innovation.

PubMed

King, M J

1997-01-01

A study of the Apollo 13 mission, based on the themes showcased in the acclaimed 1995 film, reveals the grace under pressure that is the condition of optimal creativity. "Apollo 13 Creativity" is a cultural and creative problem-solving appreciation of the thinking style that made the Apollo mission succeed: creativity under severe limitations. Although creativity is often considered a "luxury good," of concern mainly for personal enrichment, the arts, and performance improvement, in life-or-death situations it is the critical pathway not only to success but to survival. In this case. the original plan for a moon landing had to be transformed within a matter of hours into a return to earth. By precluding failure as an option at the outset, both space and ground crews were forced to adopt a new perspective on their resources and options to solve for a successful landing. This now-classic problem provides a range of principles for creative practice and motivation applicable in any situation. The extreme situation makes these points dramatically.

Facilitating and debilitating trait anxiety, situational anxiety, and coping with an anticipated stressor: a process analysis.

PubMed

Raffety, B D; Smith, R E; Ptacek, J T

1997-04-01

Participants completed anxiety and coping diaries during 10 periods that began 7 days before an academic stressor and continued through the evening after the stressor. Profile analysis was used to examine the anxiety and coping processes in relation to 2 trait anxiety grouping variables: debilitating and facilitating test anxiety (D-TA and F-TA). Anxiety and coping changed over time, and high and low levels of D-TA and F-TA were associated with different daily patterns of anxiety and coping. Participants with a debilitative, as opposed to facilitative, trait anxiety style had lower examination scores, higher anxiety, and less problem-solving coping. Covarying F-TA, high D-TA was associated with a pattern of higher levels of tension, worry, distraction, and avoidant coping, as well as lower levels of proactive coping. Covarying D-TA, high F-TA was associated with higher levels of tension (but not worry or distraction), support seeking, proactive and problem-solving coping.

[Action-oriented versus state-oriented reactions to experimenter-induced failures].

PubMed

Brunstein, J C

1989-01-01

The present study assessed different effects of action-oriented versus state-oriented styles of coping with failure on achievement-related performance and cognition. In a learned helplessness experiment, students were exposed to an academic failure situation and were then tested on a series of problem-solving tasks, either immediately after the pretreatment or after a delay of 24 hours. Performance and cognitive concomitants were measured during both experimental periods. Results demonstrated that action orientation was associated with self-immunizing cognitions during helplessness training. Action-oriented participants improved their performance level even after repeated failure feedbacks. Moreover, action-oriented students assigned to the delayed test condition responded with increased striving for success and showed performance increments, even in comparison with control subjects. In contrast, state-oriented participants developed symptoms of helplessness and showed impaired performance during failure inductions. In later tests on problem-solving tasks, state-oriented groups responded with increased fear of failure. Independent of immediate or delayed test conditions, they soon lapsed into new performance decrements.

The changing features of the body-mind problem.

PubMed

Agassi, Joseph

2007-01-01

The body-mind problem invites scientific study, since mental events are repeated and repeatable and invite testable explanations. They seemed troublesome because of the classical theory of substance that failed to solve its own central problems. These are soluble with the aid of the theory of the laws of nature, particularly in its emergentist version [Bunge, M., 1980. The Body-mind Problem, Pergamon, Oxford] that invites refutable explanations [Popper, K.R., 1959. The Logic of Scientific Discovery, Hutchinson, London]. The view of mental properties as emergent is a modification of the two chief classical views, materialism and dualism. As this view invites testable explanations of events of the inner world, it is better than the quasi-behaviorist view of self-awareness as computer-style self-monitoring [Minsky, M., Laske, O., 1992. A conversation with Marvin Minsky. AI Magazine 13 (3), 31-45].

Design of the Hospital Integrated Information Management System Based on Cloud Platform.

PubMed

Aijing, L; Jin, Y

2015-12-01

At present, the outdated information management style cannot meet the needs of hospital management, and has become the bottleneck of hospital's management and development. In order to improve the integrated management of information, hospitals have increased their investment in integrated information management systems. On account of the lack of reasonable and scientific design, some hospital integrated information management systems have common problems, such as unfriendly interface, poor portability and maintainability, low security and efficiency, lack of interactivity and information sharing. To solve the problem, this paper carries out the research and design of a hospital information management system based on cloud platform, which can realize the optimized integration of hospital information resources and save money.

Individual differences in brain structure and resting brain function underlie cognitive styles: evidence from the Embedded Figures Test.

PubMed

Hao, Xin; Wang, Kangcheng; Li, Wenfu; Yang, Wenjing; Wei, Dongtao; Qiu, Jiang; Zhang, Qinglin

2013-01-01

Cognitive styles can be characterized as individual differences in the way people perceive, think, solve problems, learn, and relate to others. Field dependence/independence (FDI) is an important and widely studied dimension of cognitive styles. Although functional imaging studies have investigated the brain activation of FDI cognitive styles, the combined structural and functional correlates with individual differences in a large sample have never been investigated. In the present study, we investigated the neural correlates of individual differences in FDI cognitive styles by analyzing the correlations between Embedded Figures Test (EFT) score and structural neuroimaging data [regional gray matter volume (rGMV) was assessed using voxel-based morphometry (VBM)]/functional neuroimaging data [resting-brain functions were measured by amplitude of low-frequency fluctuation (ALFF)] throughout the whole brain. Results showed that the increased rGMV in the left inferior parietal lobule (IPL) was associated with the EFT score, which might be the structural basis of effective local processing. Additionally, a significant positive correlation between ALFF and EFT score was found in the fronto-parietal network, including the left inferior parietal lobule (IPL) and the medial prefrontal cortex (mPFC). We speculated that the left IPL might be associated with superior feature identification, and mPFC might be related to cognitive inhibition of global processing bias. These results suggested that the underlying neuroanatomical and functional bases were linked to the individual differences in FDI cognitive styles and emphasized the important contribution of superior local processing ability and cognitive inhibition to field-independent style.

Individual Differences in Brain Structure and Resting Brain Function Underlie Cognitive Styles: Evidence from the Embedded Figures Test

PubMed Central

Hao, Xin; Wang, Kangcheng; Li, Wenfu; Yang, Wenjing; Wei, Dongtao; Qiu, Jiang; Zhang, Qinglin

2013-01-01

Cognitive styles can be characterized as individual differences in the way people perceive, think, solve problems, learn, and relate to others. Field dependence/independence (FDI) is an important and widely studied dimension of cognitive styles. Although functional imaging studies have investigated the brain activation of FDI cognitive styles, the combined structural and functional correlates with individual differences in a large sample have never been investigated. In the present study, we investigated the neural correlates of individual differences in FDI cognitive styles by analyzing the correlations between Embedded Figures Test (EFT) score and structural neuroimaging data [regional gray matter volume (rGMV) was assessed using voxel-based morphometry (VBM)] / functional neuroimaging data [resting-brain functions were measured by amplitude of low-frequency fluctuation (ALFF)] throughout the whole brain. Results showed that the increased rGMV in the left inferior parietal lobule (IPL) was associated with the EFT score, which might be the structural basis of effective local processing. Additionally, a significant positive correlation between ALFF and EFT score was found in the fronto-parietal network, including the left inferior parietal lobule (IPL) and the medial prefrontal cortex (mPFC). We speculated that the left IPL might be associated with superior feature identification, and mPFC might be related to cognitive inhibition of global processing bias. These results suggested that the underlying neuroanatomical and functional bases were linked to the individual differences in FDI cognitive styles and emphasized the important contribution of superior local processing ability and cognitive inhibition to field-independent style. PMID:24348991

Teaching Managers How to Manage

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

Hylko, J.M.

2006-07-01

Following graduation from a college or university with a technical degree, or through years of experience, an individual's training and career development activities typically focus on enhancing technical problem-solving skills. However, as these technical professionals, herein referred to as 'Techies', advance throughout their careers, they may be required to accept and adapt to the role of being a manager, and must undergo a transition to learn and rely on new problem-solving skills. However, unless a company has a specific manager-trainee class to address this subject and develop talent from within, an employee's management style is learned and developed 'on themore » job'. Both positive and negative styles are nurtured by those managers having similar qualities. Unfortunately, a negative style often contributes to the deterioration of employee morale and ultimate closing of a department or company. This paper provides the core elements of an effective management training program for 'Teaching Managers How to Manage' derived from the Department of Energy's Integrated Safety Management System and the Occupational Safety and Health Administration 's Voluntary Protection Program. Discussion topics and real-life examples concentrate on transitioning an employee from a 'Techie' to a manager; common characteristics of being a manager; the history and academic study of management; competition, change and the business of waste management; what to do after taking over a department by applying Hylko's Star of Success; command media; the formal and informal organizational charts; chain of command; hiring and developing high-degree, autonomous employees through effective communication and delegation; periodic status checks; and determining if the program is working successfully. These common characteristics of a strong management/leadership culture and practical career tips discussed herein provide a solid foundation for any company or department that is serious about developing an effective management training program for its employees. In turn, any employee in any work environment can begin using this information immediately if they want to become a better manager. (authors)« less

[Control or involvement? Relationship between parenting style and adolescent depression].

PubMed

Pikó, Bettina; Balázs, Máté Ádám

2010-01-01

A number of studies have pointed out that parenting style has a longstanding impact on psychological health. Besides parental/familial risk factors certain aspects of the parent-adolescent relationship may serve as a protective factor and help prevent adolescent depression such as the authoritative parenting style. The aim of the present study has been to analyze interrelationships between adolescent depressive symptomatology, authoritative parenting style, negative and positive parental links. The study was carried out on in all primary and secondary schools in Mako and the surrounding region in the spring of 2010, students of grades 7-12 (N = 2072), 49.2% of the sample were males and 50.8% females; 38.1% primary school pupils and 61.9% high school students. Self-administered questionnaires contained items of measuring depressive symptoms (CDI) and parental variables beyond sociodemographics. After descripive statistics, correlation and multiple linear regression analyses have been used to detect interrelationships. Data support the protective effect of authoritative parenting style in relation to adolescent depression, particularly among girls. Among boys, only mother's responsive behavior proved to be a protective factor. Among girls, however, both elements of the father's authoritative parenting style were decisive; not only responsiveness but also demandingness. The parenting style of the opposite-sex parent was prevailing in both sexes. Negative family interactions served as a risk factor, whereas positive parental identification was a protective factor during adolescence as well. There is a need to strengthen the role of the authoritative parenting style and to guarantee the presence of the opposite-sex parents in the adolescents' lives. Nowadays there are family-oriented interventions which put forward the effectiveness of parenting and problem-solving and aiming at harmonizing the parent-adolescent relationship.

Manipulation of M demand of chemistry problems and its effect on student performance: A neo-piagetian study

NASA Astrophysics Data System (ADS)

Niaz, Mansoor

It has been shown that student performance in chemistry problems decreases as the M demand of the problem increases, thus emphasizing the role of information processing in problem solving. It was hypothesized that manipulation (increase or decrease) of the M demand of a problem can affect student performance. Increasing the M demand of a problem would affect more the performance of subjects with a limited functional M capacity. The objective of this study is to investigate the effect of manipulation (increase) of the M demand of chemistry problems, having the same logical structure, on performance of students having different functional M capacity, cognitive style, and formal operational reasoning patterns. As predicted the performance of one group of students was lower after the manipulation (increase) in the M demand of the problem. This shows how even small changes in the amount of information required for processing can lead to working memory overload, as a consequence of a poor capacity for mobilization of M power.

Midwives' supervisory styles and leadership role as experienced by Norwegian mothers in the context of a fear of childbirth.

PubMed

Lyberg, Anne; Severinsson, Elisabeth

2010-05-01

The aim of the present study was to describe the midwives' supervisory style and leadership role as experienced by pregnant women and new mothers in the context of a fear of childbirth. A service led by midwives can influence the quality of care. The sample consisted of 13 mothers. Data were interpreted by means of qualitative content analysis. The findings revealed that the midwives' supervisory styles were related to their ability to create a trusting and caring relationship, demonstrate problem-solving capacity, and showing willingness, preparedness and courage to support the women. The midwives' leadership role was described as involving a crucial set of professional management skills and techniques. The findings have strengthened the argument for the provision of continuity of care to women who are afraid of childbirth. Further studies should focus more specifically on the implementation of research in practice. It is necessary for midwives to demonstrate leadership in order to develop practice, predict challenges and changes, provide different care delivery models and acquire an evidence base for care. This also demands systematic supervision to improve care outcomes.

Renaissance of the Web

NASA Astrophysics Data System (ADS)

McCarty, M.

2009-09-01

The renaissance of the web has driven development of many new technologies that have forever changed the way we write software. The resulting tools have been applied to both solve problems and creat new ones in a wide range of domains ranging from monitor and control user interfaces to information distribution. This discussion covers which of and how these technologies are being used in the astronomical computing community. Topics include JavaScript, Cascading Style Sheets, HTML, XML, JSON, RSS, iCalendar, Java, PHP, Python, Ruby on Rails, database technologies, and web frameworks/design patterns.

Impact of Magnet Culture in Maintaining Quality Outcomes During Periods of Organizational Transition.

PubMed

Gonzalez, Judith F Zedreck; Wolf, Gail; Dudjak, Linda; Jordan, Bernadette

2015-01-01

Organizational transition presents substantial risk to maintaining quality outcomes. The leadership style and culture present during periods of change and transition empower the frontline staff to react quickly and identify opportunities. The culture of Magnet develops the skill set that enables staff to be leaders in problem solving and identifying creative care delivery approaches. Objectives of this study were to analyze the impact of organizational transition on patient and staff satisfaction, quality, and safety in a Magnet-designated hospital and determine key factors contributing to these outcomes.

An entangled web of crime: Bell's theorem as a short story

NASA Astrophysics Data System (ADS)

Jacobs, Kurt; Wiseman, Howard M.

2005-10-01

Nonlocality of the type first elucidated by Bell in 1964 is a difficult concept to explain to nonspecialists and undergraduates. We attempt to do so by showing how nonlocality can be used to solve a problem in which someone might find themselves as the result of a series of normal, even if somewhat unlikely, events. Our story is told in the style of a Sherlock Holmes mystery, and is based on Mermin's formulation of the "paradoxical" illustration of quantum nonlocality discovered by Greenberger, Horne, and Zeilinger.

The inter-relationship between mood, self-esteem and response styles in adolescent offspring of bipolar parents: an experience sampling study.

PubMed

Pavlickova, Hana; Turnbull, Oliver H; Myin-Germeys, Inez; Bentall, Richard P

2015-02-28

The response styles theory of depression (Nolen-Hoeksema, 1991) proposes three main strategies individuals employ in response to low mood: rumination, active coping (distraction and problem-solving) and risk taking. Although recent research has suggested this theory has utility in understanding the symptoms of bipolar disorder (BD), the role of these processes in conferring vulnerability to the condition is poorly understood. Twenty-three adolescent children of patients with BD and 25 offspring of well parents completed the Experience Sampling Method (ESM; Csikszentmihalyi and Larson, 1987) diary for six days. Longitudinal analyses were carried out to examine inter-relationships between mood, self-esteem and response styles. Increased negative as well as positive mood resulted in greater rumination in both groups. Low self-esteem triggered greater risk-taking at the subsequent time point in the at-risk group, while negative affect instigated increased active coping in the control group. In both groups, engagement in risk-taking improved mood at the subsequent time point, whilst rumination dampened self-esteem. Differential longitudinal associations between mood, self-esteem and response styles between at-risk and control children suggest early psychological vulnerability in the offspring of BD parents, with important indications for early intervention. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Maternal support for autonomy: relationships with persistence for children with Down syndrome and typically developing children.

PubMed

Gilmore, Linda; Cuskelly, Monica; Jobling, Anne; Hayes, Alan

2009-01-01

Maternal behaviors and child mastery behaviors were examined in 25 children with Down syndrome and 43 typically developing children matched for mental age (24-36 months). During a shared problem-solving task, there were no group differences in maternal directiveness or support for autonomy, and mothers in the two groups used similar verbal strategies when helping their child. There were also no group differences in child mastery behaviors, measured as persistence with two optimally challenging tasks. However, the two groups differed in the relationships of maternal style with child persistence. Children with Down syndrome whose mothers were more supportive of their autonomy in the shared task displayed greater persistence when working independently on a challenging puzzle, while children of highly directive mothers displayed lower levels of persistence. For typically developing children, persistence was unrelated to maternal style, suggesting that mother behaviors may have different causes or consequences in the two groups.

Effectiveness of Workshop Style Teaching in Students' Learning of Introductory Electricity and Magnetism

NASA Astrophysics Data System (ADS)

Mehta, Nirav; Cheng, Kelvin

2012-10-01

We have developed an interactive workshop-style course for our introductory calculus-based physics sequence at Trinity University. Lecture is limited to approximately 15 min. at the beginning of class, and the remainder of the 50-min. class is devoted to inquiry-based activities and problem solving. So far, lab is done separately and we have not incorporated the lab component into the workshop model. We use the Brief Electricity and Magnetism Assessment (BEMA) to compare learning gains between the workshop and traditional lecture-based course for the Spring 2012 semester. Both the workshop and lecture courses shared the same inquiry-based lab component that involved pre-labs, prediction-observation and post-lab activities. Our BEMA results indicate statistically significant improvement in overall learning gains compared to the traditional course. We compare our workshop BEMA scores both to traditional lecture scores here at Trinity and to those from other institutions.

Masculinity and preventing falls: insights from the fall experiences of men aged 70 years and over.

PubMed

Liddle, J L M; Lovarini, Meryl; Clemson, Lindy M; Jang, Haeyoung; Lord, Stephen R; Sherrington, Catherine; Willis, Karen

2018-01-11

To explore men's fall experiences through the lens of masculine identities so as to assist health professionals better engage men in fall prevention programs. Twenty-five men, aged 70-93 years who had experienced a recent fall, participated in a qualitative semi-structured interview. Men's willingness to engage in fall prevention programs taking account of individual contexts and expressions of masculinity, were conceptualised using constant comparative methods. Men's willingness to engage in fall prevention programs was related to their perceptions of the preventability of falls; personal relevance of falls; and age, health, and capability as well as problem-solving styles to prevent falls. Fall prevention advice was rarely given when men accessed the health system at the time of a fall. Contrary to dominant expectations about masculine identity, many men acknowledged fall vulnerability indicating they would attend or consider attending, a fall prevention program. Health professionals can better engage men by providing consistent messages that falls can be prevented; tailoring advice, understanding men are at different stages in their awareness of fall risk and preferences for action; and by being aware of their own assumptions that can act as barriers to speaking with men about fall prevention. Implications for rehabilitation Men accessing the health system at the time of the fall, and during rehabilitation following a fall represent prime opportunities for health professionals to speak with men about preventing falls and make appropriate referrals to community programs. Tailored advice will take account of individual men's perceptions of preventability; personal relevance; perceptions of age, health and capability; and problem-solving styles.

Infusing the Core Curriculum with Societally Relevant Issues and Preparing Faculty to Work with Diverse Students

NASA Astrophysics Data System (ADS)

Shellito, L. J.; Straw, B.; Sexton, J. M.; Hoyt, W.

2016-12-01

The way we teach our courses has an impact on student experience, and ultimately, student interest and persistence in geoscience majors and career paths. With that in mind, the primary goal of the InTeGrate implementation program in the University of Northern Colorado Department of Earth and Atmospheric Science is to promote retention in the Earth Science major through interventions that impact student classroom experience. We used two approaches to accomplish this. 1) We developed interdisciplinary curricular activities that are based on societally-relevant issues, engage students in problem-solving, and that prompt students to consider the relationships between science, society, and sustainability. We implemented these activities in core earth science courses and in a general education scientific writing course. 2) Our Earth and Atmospheric Science faculty participated in diversity and equity awareness training. In this presentation, we share our initial assessment of the effectiveness of new curricular activities and the effectiveness of a workshop developed for faculty that promotes awareness of teaching styles and behaviors that promote inclusion of students traditionally underrepresented in the sciences. Our results suggest that incorporating a societally-relevant component to activities improves student interest in the material and provides them with experience in interdisciplinary analysis and problem solving. The implementation of sustainability issues into a general education scientific writing course has a demonstrated impact on student perception of climate change and sustainability. Faculty report that they are more aware of teaching styles that promote inclusion of students traditionally underrepresented in the sciences.

Influence of cognitive style on information processing and selection of yogurt labels: Insights from an eye-tracking study.

PubMed

Mawad, Franco; Trías, Marcela; Giménez, Ana; Maiche, Alejandro; Ares, Gastón

2015-08-01

Cognitive styles are characteristic and stable ways in which people acquire, organize and use information for solving problems and making decisions. Field dependence/independence is one of the most studied cognitive styles. Field independent subjects are characterized by having less difficulty in separating information from its contextual surroundings and being less likely to be influenced by external cues than field dependent individuals. The present work aimed at studying the influence of field dependence/independence cognitive style on consumers' visual processing and choice of yogurt labels. One hundred and thirty three consumers completed a choice conjoint task. They were asked to select their preferred yogurt label from each of 16 pairs of labels. While they completed the task their eye movements were recorded using an eye-tracker. Then, consumers were asked to complete the Group Embedded Figure Test to determine their cognitive style. Consumers were divided into two groups with different cognitive styles: 58% of the sample was characterized as field dependent and 42% as field independent. When making their choices, field dependent consumers tended to engage in less thoughtful information processing than field independent consumers and they made fewer fixations on traditional nutritional information. Besides, cognitive style significantly affected the relative importance of fat and sugar content on consumer choices and modulated the influence of the traffic light system. Field dependent consumers gave less importance to the nutritional composition of the yogurts than field independent consumers for selecting their preferred label. Results from this work suggest that studying the psychological underpinnings of consumers' decision making process when selecting food products has a great potential to contribute to a better understanding of how eating patterns and consumer preferences are shaped. Copyright © 2015 Elsevier Ltd. All rights reserved.

Design of the Hospital Integrated Information Management System Based on Cloud Platform

PubMed Central

Aijing, L; Jin, Y

2015-01-01

ABSTRACT At present, the outdated information management style cannot meet the needs of hospital management, and has become the bottleneck of hospital's management and development. In order to improve the integrated management of information, hospitals have increased their investment in integrated information management systems. On account of the lack of reasonable and scientific design, some hospital integrated information management systems have common problems, such as unfriendly interface, poor portability and maintainability, low security and efficiency, lack of interactivity and information sharing. To solve the problem, this paper carries out the research and design of a hospital information management system based on cloud platform, which can realize the optimized integration of hospital information resources and save money. PMID:27399033

Improving education under work-hour restrictions: comparing learning and teaching preferences of faculty, residents, and students.

PubMed

Jack, Megan C; Kenkare, Sonya B; Saville, Benjamin R; Beidler, Stephanie K; Saba, Sam C; West, Alisha N; Hanemann, Michael S; van Aalst, John A

2010-01-01

Faced with work-hour restrictions, educators are mandated to improve the efficiency of resident and medical student education. Few studies have assessed learning styles in medicine; none have compared teaching and learning preferences. Validated tools exist to study these deficiencies. Kolb describes 4 learning styles: converging (practical), diverging (imaginative), assimilating (inductive), and accommodating (active). Grasha Teaching Styles are categorized into "clusters": 1 (teacher-centered, knowledge acquisition), 2 (teacher-centered, role modeling), 3 (student-centered, problem-solving), and 4 (student-centered, facilitative). Kolb's Learning Style Inventory (HayGroup, Philadelphia, Pennsylvania) and Grasha-Riechmann's TSS were administered to surgical faculty (n = 61), residents (n = 96), and medical students (n = 183) at a tertiary academic medical center, after informed consent was obtained (IRB # 06-0612). Statistical analysis was performed using χ(2) and Fisher exact tests. Surgical residents preferred active learning (p = 0.053), whereas faculty preferred reflective learning (p < 0.01). As a result of a comparison of teaching preferences, although both groups preferred student-centered, facilitative teaching, faculty preferred teacher-centered, role-modeling instruction (p = 0.02) more often. Residents had no dominant teaching style more often than surgical faculty (p = 0.01). Medical students preferred converging learning (42%) and cluster 4 teaching (35%). Statistical significance was unchanged when corrected for gender, resident training level, and subspecialization. Significant differences exist between faculty and residents in both learning and teaching preferences; this finding suggests inefficiency in resident education, as previous research suggests that learning styles parallel teaching styles. Absence of a predominant teaching style in residents suggests these individuals are learning to be teachers. The adaptation of faculty teaching methods to account for variations in resident learning styles may promote a better learning environment and more efficient faculty-resident interaction. Additional, multi-institutional studies using these tools are needed to elucidate these findings fully. Copyright © 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Perceptions of managerial competencies, style, and characteristics among professionals in nursing

PubMed Central

Lorber, Mateja; Savič, Brigita Skela

2011-01-01

Aim To compare nursing leaders’ and employees’ perception of leaders’ leadership style, personality characteristics, and managerial competencies and to determine the associations between these factors. Methods The study included 4 out of 5 Slovenian major hospitals selected from the hospital list; 1 hospital refused to participate. The employees of these hospitals represent 30% of all employees in nursing in Slovenian hospitals and the 509 employees included in the study represent 6%. One structured survey questionnaire was administered to the leaders and the other to employees, both consisting of 134 statements evaluated on a 5-point Likert-type scale. The relationship between demographic data, leadership style, leaders’ personality characteristics, and leaders’ training and managerial competencies was analyzed by correlation and multivariate regression analysis. The study took place in April 2009. Results Leaders and employees significantly differently evaluated 13 out of 14 managerial competencies of the leaders, where leaders rated themselves higher for vision and goals, communication, conflict resolution-agreement, compromise, adjustment, motivation, interpersonal relationships, problem solving, delegation, teamwork, decision making, emotional intelligence, and human resources development. Employees rated the leaders higher for managing changes and conflict resolution-dominance and avoidance. Multivariate regression analysis showed that managerial competencies were explained by leadership style, leaders’ training, leaders’ characteristics, and type of employment in 86.1% of cases. Conclusion Leaders in nursing too frequently used inappropriate leadership style. Forming a unique model for all health care institutions in the country would facilitate the evaluation of competencies and constant monitoring of leaders’ work results. PMID:21495203

A comparative study on first-time and experienced project-based learning students in an engineering design module

NASA Astrophysics Data System (ADS)

Chua, K. J.

2014-09-01

This study aims to compare and evaluate the learning ability and performance differences between two groups of students undergoing project-based learning (PjBL), with one group having prior PjBL experience, while the other group is being freshly exposed to PjBL. More specifically, it examines if there are significant differences in knowledge score, problem-solving ability, and eventual project-deliverable outcomes between the two sets of students. Performances were compared via qualitative and quantitative analyses. Key findings have indicated a significant increase in fundamental formative knowledge; enhanced problem-solving abilities; and production of better performing artefacts with regard to the set of design skills between experienced and first-time PjBL groups. This study also highlighted that experienced PjBL students have less conflicts within their groups, and are more receptive to PjBL compared to first-time PjBL students. Results from this study provide a starting point for educators to seek new learning/facilitating strategies that are relevant based on the experience and learning styles of students.

A flexible influence of affective feelings on creative and analytic performance.

PubMed

Huntsinger, Jeffrey R; Ray, Cara

2016-09-01

Considerable research shows that positive affect improves performance on creative tasks and negative affect improves performance on analytic tasks. The present research entertained the idea that affective feelings have flexible, rather than fixed, effects on cognitive performance. Consistent with the idea that positive and negative affect signal the value of accessible processing inclinations, the influence of affective feelings on performance on analytic or creative tasks was found to be flexibly responsive to the relative accessibility of different styles of processing (i.e., heuristic vs. systematic, global vs. local). When a global processing orientation was accessible happy participants generated more creative uses for a brick (Experiment 1), successfully solved more remote associates and insight problems (Experiment 2) and displayed broader categorization (Experiment 3) than those in sad moods. When a local processing orientation was accessible this pattern reversed. When a heuristic processing style was accessible happy participants were more likely to commit the conjunction fallacy (Experiment 3) and showed less pronounced anchoring effects (Experiment 4) than sad participants. When a systematic processing style was accessible this pattern reversed. Implications of these results for relevant affect-cognition models are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The dynamics of mood and coping in bipolar disorder: longitudinal investigations of the inter-relationship between affect, self-esteem and response styles.

PubMed

Pavlickova, Hana; Varese, Filippo; Smith, Angela; Myin-Germeys, Inez; Turnbull, Oliver H; Emsley, Richard; Bentall, Richard P

2013-01-01

Previous research has suggested that the way bipolar patients respond to depressive mood impacts on the future course of the illness, with rumination prolonging depression and risk-taking possibly triggering hypomania. However, the relationship over time between variables such as mood, self-esteem, and response style to negative affect is complex and has not been directly examined in any previous study--an important limitation, which the present study seeks to address. In order to maximize ecological validity, individuals diagnosed with bipolar disorder (N = 48) reported mood, self-esteem and response styles to depression, together with contextual information, up to 60 times over a period of six days, using experience sampling diaries. Entries were cued by quasi-random bleeps from digital watches. Longitudinal multilevel models were estimated, with mood and self-esteem as predictors of subsequent response styles. Similar models were then estimated with response styles as predictors of subsequent mood and self-esteem. Cross-sectional associations of daily-life correlates with symptoms were also examined. Cross-sectionally, symptoms of depression as well as mania were significantly related to low mood and self-esteem, and their increased fluctuations. Longitudinally, low mood significantly predicted rumination, and engaging in rumination dampened mood at the subsequent time point. Furthermore, high positive mood (marginally) instigated high risk-taking, and in turn engaging in risk-taking resulted in increased positive mood. Adaptive coping (i.e. problem-solving and distraction) was found to be an effective coping style in improving mood and self-esteem. This study is the first to directly test the relevance of response style theory, originally developed to explain unipolar depression, to understand symptom changes in bipolar disorder patients. The findings show that response styles significantly impact on subsequent mood but some of these effects are modulated by current mood state. Theoretical and clinical implications are discussed.

How School Influences Adolescents' Conflict Styles

ERIC Educational Resources Information Center

Roczen, Nina; Abs, Hermann J.; Filsecker, Michael

2017-01-01

The willingness to solve conflicts without violence and to strive for a reconciliation of interests is of central significance for the continued existence of democracies. In this paper, we aim to analyze school-related determinants of adolescents' conflict behaviour. Models predicting the conflict styles of "integrating",…

Cognitive Risk and Protective Factors for Suicidal Ideation: A Two Year Longitudinal Study in Adolescence

PubMed Central

Burke, Taylor A.; Connolly, Samantha L.; Hamilton, Jessica L.; Stange, Jonathan P.; Abramson, Lyn Y.; Alloy, Lauren B.

2015-01-01

Adolescence is a developmental period associated with heightened risk for both the onset and escalation of suicidal ideation (SI). Given that SI is a potent predictor of suicidal behavior, it is important to develop models of vulnerability for and protection against SI, particularly among young adolescents. This study examined the relative impact of several cognitive vulnerabilities, as well as protective factors, for SI among young adolescents over a 2-year interval encompassing their transition to mid-adolescence. At baseline, 324 adolescents (M=12.39 years; SD=0.63; 52.5 % female) completed measures of depressive symptoms, self-referent information processing biases, negative inferential style, and responses to negative affect. Further, the adolescents and their mothers were administered a diagnostic interview to assess current and past depressive disorders and SI. Over follow-up, adolescents and their mothers were administered the diagnostic interview every 12 months and adolescents completed a self-report measure inquiring about SI every 6 months to assess interviewer-rated and self-reported SI. Logistic regressions indicated that preferential endorsement of negative adjectives as self-referent (only among girls), rumination in response to negative affect, and a negative inferential style prospectively predicted SI. Additionally, young adolescents’ tendency to respond to negative affect with distraction and problem-solving buffered against their risk for exhibiting SI. When these factors were entered simultaneously, preferential endorsement of negative adjectives as self-referent and the use of distraction and problem-solving skills remained the only significant prospective predictors of SI. No previous studies have examined these variables as predictors of SI, thereby highlighting their potential utility in improving the predictive validity of extant models of suicide risk and resilience. PMID:26597963

Safety in numbers 4: The relationship between exposure to authentic and didactic environments and nursing students' learning of medication dosage calculation problem solving knowledge and skills.

PubMed

Weeks, Keith W; Clochesy, John M; Hutton, B Meriel; Moseley, Laurie

2013-03-01

Advancing the art and science of education practice requires a robust evaluation of the relationship between students' exposure to learning and assessment environments and the development of their cognitive competence (knowing that and why) and functional competence (know-how and skills). Healthcare education translation research requires specific education technology assessments and evaluations that consist of quantitative analyses of empirical data and qualitative evaluations of the lived student experience of the education journey and schemata construction (Weeks et al., 2013a). This paper focuses on the outcomes of UK PhD and USA post-doctorate experimental research. We evaluated the relationship between exposure to traditional didactic methods of education, prototypes of an authentic medication dosage calculation problem-solving (MDC-PS) environment and nursing students' construction of conceptual and calculation competence in medication dosage calculation problem-solving skills. Empirical outcomes from both UK and USA programmes of research identified highly significant differences in the construction of conceptual and calculation competence in MDC-PS following exposure to the authentic learning environment to that following exposure to traditional didactic transmission methods of education (p < 0.001). This research highlighted that for many students exposure to authentic learning environments is an essential first step in the development of conceptual and calculation competence and relevant schemata construction (internal representations of the relationship between the features of authentic dosage problems and calculation functions); and how authentic environments more ably support all cognitive (learning) styles in mathematics than traditional didactic methods of education. Functional competence evaluations are addressed in Macdonald et al. (2013) and Weeks et al. (2013e). Copyright © 2012. Published by Elsevier Ltd.

Problems and Inconsistencies with Kolb's Learning Styles.

ERIC Educational Resources Information Center

Garner, Iain

2000-01-01

Argues that there are substantial problems with the theoretical foundations of David Kolb's Learning Style Inventory (LSI). Notes anomalies with the relationship between Carl Jung's style and Kolb's use of possibility processing. Argues that these anomalies make it impossible for defining firm conclusions about the nature of Kolb's learning style.…

The impact of parenting styles on children developmental outcome: The role of academic self-concept as a mediator.

PubMed

Sangawi, Hoshiar; Adams, John; Reissland, Nadja

2016-08-23

Although the importance of parenting styles directly influencing child development is well established, fewer studied have examined whether parenting styles also affect children's behavioural problems indirectly, mediated through children's academic self-concept (ASC). We examined direct and shared effects of parenting styles on behavioural problems of 199 Kurdish primary school children with a mean age of 11 years 7 months (range 11 years 5 months to 12 years 3 months). Questionnaires measured parenting styles (child version of Alabama Parenting Questionnaire), assessed children's ASC (Myself-As-Learner Scale) and identified children's behavioural problems with the Strengths and Difficulties Questionnaire (SDQ). PROCESS analysis was used to perform the mediation analysis. The results revealed that positive and negative parenting composites are indirectly related to children's internalising behaviour problems. In addition, ASC partially mediated the relationship between the negative parenting composite and prosocial behaviour. However, the mediation analysis did not show the expected indirect effect of parenting styles on externalising problems as being mediated via ASC. Hence, we argue that the ASC serves as a significant mediator in the relationship between parenting styles with prosocial behaviour and internalising problems. © 2016 International Union of Psychological Science.

Selected Topics from LVCSR Research for Asian Languages at Tokyo Tech

NASA Astrophysics Data System (ADS)

Furui, Sadaoki

This paper presents our recent work in regard to building Large Vocabulary Continuous Speech Recognition (LVCSR) systems for the Thai, Indonesian, and Chinese languages. For Thai, since there is no word boundary in the written form, we have proposed a new method for automatically creating word-like units from a text corpus, and applied topic and speaking style adaptation to the language model to recognize spoken-style utterances. For Indonesian, we have applied proper noun-specific adaptation to acoustic modeling, and rule-based English-to-Indonesian phoneme mapping to solve the problem of large variation in proper noun and English word pronunciation in a spoken-query information retrieval system. In spoken Chinese, long organization names are frequently abbreviated, and abbreviated utterances cannot be recognized if the abbreviations are not included in the dictionary. We have proposed a new method for automatically generating Chinese abbreviations, and by expanding the vocabulary using the generated abbreviations, we have significantly improved the performance of spoken query-based search.

[Problems of world outlook and methodology of science integration in biological studies].

PubMed

Khododova, Iu D

1981-01-01

Problems of worldoutlook and methodology of the natural-science knowledge are considered basing on the analysis of tendencies in the development of the membrane theory of cell processes and the use of principles of biological membrane functioning when solving some scientific and applied problems pertaining to different branches of chemistry and biology. The notion scientific knowledge integration is defined as interpenetration of approaches, methods and ideas of different branches of knowledge and enrichment on this basis of their content resulting in knowledge augmentation in each field taken separately. These processes are accompanied by appearance of new branches of knowledge - sciences "on junction" and their subsequent differentiations. The analysis of some gnoseological situations shows that integration of sciences contributes to coordination and some agreement of thinking styles of different specialists, puts forward keen personality of a scientist demanding, in particular, his high professional mobility. Problems of scientific activity organization are considered, which involve social sciences into the integration processes. The role of philosophy in the integration processes is emphasized.

Exploring how students think: a new method combining think-aloud and concept mapping protocols.

PubMed

Pottier, Pierre; Hardouin, Jean-Benoit; Hodges, Brian D; Pistorius, Marc-Antoine; Connault, Jérome; Durant, Cécile; Clairand, Renaud; Sebille, Véronique; Barrier, Jacques-Henri; Planchon, Bernard

2010-09-01

A key element of medical competence is problem solving. Previous work has shown that doctors use inductive reasoning to progress from facts to hypotheses and deductive reasoning to move from hypotheses to the gathering of confirmatory information. No individual assessment method has been designed to quantify the use of inductive and deductive procedures within clinical reasoning. The aim of this study was to explore the feasibility and reliability of a new method which allows for the rapid identification of the style (inductive or deductive) of clinical reasoning in medical students and experts. The study included four groups of four participants. These comprised groups of medical students in Years 3, 4 and 5 and a group of specialists in internal medicine, all at a medical school with a 6-year curriculum in France. Participants were asked to solve four clinical problems by thinking aloud. The thinking expressed aloud was immediately transcribed into concept maps by one or two 'writers' trained to distinguish inductive and deductive links. Reliability was assessed by estimating the inter-writer correlation. The calculated rate of inductive reasoning, the richness score and the rate of exhaustiveness of reasoning were compared according to the level of expertise of the individual and the type of clinical problem. The total number of maps drawn amounted to 32 for students in Year 4, 32 for students in Year 5, 16 for students in Year 3 and 16 for experts. A positive correlation was found between writers (R = 0.66-0.93). Richness scores and rates of exhaustiveness of reasoning did not differ according to expertise level. The rate of inductive reasoning varied as expected according to the nature of the clinical problem and was lower in experts (41% versus 67%). This new method showed good reliability and may be a promising tool for the assessment of medical problem-solving skills, giving teachers a means of diagnosing how their students think when they are confronted with clinical problems.

Remembering the past and imagining the future: Identifying and enhancing the contribution of episodic memory

PubMed Central

Schacter, Daniel L; Madore, Kevin P

2016-01-01

Recent studies have shown that imagining or simulating future events relies on many of the same cognitive and neural processes as remembering past events. According to the constructive episodic simulation hypothesis (Schacter and Addis, 2007), such overlap indicates that both remembered past and imagined future events rely heavily on episodic memory: future simulations are built on retrieved details of specific past experiences that are recombined into novel events. An alternative possibility is that commonalities between remembering and imagining reflect the influence of more general, non-episodic factors such as narrative style or communicative goals that shape the expression of both memory and imagination. We consider recent studies that distinguish the contributions of episodic and non-episodic processes in remembering the past and imagining the future by using an episodic specificity induction – brief training in recollecting the details of a past experience – and also extend this approach to the domains of problem solving and creative thinking. We conclude by suggesting that the specificity induction may target a process of scene construction that contributes to episodic memory as well as to imagination, problem solving, and creative thinking. PMID:28163775

Dispositional optimism and coping strategies in patients with a kidney transplant.

PubMed

Costa-Requena, Gemma; Cantarell-Aixendri, M Carmen; Parramon-Puig, Gemma; Serón-Micas, Daniel

2014-01-01

 Dispositional optimism is a personal resource that determines the coping style and adaptive response to chronic diseases. The aim of this study was to assess the correlations between dispositional optimism and coping strategies in patients with recent kidney transplantation and evaluate the differences in the use of coping strategies in accordance with the level of dispositional optimism.  Patients who were hospitalised in the nephrology department were selected consecutively after kidney transplantation was performed. The evaluation instruments were the Life Orientation Test-Revised, and the Coping Strategies Inventory. The data were analysed with central tendency measures, correlation analyses and means were compared using Student’s t-test.   66 patients with a kidney transplant participated in the study. The coping styles that characterised patients with a recent kidney transplantation were Social withdrawal and Problem avoidance. Correlations between dispositional optimism and coping strategies were significant in a positive direction in Problem-solving (p<.05) and Cognitive restructuring (p<.01), and inversely with Self-criticism (p<.05). Differences in dispositional optimism created significant differences in the Self-Criticism dimension (t=2.58; p<.01).  Dispositional optimism scores provide differences in coping responses after kidney transplantation. Moreover, coping strategies may influence the patient’s perception of emotional wellbeing after kidney transplantation.

Teaching/learning styles, performance, and students' teaching evaluation in S/T/E/S-focused science teacher education: A quasiquantitative probe of a case study

NASA Astrophysics Data System (ADS)

Toller, Uri

In response to the new needs for S/T/E/S-literate science teachers, an S/T/E/S-oriented ISMMC-IEE combination model of instruction was implemented in two specially designed undergraduate courses and one graduate course within college science teacher training programs. These three courses served as case studies for class-based, quasiquantitative pilot investigation aimed at gaining a deeper insight into some of the issues involved in the implementation in college of nontraditional, open-ended, problem-solving-oriented teaching strategies which are in dissonance with the cognitive or affective styles and functional paradigms of most students. This probe into the dissonance issue revealed that prospective teachers are capable of handling the new instructional model and do gain in their higher-level cognitive learning. However, undergraduates perceive these courses to be either difficult or not in accord with their needs, and their appreciation of the instructional techniques and style employed is different from that of graduate students accordingly. The current study suggests that although the ISMMC-IEE model is useful in S/T/E/S-oriented courses in science teacher training programs, special attention to the implementation stage is required to close the gap between students' and S/T/E/S educators' functional paradigms.

Adolescent Defense Style as Correlate of Problem Behavior.

PubMed

Huemer, Julia; Shaw, Richard J; Prunas, Antonio; Hall, Rebecca; Gross, James; Steiner, Hans

2015-09-01

Adolescent problem behaviors are often the visible results of intrapsychic distress. Defensive reactions are the unconscious means of managing intrapsychic distress. This cross-sectional study examines the strength of defensive style as measured by self-report on the Response Evaluation Measure (REM-71) relative to age, sex, and SES, as a correlate of internalizing and externalizing problem behaviors, as assessed by the Youth Self Report (YSR). A sample of 1,487 students from two suburban high schools completed self-report measures of defense style, self-esteem, and internalizing and externalizing problem behaviors. Demographic variables (age, sex, and SES) were included as covariates. Mature and immature defense style correlated as expected with problem behaviors. Demographic variables contributed minimally to the variance in the outcome variable. Defense style, as assessed by the REM-71, is a significant correlate of clinically elevated internalizing and externalizing problem behaviors in youth as in adults. This study adds to the convergent validity of the REM-71.

Children's perceptions of dissimilarity in parenting styles are associated with internalizing and externalizing behavior.

PubMed

Berkien, Myra; Louwerse, Anneke; Verhulst, Frank; van der Ende, Jan

2012-02-01

The purpose of this study was to examine the relationship between children's perception of dissimilarity in parenting styles, and internalizing and externalizing problems in children. Children from the general population (n = 658) reported on the level of emotional warmth, rejection, and overprotection of both parents by filling out the child version of the Egna Minnen Beträffande Uppfostran (EMBU-C) and mothers completed the child behavior checklist (CBCL). Intraclass correlations were computed as measures of dissimilarity between parenting styles of mothers and fathers. Children's perceived dissimilarity in parental emotional warmth is associated with internalizing and externalizing problems (β = 0.092, p < 0.05; β = 0.091, p < 0.05). Perceived dissimilarity between parents' overprotection is associated with externalizing problems (β = 0.097, p < 0.05). Perceived dissimilarity between parenting styles is associated with externalizing and internalizing problems, over and above the effects of the level of the parenting styles. The results highlight the negative consequences of perceived dissimilarity between parents. To conclude, children have more internalizing and externalizing problems when they perceive their parents as more dissimilar in parenting styles.

Metacognition moderates the relationship of disturbances in attachment with severity of borderline personality disorder among persons in treatment of substance use disorders.

PubMed

Outcalt, Jared; Dimaggio, Giancarlo; Popolo, Raffaele; Buck, Kelly; Chaudoin-Patzoldt, Kelly A; Kukla, Marina; Olesek, Kyle L; Lysaker, Paul H

2016-01-01

Borderline personality disorder traits have been observed to be linked with both insecure attachment styles as well as deficits in mentalizing and metacognition. Less is known, however, about how attachment style does or does not interact with deficits in mentalizing and metacognition to create, sustain, or influence levels of borderline personality disorder traits. In this study, we examined the hypothesis that metacognitive mastery, which is the ability to use knowledge about mental states of self and others to cope with distress and solve social problems, moderates the relationship of anxious attachment style with the severity of borderline personality disorder traits. Concurrent assessments were gathered of metacognitive mastery using the Metacognitive Assessment Scale Abbreviated, anxious attachment style using the Experiences of in Close Relationships Scale, and borderline personality disorder traits using the Structured Clinical Interview for DSM-IV Axis II Disorders. Participants were 59 adults in an early phase of recovery from substance use disorders in a residential setting. Multiple regression revealed that metacognitive mastery moderated the relationship of anxious attachment style with the number of borderline personality disorder traits. A median split of the anxious attachment and metacognitive mastery scores was performed yielding 4 groups. An analysis of covariance revealed that participants with higher levels of anxious attachment and poorer metacognitive mastery had more borderline personality disorder traits did than the other groups after controlling for levels of psychopathology. Insecure attachment may be associated with higher number of borderline personality disorder traits in the presence of deficits in metacognitive mastery. Patients with substance use and borderline personality disorder traits may benefit from treatment which addresses metacognitive mastery. Published by Elsevier Inc.

Parental psychopathology, parenting styles, and the risk of social phobia in offspring: a prospective-longitudinal community study.

PubMed

Lieb, R; Wittchen, H U; Höfler, M; Fuetsch, M; Stein, M B; Merikangas, K R

2000-09-01

This article examines the associations between DSM-IV social phobia and parental psychopathology, parenting style, and characteristics of family functioning in a representative community sample of adolescents. Findings are based on baseline and first follow-up data of 1047 adolescents aged 14 to 17 years at baseline (response rate, 74.3%), and independent diagnostic interviews with one of their parents. Diagnostic assessments in parents and adolescents were based on the DSM-IV algorithms of the Munich-Composite International Diagnostic Interview. Parenting style (rejection, emotional warmth, and overprotection) was assessed by the Questionnaire of Recalled Parental Rearing Behavior, and family functioning (problem solving, communication, roles, affective responsiveness, affective involvement, and behavioral control) was assessed by the McMaster Family Assessment Device. There was a strong association between parental social phobia and social phobia among offspring (odds ratio [OR], 4.7; 95% confidence interval [CI], 1.6-13.5). Other forms of parental psychopathology also were associated with social phobia in adolescents (depression: OR, 3.6; 95% CI, 1.4-9.1; any anxiety disorder other than social phobia: OR, 3.5; 95% CI, 1.4-8.8; and any alcohol use disorder: OR, 3.0; 95% CI, 1.1-7.8). Parenting style, specifically parental overprotection (OR, 1.4; 95% CI, 1.0-1.9) and rejection (OR, 1.4; 95% CI, 1.1-1.9), was found to be associated with social phobia in respondents. Family functioning was not associated with respondents' social phobia. Data suggest that parental psychopathology, particularly social phobia and depression, and perceived parenting style (overprotection and rejection) are both associated with the development of social phobia in youth.

[Adaptation and psychometric proprieties study for the Portuguese version of the Adolescent Coping Scale - Escala de Coping para Adolescentes].

PubMed

Guerreiro, Diogo Frasquilho; Cruz, Diana; Figueira, Maria Luísa; Sampaio, Daniel

2014-01-01

Coping is a psychological process that prompts the individual to adapt to stressful situations. The Adolescent Coping Scale is a widely used research and clinical tool. This study aimed to develop a Portuguese version of the Adolescent Coping Scale and to analyze the strategies and coping styles of young people in our sample. An anonymous questionnaire comprising the Adolescent Coping Scale was submitted and replied by 1 713 students (56% female, from 12 to 20 years, average age 16) The validity study of the scale included: principal component and reliability analysis; confirmatory analysis using structural equation modelling Subsequently, a gender comparison of both the strategies and the coping styles was conducted through independent samples t tests. The final structure of the Adolescent Coping Scale adaptation retained 70 items assessing 16 coping strategies grouped into three major styles. The scales showed good internal consistency (Cronbach alpha values between 0.63. and 0.86, with the exception of one dimension that as shown a value of 0.55) and the confirmatory model showed a good fit (goodness of fit index values between 0.94 e 0.96). Two coping strategies were eliminated on statistical grounds (insufficient saturations of items in the corresponding dimensions). We found that the style of coping focused on problem solving is the most used by youths from our sample, in both sexes. Females had higher mean values in non-productive coping style and reference to others. This adapted version has high similarity with the original scale, with expectable minor changes, given that coping is influenced by cultural, geographical and socio-economic variables. The present study represents an important part of the validation protocol Portuguese Adolescent Coping Scale, including its linguistic adaptation and its internal consistency and factor structure studies.

Lack of interaction between sensing-intuitive learning styles and problem-first versus information-first instruction: a randomized crossover trial.

PubMed

Cook, David A; Thompson, Warren G; Thomas, Kris G; Thomas, Matthew R

2009-03-01

Adaptation to learning styles has been proposed to enhance learning. We hypothesized that learners with sensing learning style would perform better using a problem-first instructional method while intuitive learners would do better using an information-first method. Randomized, controlled, crossover trial. Resident ambulatory clinics. 123 internal medicine residents. Four Web-based modules in ambulatory internal medicine were developed in both "didactic" (information first, followed by patient problem and questions) and "problem" (case and questions first, followed by information) format. Knowledge posttest, format preference, learning style (Index of Learning Styles). Knowledge scores were similar between the didactic (mean +/- standard error, 83.0 +/- 0.8) and problem (82.3 +/- 0.8) formats (p = .42; 95% confidence interval [CI] for difference, -2.3 to 0.9). There was no difference between formats in regression slopes of knowledge scores on sensing-intuitive scores (p = .63) or in analysis of knowledge scores by styles classification (sensing 82.5 +/- 1.0, intermediate 83.7 +/- 1.2, intuitive 81.0 +/- 1.5; p = .37 for main effect, p = .59 for interaction with format). Format preference was neutral (3.2 +/- 0.2 [1 strongly prefers didactic, 6 strongly prefers problem], p = .12), and there was no association between learning styles and preference (p = .44). Formats were similar in time to complete modules (43.7 +/- 2.2 vs 43.2 +/- 2.2 minutes, p = .72). Starting instruction with a problem (versus employing problems later on) may not improve learning outcomes. Sensing and intuitive learners perform similarly following problem-first and didactic-first instruction. Results may apply to other instructional media.

Students' Understandings of Gravity in an Orbiting Space-Ship

NASA Astrophysics Data System (ADS)

Sharma, Manjula D.; Millar, Rosemary M.; Smith, Andrew; Sefton, Ian M.

2004-06-01

We report on an investigation of students' ideas about gravity after a semester of instruction in physics at university. There are two aspects to the study which was concerned with students' answers to a carefully designed qualitative examination question on gravity. The first aspect is a classification of the answers and a comparative study of the ways the problem was tackled by two large groups of students who had different backgrounds in physics and were exposed to different teaching styles. The second aspect is to investigate how students link concepts to solve the problem. We used a phenomenographic analysis of student responses to extract patterns of reasoning and alternative conceptions behind the solutions. We found no differences between the classes of answers given by students in the two courses. Our analysis also identifies a hierarchy in the complexity of the hypothetical reasoning pathways, which we interpret as reflecting the ways in which students may link concepts and resolve conflicts as they solve the problem. The hypothetical reasoning pathways may help educators to develop instructional material or lecture room dialogue in order to tease out key issues. An unexpected finding is that there is a discrepancy between our conclusion that the two groups of answers are similar and the distribution of marks awarded by the examiner - which implies that the quality of the answers is different for the two groups.

Neighborhood characteristics, parenting styles, and children's behavioral problems in Chinese American immigrant families.

PubMed

Lee, Erica H; Zhou, Qing; Ly, Jennifer; Main, Alexandra; Tao, Annie; Chen, Stephen H

2014-04-01

Using data from a socioeconomically diverse sample of Chinese American children (n = 258, aged 6-9 years) in immigrant families, we examined the concurrent relations among neighborhood economic disadvantage and concentration of Asian residents, parenting styles, and Chinese American children's externalizing and internalizing problems. Neighborhood characteristics were measured with 2000 U.S. Census tract-level data, parents (mostly mothers) rated their own parenting styles, and parents and teachers rated children's behavioral problems. Path analysis was conducted to test two hypotheses: (a) parenting styles mediate the relations between neighborhood characteristics and children's behavioral problems, and (b) children's behavioral problems mediate the relations between neighborhood and parenting styles. We found that neighborhood Asian concentration was positively associated with authoritarian parenting, which in turn was associated with Chinese American children's higher externalizing and internalizing problems (by parents' reports). In addition, neighborhood economic disadvantage was positively related to children's externalizing problems (by parents' reports), which in turn predicted lower authoritative parenting. The current results suggest the need to consider multiple pathways in the relations among neighborhood, family, and child adjustment, and they have implications for the prevention and intervention of behavioral problems in Chinese American children.

Determinants of Effective Caregiver Communication After Adolescent Traumatic Brain Injury

PubMed Central

Hobart-Porter, Laura; Wade, Shari; Minich, Nori; Kirkwood, Michael; Stancin, Terry; Taylor, Hudson Gerry

2017-01-01

Objective To characterize the effects of caregiver mental health and coping strategies on interactions with an injured adolescent acutely after traumatic brain injury (TBI). Design Multi-site, cross-sectional study. Setting Outpatient setting of 3 tertiary pediatric hospitals and 2 tertiary general medical centers. Participants Adolescents (N = 125) aged 12–17 years, 1–6 months after being hospitalized with complicated mild to severe TBI. Methods Data were collected as part of a multi-site clinical trial of family problem-solving therapy after TBI. Multiple regression analyses were used to examine the relationship of caregiver and environmental characteristics to the dimensions of effective communication, warmth, and negativity during caregiver-adolescent problem-solving discussions. Main Outcomes Measures Adolescent and caregiver interactions, as measured by the Iowa Family Interaction Rating Scales. Results Caregivers who utilized problem-focused coping strategies were rated as having higher levels of effective communication (P <.01), as were those with higher socioeconomic status (P <.01). Problem-focused coping style and higher socioeconomic status were also associated lower levels of negative interactions (P < .01 and P < .05, respectively). Female gender of the adolescent and fewer children in the home were associated with increased parental warmth during the interaction (P < .01 and P < .05, respectively). Neither adolescent TBI severity nor caregiver depression significantly influenced caregiver-teen interactions. Conclusions Problem-focused coping strategies are associated with higher levels of effective communication and lower levels of caregiver negativity during the initial months after adolescent TBI, suggesting that effective caregiver coping may facilitate better caregiver-adolescent interactions after TBI. PMID:25687111

Determinants of Effective Caregiver Communication After Adolescent Traumatic Brain Injury.

PubMed

Hobart-Porter, Laura; Wade, Shari; Minich, Nori; Kirkwood, Michael; Stancin, Terry; Taylor, Hudson Gerry

2015-08-01

To characterize the effects of caregiver mental health and coping strategies on interactions with an injured adolescent acutely after traumatic brain injury (TBI). Multi-site, cross-sectional study. Outpatient setting of 3 tertiary pediatric hospitals and 2 tertiary general medical centers. Adolescents (N = 125) aged 12-17 years, 1-6 months after being hospitalized with complicated mild to severe TBI. Data were collected as part of a multi-site clinical trial of family problem-solving therapy after TBI. Multiple regression analyses were used to examine the relationship of caregiver and environmental characteristics to the dimensions of effective communication, warmth, and negativity during caregiver-adolescent problem-solving discussions. Adolescent and caregiver interactions, as measured by the Iowa Family Interaction Rating Scales. Caregivers who utilized problem-focused coping strategies were rated as having higher levels of effective communication (P < .01), as were those with higher socioeconomic status (P < .01). Problem-focused coping style and higher socioeconomic status were also associated lower levels of negative interactions (P < .01 and P < .05, respectively). Female gender of the adolescent and fewer children in the home were associated with increased parental warmth during the interaction (P < .01 and P < .05, respectively). Neither adolescent TBI severity nor caregiver depression significantly influenced caregiver-teen interactions. Problem-focused coping strategies are associated with higher levels of effective communication and lower levels of caregiver negativity during the initial months after adolescent TBI, suggesting that effective caregiver coping may facilitate better caregiver-adolescent interactions after TBI. Copyright © 2015 American Academy of Physical Medicine and Rehabilitation. Published by Elsevier Inc. All rights reserved.

Early Childhood Environmental Education in Tropical and Coastal Areas: A Meta-Analysis

NASA Astrophysics Data System (ADS)

Sawitri, D. R.

2017-02-01

Early childhood years are the period of the greatest and most significant developments in ones’ life, and are generally regarded as the basis upon which the rest of their life is constructed. However, these early years are those that traditionally have received the least attention from environmental education. This paper was aimed to summarize several day-to-day activities that can be conducted to educate children in their early years about environment. Environmental education is an educational process that deals with the human interrelationships with the environment, and that uses an interdisciplinary problem solving approach with value clarification. Environmental education is aimed at producing a community that is knowledgeable about the biophysical environment and its associated problems, aware of how to solve these problems, and enthusiastic to work toward their solution. It highlights the progress of knowledge, understanding, attitudes, skills, and commitment for environmental problems and considerations. Further, environmental education can help children expand their ecological worldview, promote active care to the environment, and explain the relationship between modern life style and current environmental problems. Several types of environmental education have been identified from the literature, such as outdoor activities in natural outdoor setting, school gardening, play-based learning, and drawing activities. Each of these activities has its own characteristics and effects on children’s environmental-related attitudes and behaviors. Through these activities, the unique characteristics of tropical and coastal areas can potentially be used to facilitate children to learn about nature and environment. Recommendations for childhood education practitioners and future researchers are discussed.

Convergence and rate analysis of neural networks for sparse approximation.

PubMed

Balavoine, Aurèle; Romberg, Justin; Rozell, Christopher J

2012-09-01

We present an analysis of the Locally Competitive Algorithm (LCA), which is a Hopfield-style neural network that efficiently solves sparse approximation problems (e.g., approximating a vector from a dictionary using just a few nonzero coefficients). This class of problems plays a significant role in both theories of neural coding and applications in signal processing. However, the LCA lacks analysis of its convergence properties, and previous results on neural networks for nonsmooth optimization do not apply to the specifics of the LCA architecture. We show that the LCA has desirable convergence properties, such as stability and global convergence to the optimum of the objective function when it is unique. Under some mild conditions, the support of the solution is also proven to be reached in finite time. Furthermore, some restrictions on the problem specifics allow us to characterize the convergence rate of the system by showing that the LCA converges exponentially fast with an analytically bounded convergence rate. We support our analysis with several illustrative simulations.

The Effect of Learning Style Awareness, Strategies, and Classroom Type on Grades (Achievement) in High School Algebra II

ERIC Educational Resources Information Center

Adduci, Stacy B.

2017-01-01

Improving the nation's math prowess and preparing the youth to be college or career ready, may need to be solved by a culmination of theories from different perspectives. As the controversial meshing hypothesis contends that teachers should present information according to each students' learning styles; this can be extremely difficult in a…

Learning characteristics of veterinary technology students in a distance-education and an on-campus program.

PubMed

Varnhagen, Connie K; Wright, David L

2008-01-01

Distance-education programs have the potential to greatly increase the number of veterinary technicians. The demographic characteristics, readiness for independent and online learning, learning styles, and academic locus of control of a group of distance-education and on-campus veterinary technology students were examined. Distance-education students preferred independent learning and were more internally motivated to learn. Distance-education students with greater degrees of independence and internal motivation participated more fully, were more satisfied with their learning, and achieved higher grades. Students who preferred problem solving and active experimentation were particularly successful in distance education. These findings could have important implications for advising students interested in distance-education programs.

Study on Web-Based Tool for Regional Agriculture Industry Structure Optimization Using Ajax

NASA Astrophysics Data System (ADS)

Huang, Xiaodong; Zhu, Yeping

According to the research status of regional agriculture industry structure adjustment information system and the current development of information technology, this paper takes web-based regional agriculture industry structure optimization tool as research target. This paper introduces Ajax technology and related application frameworks to build an auxiliary toolkit of decision support system for agricultural policy maker and economy researcher. The toolkit includes a “one page” style component of regional agriculture industry structure optimization which provides agile arguments setting method that enables applying sensitivity analysis and usage of data and comparative advantage analysis result, and a component that can solve the linear programming model and its dual problem by simplex method.

Evaluation of a quarterwave stub antenna for TIROS satellite application

NASA Astrophysics Data System (ADS)

Stogner, L. B.

1980-06-01

The TIROS-N quarterwave stub antenna communicated accurate position locations during low power level operations based on data processed by the Local User's Terminal (LUT) and Service ARGOS. This style of antenna is the marine mammal transmitter package. The antenna gain and radiation pattern and vertical polarization enhance the applicability. However, for marine mammal transmitter applications, a spring at the base of the antenna is required to provide flexibility and protection to the animal and the antenna must serve as a seawater sensor requiring it to be insulated from the seawater environment except at the sensory location. These problems appear solved for the NIMBUS system, and the TIROS system will be designed accordingly.

Parenting styles and child behavior in African American families of preschool children.

PubMed

Querido, Jane G; Warner, Tamara D; Eyberg, Sheila M

2002-06-01

Examined the relations between parenting styles and child behavior problems in African American preschool children. Participants were 108 African American female caregivers of 3- to 6-year-old children. Correlational analysis showed that parent-reported child behavior problems were associated with maternal education, family income, and parents' endorsement of authoritative parenting, authoritarian parenting, and permissive parenting. Hierarchical regression analysis showed that the authoritative parenting style was most predictive of fewer child behavior problems. These results are consistent with previous findings with European American families and provide strong support for the cross-cultural validity of the authoritative parenting style.

The learning styles of orthopedic residents, faculty, and applicants at an academic program.

PubMed

Richard, Raveesh Daniel; Deegan, Brian Francis; Klena, Joel Christian

2014-01-01

To train surgeons effectively, it is important to understand how they are learning. The Kolb Learning Style Inventory (LSI) is based on the theory of experiential learning, which divides the learning cycle into 4 stages: active experimentation (AE), abstract conceptualization (AC), concrete experience, and reflective observation. The purpose of this investigation was to assess the learning styles of orthopedic residents, faculty, and applicants at an east-coast residency program. A total of 90 Kolb LSI, Version 3.1 surveys, and demographic questionnaires were distributed to all residency applicants, residents, and faculty at an academic program. Data collected included age, sex, type of medical school (MD or DO), foreign medical graduate status, and either year since college graduation, postgraduate year level (residents only), or years since completion of residency (faculty only). Seventy-one completed Kolb LSI surveys (14 residents, 14 faculty members, and 43 applicants) were recorded and analyzed for statistical significance. The most prevalent learning style among all participants was converging (53.5%), followed by accommodating (18.3%), diverging (18.3%), and assimilating (9.9%) (p = 0.13). The applicant and resident groups demonstrated a high tendency toward AE followed by AC. The faculty group demonstrated a high tendency toward AC followed by AE. None of the 24 subjects who were 26 years or under had assimilating learning styles, in significant contrast to the 12% of 27- to 30-year-olds and 18% of 31 and older group (p < 0.01). The majority of applicants, residents, and faculty in the orthopedic residency program were "convergers." The converging learning style involves problem solving and decision making, with the practical application of ideas and the use of hypothetical-deductive reasoning. Learning through AE decreased with age, whereas learning through AC increased. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

[Options for stress management in obesity treatment].

PubMed

Czeglédi, Edit

2016-02-14

Overeating and physical inactivity are of great importance in the etiology of obesity. Psychological factors are often found in the background of life style. Chronic stress can contribute to physical inactivity and behaviors that hinder the keeping of a diet (e.g., irregular eating pattern, emotional eating). Results of randomized controlled trials show that relaxation can reduce emotional eating, improve cognitive restraint, and thereby reduce weight. However, stress management is more than relaxation. It consists of adaptive emotion-focused and problem-focused coping strategies and skills to improve relationships. Deflection skills may help in replacing emotional eating with other behaviors. Cognitive restructuring, saying no, and problem solving help to prevent or manage conflicts and difficulties otherwise would result in overeating due to distress. Developing stress management skills may result in greater compliance with the treatment. The techniques presented in the study can be easily applied by general practitioners or specialists, and provide tools for optimizing obesity treatment.

Fostering collaboration in the medical practice: twenty-five tips.

PubMed

Hills, Laura

2013-01-01

It's a given that collaboration is an important aspect of medical practice management. But achieving genuine collaboration among the members of your medical practice team may not be as simple as it seems. This article suggests 25 practical strategies for medical practice employees and their managers to help them create and foster collaboration in their medical practices. Tips for collaborative goal setting, communication, ground rules, task delineation, sustainability, problem solving, and anticipating and handling problems are all described. In addition, this article offers a four-step strategy for dealing with a domineering collaborator and a five-step strategy for dealing with a collaboration slacker. This article also includes a 20-question self-quiz to help you and your employees evaluate your collaborative work style. Finally, this article describes 10 common collaboration pitfalls and the strategies you and your staff can use to avoid falling victim to them.

Chinese teachers' use of humour in coping with stress.

PubMed

Wu, Joseph; Chan, Raymond M C

2013-01-01

The purpose of this study was to examine the mentality of Chinese teachers regarding their use of humour in coping with stress. Specifically, the study investigated their frequency of use of humour in coping with stress as compared to other coping styles and their perceptions about the relationship of humour with other coping styles. Data were collected from a sample of 789 Chinese teachers holding teaching posts at local Hong Kong secondary schools. Based on responses made to the COPE questionnaire, there was evidence that Chinese teachers had a lower frequency of use of humour as compared to other coping styles. As suggested by the results of a factor analysis, there was a perception among Chinese teachers that the use of humour was related more closely to escaping and/or avoidance as coping strategies, but more differentiable from problem-focused/task-oriented and emotional/social coping. It is interesting to find that the results of our study echoed those of a previous crosscultural comparison between Chinese and Canadian university students, in which the Chinese university students reported less use of humour in coping with stress than did their Canadian counterparts. These results have provided some empirical support for the notion that "humor has been traditionally given little respect in Chinese culture mainly due to the Confucian emphasis on keeping proper manners in social interactions" (Yue, 2010, p. 403). As teachers in Chinese societies are regarded as persons who are full of wisdom and capable of problem-solving, it is expected that they should act as role models to their students. These social expectations on Chinese teachers could further mould their perceptions on the use of humour in coping with stress.

Gambling related cognitions mediate the association between thinking style and problem gambling severity.

PubMed

Emond, Melissa S; Marmurek, Harvey H C

2010-06-01

This study examined the associations among thinking style (rational versus experiential), gambling related cognitions, and problem gambling severity. The participants were 70 female and 41 male regular gamblers who completed the Gambling Related Cognitions Scale (Raylu and Oei, Addiction 99:757-769, 2004), the Rational-Experiential Inventory (Pacini and Epstien, J Pers Soc Psychol 76(6):972-987, 1999), and the Problem Gambling Severity Index (Ferris and Wynne, The Canadian problem and gambling index: final report. Canadian Centre on Substance Abuse, Ottawa, 2001). Rational thinking was negatively related to problem gambling severity. Gambling related biases increased with problem gambling severity but the strength of those biases was dampened by rational thought. The patterns by which gambling related cognition mediated the association between thinking style and gambling severity suggest that therapeutic interventions may benefit from a consideration of a gambler's thinking style.

[Styles of conflict management among nurses. Instrument validation].

PubMed

Francisco, M T; Clos, A C; dos Santos, I; Larrubia, E de O

1997-01-01

The present study has as an object the modalities of conflict administration adopted by nurses in professional praxis. Considering the Management Grid Theory (BLAKE & MOUNTON, 1978), the conflict can be solved in different levels of quality or even, not solved, influenced by the manager behavior model. It is intended to identify nurses managing styles in conflict administration, analyzing their interactions. A questionnaire composed with 25 items, in its majority of popular adagios which express the five basic models of the Management Grid, has been tested. The research was run at the Rio de Janeiro State University Pedro Ernesto University Hospital from June, 1996 to August, 1997, and descriptive method and check-list schedule type functional analysis technique have been used. The factorial analysis of items has showed an occurrence of eight interdependent factors which designing the following styles that have been adopted by nurses: confrontation, negotiation, facing, conciliation, manipulation, acceptance, submission and withdrawing. The authors recommend data collect instrument revalidation.

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.

Safety in numbers 3: Authenticity, Building knowledge & skills and Competency development & assessment: the ABC of safe medication dosage calculation problem-solving pedagogy.

PubMed

Weeks, Keith W; Meriel Hutton, B; Coben, Diana; Clochesy, John M; Pontin, David

2013-03-01

When designing learning and assessment environments it is essential to articulate the underpinning education philosophy, theory, model and learning style support mechanisms that inform their structure and content. We elaborate on original PhD research that articulates the design rationale of authentic medication dosage calculation problem-solving (MDC-PS) learning and diagnostic assessment environments. These environments embody the principles of authenticity, building knowledge and skills and competency assessment and are designed to support development of competence and bridging of the theory-practice gap. Authentic learning and diagnostic assessment environments capture the features and expert practices that are located in real world practice cultures and recreate them in authentic virtual clinical environments. We explore how this provides students with a safe virtual authentic environment to actively experience, practice and undertake MDC-PS learning and assessment activities. We argue that this is integral to the construction and diagnostic assessment of schemata validity (mental constructions and frameworks that are an individual's internal representation of their world), bridging of the theory-practice gap and cognitive and functional competence development. We illustrate these principles through the underpinning pedagogical design of two online virtual authentic learning and diagnostic assessment environments (safeMedicate and eDose™). Copyright © 2012. Published by Elsevier Ltd.

Can Architecture Design Solve Social Problem?

NASA Astrophysics Data System (ADS)

Ginting, S. W.; TSB Darjosanjoto, E.; Sulistyarso, H.

2017-03-01

Most of architects and urban designers believe physical design gives impact on our social life. For example, a sign or landmark in the middle of a city makes people find orientation easier. In vice verse, most of social scientists believe it is social dynamic that plays role in shaping our space. How people spend their time moving from real space into cyber space is a proof that life style and IT give impact to space usage. This paper argues that interaction between physical design and social change is a two ways process. Both design aspect and social dynamic influence each other. This paper aims to examine how designing of gated community plays important role in increasing or decreasing segregation, both spatially and socially. The paper explores some architectural design principles applied in a gated community called CitraLand in west Surabaya, Indonesia, and addresses segregation between CitraLanders and outside kampung. We find CitraLand is designed openly and fully accessible for outsiders. It provides public spaces and several accessible gates and streets without walls and fences making all places inside and outside CitraLand spatially integrated. What’s interesting is it still reinforces social segregation due to its policy on prohibiting using the public park. We believe CitraLand’s planning and designing has successfully solved segregation problem spatially not socially.

ExSTraCS 2.0: Description and Evaluation of a Scalable Learning Classifier System.

PubMed

Urbanowicz, Ryan J; Moore, Jason H

2015-09-01

Algorithmic scalability is a major concern for any machine learning strategy in this age of 'big data'. A large number of potentially predictive attributes is emblematic of problems in bioinformatics, genetic epidemiology, and many other fields. Previously, ExS-TraCS was introduced as an extended Michigan-style supervised learning classifier system that combined a set of powerful heuristics to successfully tackle the challenges of classification, prediction, and knowledge discovery in complex, noisy, and heterogeneous problem domains. While Michigan-style learning classifier systems are powerful and flexible learners, they are not considered to be particularly scalable. For the first time, this paper presents a complete description of the ExS-TraCS algorithm and introduces an effective strategy to dramatically improve learning classifier system scalability. ExSTraCS 2.0 addresses scalability with (1) a rule specificity limit, (2) new approaches to expert knowledge guided covering and mutation mechanisms, and (3) the implementation and utilization of the TuRF algorithm for improving the quality of expert knowledge discovery in larger datasets. Performance over a complex spectrum of simulated genetic datasets demonstrated that these new mechanisms dramatically improve nearly every performance metric on datasets with 20 attributes and made it possible for ExSTraCS to reliably scale up to perform on related 200 and 2000-attribute datasets. ExSTraCS 2.0 was also able to reliably solve the 6, 11, 20, 37, 70, and 135 multiplexer problems, and did so in similar or fewer learning iterations than previously reported, with smaller finite training sets, and without using building blocks discovered from simpler multiplexer problems. Furthermore, ExS-TraCS usability was made simpler through the elimination of previously critical run parameters.

Coping strategies, alexithymia and anxiety in young patients with food allergy.

PubMed

Polloni, L; DunnGalvin, A; Ferruzza, E; Bonaguro, R; Lazzarotto, F; Toniolo, A; Celegato, N; Muraro, A

2017-07-01

Food allergy is major public health concern affecting nearly 15 million Americans and 80 million Europeans. Risk of anaphylaxis and implications for social activities affect patients' quality of life and psychological well-being. We previously found that young patients reported higher levels of alexithymia (difficulty in recognizing and expressing emotions) compared with healthy peers and may influence affect, management style and clinical outcomes. This study aimed to explore links between coping strategies, alexithymia and anxiety among food-allergic adolescents and young adults. Ninety-two patients with IgE-mediated food allergy (mean age 18.6 years) completed Coping Orientation to Problems Experienced Inventory, Toronto Alexithymia Scale and Trait Anxiety subscale of State-Trait Anxiety Inventory. Multivariate analyses of variance assessed differences and associations between subgroups on the scales. Significant differences found between alexithymia levels in coping style were explained by Avoidance strategies. 'Avoidance' had the highest contribution in explaining alexithymia, followed by trait anxiety, age, anaphylaxis and social support. Respondents with higher alexithymia use avoidance as coping strategy over and above other coping strategies such as problem-solving and positive thinking, are younger, will have experienced anaphylaxis and will have lower social support. Recognizing the specific role of affect regulation in health behaviours may constitute an important step in supporting patients to explore more adaptive strategies. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

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…

Socioeconomic status, parenting, and externalizing problems in African American single-mother homes: A person-oriented approach.

PubMed

Anton, Margaret T; Jones, Deborah J; Youngstrom, Eric A

2015-06-01

African American youth, particularly those from single-mother homes, are overrepresented in statistics on externalizing problems. The family is a central context in which to understand externalizing problems; however, reliance on variable-oriented approaches to the study of parenting, which originate from work with intact, middle-income, European American families, may obscure important information regarding variability in parenting styles among African American single mothers, and in turn, variability in youth outcomes as well. The current study demonstrated that within African American single-mother families: (a) a person-, rather than variable-, oriented approach to measuring parenting style may further elucidate variability; (b) socioeconomic status may provide 1 context within which to understanding variability in parenting style; and (c) 1 marker of socioeconomic status, income, and parenting style may each explain variability in youth externalizing problems; however, the interaction between income and parenting style was not significant. Findings have potential implications for better understanding the specific contexts in which externalizing problems may be most likely to occur within this at-risk and underserved group. (c) 2015 APA, all rights reserved).

Socioeconomic Status, Parenting, and Externalizing Problems in African American Single-Mother Homes: A Person-Oriented Approach

PubMed Central

Anton, Margaret T.; Jones, Deborah J.; Youngstrom, Eric A.

2016-01-01

African American youth, particularly those from single-mother homes, are overrepresented in statistics on externalizing problems. The family is a central context in which to understand externalizing problems; however, reliance on variable-oriented approaches to the study of parenting, which originate from work with intact, middle-income, European American families, may obscure important information regarding variability in parenting styles among African American single mothers, and in turn, variability in youth outcomes as well. The current study demonstrated that within African American single-mother families: (a) a person-, rather than variable-, oriented approach to measuring parenting style may further elucidate variability; (b) socioeconomic status may provide 1 context within which to understanding variability in parenting style; and (c) 1 marker of socioeconomic status, income, and parenting style may each explain variability in youth externalizing problems; however, the interaction between income and parenting style was not significant. Findings have potential implications for better understanding the specific contexts in which externalizing problems may be most likely to occur within this at-risk and underserved group. PMID:26053349

Lack of Interaction between Sensing-Intuitive Learning Styles and Problem-First versus Information-First Instruction: A Randomized Crossover Trial

ERIC Educational Resources Information Center

Cook, David A.; Thompson, Warren G.; Thomas, Kris G.; Thomas, Matthew R.

2009-01-01

Background: Adaptation to learning styles has been proposed to enhance learning. Objective: We hypothesized that learners with sensing learning style would perform better using a problem-first instructional method while intuitive learners would do better using an information-first method. Design: Randomized, controlled, crossover trial. Setting:…

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.

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)

Self-consistent quasi-static parallel electric field associated with substorm growth phase

NASA Astrophysics Data System (ADS)

Le Contel, O.; Pellat, R.; Roux, A.

2000-06-01

A new approach is proposed to calculate the self-consistent parallel electric field associated with the response of a plasma to quasi-static electromagnetic perturbations (ωωd<ω and ωd>ω (ωd being the bounce averaged magnetic drift frequency equal to kyvd, where ky is the wave number in the y direction and vd the bounce averaged magnetic drift velocity). The first regime (ωd<ω) corresponds to small particle energy and/or small ky, while the second regime (ωd>ω) is adapted to large energies and/or large ky. In particular, in the limit ωd<ω and |vd|<|uy|, where uy is the diamagnetic velocity proportional to the pressure gradient, we find a parallel electric field proportional to the pressure gradient and directed toward the ionosphere in the dusk sector and toward the equator in the dawn sector. This parallel electric field corresponds to a potential drop of a few hundred volts that can accelerate electrons and produce a differential drift between electrons and ions.

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.

The Relationship Between Subthreshold Autistic Traits, Ambiguous Figure Perception and Divergent Thinking.

PubMed

Best, Catherine; Arora, Shruti; Porter, Fiona; Doherty, Martin

2015-12-01

This research investigates the paradox of creativity in autism. That is, whether people with subclinical autistic traits have cognitive styles conducive to creativity or whether they are disadvantaged by the implied cognitive and behavioural rigidity of the autism phenotype. The relationship between divergent thinking (a cognitive component of creativity), perception of ambiguous figures, and self-reported autistic traits was evaluated in 312 individuals in a non-clinical sample. High levels of autistic traits were significantly associated with lower fluency scores on the divergent thinking tasks. However autistic traits were associated with high numbers of unusual responses on the divergent thinking tasks. Generation of novel ideas is a prerequisite for creative problem solving and may be an adaptive advantage associated with autistic traits.

Cognitive science as an interface between rational and mechanistic explanation.

PubMed

Chater, Nick

2014-04-01

Cognitive science views thought as computation; and computation, by its very nature, can be understood in both rational and mechanistic terms. In rational terms, a computation solves some information processing problem (e.g., mapping sensory information into a description of the external world; parsing a sentence; selecting among a set of possible actions). In mechanistic terms, a computation corresponds to causal chain of events in a physical device (in engineering context, a silicon chip; in biological context, the nervous system). The discipline is thus at the interface between two very different styles of explanation--as the papers in the current special issue well illustrate, it explores the interplay of rational and mechanistic forces. Copyright © 2014 Cognitive Science Society, Inc.

Influence of coping with prostate cancer threat on frequency of digital rectal examinations.

PubMed

Kudadjie-Gyamfi, Elizabeth; Consedine, Nathan S; Ungar, Tracey; Magai, Carol

2008-01-01

To determine the role of personality variables in coping with cancer threat in the receipt of digital rectal examinations among men from 7 ethnic subpopulations composing 3 major ethnic groups. Three hundred eight men were assessed on how often they obtained digital rectal exams and their likelihood of coping with a hypothetical cancer diagnosis. There were ethnic disparities in screening frequency that were not accounted for by demographic/background variables. Coping styles that reflect problem solving, use of social support, and avoidance provided unique and additional variance in understanding these disparities. Cancer researchers and educators must account for heterogeneity within typical major ethnic groups, as well as consider the role of personality variables, as they differentially predict outcomes in ethnic subpopulations.

Impact of Behavioral Inhibition and Parenting Style on Internalizing and Externalizing Problems from Early Childhood through Adolescence

ERIC Educational Resources Information Center

Williams, Lela Rankin; Degnan, Kathryn A.; Perez-Edgar, Koraly E.; Henderson, Heather A.; Rubin, Kenneth H.; Pine, Daniel S.; Steinberg, Laurence; Fox, Nathan A.

2009-01-01

Behavioral inhibition (BI) is characterized by a pattern of extreme social reticence, risk for internalizing behavior problems, and possible protection against externalizing behavior problems. Parenting style may also contribute to these associations between BI and behavior problems (BP). A sample of 113 children was assessed for BI in the…

Why Representations?

ERIC Educational Resources Information Center

Schultz, James E.; Waters, Michael S.

2000-01-01

Discusses representations in the context of solving a system of linear equations. Views representations (concrete, tables, graphs, algebraic, matrices) from perspectives of understanding, technology, generalization, exact versus approximate solution, and learning style. (KHR)

Match the Style of Instruction to the Style of Reading

ERIC Educational Resources Information Center

Carbo, Marie

2009-01-01

Many reading problems are caused by using the wrong teaching methods. This article advocates using a reading style inventory and matching the teaching method to the student's reading style. The author holds copyright to this article. (Contains 3 figures.)

The Relationship of Decision-Making Styles and Attributional Styles in Addicted and Non-addicted Men.

PubMed

Shaghaghy, Farhad; Saffarinia, Majid; Iranpoor, Mohadeseh; Soltanynejad, Ali

2011-01-01

One of social problems which has affected our society and resulted in problems for different groups of people is drug abuse. This issue indicates a serious psychological, physical and social problem in community. Social skills have positive and successful influences in prevention of substance abuse. This includes the ability to explain events correctly and then appropriate decision making. This study compares decision making styles and attributional styles between addicted and non addicted men to recognize their role in addiction. In this study, 200 addicted and non addicted men were randomly selected. Decision-making style and attributional style questionnaires were used. Data analysis was performed by independent Student's t and Pearson correlation tests. The study population included 81 addicted and 90 non-addicted men. Addicted and non addicted men were significantly different in rational decision-making style (P < 0.05). Negative relationship was found between rational decision making and optimistic attribution style (r = -0.305, P < 0.01) and direct relationship was found between rational decision making and learned helplessness (r = 0.309, P < 0.01). Our study showed that addicts are less rational in decision making and addicts that developed learned helplessness were less rational and did not have optimistic attribution style. These issues show that addiction institutions and therapists have to pay attention to cognitive factors for addiction prevention.

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.

Age and Gender Differences in Coping Style across Various Problems: Omani Adolescents' Perspective

ERIC Educational Resources Information Center

Al-Bahrani, Muna; Aldhafri, Said; Alkharusi, Hussain; Kazem, Ali; Alzubiadi, Abdulqawi

2013-01-01

This study examines adolescents' coping styles, with relation to their gender and age and level, of six types of problems. The participants were 1843 adolescents (51.7% female and 48.3% male) from the Sultanate of Oman with a mean age of 15.75. Two scales examining general adaptive and maladaptive coping styles and levels of school, economic,…

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.

The role of parenting in the relationship between childhood eating problems and broader behaviour problems.

PubMed

Blissett, J; Meyer, C; Haycraft, E

2011-09-01

Previous research has established that childhood feeding and eating problems are often related to other behavioural difficulties. Parenting practices have been implicated in both eating behaviour and broader behaviour problems. The aim of this study was to examine whether the relationship between eating and behaviour problems could be explained in part by parenting style and practices. Seventy-seven mothers of 3- to 8-year-old children completed measures of children's eating behaviours, behaviour problems, parenting style and feeding practices. Eating behaviours (food responsiveness, emotional under-eating, fussiness) and behaviour problems (conduct problems, hyperactivity, total difficulties) were significantly correlated, but when parenting style and feeding practices were controlled for, significant associations disappeared. Although the findings are limited because of a relatively low response rate, in non-clinical groups, the perceived commonality between eating and behaviour problems may be explained by parenting. © 2011 Blackwell Publishing Ltd.

[Styles of programming 1952-1972].

PubMed

van den Bogaard, Adrienne

2008-01-01

In the field of history of computing, the construction of the early computers has received much scholarly attention. However, these machines have not only been important because of their logical design and their engineering, but also because of the programming practices that emerged around these first machines. This article compares two styles of programming that developed around Dutch 'first computers'. The first style is represented by Edsger Wybe Dijkstra (1930-2002), who would receive the Turing Award for his work in 1972. Dijkstra developed a mathematical style of programming--a program was something you should be able to design mathematically and prove it logically. The second style is represented by Willem Louis van der Poel (born 1926). For him, programming is 'trickology'. A program is primarily a technical artefact that should work: a program is something you play with, comparable to the way one solves a puzzle.

An analysis of 12th-grade students' reasoning styles and competencies when presented with an environmental problem in a social and scientific context

NASA Astrophysics Data System (ADS)

Yang, Fang-Ying

This study examined reasoning and problem solving by 182 12th grade students in Taiwan when considering a socio-scientific issue regarding the use of nuclear energy. Students' information preferences, background characteristics, and eleven everyday scientific thinking skills were scrutinized. It was found most participants displayed a willingness to take into account both scientific and social information in reasoning the merits of a proposed construction of a nuclear power plant. Students' reasoning scores obtained from the "information reasoning style" test ranged from -0.5 to 1.917. And, the distribution was approximately normal with mean and median at around 0.5. For the purpose of categorization, students whose scores were within one standard deviation from the mean were characterized as having a "equally disposed" reasoning style. One hundred and twenty-five subjects, about 69%, belonged to this category. Students with scores locating at the two tails of the distribution were assigned to either the "scientifically oriented" or the "socially oriented" reasoning category. Among 23 background characteristics investigated using questionnaire data and ANOVA statistical analysis, only students' science performance and knowledge about nuclear energy were statistically significantly related to their information reasoning styles (p < 0.05). The assessed background characteristics addressed dimensions such as gender, academic performances, class difference, future education, career expectation, commitment to study, assessment to educational enrichment, family conditions, epistemological views about science, religion, and the political party preference. For everyday scientific thinking skills, interview data showed that both "scientifically oriented" students and those who were categorized as "equally disposed to using scientific and social scientific sources of data" displayed higher frequencies than "socially oriented" ones in using these skills, except in the use of the "multidisciplinary thinking" skill. Among the 11 skills assessed, the "scientifically oriented" students outperformed the "equally disposed" ones only in the use of 3 thinking skills; namely, searching for or recalling scientific concepts/evidence, recognizing and evaluating alternatives, and making conclusions based on the scientific intuition.

Disciplinary style and child abuse potential: association with indicators of positive functioning in children with behavior problems.

PubMed

Rodriguez, Christina M; Eden, Ann M

2008-06-01

Reduction of ineffective parenting is promoted in parent training components of mental health treatment for children with externalizing behavior disorders, but minimal research has considered whether disciplinary style and lower abuse risk could also be associated with positive functioning in such children. The present study examined whether lower dysfunctional disciplinary style and child abuse risk was associated with children's positive self-concept, adaptive attributional style, and hopefulness. Recruited from children undergoing treatment for disruptive behavior disorders, 69 mother-child dyads participated, with maternal caregivers reporting on their disciplinary style and abuse potential and children reporting independently on their positive functioning (adaptive attributional style, overall self-concept, and hopelessness). Findings supported the hypothesized association, with lower scores on mothers' dysfunctional discipline style and abuse potential significantly predicting children's reported positive functioning. Future research directions pertaining to more adaptive functioning in children with behavior problems are discussed.

Emotional and behavioral problems associated with attachment security and parenting style in adopted and non-adopted children.

PubMed

Altınoğlu Dikmeer, Ilkiz; Erol, Neşe; Gençöz, Tülin

2014-01-01

This study aimed to investigate and compare emotional and behavioral problems in Turkish adoptees and non-adopted peers raised by their biological parents. The study included 61 adopted children (34 female and 27 male) aged 6-18 years and 62 age- and gender-matched non-adopted children (35 female and 27 male). Parents rated their children's problem behaviors using the Child Behavior Checklist/6-18, temperament characteristics using the School Age Temperament Inventory, their own personality traits using the Basic Personality Traits Inventory, and their parenting styles using the Measure of Child Rearing Styles. Children rated their parents' availability and reliability as attachment figures using the Kerns Security Scale and parenting styles using the Measure of Child Rearing Styles. Adolescents aged 11-18 years self-rated their problem behaviors using the Youth Self Report. Group differences and correlations were analyzed. There were non-significant differences in all scale scores between the adopted and non-adopted groups. In contrast to the literature, age of the children at the time of adoption was not associated with problem behaviors or attachment relationships. On the other hand, the findings indicate that as the age at which the children learned that they had been adopted increased emotional and behavioral problems increased. Adoption alone could not explain the problem behaviors observed in the adopted children; the observed problem behaviors should be considered within the context of the developmental process.

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.

Evaluation of Physicians' Cognitive Styles.

PubMed

Djulbegovic, Benjamin; Beckstead, Jason W; Elqayam, Shira; Reljic, Tea; Hozo, Iztok; Kumar, Ambuj; Cannon-Bowers, Janis; Taylor, Stephanie; Tsalatsanis, Athanasios; Turner, Brandon; Paidas, Charles

2014-07-01

Patient outcomes critically depend on accuracy of physicians' judgment, yet little is known about individual differences in cognitive styles that underlie physicians' judgments. The objective of this study was to assess physicians' individual differences in cognitive styles relative to age, experience, and degree and type of training. Physicians at different levels of training and career completed a web-based survey of 6 scales measuring individual differences in cognitive styles (maximizing v. satisficing, analytical v. intuitive reasoning, need for cognition, intolerance toward ambiguity, objectivism, and cognitive reflection). We measured psychometric properties (Cronbach's α) of scales; relationship of age, experience, degree, and type of training; responses to scales; and accuracy on conditional inference task. The study included 165 trainees and 56 attending physicians (median age 31 years; range 25-69 years). All 6 constructs showed acceptable psychometric properties. Surprisingly, we found significant negative correlation between age and satisficing (r = -0.239; P = 0.017). Maximizing (willingness to engage in alternative search strategy) also decreased with age (r = -0.220; P = 0.047). Number of incorrect inferences negatively correlated with satisficing (r = -0.246; P = 0.014). Disposition to suppress intuitive responses was associated with correct responses on 3 of 4 inferential tasks. Trainees showed a tendency to engage in analytical thinking (r = 0.265; P = 0.025), while attendings displayed inclination toward intuitive-experiential thinking (r = 0.427; P = 0.046). However, trainees performed worse on conditional inference task. Physicians capable of suppressing an immediate intuitive response to questions and those scoring higher on rational thinking made fewer inferential mistakes. We found a negative correlation between age and maximizing: Physicians who were more advanced in their careers were less willing to spend time and effort in an exhaustive search for solutions. However, they appeared to have maintained their "mindware" for effective problem solving. © The Author(s) 2014.

Effects of problem-based learning by learning style in medical education.

PubMed

Chae, Su-Jin

2012-12-01

Although problem-based learning (PBL) has been popularized in many colleges, few studies have analyzed the relationship between individual differences and PBL. The purpose of this study was to analyze the relationship between learning style and the perception on the effects of PBL. Grasha-Riechmann Student Learning Style Scales was used to assess the learning styles of 38 students at Ajou University School of Medicine who were enrolled in a respiratory system course in 2011. The data were analyzed by regression analysis and Spearman correlation analysis. By regression analysis, dependent beta=0.478) and avoidant styles (beta=-0.815) influenced the learner's satisfaction with PBL. By Spearman correlation analysis, there was significant link between independent, dependent, and avoidant styles and the perception of the effect of PBL. There are few significant relationships between learning style and the perception of the effects of PBL. We must determine how to teach students with different learning styles and the factors that influence PBL.

Efficient Inversion of Mult-frequency and Multi-Source Electromagnetic Data

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

Gary D. Egbert

2007-03-22

The project covered by this report focused on development of efficient but robust non-linear inversion algorithms for electromagnetic induction data, in particular for data collected with multiple receivers, and multiple transmitters, a situation extremely common in eophysical EM subsurface imaging methods. A key observation is that for such multi-transmitter problems each step in commonly used linearized iterative limited memory search schemes such as conjugate gradients (CG) requires solution of forward and adjoint EM problems for each of the N frequencies or sources, essentially generating data sensitivities for an N dimensional data-subspace. These multiple sensitivities allow a good approximation to themore » full Jacobian of the data mapping to be built up in many fewer search steps than would be required by application of textbook optimization methods, which take no account of the multiplicity of forward problems that must be solved for each search step. We have applied this idea to a develop a hybrid inversion scheme that combines features of the iterative limited memory type methods with a Newton-type approach using a partial calculation of the Jacobian. Initial tests on 2D problems show that the new approach produces results essentially identical to a Newton type Occam minimum structure inversion, while running more rapidly than an iterative (fixed regularization parameter) CG style inversion. Memory requirements, while greater than for something like CG, are modest enough that even in 3D the scheme should allow 3D inverse problems to be solved on a common desktop PC, at least for modest (~ 100 sites, 15-20 frequencies) data sets. A secondary focus of the research has been development of a modular system for EM inversion, using an object oriented approach. This system has proven useful for more rapid prototyping of inversion algorithms, in particular allowing initial development and testing to be conducted with two-dimensional example problems, before approaching more computationally cumbersome three-dimensional problems.« less

Validation of learning style measures: implications for medical education practice.

PubMed

Chapman, Dane M; Calhoun, Judith G

2006-06-01

It is unclear which learners would most benefit from the more individualised, student-structured, interactive approaches characteristic of problem-based and computer-assisted learning. The validity of learning style measures is uncertain, and there is no unifying learning style construct identified to predict such learners. This study was conducted to validate learning style constructs and to identify the learners most likely to benefit from problem-based and computer-assisted curricula. Using a cross-sectional design, 3 established learning style inventories were administered to 97 post-Year 2 medical students. Cognitive personality was measured by the Group Embedded Figures Test, information processing by the Learning Styles Inventory, and instructional preference by the Learning Preference Inventory. The 11 subscales from the 3 inventories were factor-analysed to identify common learning constructs and to verify construct validity. Concurrent validity was determined by intercorrelations of the 11 subscales. A total of 94 pre-clinical medical students completed all 3 inventories. Five meaningful learning style constructs were derived from the 11 subscales: student- versus teacher-structured learning; concrete versus abstract learning; passive versus active learning; individual versus group learning, and field-dependence versus field-independence. The concurrent validity of 10 of 11 subscales was supported by correlation analysis. Medical students most likely to thrive in a problem-based or computer-assisted learning environment would be expected to score highly on abstract, active and individual learning constructs and would be more field-independent. Learning style measures were validated in a medical student population and learning constructs were established for identifying learners who would most likely benefit from a problem-based or computer-assisted curriculum.

Quantum mechanical/molecular mechanical/continuum style solvation model: time-dependent density functional theory.

PubMed

Thellamurege, Nandun M; Cui, Fengchao; Li, Hui

2013-08-28

A combined quantum mechanical/molecular mechanical/continuum (QM/MMpol/C) style method is developed for time-dependent density functional theory (TDDFT, including long-range corrected TDDFT) method, induced dipole polarizable force field, and induced surface charge continuum model. Induced dipoles and induced charges are included in the TDDFT equations to solve for the transition energies, relaxed density, and transition density. Analytic gradient is derived and implemented for geometry optimization and molecular dynamics simulation. QM/MMpol/C style DFT and TDDFT methods are used to study the hydrogen bonding of the photoactive yellow protein chromopore in ground state and excited state.

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.

Children with a cleft lip and palate: an exploratory study of the role of the parent-child interaction.

PubMed

Gassling, Volker; Christoph, Caroline; Wahle, Kristina; Koos, Bernd; Wiltfang, Jörg; Gerber, Wolf-Dieter; Siniatchkin, Michael

2014-09-01

Having a child with an orofacial cleft may be associated with a specific pattern of parenting. In order to investigate the parenting style, the present study assessed parent-child interactions during a problem-solving task performed under pressure. Parent-child interactions were video recorded for 15 families with a child with a cleft lip and palate (CLP), which were then compared to 20 healthy families and 20 families with a child suffering from migraines. The children had to solve a puzzle within a specified time with either their mother or father. In families with a child with CLP, mothers tried to support their children more often and children demonstrated more autonomous behaviour towards both parents than children in healthy and migraine-affected families. Moreover, the children with CLP relied less on their fathers for help and interrupted their fathers less frequently. Autonomous behaviour among children with CLP which is supported by their parents may represent psychosocial compensatory mechanisms in the family environment. Copyright © 2014 European Association for Cranio-Maxillo-Facial Surgery. Published by Elsevier Ltd. All rights reserved.

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.

Clusters of Healthy and Unhealthy Eating Behaviors are Associated with Body Mass Index Among Adults

PubMed Central

Heerman, William J.; Jackson, Natalie; Hargreaves, Margaret; Mulvaney, Shelagh A.; Schlundt, David; Wallston, Kenneth A.; Rothman, Russell L.

2017-01-01

Objective To identify eating styles from 6 eating behaviors and test their association with Body Mass Index (BMI) among adults. Design Cross-sectional analysis of self-report survey data Setting 12 primary care and specialty clinics in 5 states Participants 11,776 adult patients consented to participate; 9,977 completed survey questions. Variables measured Frequency of eating healthy food; frequency of eating unhealthy food; breakfast frequency; frequency of snacking; overall diet quality; and problem eating behaviors. The primary dependent variable was BMI, calculated from self-reported height and weight data. Analysis Kmeans cluster analysis of eating behaviors was used to determine eating styles. A categorical variable representing each eating style cluster was entered in a multivariate linear regression predicting BMI, controlling for covariates. Results Four eating styles were identified and defined by healthy vs. unhealthy diet patterns and engagement in problem eating behaviors. Each group had significantly higher average BMI than the healthy eating style: healthy with problem eating behaviors (β=1.9, p<0.001); unhealthy (β=2.5, p<0.001), and unhealthy with problem eating behaviors (β=5.1, p<0.001). Conclusions Future attempts to improve eating styles should address not only the consumption of healthy foods, but also snacking behaviors and the emotional component of eating. PMID:28363804

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.

Parenting Styles and Youth Well-Being across Immigrant Generations

ERIC Educational Resources Information Center

Driscoll, Anne K.; Russell, Stephen T.; Crockett, Lisa J.

2008-01-01

This study examines generational patterns of parenting styles, the relationships between parenting styles and adolescent well-being among youth of Mexican origin, and the role of generational parenting style patterns in explaining generational patterns in youth behavior (delinquency and alcohol problems) and psychological well-being (depression…

What Developmental Educators Should Know About Learning Styles and Cognitive Styles.

ERIC Educational Resources Information Center

Lemire, David

2002-01-01

Considers three serious problems associated with learning styles: confusion in definitions, weaknesses in reliability and validity, and the identification of relevant characteristics in instructional settings, or aptitude-treatment interactions. Discusses four basic groups of learning styles that developmental educators should be aware of.…

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…

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.

Enabling model customization and integration

NASA Astrophysics Data System (ADS)

Park, Minho; Fishwick, Paul A.

2003-09-01

Until fairly recently, the idea of dynamic model content and presentation were treated synonymously. For example, if one was to take a data flow network, which captures the dynamics of a target system in terms of the flow of data through nodal operators, then one would often standardize on rectangles and arrows for the model display. The increasing web emphasis on XML, however, suggests that the network model can have its content specified in an XML language, and then the model can be represented in a number of ways depending on the chosen style. We have developed a formal method, based on styles, that permits a model to be specified in XML and presented in 1D (text), 2D, and 3D. This method allows for customization and personalization to exert their benefits beyond e-commerce, to the area of model structures used in computer simulation. This customization leads naturally to solving the bigger problem of model integration - the act of taking models of a scene and integrating them with that scene so that there is only one unified modeling interface. This work focuses mostly on customization, but we address the integration issue in the future work section.

Responsibility attribution of HIV infection and coping among injection drug users in Malaysia.

PubMed

Chou, Chih-Chin; Chronister, Julie; Chou, Chih-Hung; Tan, Sooyin; Macewicz, Thomas

2013-01-01

This study explored responsibility attribution (RA) of HIV/AIDS infection (i.e., how an individual perceives the cause of their HIV/AIDS infection) and its relationship to coping styles among injection drug users (IDUs) with HIV/AIDS. In addition, this study investigated whether self-esteem, social support, and religiosity mediate the relationship between RA and coping styles of IDUs with HIV/AIDS. Participants were 201 adult IDUs with HIV/AIDS participating in the National Drug Rehabilitation Center in Malaysia. Five measures were used to assess the above constructs. Cluster analysis, analysis of variance, and mediation analyses were conducted. Results of this study indicated that IDUs with HIV/AIDS in Malaysia can be classified into four homogenous attribution groups: external, fatalistic, internal, and indeterminate. Mediator analyses revealed that combination of self-esteem, social support, and religiosity mediate the relationship between RA and coping behaviors. Clinicians working with IDUs with HIV/AIDS need to address the role of RA, self-esteem, religiosity, and social support as these psychosocial constructs are linked to coping with HIV/AIDS. Future researchers should investigate whether enhancing self-esteem, social support, and religiosity can promote active problem-solving coping and reduce the use of avoidance coping behaviors.

Adolescents' strengths and difficulties: approach to attachment styles.

PubMed

Keskin, G; Cam, O

2010-06-01

This research is a descriptive field study conducted in order to investigate the relationship between adolescent difficulties and the attachment style. The study aims to investigate the relationship between adolescent attachment style and strength and difficulties in Turkey. Children attachment style and difficulties pattern in the group of adolescents aged 11-16 years old were compared with each other. Several different questionnaires, including The Strength and Difficulties Questionnaire, The Relationship Scale Questionnaire were applied to 384 (mean age 12.10 +/- 1.4 years) adolescents. The data were analysed using descriptive statistics, Pearson correlation coefficients, anova, t-test, Kruskall Wallis and effect sizes. The adolescent secure attachment style was associated with increased levels of prosocial behaviour, decreased levels of emotional symptoms, hyperactivity/inattention, peer relationship problems, conduct problems, total difficulties scores. The adolescent fearful attachment style was associated with increased levels of emotional symptoms, and total difficulties scores. The adolescent dismissing attachment style was significantly associated with higher levels of emotional symptoms, hyperactivity/inattention, total difficulties scores and lower levels of prosocial behaviour. Adolescent strengths and difficulties are associated with their attachment style. Insecure attachment styles of dismissing and fearful were associated with increased mental symptom reporting. It is suggested that further studies may illuminate the clinical value of the attachment disorder and quantify parental contribution to psychopathology. Giving the therapeutic, structured mental support programme to adolescents that have attachment problems could be beneficial in improving mental status of these individuals.

Individual flight styles in ski jumping: results obtained during Olympic Games competitions.

PubMed

Schmölzer, B; Müller, W

2005-05-01

From the physics point of view, the jump length in ski jumping depends on: the in-run velocity v(0), the velocity perpendicular to the ramp v(p0) due to the athlete's jumping force, the lift and drag forces acting during take-off and during the flight, and the weight of the athlete and his equipment. The aerodynamic forces are a function of the flight position and of the equipment features. They are a predominant performance factor and can largely be influenced by the athlete. The field study conducted during the Olympic Games competitions 2002 at Park City (elevation: 2000 m) showed an impressive ability of the Olympic medallists to reproduce their flight style and remarkable differences between different athletes have been found. The aerodynamic forces are proportional to the air density. Elite athletes are able to adapt their flight style to thin air conditions in order to maximise jump length and to keep the flight stable. The effects of flight position variations on the performance have been analysed by means of a computer model which is based on the equations of motion and on wind tunnel data corresponding to the flight positions found in the field. Athletes have to solve extremely difficult optimisation problems within fractions of a second. The computer simulation can be used as a reliable starting point for the improvement of training methods and gives an insight into the "implicit" knowledge of physics that the ski jumping athlete must have available for a good performance.

Affect-Aware Adaptive Tutoring Based on Human-Automation Etiquette Strategies.

PubMed

Yang, Euijung; Dorneich, Michael C

2018-06-01

We investigated adapting the interaction style of intelligent tutoring system (ITS) feedback based on human-automation etiquette strategies. Most ITSs adapt the content difficulty level, adapt the feedback timing, or provide extra content when they detect cognitive or affective decrements. Our previous work demonstrated that changing the interaction style via different feedback etiquette strategies has differential effects on students' motivation, confidence, satisfaction, and performance. The best etiquette strategy was also determined by user frustration. Based on these findings, a rule set was developed that systemically selected the proper etiquette strategy to address one of four learning factors (motivation, confidence, satisfaction, and performance) under two different levels of user frustration. We explored whether etiquette strategy selection based on this rule set (systematic) or random changes in etiquette strategy for a given level of frustration affected the four learning factors. Participants solved mathematics problems under different frustration conditions with feedback that adapted dynamic changes in etiquette strategies either systematically or randomly. The results demonstrated that feedback with etiquette strategies chosen systematically via the rule set could selectively target and improve motivation, confidence, satisfaction, and performance more than changing etiquette strategies randomly. The systematic adaptation was effective no matter the level of frustration for the participant. If computer tutors can vary the interaction style to effectively mitigate negative emotions, then ITS designers would have one more mechanism in which to design affect-aware adaptations that provide the proper responses in situations where human emotions affect the ability to learn.

Impact of behavioral inhibition and parenting style on internalizing and externalizing problems from early childhood through adolescence.

PubMed

Williams, Lela Rankin; Degnan, Kathryn A; Perez-Edgar, Koraly E; Henderson, Heather A; Rubin, Kenneth H; Pine, Daniel S; Steinberg, Laurence; Fox, Nathan A

2009-11-01

Behavioral inhibition (BI) is characterized by a pattern of extreme social reticence, risk for internalizing behavior problems, and possible protection against externalizing behavior problems. Parenting style may also contribute to these associations between BI and behavior problems (BP). A sample of 113 children was assessed for BI in the laboratory at 14 and 24 months of age, self-report of maternal parenting style at 7 years of age, and maternal report of child internalizing and externalizing BP at 4, 7, and 15 years. Internalizing problems at age 4 were greatest among behaviorally inhibited children who also were exposed to permissive parenting. Furthermore, greater authoritative parenting was associated with less of an increase in internalizing behavior problems over time and greater authoritarian parenting was associated with a steeper decline in externalizing problems. Results highlight the importance of considering child and environmental factors in longitudinal patterns of BP across childhood and adolescence.

Conventional bone-anchored palatal distractor using an orthodontic palatal expander for the transverse maxillary distraction osteogenesis: technical note.

PubMed

Iida, Seiji; Haraguchi, Seiji; Aikawa, Tomonao; Yashiro, Kohtaro; Okura, Masaya; Kogo, Mikihiko

2008-02-01

Surgical-assisted rapid palatal expansion includes various treatment procedures for solving transverse maxillary deficiencies, especially in cases with a matured palatal suture. Recent introduction of the concept of distraction osteogenesis has contributed to generalize this useful treatment and to develop some bone-borne devices that will not cause the problems found in cases treated by tooth-supported palatal expander. This report shows a conventional bone-borne distractor using commercially available orthodontic palatal expansion screws. The distractor consists of 2 parts: one is a commercially available orthodontic palatal expansion screw (Hyrax type, Fan style) and another is a screw-ring, which is one of the attached parts of the mandibular distraction system. The bone screws are inserted transmucosally to the palatal bone via the screw-rings. The palatal distractor can be applied to varied palatal shapes and can expand the palate without any trouble. This conventional palatal distractor may contribute to generalize the transpalatal maxillary distraction osteogenesis for cases with maxillary teeth problems.

Global computing for bioinformatics.

PubMed

Loewe, Laurence

2002-12-01

Global computing, the collaboration of idle PCs via the Internet in a SETI@home style, emerges as a new way of massive parallel multiprocessing with potentially enormous CPU power. Its relations to the broader, fast-moving field of Grid computing are discussed without attempting a review of the latter. This review (i) includes a short table of milestones in global computing history, (ii) lists opportunities global computing offers for bioinformatics, (iii) describes the structure of problems well suited for such an approach, (iv) analyses the anatomy of successful projects and (v) points to existing software frameworks. Finally, an evaluation of the various costs shows that global computing indeed has merit, if the problem to be solved is already coded appropriately and a suitable global computing framework can be found. Then, either significant amounts of computing power can be recruited from the general public, or--if employed in an enterprise-wide Intranet for security reasons--idle desktop PCs can substitute for an expensive dedicated cluster.

The Effects of the Parenting Styles on Social Skills of Children Aged 5-6

ERIC Educational Resources Information Center

Kol, Suat

2016-01-01

The purpose of this study is to determine the effects of the parenting styles on social skills of children aged 5-6. The problem sentence of the research is; Do the parenting styles' have any effects on social skills of children aged 5-6?. The sub-problems of the research are in the form as; Does the social skills of children aged 5-6 differs from…

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.

"Mullin' the Yarndi" and Other Wicked Problems at a Multiracial Early Childhood Education Site in Regional Australia

ERIC Educational Resources Information Center

Kameniar, Barbara Maria; Imtoual, Alia; Bradley, Debra

2010-01-01

In this article, Grint's model of leadership is used to shape discussions of how "problems" are responded to in the context of a preschool in an Australian regional town. Authority styles are described as command, management, or leadership. These authority styles result in approaching problems as "crises," "tame…

Attachment Style, Home-Leaving Age and Behavioral Problems among Residential Care Children

ERIC Educational Resources Information Center

Shechory, Mally; Sommerfeld, Eliane

2007-01-01

In a prospective study, the attachment style, home-leaving age, length of time in residential care, and behavioral problems among Israeli residential care children (N=68), were studied. Data analyses showed that children removed from their homes at a later age suffered from higher levels of anxiety, depression and social problems compared to…

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

Boucher, Laurel A.

Successful collaboration requires effective communication and collective problem solving. Regardless of the subject area --- environmental remediation, waste management, program planning and budgeting --- those involved must focus their efforts in an orderly and cooperative manner. A thinking tool is a technique used to get individuals to focus on specific components of the task at the same time and to eliminate the 'noise' that accompanies communications among individuals with different objectives and different styles of communicating. For example, one of these thinking tools is a technique which enables a working group to delineate its roles, responsibilities and communication protocols somore » that it can deliver the right information to the right people at the right time. Another enables a group to objectively and collectively evaluate and improve a policy, plan, or program. A third technique enables a group to clarify its purpose and direction while generating interest and buy-in. A fourth technique makes it possible for a group with polarized opinions to acknowledge their differences as well as what they have in common. A fifth technique enables a group to consider a subject of importance from all perspectives so as to produce a more comprehensive and sustainable solution. These thinking tools make effective communication and collective problem solving possible in radioactive waste management and remediation. They can be used by a wide spectrum of professionals including policy specialists, program administrators, program and project managers, and technical specialists. (author)« less

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.

Parental dysphoria and children's internalizing symptoms: marital conflict styles as mediators of risk.

PubMed

Du Rocher Schudlich, Tina D; Cummings, E Mark

2003-01-01

Parents' marital conflict styles were investigated as mediators in the associations between parental dysphoria and children's internalizing symptoms. A community sample of 267 children, ages 8 to 16, participated with their parents. Behavioral observations were made of parents' interactions during marital conflict resolution tasks. Questionnaires assessed parents' dysphoria and children's internalizing problems. Structural equation modeling indicated that marital discord, in particular, depressive conflict styles, mediated the relationship between parental dysphoria and children's internalizing problems. Furthermore, whereas for dysphoric mothers, depressive conflict styles partially mediated the links with children's internalizing, for fathers, depressive conflict styles fully mediated the links. Destructive and constructive marital conflict were associated with parental dysphoria (positively and negatively, respectively) but did not mediate the relations with children's internalizing.

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.

The role of self-regulated learning in explaining examination performance of college students in first-semester general chemistry

NASA Astrophysics Data System (ADS)

Beckley, Scott

Many college students struggle with first-semester general chemistry. Prior studies have shown that a student's prior knowledge of chemistry, a cognitive factor, does not account for the total variance when measured by examination scores. This study explored the role of self-regulated learning (SRL) to identify the degree of success or failure of students with two outcome variables (i.e., American Chemical Society Comprehensive First-Term General Chemistry Examination (Form 2009) and hour-examination averages). The SRL construct consists of three interrelated components (i.e., cognitive, metacognitive, and motivational). SRL theory focuses on the idea of reciprocal determinism, in which the impact of one component of self-regulation affects the other two components. In the quantitative portion of this mixed methods study, eight measures of SRL were used to determine the `level' of self-regulation for each student. SRL variables were used in regression analysis and provided additional and unique variances. Cluster analysis techniques identified two distinct groups of students (i.e., adaptive and maladaptive). Generally, adaptive learners were associated with higher levels of SRL and success in the course; maladaptive learners had lower levels of SRL and struggled with the course demands. For the qualitative portion of the study, student volunteers (n = 8) were interviewed to gauge their views on the role of instruction in influencing their examination performances. The findings indicated that perceptions of teaching methods, demands of the course, course structure, feedback, and assessments were associated with the students' levels of self-regulation. Interviews revealed four SRL styles. Rote memorizers tended to fragment instruction and then memorize each fragment, while algorithmic memorizers tended to imitate the step-by-step problem-solving strategies of the instructor or the textbook. Globalizers were intrinsically motivated to learn the material but tended to focus on learning topics that were of practical interest to them, while conceptualizers tended to use flexible problem-solving approaches. The interviewees' actual outcome scores were compared to their predicted scores as generated from the regression models. In general, the actual scores of rote and algorithmic memorizers were lower than their predicted scores, while the actual scores for globalizers and conceptualizers were higher than predicted. From a teaching perspective, this study provided direct relationships between SRL and academic performance. This study also identified SRL styles and found evidence to support that differences in these styles influence students' performances.

A social learning perspective: a model of parenting styles, self-regulation, perceived drinking control, and alcohol use and problems.

PubMed

Patock-Peckham, J A; Cheong, J; Balhorn, M E; Nagoshi, C T

2001-09-01

This investigation sought to determine how different parenting styles are related to general self-regulatory processes that are linked to alcohol use and abuse. Self-regulation and, more specifically, thoughts of control over drinking are forms of positive self-control mechanisms. Parenting styles are known determinants of both negative and positive self-control mechanisms in offspring. According to social learning theory, stronger relationships between parenting style and self-regulatory processes would be expected from the parent who is the same sex as the respondent. A total of 144 female and 107 male college students currently using alcohol were administered a questionnaire on their alcohol use and problems, perceived style of parenting (authoritarian, permissive, or authoritative) of their parents, self-regulation, and perceived control of drinking. A model linking parenting styles, self-regulatory processes, and control over drinking with alcohol use and alcohol problems was tested across sex groups by using structural equation modeling. In general, the parenting style of the parent of the same sex as the respondent's was found to be significantly related to self-regulation, which is known to be protective against alcohol use and abuse. A permissive parent of the same sex as the respondent was negatively associated with good self-regulatory processes for both men and women. Having an authoritative mother was also shown to be related to higher levels of self-regulation for women. Self-regulation mediated the pathway from a permissive parenting style to perceived drinking control, which, in turn, mediated the pathway from self-regulation to alcohol use and problems. Finally, self-regulation mediated the positive pathway from an authoritative mother to perceived control over drinking for women.

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

Clinical study of student learning using mastery style versus immediate feedback online activities

NASA Astrophysics Data System (ADS)

Gladding, Gary; Gutmann, Brianne; Schroeder, Noah; Stelzer, Timothy

2015-06-01

This paper is part of a series of studies to improve the efficacy of online physics homework activities by integrating narrated animated solutions with mastery inspired exercises. In a clinical study using first- and second-year university students, the mastery group attempted question sets in four levels, with animated solutions between each attempt, until mastery was achieved on each level. This combined elements of formative assessment, the worked example effect, and mastery learning. The homework group attempted questions with immediate feedback and unlimited tries. The two groups took a similar amount of time to complete the activity. The mastery group significantly outperformed the homework group on a free response post-test that required students to show their work in solving near and far transfer problems.

Which helper behaviors and intervention styles are related to better short-term outcomes in telephone crisis intervention? Results from a Silent Monitoring Study of Calls to the U.S. 1-800-SUICIDE Network.

PubMed

Mishara, Brian L; Chagnon, François; Daigle, Marc; Balan, Bogdan; Raymond, Sylvaine; Marcoux, Isabelle; Bardon, Cécile; Campbell, Julie K; Berman, Alan

2007-06-01

A total of 2,611 calls to 14 helplines were monitored to observe helper behaviors and caller characteristics and changes during the calls. The relationship between intervention characteristics and call outcomes are reported for 1,431 crisis calls. Empathy and respect, as well as factor-analytically derived scales of supportive approach and good contact and collaborative problem solving were significantly related to positive outcomes, but not active listening. We recommend recruitment of helpers with these characteristics, development of standardized training in those methods that are empirically shown to be effective, and the need for research relating short-term outcomes to long-term effects.

An experience sampling study of learning, affect, and the demands control support model.

PubMed

Daniels, Kevin; Boocock, Grahame; Glover, Jane; Holland, Julie; Hartley, Ruth

2009-07-01

The demands control support model (R. A. Karasek & T. Theorell, 1990) indicates that job control and social support enable workers to engage in problem solving. In turn, problem solving is thought to influence learning and well-being (e.g., anxious affect, activated pleasant affect). Two samples (N = 78, N = 106) provided data up to 4 times per day for up to 5 working days. The extent to which job control was used for problem solving was assessed by measuring the extent to which participants changed aspects of their work activities to solve problems. The extent to which social support was used to solve problems was assessed by measuring the extent to which participants discussed problems to solve problems. Learning mediated the relationship between changing aspects of work activities to solve problems and activated pleasant affect. Learning also mediated the relationship between discussing problems to solve problems and activated pleasant affect. The findings indicated that how individuals use control and support to respond to problem-solving demands is associated with organizational and individual phenomena, such as learning and affective well-being.

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…

A qualitative study of parents' perceptions of a behavioural sleep intervention.

PubMed

Tse, L; Hall, W

2008-03-01

A study, entitled Evaluation of an Intervention Aimed at Resolving Behavioural Sleep Problems in 6- to 12-month-old Infants: A Pilot Study, was undertaken to evaluate the efficacy of a behavioural sleep intervention. This descriptive qualitative study aimed to describe parents' perceptions of the sleep intervention and any burden associated with participating in the study. Fourteen of the 35 families who had participated in the quantitative study were interviewed. Respondents comprised well-educated, middle-class and mixed-ethnicity families. Data were collected through semi-structured interviews, with open-ended trigger questions, and were analysed using inductive content analysis. Nine themes, which subsumed a number of categories, were constructed. Parents changed their perspectives about sleep and parenting styles; they experienced many challenges and inadvertent benefits; and they welcomed a structured framework for assisting with sleep problems. The parents fitted intervention strategies into their realities; many factors interfered with their success; and their support systems and their expectations of the study varied. These parents' previous education about normal infant sleep cycles and behavioural sleep problems was inadequate. The parents who were able to use the structured framework, flexible strategies and access to healthcare professionals for problem solving not only excelled in resolving their infants' sleep problems, but also gained confidence about their parenting skills and success.

Influence of Transformational Leadership Style on Decision-Making Style and Technology Readiness: A Correlation Study

ERIC Educational Resources Information Center

Mueller, Crystal A.

2009-01-01

The research addressed the problem of technology initiatives failing to meet organizational objectives. The purpose of the quantitative correlation study was to determine the relationship between transformational leadership styles, decision-making styles, and technology readiness. The findings of the study answered research questions in three…

Problems of Interpersonal Style among the Nisei.

ERIC Educational Resources Information Center

Miyamoto, S. Frank

1987-01-01

Although the Nisei ethnic group experienced much residential dispersal, members have not been absorbed into the majority group society, largely because of their tendency to maintain Japanese interpersonal style rather than accept the style of the United States. A primary cause of the Nisei's style is their expression of their subjective self. (VM)

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.

Beck's cognitive theory and the response style theory of depression in adolescents with and without mild to borderline intellectual disability.

PubMed

Weeland, Martine M; Nijhof, Karin S; Otten, R; Vermaes, Ignace P R; Buitelaar, Jan K

2017-10-01

This study tests the validity of Beck's cognitive theory and Nolen-Hoeksema's response style theory of depression in adolescents with and without MBID. The relationship between negative cognitive errors (Beck), response styles (Nolen-Hoeksema) and depressive symptoms was examined in 135 adolescents using linear regression. The cognitive error 'underestimation of the ability to cope' was more prevalent among adolescents with MBID than among adolescents with average intelligence. This was the only negative cognitive error that predicted depressive symptoms. There were no differences between groups in the prevalence of the three response styles. In line with the theory, ruminating was positively and problem-solving was negatively related to depressive symptoms. Distractive response styles were not related to depressive symptoms. The relationship between response styles, cognitive errors and depressive symptoms were similar for both groups. The main premises of both theories of depression are equally applicable to adolescents with and without MBID. The cognitive error 'Underestimation of the ability to cope' poses a specific risk factor for developing a depression for adolescents with MBID and requires special attention in treatment and prevention of depression. WHAT THIS PAPER ADDS?: Despite the high prevalence of depression among adolescents with MBID, little is known about the etiology and cognitive processes that play a role in the development of depression in this group. The current paper fills this gap in research by examining the core tenets of two important theories on the etiology of depression (Beck's cognitive theory and Nolen-Hoeksema's response style theory) in a clinical sample of adolescents with and without MBID. This paper demonstrated that the theories are equally applicable to adolescents with MBID, as to adolescents with average intellectual ability. However, the cognitive bias 'underestimation of the ability to cope' was the only cognitive error related to depressive symptoms, and was much more prevalent among adolescents with MBID than among adolescents with average intellectual ability. This suggests that underestimating one's coping skills may be a unique risk factor for depression among adolescents with MBID. This knowledge is important in understanding the causes and perpetuating mechanisms of depression in adolescents with MBID, and for the development of prevention- and treatment programs for adolescents with MBID. Copyright © 2017 Elsevier Ltd. All rights reserved.

Clusters of Healthy and Unhealthy Eating Behaviors Are Associated With Body Mass Index Among Adults.

PubMed

Heerman, William J; Jackson, Natalie; Hargreaves, Margaret; Mulvaney, Shelagh A; Schlundt, David; Wallston, Kenneth A; Rothman, Russell L

2017-05-01

To identify eating styles from 6 eating behaviors and test their association with body mass index (BMI) among adults. Cross-sectional analysis of self-report survey data. Twelve primary care and specialty clinics in 5 states. Of 11,776 adult patients who consented to participate, 9,977 completed survey questions. Frequency of eating healthy food, frequency of eating unhealthy food, breakfast frequency, frequency of snacking, overall diet quality, and problem eating behaviors. The primary dependent variable was BMI, calculated from self-reported height and weight data. k-Means cluster analysis of eating behaviors was used to determine eating styles. A categorical variable representing each eating style cluster was entered in a multivariate linear regression predicting BMI, controlling for covariates. Four eating styles were identified and defined by healthy vs unhealthy diet patterns and engagement in problem eating behaviors. Each group had significantly higher average BMI than the healthy eating style: healthy with problem eating behaviors (β = 1.9; P < .001), unhealthy (β = 2.5; P < .001), and unhealthy with problem eating behaviors (β = 5.1; P < .001). Future attempts to improve eating styles should address not only the consumption of healthy foods but also snacking behaviors and the emotional component of eating. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

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,…

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.

Behavioral problems and parenting style among Taiwanese children with autism and their siblings.

PubMed

Gau, Susan Shur-Fen; Chou, Miao-Churn; Lee, Ju-Chin; Wong, Ching-Ching; Chou, Wen-Jiun; Chen, Ming-Fang; Soong, Wei-Tsuen; Wu, Yu-Yu

2010-02-01

The purpose of the present study was to investigate the behavioral problems and parenting style among children with autism and their siblings in an ethnic Chinese population. A total of 151 children with DSM-IV autistic disorder, aged 3-12, 134 siblings without autism, and 113 normally developing controls were recruited. Both parents reported their parenting styles and psychological status and mothers also reported children's behavioral problems. Children with autism had significantly more severe behavioral problems and obtained less affection and more overprotection and authoritarian controlling from their parents than the other two groups. Compared to the controls, unaffected siblings showed some behavioral problems, and obtained less maternal care. Withdrawal and attention, social, and thought problems were the most associated behavioral syndromes to distinguish children with autism from those without. In addition to children with autism, who have a wide range of behavioral problems and impaired parent-child interactions, their siblings may be at risk for such problems.

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…

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.

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.

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.

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.…

Worry and problem-solving skills and beliefs in primary school children.

PubMed

Parkinson, Monika; Creswell, Cathy

2011-03-01

To examine the association between worry and problem-solving skills and beliefs (confidence and perceived control) in primary school children. Children (8-11 years) were screened using the Penn State Worry Questionnaire for Children. High (N= 27) and low (N= 30) scorers completed measures of anxiety, problem-solving skills (generating alternative solutions to problems, planfulness, and effectiveness of solutions) and problem-solving beliefs (confidence and perceived control). High and low worry groups differed significantly on measures of anxiety and problem-solving beliefs (confidence and control) but not on problem-solving skills. Consistent with findings with adults, worry in children was associated with cognitive distortions, not skills deficits. Interventions for worried children may benefit from a focus on increasing positive problem-solving beliefs. ©2010 The British Psychological Society.

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

Tradeoffs in the design of a system for high level language interpretation

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

Osorio, F.C.C.; Patt, Y.N.

The problem of designing a system for high-level language interpretation (HLLI) is considered. First, a model of the design process is presented where several styles of design, e.g. turing machine interpretation, CISC architecture interpretation and RISC architecture interpretation are treated uniformly. Second, the most significant characteristics of HLLI are analysed in the context of different design styles, and some guidelines are presented on how to identify the most suitable design style for a given high-level language problem. 12 references.

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.

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

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.

Measuring Family Problem Solving: The Family Problem Solving Diary.

ERIC Educational Resources Information Center

Kieren, Dianne K.

The development and use of the family problem-solving diary are described. The diary is one of several indicators and measures of family problem-solving behavior. It provides a record of each person's perception of day-to-day family problems (what the problem concerns, what happened, who got involved, what those involved did, how the problem…

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.

Dynamic longitudinal relations between binge eating symptoms and severity and style of interpersonal problems.

PubMed

Luo, Xiaochen; Nuttall, Amy K; Locke, Kenneth D; Hopwood, Christopher J

2018-01-01

Despite wide recognition of the importance of interpersonal problems in binge eating disorder (BED), the nature of this association remains unclear. Examining the direction of this longitudinal relationship is necessary to clarify the role that interpersonal problems play in the course of binge eating problems, and thus to specify treatment targets and mechanisms. This study aimed to articulate the bidirectional, longitudinal associations between BED and both the general severity of interpersonal problems as well as warm and dominant interpersonal styles. Severity and styles of interpersonal problems and BED symptoms were measured at baseline, 12 weeks, 24 weeks, and 36 weeks in a sample of 107 women in treatment for BED. Results from bivariate latent change score models indicated that interpersonal problem severity and BED symptoms are associated longitudinally but do not directly influence each other. The results indicated a bidirectional interrelation between binge eating symptoms and dominance such that less dominance predicted greater decreases in binge eating problems, and less binge eating symptoms predicted greater increases in dominance. We also found that binge eating symptoms positively predicted changes in warmth (i.e., less binge eating symptoms predicted less increases or more decreases in warmth). These findings highlight the importance of using dynamic models to examine directionality and delineate the distinct roles of interpersonal severity and styles in BED trajectories. (PsycINFO Database Record (c) 2018 APA, 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…

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.

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.

Problem-Based Learning and Learning Approach: Is There a Relationship?

ERIC Educational Resources Information Center

Groves, Michele

2005-01-01

Aim: To assess the influence of a graduate-entry PBL (problem-based learning) curriculum on individual learning style; and to investigate the relationship between learning style, academic achievement and clinical reasoning skill. Method: Subjects were first-year medical students completed the Study Process Questionnaire at the commencement, and…

Impact of Behavioral Inhibition and Parenting Style on Internalizing and Externalizing Problems from Early Childhood through Adolescence

PubMed Central

Williams, Lela Rankin; Perez-Edgar, Koraly E.; Henderson, Heather A.; Rubin, Kenneth H.; Pine, Daniel S.; Steinberg, Laurence; Fox, Nathan A.

2009-01-01

Behavioral inhibition (BI) is characterized by a pattern of extreme social reticence, risk for internalizing behavior problems, and possible protection against externalizing behavior problems. Parenting style may also contribute to these associations between BI and behavior problems (BP). A sample of 113 children was assessed for BI in the laboratory at 14 and 24 months of age, self-report of maternal parenting style at 7 years of age, and maternal report of child internalizing and externalizing BP at 4, 7, and 15 years. Internalizing problems at age 4 were greatest among behaviorally inhibited children who also were exposed to permissive parenting. Furthermore, greater authoritative parenting was associated with less of an increase in internalizing behavior problems over time and greater authoritarian parenting was associated with a steeper decline in externalizing problems. Results highlight the importance of considering child and environmental factors in longitudinal patterns of BP across childhood and adolescence. PMID:19521761

Associations of parenting dimensions and styles with externalizing problems of children and adolescents: An updated meta-analysis.

PubMed

Pinquart, Martin

2017-05-01

The present meta-analysis integrates research from 1,435 studies on associations of parenting dimensions and styles with externalizing symptoms in children and adolescents. Parental warmth, behavioral control, autonomy granting, and an authoritative parenting style showed very small to small negative concurrent and longitudinal associations with externalizing problems. In contrast, harsh control, psychological control, authoritarian, permissive, and neglectful parenting were associated with higher levels of externalizing problems. The strongest associations were observed for harsh control and psychological control. Parental warmth, behavioral control, harsh control, psychological control, autonomy granting, authoritative, and permissive parenting predicted change in externalizing problems over time, with associations of externalizing problems with warmth, behavioral control, harsh control, psychological control, and authoritative parenting being bidirectional. Moderating effects of sampling, child's age, form of externalizing problems, rater of parenting and externalizing problems, quality of measures, and publication status were identified. Implications for future research and practice are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

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…

Parental conflict resolution styles and children's adjustment: children's appraisals and emotion regulation as mediators.

PubMed

Siffert, Andrea; Schwarz, Beate

2011-01-01

Guided by the emotional security hypothesis and the cognitive-contextual framework, the authors investigated whether the associations between negative parental conflict resolution styles and children's internalizing and externalizing problems were mediated by children's appraisals of threat and self-blame and their emotion regulation. Participants were 192 Swiss 2-parent families with children aged 9-12 years (M age = 10.62 years, SD = 0.41 years). Structural equation modeling was used to test the empirical validity of the theoretical model. Results indicated that children's maladaptive emotion regulation mediated the association between negative parental conflict resolution styles and children's internalizing as well as externalizing problems. Whereas perceived threat was related only to children's internalizing problems, self-blame did not mediate the links between negative parental conflict resolution styles and children's adjustment. Implications for understanding the mechanisms by which exposure to interparental conflict could lead to children's maladjustment and limitations of the study are discussed.

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.

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.…

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.

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

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.

Attributional style as a mediator between parental abuse risk and child internalizing symptomatology.

PubMed

Rodriguez, Christina M

2006-05-01

This study examined a model wherein children's attributional style mediates the relationship between parental physical child-abuse risk and children's internalizing problems. Using structural equation modeling, three indices of abuse risk were selected (child abuse potential, physical discipline use, and dysfunctional parenting style) and two indices of children's internalizing problems (depression and anxiety). The sample included 75 parent-child dyads, in which parents reported on their abuse risk and children independently completed measures of depressive and anxious symptomatology and a measure on their attributional style. Findings supported the model that children's attributional style for positive events (but not negative events) partially mediated the relationship between abuse risk and internalizing symptoms, with significant direct and indirect effects of abuse risk on internalizing symptomatology. Future directions to continue evaluating additional mediators and other possible contextual variables are discussed.

Engaging Students in Designing Movement: The Divergent Discovery Style of Teaching

ERIC Educational Resources Information Center

Chatoupis, Constantine

2018-01-01

In the divergent discovery style of teaching the teacher designs problems that engage students in finding multiple solutions. The purpose of this article is to show how physical educators can use the divergent discovery style in the gymnasium. A brief description of this style and its connection to the SHAPE America National Standards for K-12…

Relationships between child-rearing styles and child behavior over time.

PubMed

Chamberlin, R W

1978-02-01

We investigate the hypothesis that "authoritarian" styles of child rearing will lead to more home and school problems than will "accommodative" styles. One hundred thirty-five children have been followed up from age 2 into first grade. Follow-up observations show no significant differences between groups on any of the scores indicating malfunctioning for boys or girls at home or school. However, the home behavior of boys being raised with accommodative styles was described in more positive terms by their mothers than those raised with authoritarian styles. The accommodatively raisded girls were described in more positive terms by their first grade teachers. We found no evidence in this study that the permissive style is producing large numbers of "spoiled brats" nor that the authoritarian styles are producing large numbers of overly aggressive or inhibited children. The way parents handle authority relationships is not sufficientyl predictive of later problems to warrant any widespread attempts by physicians to change them. The physician should respect individual differences in child-rearing syle and only intervene where there is substantial evidence that a particular approach is having a harmful effect.

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…

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.

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.

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.

[Discipline styles and co-morbid disorders of adolescents with attention deficit hyperactivity disorder: a longitudinal study].

PubMed

Colomer-Diago, Carla; Berenguer-Forner, Carmen; Tárraga-Mínguez, Raúl; Miranda-Casas, Ana

2014-02-24

Problems in cognitive functioning, social and educational development of children with attention deficit hyperactivity disorder (ADHD) continue to be present in adolescence and adulthood. Although the literature shows a significant relationship between the use of dysfunctional discipline methods and severity in the course of ADHD, follow-up studies have been rare. To analyze parenting style and ADHD symptomatology assessed in childhood (time 1) to predict the oppositional behavior and cognitive problems in early adolescence (time 2), and to study, depending on the use of dysfunctional parenting style, the course of oppositional behavior and cognitive problems. Forty-five children with ADHD-combined presentation were assessed in two different moments: time 1 (ages: 6-13) and time 2 (ages: 8-16). Oppositionism and cognitive problems in the follow-up were predicted by dysfunctional discipline styles and ADHD severity (assessed in time 1). Oppositional behavior increased between time 1 and time 2 in children with a dysfunctional parenting, whereas a decrease on oppositional symptoms was observed in the functional parenting group (time x discipline interaction effect). Dysfunctional parenting practices in childhood predicted cognitive and behavioral problems associated in adolescence. The findings have implications for the planning of interventions.

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.

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.

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…

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.

A Critique of the Research on Learning Styles.

ERIC Educational Resources Information Center

Curry, Lynn

1990-01-01

Learning styles advocates claim long-term improvements in four aspects of teaching and learning: curriculum design, instructional methods, assessment, and student guidance. The application of learning style theory encompasses three pervasive problems: confusion in definitions, weakness in measurement reliability and validity, and identification of…

Learning-style bias and the development of psychopathy.

PubMed

Moul, Caroline; Dadds, Mark R

2013-02-01

In accordance with a recently proposed account of amygdala function in psychopathy, it is hypothesized that people with high levels of psychopathic personality traits have a bias in learning style to encode the general valence, and neglect the specific-features, of an outcome. We present a novel learning task designed to operationalize these biases in learning style. The results from pilot samples of healthy adults and children and from a clinical sample of children with conduct problems provide support for the validity of the learning task as a measure of learning style and demonstrate a significant relationship between general-valence style learning and psychopathic personality traits. It is suggested that this relationship may be important for the aetiology of the social-cognitive deficits exhibited by psychopaths. These preliminary results suggest that this measure of learning style has the potential to be utilized as a research tool and may assist with the early identification, and treatment, of children with conduct problems and high levels of callous-unemotional traits.

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…

Assessing Student Written Problem Solutions: A Problem-Solving Rubric with Application to Introductory Physics

ERIC Educational Resources Information Center

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

2016-01-01

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…

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.

Problem coping skills, psychosocial adversities and mental health problems in children and adolescents as predictors of criminal outcomes in young adulthood.

PubMed

Aebi, Marcel; Giger, Joël; Plattner, Belinda; Metzke, Christa Winkler; Steinhausen, Hans-Christoph

2014-05-01

The purpose of this study was to test child and adolescent psychosocial and psychopathological risk factors as predictors of adult criminal outcomes in a Swiss community sample. In particular, the role of active and avoidant problem coping in youths was analysed. Prevalence rates of young adult crime convictions based on register data were calculated. Univariate and multivariate logistic regressions were used to analyse the prediction of adult criminal convictions 15 years after assessment in a large Swiss community sample of children and adolescents (n = 1,086). Risk factors assessed in childhood and adolescence included socio-economic status (SES), migration background, perceived parental behaviour, familial and other social stressors, coping styles, externalizing and internalizing problems and drug abuse including problematic alcohol consumption. The rate of any young adult conviction was 10.1 %. Besides externalizing problems and problematic alcohol consumption, the presence of any criminal conviction in young adulthood was predicted by low SES and avoidant coping even after controlling for the effects of externalizing problems and problematic alcohol use. The other predictors were significant only when externalizing behaviours and problematic alcohol use were not controlled. In addition to child and adolescent externalizing behaviour problems and substance use, low SES and inadequate problem-solving skills, in terms of avoidant coping, are major risk factors of young adult criminal outcomes and need to be considered in forensic research and criminal prevention programs.

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…

Perceived Problem Solving, Stress, and Health among College Students

ERIC Educational Resources Information Center

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

2005-01-01

Objective: To study the relationships among perceived problem solving, stress, and physical health. Methods: 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…

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…