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.

Find the Dimensions: Students Solving a Tiling Problem

ERIC Educational Resources Information Center

Obara, Samuel

2018-01-01

Students learn mathematics by solving problems. Mathematics textbooks are full of problems, and mathematics teachers use these problems to test students' understanding of mathematical concepts. This paper discusses how problem-solving skills can be fostered with a geometric tiling problem.

Assessment Position Affects Problem-Solving Behaviors in a Child With Motor Impairments.

PubMed

OʼGrady, Michael G; Dusing, Stacey C

2016-01-01

The purpose of this report was to examine problem-solving behaviors of a child with significant motor impairments in positions she could maintain independently, in supine and prone positions, as well as a position that required support, sitting. The child was a 22-month-old girl who could not sit independently and had limited independent mobility. Her problem-solving behaviors were assessed using the Early Problem Solving Indicator, while she was placed in supine or prone position, and again in manually supported sitting position. In manually supported sitting position, the subject demonstrated a higher frequency of problem-solving behaviors and her most developmentally advanced problem-solving behavior. Because a child's position may affect cognitive test results, position should be documented at the time of testing.

Testing problem-solving capacities: differences between individual testing and social group setting.

PubMed

Krasheninnikova, Anastasia; Schneider, Jutta M

2014-09-01

Testing animals individually in problem-solving tasks limits distractions of the subjects during the test, so that they can fully concentrate on the problem. However, such individual performance may not indicate the problem-solving capacity that is commonly employed in the wild when individuals are faced with a novel problem in their social groups, where the presence of a conspecific influences an individual's behaviour. To assess the validity of data gathered from parrots when tested individually, we compared the performance on patterned-string tasks among parrots tested singly and parrots tested in social context. We tested two captive groups of orange-winged amazons (Amazona amazonica) with several patterned-string tasks. Despite the differences in the testing environment (singly vs. social context), parrots from both groups performed similarly. However, we found that the willingness to participate in the tasks was significantly higher for the individuals tested in social context. The study provides further evidence for the crucial influence of social context on individual's response to a challenging situation such as a problem-solving test.

Verification of Algebra Step Problems: A Chronometric Study of Human Problem Solving. Technical Report No. 253. Psychology and Education Series.

ERIC Educational Resources Information Center

Matthews, Paul G.; Atkinson, Richard C.

This paper reports an experiment designed to test theoretical relations among fast problem solving, more complex and slower problem solving, and research concerning fundamental memory processes. Using a cathode ray tube, subjects were presented with propositions of the form "Y is in list X" which they memorized. In later testing they were asked to…

A case study of analyzing 11th graders’ problem solving ability on heat and temperature topic

NASA Astrophysics Data System (ADS)

Yulianawati, D.; Muslim; Hasanah, L.; Samsudin, A.

2018-05-01

Problem solving ability must be owned by students after the process of physics learning so that the concept of physics becomes meaningful. Consequently, the research aims to describe their problem solving ability. Metacognition is contributed to physics learning to the success of students in solving problems. This research has already been implemented to 37 science students (30 women and 7 men) of eleventh grade from one of the secondary schools in Bandung. The research methods utilized the single case study with embedded research design. The instrument is Heat and Temperature Problem Solving Ability Test (HT-PSAT) which consists of twelve questions from three context problems. The result shows that the average value of the test is 8.27 out of the maximum total value of 36. In conclusion, eleventh graders’ problem-solving ability is still under expected. The implication of the findings is able to create learning situations which are probably developing students to embrace better problem solving ability.

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.

Working Memory Components as Predictors of Children's Mathematical Word Problem Solving

ERIC Educational Resources Information Center

Zheng, Xinhua; Swanson, H. Lee; Marcoulides, George A.

2011-01-01

This study determined the working memory (WM) components (executive, phonological loop, and visual-spatial sketchpad) that best predicted mathematical word problem-solving accuracy of elementary school children in Grades 2, 3, and 4 (N = 310). A battery of tests was administered to assess problem-solving accuracy, problem-solving processes, WM,…

[Investigation of problem solving skills among psychiatric patients].

PubMed

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

2008-01-01

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

Working Memory, Attention, and Mathematical Problem Solving: A Longitudinal Study of Elementary School Children

ERIC Educational Resources Information Center

Swanson, H. Lee

2011-01-01

The role of working memory (WM) in children's growth in mathematical problem solving was examined in a longitudinal study of children (N = 127). A battery of tests was administered that assessed problem solving, achievement, WM, and cognitive processing (inhibition, speed, phonological coding) in Grade 1 children, with follow-up testing in Grades…

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…

Diagrams benefit symbolic problem-solving.

PubMed

Chu, Junyi; Rittle-Johnson, Bethany; Fyfe, Emily R

2017-06-01

The format of a mathematics problem often influences students' problem-solving performance. For example, providing diagrams in conjunction with story problems can benefit students' understanding, choice of strategy, and accuracy on story problems. However, it remains unclear whether providing diagrams in conjunction with symbolic equations can benefit problem-solving performance as well. We tested the impact of diagram presence on students' performance on algebra equation problems to determine whether diagrams increase problem-solving success. We also examined the influence of item- and student-level factors to test the robustness of the diagram effect. We worked with 61 seventh-grade students who had received 2 months of pre-algebra instruction. Students participated in an experimenter-led classroom session. Using a within-subjects design, students solved algebra problems in two matched formats (equation and equation-with-diagram). The presence of diagrams increased equation-solving accuracy and the use of informal strategies. This diagram benefit was independent of student ability and item complexity. The benefits of diagrams found previously for story problems generalized to symbolic problems. The findings are consistent with cognitive models of problem-solving and suggest that diagrams may be a useful additional representation of symbolic problems. © 2017 The British Psychological Society.

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…

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

NASA Astrophysics Data System (ADS)

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

2017-02-01

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

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.

Effect of case-based learning on the development of graduate nurses' problem-solving ability.

PubMed

Yoo, Moon-Sook; Park, Jin-Hee

2014-01-01

Case-based learning (CBL) is a teaching strategy which promotes clinical problem-solving ability. This research was performed to investigate the effects of CBL on problem-solving ability of graduate nurses. This research was a quasi-experimental design using pre-test, intervention, and post-test with a non-synchronized, non-equivalent control group. The study population was composed of 190 new graduate nurses from university hospital A in Korea. Results of the research indicate that there was a statistically significant difference in objective problem-solving ability scores of CBL group demonstrating higher scores. Subjective problem-solving ability was also significantly higher in CBL group than in the lecture-based group. These results may suggest that CBL is a beneficial and effective instructional method of training graduate nurses to improve their clinical problem-solving ability. Copyright © 2013 Elsevier Ltd. All rights reserved.

Effectiveness of discovery learning model on mathematical problem solving

NASA Astrophysics Data System (ADS)

Herdiana, Yunita; Wahyudin, Sispiyati, Ririn

2017-08-01

This research is aimed to describe the effectiveness of discovery learning model on mathematical problem solving. This research investigate the students' problem solving competency before and after learned by using discovery learning model. The population used in this research was student in grade VII in one of junior high school in West Bandung Regency. From nine classes, class VII B were randomly selected as the sample of experiment class, and class VII C as control class, which consist of 35 students every class. The method in this research was quasi experiment. The instrument in this research is pre-test, worksheet and post-test about problem solving of mathematics. Based on the research, it can be conclude that the qualification of problem solving competency of students who gets discovery learning model on level 80%, including in medium category and it show that discovery learning model effective to improve mathematical problem solving.

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

NASA Astrophysics Data System (ADS)

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

2018-01-01

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

Automated Test Assembly Using lp_Solve Version 5.5 in R

ERIC Educational Resources Information Center

Diao, Qi; van der Linden, Wim J.

2011-01-01

This article reviews the use of the software program lp_solve version 5.5 for solving mixed-integer automated test assembly (ATA) problems. The program is freely available under Lesser General Public License 2 (LGPL2). It can be called from the statistical language R using the lpSolveAPI interface. Three empirical problems are presented to…

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

NASA Astrophysics Data System (ADS)

Rifa’i, A.; Lestari, H. P.

2018-03-01

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

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

ERIC Educational Resources Information Center

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…

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.

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

PubMed Central

DeGarmo, David S.; Forgatch, Marion S.

2011-01-01

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

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

PubMed

Degarmo, David S; Forgatch, Marion S

2012-03-01

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

Temperament and problem solving in a population of adolescent guide dogs.

PubMed

Bray, Emily E; Sammel, Mary D; Seyfarth, Robert M; Serpell, James A; Cheney, Dorothy L

2017-09-01

It is often assumed that measures of temperament within individuals are more correlated to one another than to measures of problem solving. However, the exact relationship between temperament and problem-solving tasks remains unclear because large-scale studies have typically focused on each independently. To explore this relationship, we tested 119 prospective adolescent guide dogs on a battery of 11 temperament and problem-solving tasks. We then summarized the data using both confirmatory factor analysis and exploratory principal components analysis. Results of confirmatory analysis revealed that a priori separation of tests as measuring either temperament or problem solving led to weak results, poor model fit, some construct validity, and no predictive validity. In contrast, results of exploratory analysis were best summarized by principal components that mixed temperament and problem-solving traits. These components had both construct and predictive validity (i.e., association with success in the guide dog training program). We conclude that there is complex interplay between tasks of "temperament" and "problem solving" and that the study of both together will be more informative than approaches that consider either in isolation.

The role of ego-resiliency in the relationship between social anxiety and problem solving ability among South Korean nursing students.

PubMed

Jun, Won-Hee; Lee, Gyungjoo

2017-02-01

Problem-solving is a core ability that nursing students should develop during their education. There is a need to better understand the importance of problem-solving and the factors related to it among nursing students. This study aimed to identify the role of ego-resiliency in the relationship between social anxiety and problem-solving ability in Korean nursing students. Data were collected from a total of 329 nursing students who were enrolled in three nursing programs in South Korea, using a self-administrated questionnaire. Data were mainly analyzed by Baron and Kenny's three-step regression analysis and the Sobel test. Ego-resiliency played a partial mediating role in the relationship between social anxiety and problem-solving ability. Further, the Sobel test suggested a mediating effect of ego-resiliency on the relationship between social anxiety and problem-solving (Z=-9.079, p<0.001). To enhance problem-solving ability in nursing students, nursing educators should establish educational strategies that decrease social anxiety and improve ego-resiliency. Copyright © 2016 Elsevier Ltd. All rights reserved.

Differential contributions of executive and episodic memory functions to problem solving in younger and older adults.

PubMed

Vandermorris, Susan; Sheldon, Signy; Winocur, Gordon; Moscovitch, Morris

2013-11-01

The relationship of higher order problem solving to basic neuropsychological processes likely depends on the type of problems to be solved. Well-defined problems (e.g., completing a series of errands) may rely primarily on executive functions. Conversely, ill-defined problems (e.g., navigating socially awkward situations) may, in addition, rely on medial temporal lobe (MTL) mediated episodic memory processes. Healthy young (N = 18; M = 19; SD = 1.3) and old (N = 18; M = 73; SD = 5.0) adults completed a battery of neuropsychological tests of executive and episodic memory function, and experimental tests of problem solving. Correlation analyses and age group comparisons demonstrated differential contributions of executive and autobiographical episodic memory function to well-defined and ill-defined problem solving and evidence for an episodic simulation mechanism underlying ill-defined problem solving efficacy. Findings are consistent with the emerging idea that MTL-mediated episodic simulation processes support the effective solution of ill-defined problems, over and above the contribution of frontally mediated executive functions. Implications for the development of intervention strategies that target preservation of functional independence in older adults are discussed.

[Computer-assisted education in problem-solving in neurology; a randomized educational study].

PubMed

Weverling, G J; Stam, J; ten Cate, T J; van Crevel, H

1996-02-24

To determine the effect of computer-based medical teaching (CBMT) as a supplementary method to teach clinical problem-solving during the clerkship in neurology. Randomized controlled blinded study. Academic Medical Centre, Amsterdam, the Netherlands. 103 Students were assigned at random to a group with access to CBMT and a control group. CBMT consisted of 20 computer-simulated patients with neurological diseases, and was permanently available during five weeks to students in the CBMT group. The ability to recognize and solve neurological problems was assessed with two free-response tests, scored by two blinded observers. The CBMT students scored significantly better on the test related to the CBMT cases (mean score 7.5 on a zero to 10 point scale; control group 6.2; p < 0.001). There was no significant difference on the control test not related to the problems practised with CBMT. CBMT can be an effective method for teaching clinical problem-solving, when used as a supplementary teaching facility during a clinical clerkship. The increased ability to solve problems learned by CBMT had no demonstrable effect on the performance with other neurological problems.

Noticing relevant problem features: activating prior knowledge affects problem solving by guiding encoding

PubMed Central

Crooks, Noelle M.; Alibali, Martha W.

2013-01-01

This study investigated whether activating elements of prior knowledge can influence how problem solvers encode and solve simple mathematical equivalence problems (e.g., 3 + 4 + 5 = 3 + __). Past work has shown that such problems are difficult for elementary school students (McNeil and Alibali, 2000). One possible reason is that children's experiences in math classes may encourage them to think about equations in ways that are ultimately detrimental. Specifically, children learn a set of patterns that are potentially problematic (McNeil and Alibali, 2005a): the perceptual pattern that all equations follow an “operations = answer” format, the conceptual pattern that the equal sign means “calculate the total”, and the procedural pattern that the correct way to solve an equation is to perform all of the given operations on all of the given numbers. Upon viewing an equivalence problem, knowledge of these patterns may be reactivated, leading to incorrect problem solving. We hypothesized that these patterns may negatively affect problem solving by influencing what people encode about a problem. To test this hypothesis in children would require strengthening their misconceptions, and this could be detrimental to their mathematical development. Therefore, we tested this hypothesis in undergraduate participants. Participants completed either control tasks or tasks that activated their knowledge of the three patterns, and were then asked to reconstruct and solve a set of equivalence problems. Participants in the knowledge activation condition encoded the problems less well than control participants. They also made more errors in solving the problems, and their errors resembled the errors children make when solving equivalence problems. Moreover, encoding performance mediated the effect of knowledge activation on equivalence problem solving. Thus, one way in which experience may affect equivalence problem solving is by influencing what students encode about the equations. PMID:24324454

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.

Effects of alcohol on a problem solving task.

DOT National Transportation Integrated Search

1972-03-01

Twenty subjects were tested on two separate days on a simple problem-solving task. Half of the subjects received alcohol on the first day of testing and half on the second day of testing. A control group of 11 subjects was also tested on two days and...

Perceptual support promotes strategy generation: Evidence from equation solving.

PubMed

Alibali, Martha W; Crooks, Noelle M; McNeil, Nicole M

2017-08-30

Over time, children shift from using less optimal strategies for solving mathematics problems to using better ones. But why do children generate new strategies? We argue that they do so when they begin to encode problems more accurately; therefore, we hypothesized that perceptual support for correct encoding would foster strategy generation. Fourth-grade students solved mathematical equivalence problems (e.g., 3 + 4 + 5 = 3 + __) in a pre-test. They were then randomly assigned to one of three perceptual support conditions or to a Control condition. Participants in all conditions completed three mathematical equivalence problems with feedback about correctness. Participants in the experimental conditions received perceptual support (i.e., highlighting in red ink) for accurately encoding the equal sign, the right side of the equation, or the numbers that could be added to obtain the correct solution. Following this intervention, participants completed a problem-solving post-test. Among participants who solved the problems incorrectly at pre-test, those who received perceptual support for correctly encoding the equal sign were more likely to generate new, correct strategies for solving the problems than were those who received feedback only. Thus, perceptual support for accurate encoding of a key problem feature promoted generation of new, correct strategies. Statement of Contribution What is already known on this subject? With age and experience, children shift to using more effective strategies for solving math problems. Problem encoding also improves with age and experience. What the present study adds? Support for encoding the equal sign led children to generate correct strategies for solving equations. Improvements in problem encoding are one source of new strategies. © 2017 The British Psychological Society.

Does Solving Insight-Based Problems Differ from Solving Learning-Based Problems? Some Evidence from an ERP Study

ERIC Educational Resources Information Center

Leikin, Roza; Waisman, Ilana; Leikin, Mark

2016-01-01

We asked: "What are the similarities and differences in mathematical processing associated with solving learning-based and insight-based problems?" To answer this question, the ERP research procedure was employed with 69 male adolescent subjects who solved specially designed insight-based and learning-based tests. Solutions of…

Cognitive functioning and social problem-solving skills in schizophrenia.

PubMed

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

2002-05-01

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

Problems of Complex Systems: A Model of System Problem Solving Applied to Schools.

ERIC Educational Resources Information Center

Cooke, Robert A.; Rousseau, Denise M.

Research of 25 Michigan elementary and secondary public schools is used to test a model relating organizations' problem-solving adequacy to their available inputs or resources and to the appropriateness of their structures. Problems that all organizations must solve, to avoid disorganization or entropy, include (1) getting inputs and producing…

Significance testing of rules in rule-based models of human problem solving

NASA Technical Reports Server (NTRS)

Lewis, C. M.; Hammer, J. M.

1986-01-01

Rule-based models of human problem solving have typically not been tested for statistical significance. Three methods of testing rules - analysis of variance, randomization, and contingency tables - are presented. Advantages and disadvantages of the methods are also described.

Effect of differentiation of self on adolescent risk behavior: test of the theoretical model.

PubMed

Knauth, Donna G; Skowron, Elizabeth A; Escobar, Melicia

2006-01-01

Innovative theoretical models are needed to explain the occurrence of high-risk sexual behaviors, alcohol and other-drug (AOD) use, and academic engagement among ethnically diverse, inner-city adolescents. The aim of this study was to test the credibility of a theoretical model based on the Bowen family systems theory to explain adolescent risk behavior. Specifically tested was the relationship between the predictor variables of differentiation of self, chronic anxiety, and social problem solving and the dependent variables of high-risk sexual behaviors, AOD use, and academic engagement. An ex post facto cross-sectional design was used to test the usefulness of the theoretical model. Data were collected from 161 racially/ethnically diverse, inner-city high school students, 14 to 19 years of age. Participants completed self-report written questionnaires, including the Differentiation of Self Inventory, State-Trait Anxiety Inventory, Social Problem Solving for Adolescents, Drug Involvement Scale for Adolescents, and the Sexual Behavior Questionnaire. Consistent with the model, higher levels of differentiation of self related to lower levels of chronic anxiety (p < .001) and higher levels of social problem solving (p < .01). Higher chronic anxiety was related to lower social problem solving (p < .001). A test of mediation showed that chronic anxiety mediates the relationship between differentiation of self and social problem solving (p < .001), indicating that differentiation influences social problem solving through chronic anxiety. Higher levels of social problem solving were related to less drug use (p < .05), less high-risk sexual behaviors (p < .01), and an increase in academic engagement (p < .01). Findings support the theoretical model's credibility and provide evidence that differentiation of self is an important cognitive factor that enables adolescents to manage chronic anxiety and motivates them to use effective problem solving, resulting in less involvement in health-comprising behaviors and increased academic engagement.

The development and evaluation of a web-based programme to support problem-solving skills following brain injury.

PubMed

Powell, Laurie Ehlhardt; Wild, Michelle R; Glang, Ann; Ibarra, Summer; Gau, Jeff M; Perez, Amanda; Albin, Richard W; O'Neil-Pirozzi, Therese M; Wade, Shari L; Keating, Tom; Saraceno, Carolyn; Slocumb, Jody

2017-10-24

Cognitive impairments following brain injury, including difficulty with problem solving, can pose significant barriers to successful community reintegration. Problem-solving strategy training is well-supported in the cognitive rehabilitation literature. However, limitations in insurance reimbursement have resulted in fewer services to train such skills to mastery and to support generalization of those skills into everyday environments. The purpose of this project was to develop and evaluate an integrated, web-based programme, ProSolv, which uses a small number of coaching sessions to support problem solving in everyday life following brain injury. We used participatory action research to guide the iterative development, usability testing, and within-subject pilot testing of the ProSolv programme. The finalized programme was then evaluated in a between-subjects group study and a non-experimental single case study. Results were mixed across studies. Participants demonstrated that it was feasible to learn and use the ProSolv programme for support in problem solving. They highly recommended the programme to others and singled out the importance of the coach. Limitations in app design were cited as a major reason for infrequent use of the app outside of coaching sessions. Results provide mixed evidence regarding the utility of web-based mobile apps, such as ProSolv to support problem solving following brain injury. Implications for Rehabilitation People with cognitive impairments following brain injury often struggle with problem solving in everyday contexts. Research supports problem solving skills training following brain injury. Assistive technology for cognition (smartphones, selected apps) offers a means of supporting problem solving for this population. This project demonstrated the feasibility of a web-based programme to address this need.

Assessing Mathematics 4. Problem Solving: The APU Approach.

ERIC Educational Resources Information Center

Foxman, Derek; And Others

1984-01-01

Presented are examples of problem-solving items from practical and written mathematics tests. These tests are part of an English survey designed to assess the mathematics achievement of students aged 11 and 15. (JN)

Solving mixed integer nonlinear programming problems using spiral dynamics optimization algorithm

NASA Astrophysics Data System (ADS)

Kania, Adhe; Sidarto, Kuntjoro Adji

2016-02-01

Many engineering and practical problem can be modeled by mixed integer nonlinear programming. This paper proposes to solve the problem with modified spiral dynamics inspired optimization method of Tamura and Yasuda. Four test cases have been examined, including problem in engineering and sport. This method succeeds in obtaining the optimal result in all test cases.

Building and Solving Odd-One-Out Classification Problems: A Systematic Approach

ERIC Educational Resources Information Center

Ruiz, Philippe E.

2011-01-01

Classification problems ("find the odd-one-out") are frequently used as tests of inductive reasoning to evaluate human or animal intelligence. This paper introduces a systematic method for building the set of all possible classification problems, followed by a simple algorithm for solving the problems of the R-ASCM, a psychometric test derived…

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.

Math Ties: Problem Solving, Logic Teasers, and Math Puzzles All "Tied" to the Math Curriculum. Book A1.

ERIC Educational Resources Information Center

Santi, Terri

This book contains a classroom-tested approach to the teaching of problem solving to all students in Grades 4-6, regardless of ability. Information on problem solving in general is provided, then mathematical problems on logic, whole numbers, number theory, fractions, decimals, geometry, ratio, proportion, percent, probability, sets, and…

From Poor Performance to Success under Stress: Working Memory, Strategy Selection, and Mathematical Problem Solving under Pressure

ERIC Educational Resources Information Center

Beilock, Sian L.; DeCaro, Marci S.

2007-01-01

Two experiments demonstrate how individual differences in working memory (WM) impact the strategies used to solve complex math problems and how consequential testing situations alter strategy use. In Experiment 1, individuals performed multistep math problems under low- or high-pressure conditions and reported their problem-solving strategies.…

Effects of the Problem-Posing Approach on Students' Problem Solving Skills and Metacognitive Awareness in Science Education

NASA Astrophysics Data System (ADS)

Akben, Nimet

2018-05-01

The interrelationship between mathematics and science education has frequently been emphasized, and common goals and approaches have often been adopted between disciplines. Improving students' problem-solving skills in mathematics and science education has always been given special attention; however, the problem-posing approach which plays a key role in mathematics education has not been commonly utilized in science education. As a result, the purpose of this study was to better determine the effects of the problem-posing approach on students' problem-solving skills and metacognitive awareness in science education. This was a quasi-experimental based study conducted with 61 chemistry and 40 physics students; a problem-solving inventory and a metacognitive awareness inventory were administered to participants both as a pre-test and a post-test. During the 2017-2018 academic year, problem-solving activities based on the problem-posing approach were performed with the participating students during their senior year in various university chemistry and physics departments throughout the Republic of Turkey. The study results suggested that structured, semi-structured, and free problem-posing activities improve students' problem-solving skills and metacognitive awareness. These findings indicated not only the usefulness of integrating problem-posing activities into science education programs but also the need for further research into this question.

Visual Attention Modulates Insight versus Analytic Solving of Verbal Problems

ERIC Educational Resources Information Center

Wegbreit, Ezra; Suzuki, Satoru; Grabowecky, Marcia; Kounios, John; Beeman, Mark

2012-01-01

Behavioral and neuroimaging findings indicate that distinct cognitive and neural processes underlie solving problems with sudden insight. Moreover, people with less focused attention sometimes perform better on tests of insight and creative problem solving. However, it remains unclear whether different states of attention, within individuals,…

Monitoring Affect States during Effortful Problem Solving Activities

ERIC Educational Resources Information Center

D'Mello, Sidney K.; Lehman, Blair; Person, Natalie

2010-01-01

We explored the affective states that students experienced during effortful problem solving activities. We conducted a study where 41 students solved difficult analytical reasoning problems from the Law School Admission Test. Students viewed videos of their faces and screen captures and judged their emotions from a set of 14 states (basic…

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

ERIC Educational Resources Information Center

Swanson, H. Lee; Fung, Wenson

2016-01-01

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

Cognitive Predictors of Everyday Problem Solving across the Lifespan

PubMed Central

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

2017-01-01

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

Adaptation of Social Problem Solving for Children Questionnaire in 6 Age Groups and its Relationships with Preschool Behavior Problems

ERIC Educational Resources Information Center

Dereli-Iman, Esra

2013-01-01

Social Problem Solving for Child Scale is frequently used to determine behavioral problems of children with their own word and to identify ways of conflict encountered in daily life, and interpersonal relationships in abroad. The primary purpose of this study was to adapt the Wally Child Social Problem-Solving Detective Game Test. In order to…

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

NASA Astrophysics Data System (ADS)

Gulacar, Ozcan

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

Conceptual and procedural knowledge community college students use when solving a complex science problem

NASA Astrophysics Data System (ADS)

Steen-Eibensteiner, Janice Lee

2006-07-01

A strong science knowledge base and problem solving skills have always been highly valued for employment in the science industry. Skills currently needed for employment include being able to problem solve (Overtoom, 2000). Academia also recognizes the need for effectively teaching students to apply problem solving skills in clinical settings. This thesis investigates how students solve complex science problems in an academic setting in order to inform the development of problem solving skills for the workplace. Students' use of problem solving skills in the form of learned concepts and procedural knowledge was studied as students completed a problem that might come up in real life. Students were taking a community college sophomore biology course, Human Anatomy & Physiology II. The problem topic was negative feedback inhibition of the thyroid and parathyroid glands. The research questions answered were (1) How well do community college students use a complex of conceptual knowledge when solving a complex science problem? (2) What conceptual knowledge are community college students using correctly, incorrectly, or not using when solving a complex science problem? (3) What problem solving procedural knowledge are community college students using successfully, unsuccessfully, or not using when solving a complex science problem? From the whole class the high academic level participants performed at a mean of 72% correct on chapter test questions which was a low average to fair grade of C-. The middle and low academic participants both failed (F) the test questions (37% and 30% respectively); 29% (9/31) of the students show only a fair performance while 71% (22/31) fail. From the subset sample population of 2 students each from the high, middle, and low academic levels selected from the whole class 35% (8/23) of the concepts were used effectively, 22% (5/23) marginally, and 43% (10/23) poorly. Only 1 concept was used incorrectly by 3/6 of the students and identified as a misconception. One of 21 (5%) problem-solving pathway characteristics was used effectively, 7 (33%) marginally, and 13 (62%) poorly. There were very few (0 to 4) problem-solving pathway characteristics used unsuccessfully most were simply not used.

Performance impact of mutation operators of a subpopulation-based genetic algorithm for multi-robot task allocation problems.

PubMed

Liu, Chun; Kroll, Andreas

2016-01-01

Multi-robot task allocation determines the task sequence and distribution for a group of robots in multi-robot systems, which is one of constrained combinatorial optimization problems and more complex in case of cooperative tasks because they introduce additional spatial and temporal constraints. To solve multi-robot task allocation problems with cooperative tasks efficiently, a subpopulation-based genetic algorithm, a crossover-free genetic algorithm employing mutation operators and elitism selection in each subpopulation, is developed in this paper. Moreover, the impact of mutation operators (swap, insertion, inversion, displacement, and their various combinations) is analyzed when solving several industrial plant inspection problems. The experimental results show that: (1) the proposed genetic algorithm can obtain better solutions than the tested binary tournament genetic algorithm with partially mapped crossover; (2) inversion mutation performs better than other tested mutation operators when solving problems without cooperative tasks, and the swap-inversion combination performs better than other tested mutation operators/combinations when solving problems with cooperative tasks. As it is difficult to produce all desired effects with a single mutation operator, using multiple mutation operators (including both inversion and swap) is suggested when solving similar combinatorial optimization problems.

Geo-Sandbox: An Interactive Geoscience Training Tool with Analytics to Better Understand Student Problem Solving Approaches

NASA Astrophysics Data System (ADS)

Butt, N.; Pidlisecky, A.; Ganshorn, H.; Cockett, R.

2015-12-01

The software company 3 Point Science has developed three interactive learning programs designed to teach, test and practice visualization skills and geoscience concepts. A study was conducted with 21 geoscience students at the University of Calgary who participated in 2 hour sessions of software interaction and written pre and post-tests. Computer and SMART touch table interfaces were used to analyze user interaction, problem solving methods and visualization skills. By understanding and pinpointing user problem solving methods it is possible to reconstruct viewpoints and thought processes. This could allow us to give personalized feedback in real time, informing the user of problem solving tips and possible misconceptions.

Improving mathematical problem solving ability through problem-based learning and authentic assessment for the students of Bali State Polytechnic

NASA Astrophysics Data System (ADS)

Darma, I. K.

2018-01-01

This research is aimed at determining: 1) the differences of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) the differences of mathematical problem solving ability between the students facilitated with authentic and conventional assessment model, and 3) interaction effect between learning and assessment model on mathematical problem solving. The research was conducted in Bali State Polytechnic, using the 2x2 experiment factorial design. The samples of this research were 110 students. The data were collected using a theoretically and empirically-validated test. Instruments were validated by using Aiken’s approach of technique content validity and item analysis, and then analyzed using anova stylistic. The result of the analysis shows that the students facilitated with problem-based learning and authentic assessment models get the highest score average compared to the other students, both in the concept understanding and mathematical problem solving. The result of hypothesis test shows that, significantly: 1) there is difference of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) there is difference of mathematical problem solving ability between the students facilitated with authentic assessment model and conventional assessment model, and 3) there is interaction effect between learning model and assessment model on mathematical problem solving. In order to improve the effectiveness of mathematics learning, collaboration between problem-based learning model and authentic assessment model can be considered as one of learning models in class.

CD-ROM Based Multimedia Homework Solutions and Self Test Generator.

ERIC Educational Resources Information Center

Rhodes, Jeffrey M.; Bell, Christopher C.

1998-01-01

Discusses a prototype multimedia application that was designed to help college students solve problems and generate practice tests for an economics textbook. Highlights include step-by-step problem solving; a friendly interface; student tracking; inexpensive development costs; examples of screen displays; and generating random, scored tests on…

Math Ties: Problem Solving, Logic Teasers, and Math Puzzles All "Tied" To the Math Curriculum. Book B1.

ERIC Educational Resources Information Center

Santi, Terri

This book contains a classroom-tested approach to the teaching of problem solving to all students in Grades 6-8, regardless of ability. Information on problem solving in general is provided, then mathematical problems on logic, exponents, fractions, pre-algebra, algebra, geometry, number theory, set theory, ratio, proportion, percent, probability,…

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.

An Eye Tracking Study of High- and Low-Performing Students in Solving Interactive and Analytical Problems

ERIC Educational Resources Information Center

Hu, Yiling; Wu, Bian; Gu, Xiaoqing

2017-01-01

Test results from the Program for International Student Assessment (PISA) reveal that Shanghai students performed less well in solving interactive problems (those that require uncovering necessary information) than in solving analytical problems (those having all information disclosed at the outset). Accordingly, this study investigates…

Conflict Management in "Ad Hoc" Problem-Solving Groups: A Preliminary Investigation.

ERIC Educational Resources Information Center

Wallace, Les; Baxter, Leslie

Full study of small group communication must include consideration of task and socio-emotional dimensions, especially in relation to group problem solving. Thirty small groups were tested for their reactions in various "ad hoc" conflict resolution situations. Instructions to the groups were (1) no problem-solving instructions (control),…

Improving Students' Problem Solving in a Virtual Chemistry Simulation through Metacognitive Messages

ERIC Educational Resources Information Center

Beal, Carole R.; Stevens, Ronald H.

2011-01-01

Recent assessments indicate that American students do not score well on tests of scientific problem solving, relative to students in other nations. IMMEX is a web-based virtual environment that provides students with opportunities to solve science problems by viewing information resources through a suite of menu options, developing a hypothesis…

The effects of cumulative practice on mathematics problem solving.

PubMed

Mayfield, Kristin H; Chase, Philip N

2002-01-01

This study compared three different methods of teaching five basic algebra rules to college students. All methods used the same procedures to teach the rules and included four 50-question review sessions interspersed among the training of the individual rules. The differences among methods involved the kinds of practice provided during the four review sessions. Participants who received cumulative practice answered 50 questions covering a mix of the rules learned prior to each review session. Participants who received a simple review answered 50 questions on one previously trained rule. Participants who received extra practice answered 50 extra questions on the rule they had just learned. Tests administered after each review included new questions for applying each rule (application items) and problems that required novel combinations of the rules (problem-solving items). On the final test, the cumulative group outscored the other groups on application and problem-solving items. In addition, the cumulative group solved the problem-solving items significantly faster than the other groups. These results suggest that cumulative practice of component skills is an effective method of training problem solving.

The effects of cumulative practice on mathematics problem solving.

PubMed Central

Mayfield, Kristin H; Chase, Philip N

2002-01-01

This study compared three different methods of teaching five basic algebra rules to college students. All methods used the same procedures to teach the rules and included four 50-question review sessions interspersed among the training of the individual rules. The differences among methods involved the kinds of practice provided during the four review sessions. Participants who received cumulative practice answered 50 questions covering a mix of the rules learned prior to each review session. Participants who received a simple review answered 50 questions on one previously trained rule. Participants who received extra practice answered 50 extra questions on the rule they had just learned. Tests administered after each review included new questions for applying each rule (application items) and problems that required novel combinations of the rules (problem-solving items). On the final test, the cumulative group outscored the other groups on application and problem-solving items. In addition, the cumulative group solved the problem-solving items significantly faster than the other groups. These results suggest that cumulative practice of component skills is an effective method of training problem solving. PMID:12102132

Representation of Students in Solving Simultaneous Linear Equation Problems Based on Multiple Intelligence

NASA Astrophysics Data System (ADS)

Yanti, Y. R.; Amin, S. M.; Sulaiman, R.

2018-01-01

This study described representation of students who have musical, logical-mathematic and naturalist intelligence in solving a problem. Subjects were selected on the basis of multiple intelligence tests (TPM) consists of 108 statements, with 102 statements adopted from Chislet and Chapman and 6 statements equal to eksistensial intelligences. Data were analyzed based on problem-solving tests (TPM) and interviewing. See the validity of the data then problem-solving tests (TPM) and interviewing is given twice with an analyzed using the representation indikator and the problem solving step. The results showed that: the stage of presenting information known, stage of devising a plan, and stage of carrying out the plan those three subjects were using same form of representation. While he stage of presenting information asked and stage of looking back, subject of logical-mathematic was using different forms of representation with subjects of musical and naturalist intelligence. From this research is expected to provide input to the teacher in determining the learning strategy that will be used by considering the representation of students with the basis of multiple intelligences.

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.

Development of Finnish Elementary Pupils' Problem-Solving Skills in Mathematics

ERIC Educational Resources Information Center

Laine, Anu; Näveri, Liisa; Ahtee, Maija; Pehkonen, Erkki

2014-01-01

The purpose of this study is to determine how Finnish pupils' problem-solving skills develop from the 3rd to 5th grade. As research data, we use one non-standard problem from pre- and post-test material from a three-year follow-up study, in the area of Helsinki, Finland. The problems in both tests consisted of four questions related to each other.…

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

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.

The implementation of multiple intelligences based teaching model to improve mathematical problem solving ability for student of junior high school

NASA Astrophysics Data System (ADS)

Fasni, Nurli; Fatimah, Siti; Yulanda, Syerli

2017-05-01

This research aims to achieve some purposes such as: to know whether mathematical problem solving ability of students who have learned mathematics using Multiple Intelligences based teaching model is higher than the student who have learned mathematics using cooperative learning; to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using Multiple Intelligences based teaching model., to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using cooperative learning; to know the attitude of the students to Multiple Intelligences based teaching model. The method employed here is quasi-experiment which is controlled by pre-test and post-test. The population of this research is all of VII grade in SMP Negeri 14 Bandung even-term 2013/2014, later on two classes of it were taken for the samples of this research. A class was taught using Multiple Intelligences based teaching model and the other one was taught using cooperative learning. The data of this research were gotten from the test in mathematical problem solving, scale questionnaire of the student attitudes, and observation. The results show the mathematical problem solving of the students who have learned mathematics using Multiple Intelligences based teaching model learning is higher than the student who have learned mathematics using cooperative learning, the mathematical problem solving ability of the student who have learned mathematics using cooperative learning and Multiple Intelligences based teaching model are in intermediate level, and the students showed the positive attitude in learning mathematics using Multiple Intelligences based teaching model. As for the recommendation for next author, Multiple Intelligences based teaching model can be tested on other subject and other ability.

Modeling visual problem solving as analogical reasoning.

PubMed

Lovett, Andrew; Forbus, Kenneth

2017-01-01

We present a computational model of visual problem solving, designed to solve problems from the Raven's Progressive Matrices intelligence test. The model builds on the claim that analogical reasoning lies at the heart of visual problem solving, and intelligence more broadly. Images are compared via structure mapping, aligning the common relational structure in 2 images to identify commonalities and differences. These commonalities or differences can themselves be reified and used as the input for future comparisons. When images fail to align, the model dynamically rerepresents them to facilitate the comparison. In our analysis, we find that the model matches adult human performance on the Standard Progressive Matrices test, and that problems which are difficult for the model are also difficult for people. Furthermore, we show that model operations involving abstraction and rerepresentation are particularly difficult for people, suggesting that these operations may be critical for performing visual problem solving, and reasoning more generally, at the highest level. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

A framework for solving ill-structured community problems

NASA Astrophysics Data System (ADS)

Keller, William Cotesworth

A multifaceted protocol for solving ill-structured community problems has been developed. It embodies the lessons learned from the past by refining and extending features of previous models from the systems thinkers, and the fields of behavioral decision making and creative problem solving. The protocol also embraces additional features needed to address the unique aspects of community decision situations. The essential elements of the protocol are participants from the community, a problem-solving process, a systems picture, a facilitator, a modified Delphi method of communications, and technical expertise. This interdisciplinary framework has been tested by a quasi experiment with a real world community problem (the high cost of electrical power on Long Island, NY). Results indicate the protocol can enable members of the community to understand a complicated, ill-structured problem and guide them to action to solve the issue. However, the framework takes time (over one year in the test case) and will be inappropriate for crises where quick action is needed.

Self-Affirmation Improves Problem-Solving under Stress

PubMed Central

Creswell, J. David; Dutcher, Janine M.; Klein, William M. P.; Harris, Peter R.; Levine, John M.

2013-01-01

High levels of acute and chronic stress are known to impair problem-solving and creativity on a broad range of tasks. Despite this evidence, we know little about protective factors for mitigating the deleterious effects of stress on problem-solving. Building on previous research showing that self-affirmation can buffer stress, we tested whether an experimental manipulation of self-affirmation improves problem-solving performance in chronically stressed participants. Eighty undergraduates indicated their perceived chronic stress over the previous month and were randomly assigned to either a self-affirmation or control condition. They then completed 30 difficult remote associate problem-solving items under time pressure in front of an evaluator. Results showed that self-affirmation improved problem-solving performance in underperforming chronically stressed individuals. This research suggests a novel means for boosting problem-solving under stress and may have important implications for understanding how self-affirmation boosts academic achievement in school settings. PMID:23658751

Self-affirmation improves problem-solving under stress.

PubMed

Creswell, J David; Dutcher, Janine M; Klein, William M P; Harris, Peter R; Levine, John M

2013-01-01

High levels of acute and chronic stress are known to impair problem-solving and creativity on a broad range of tasks. Despite this evidence, we know little about protective factors for mitigating the deleterious effects of stress on problem-solving. Building on previous research showing that self-affirmation can buffer stress, we tested whether an experimental manipulation of self-affirmation improves problem-solving performance in chronically stressed participants. Eighty undergraduates indicated their perceived chronic stress over the previous month and were randomly assigned to either a self-affirmation or control condition. They then completed 30 difficult remote associate problem-solving items under time pressure in front of an evaluator. Results showed that self-affirmation improved problem-solving performance in underperforming chronically stressed individuals. This research suggests a novel means for boosting problem-solving under stress and may have important implications for understanding how self-affirmation boosts academic achievement in school settings.

Junior High School Students’ Understanding and Problem Solving Skills on the Topics of Line and Angles

NASA Astrophysics Data System (ADS)

Irsal, I. L.; Jupri, A.; Prabawanto, S.

2017-09-01

Line and angles is important topics to learn to develop the geometry skills and also mathematics skills such as understanding and problem solving skills. But, the fact was given by Indonesian researcher show that Indonesian students’ understanding and problem solving skills still low in this topics. This fact be a background to investigate students’ understanding and problem solving skills in line and angles topics. To investigate these skills, this study used descriptive-qualitative approach. Individual written test (essay) and interview was used in this study. 72 students grade 8th from one of Junior High School in Lembang, worked the written test and 18 of them were interviewed. Based on result, almost of student were have a good instrumental understanding in line and angles topic in same area, but almost all student have a low instrumental understanding in line and angles topic in different area. Almost all student have a low relational understanding. Also, almost all student have a low problem solving skills especially in make and use strategy to solve the problem and looking back their answer. Based on result there is need a meaningfulness learning strategy, which can make students build their understanding and develop their problem solving skill independently.

What relates newspaper, definite, and clothing? An article describing deficits in convergent problem solving and creativity following hippocampal damage

PubMed Central

Warren, David E.; Kurczek, Jake; Duff, Melissa C.

2016-01-01

Creativity relies on a diverse set of cognitive processes associated with distinct neural correlates, and one important aspect of creativity, divergent thinking, has been associated with the hippocampus. However, hippocampal contributions to another important aspect of creativity, convergent problem solving, have not been investigated. We tested the necessity of hippocampus for convergent problem solving using a neuropsychological method. Participants with amnesia due to hippocampal damage (N=5) and healthy normal comparison participants (N=5) were tested using a task that promoted solutions based on existing knowledge (Bowden and Jung-Beeman, 2003). During each trial, participants were given a list of three words (e.g., fly, man, place) and asked to respond with a word that could be combined with each of the three words (e.g., fire). The amnesic group produced significantly fewer correct responses than the healthy comparison group. These findings indicate that the hippocampus is necessary for normal convergent problem solving and that changes in the status of the hippocampus should affect convergent problem solving in the context of creative problem-solving across short intervals. This proposed contribution of the hippocampus to convergent problem solving is consistent with an expanded perspective on hippocampal function that acknowledges its role in cognitive processes beyond declarative memory. PMID:27010751

Inverse problems in the design, modeling and testing of engineering systems

NASA Technical Reports Server (NTRS)

Alifanov, Oleg M.

1991-01-01

Formulations, classification, areas of application, and approaches to solving different inverse problems are considered for the design of structures, modeling, and experimental data processing. Problems in the practical implementation of theoretical-experimental methods based on solving inverse problems are analyzed in order to identify mathematical models of physical processes, aid in input data preparation for design parameter optimization, help in design parameter optimization itself, and to model experiments, large-scale tests, and real tests of engineering systems.

Developing Ill-defined problem-solving for the context of “South Sumatera”

NASA Astrophysics Data System (ADS)

Arifin, S.; Zulkardi; Putri, R. I. I.; Hartono, Y.; Susanti, E.

2017-12-01

This study aims to produce a valid and practical ill-defined problem-solving for context South Sumatera. The subject of the research is three students of the first semester of undergraduate students in the mathematics department of Raden Fatah State Islamic University. This study use development studies that consist of preliminary and prototyping. In preliminary stage have been analysis content curricula, indicator, and strategies of problem-solving. Meanwhile, in prototyping stage only consist of self-evaluation, expert review, and one-to-one. The data were collected through a walkthrough, interview, and test. The data were validated using expert review, but in practice, the data were obtained from test and interview to subject of the research. This studies produced two valid and practical problem-solving. The first problem is about “Benteng Kuto Besak”, and the second problem is about “Monpera”. From the expert review, the conclusion can be drawn that two problems which are developing are ill-defined problem-solving, and valid from content, construct, and its language. Besides that, the problems are practical because all students know and understand what the problems goal, but not the solutions.

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

Analysis of students’ creative thinking level in problem solving based on national council of teachers of mathematics

NASA Astrophysics Data System (ADS)

Hobri; Suharto; Rifqi Naja, Ahmad

2018-04-01

This research aims to determine students’ creative thinking level in problem solving based on NCTM in function subject. The research type is descriptive with qualitative approach. Data collection methods which were used are test and interview. Creative thinking level in problem solving based on NCTM indicators consists of (1) Make mathematical model from a contextual problem and solve the problem, (2) Solve problem using various possible alternatives, (3) Find new alternative(s) to solve the problem, (4) Determine the most efficient and effective alternative for that problem, (5) Review and correct mistake(s) on the process of problem solving. Result of the research showed that 10 students categorized in very satisfying level, 23 students categorized in satisfying level and 1 students categorized in less satisfying level. Students in very satisfying level meet all indicators, students in satisfying level meet first, second, fourth, and fifth indicator, while students in less satisfying level only meet first and fifth indicator.

Enhancing Learners' Problem Solving Performance in Mathematics: A Cognitive Load Perspective

ERIC Educational Resources Information Center

Dhlamini, Joseph J.

2016-01-01

This paper reports on a pilot study that investigated the effect of implementing a context-based problem solving instruction (CBPSI) to enhance the problem solving performance of high school mathematics learners. Primarily, the pilot study aimed: (1) to evaluate the efficiency of data collection instruments; and, (2) to test the efficacy of CBPSI…

Thinking can cause forgetting: memory dynamics in creative problem solving.

PubMed

Storm, Benjamin C; Angello, Genna; Bjork, Elizabeth Ligon

2011-09-01

Research on retrieval-induced forgetting has shown that retrieval can cause the forgetting of related or competing items in memory (Anderson, Bjork, & Bjork, 1994). In the present research, we examined whether an analogous phenomenon occurs in the context of creative problem solving. Using the Remote Associates Test (RAT; Mednick, 1962), we found that attempting to generate a novel common associate to 3 cue words caused the forgetting of other strong associates related to those cue words. This problem-solving-induced forgetting effect occurred even when participants failed to generate a viable solution, increased in magnitude when participants spent additional time problem solving, and was positively correlated with problem-solving success on a separate set of RAT problems. These results implicate a role for forgetting in overcoming fixation in creative problem solving. (c) 2011 APA, all rights reserved.

Effects of subliminal hints on insight problem solving.

PubMed

Hattori, Masasi; Sloman, Steven A; Orita, Ryo

2013-08-01

Two experiments tested a total of 509 participants on insight problems (the radiation problem and the nine-dot problem). Half of the participants were first exposed to a 1-min movie that included a subliminal hint. The hint raised the solution rate of people who did not recognize it. In addition, the way they solved the problem was affected by the hint. In Experiment 3, a novel technique was introduced to address some methodological concerns raised by Experiments 1 and 2. A total of 80 participants solved the 10-coin problem, and half of them were exposed to a subliminal hint. The hint facilitated solving the problem, and it shortened the solution time. Some implications of subliminal priming for research on and theorizing about insight problem solving are discussed.

Self-directed questions to improve students' ability in solving chemical problems

NASA Astrophysics Data System (ADS)

Sanjaya, Rahmat Eko; Muna, Khairiatul; Suharto, Bambang; Syahmani

2017-12-01

Students' ability in solving chemical problems is seen from their ability to solve chemicals' non-routine problems. It is due to learning faced directly on non-routine problems will generate a meaningful learning for students. Observations in Banjarmasin Public High School 1 (SMA Negeri 1 Banjarmasin) showed that students did not give the expected results when they were given the non-routine problems. Learning activities by emphasizing problem solving was implemented based on the existence of knowledge about cognition and regulation of cognition. Both of these elements are components of metacognition. The self-directed question is a strategy that involves metacognition in solving chemical problems. This research was carried out using classroom action research design in two cycles. Each cycle consists of four stages: planning, action, observation and reflection. The subjects were 34 students of grade XI-4 at majoring science (IPA) of SMA Negeri 1 Banjarmasin. The data were collected using tests of the students' ability in problem solving and non-tests instrument to know the process of implementation of the actions. Data were analyzed with descriptivequantitativeand qualitative analysis. The ability of students in solving chemical problems has increased from an average of 37.96 in cycle I became 61.83 in cycle II. Students' ability to solve chemical problems is viewed based on their ability to answer self-directed questions. Students' ability in comprehension questions increased from 73.04 in the cycle I became 96.32 in cycle II. Connection and strategic questions increased from 54.17 and 16.50 on cycle I became 63.73 and 55.23 on cycle II respectively. In cycle I, reflection questions were 26.96 and elevated into 36.27 in cycle II. The self-directed questions have the ability to help students to solve chemical problems through metacognition questions. Those questions guide students to find solutions in solving chemical problems.

Seventh Grade Students' Problem Solving Success Rates on Proportional Reasoning Problems

ERIC Educational Resources Information Center

Pelen, Mustafa Serkan; Artut, Perihan Dinç

2016-01-01

This research was conducted to investigate 7th grade students' problem solving success rates on proportional reasoning problems and whether these success rates change with different problem types. 331 randomly selected students of grade seven participated in this study. A problem test which contains three different types of missing value (direct…

When procedures discourage insight: epistemological consequences of prompting novice physics students to construct force diagrams

NASA Astrophysics Data System (ADS)

Kuo, Eric; Hallinen, Nicole R.; Conlin, Luke D.

2017-05-01

One aim of school science instruction is to help students become adaptive problem solvers. Though successful at structuring novice problem solving, step-by-step problem-solving frameworks may also constrain students' thinking. This study utilises a paradigm established by Heckler [(2010). Some consequences of prompting novice physics students to construct force diagrams. International Journal of Science Education, 32(14), 1829-1851] to test how cuing the first step in a standard framework affects undergraduate students' approaches and evaluation of solutions in physics problem solving. Specifically, prompting the construction of a standard diagram before problem solving increases the use of standard procedures, decreasing the use of a conceptual shortcut. Providing a diagram prompt also lowers students' ratings of informal approaches to similar problems. These results suggest that reminding students to follow typical problem-solving frameworks limits their views of what counts as good problem solving.

Mathematical Problem Solving Ability of Junior High School Students through Ang’s Framework for Mathematical Modelling Instruction

NASA Astrophysics Data System (ADS)

Fasni, N.; Turmudi, T.; Kusnandi, K.

2017-09-01

This research background of this research is the importance of student problem solving abilities. The purpose of this study is to find out whether there are differences in the ability to solve mathematical problems between students who have learned mathematics using Ang’s Framework for Mathematical Modelling Instruction (AFFMMI) and students who have learned using scientific approach (SA). The method used in this research is a quasi-experimental method with pretest-postest control group design. Data analysis of mathematical problem solving ability using Indepent Sample Test. The results showed that there was a difference in the ability to solve mathematical problems between students who received learning with Ang’s Framework for Mathematical Modelling Instruction and students who received learning with a scientific approach. AFFMMI focuses on mathematical modeling. This modeling allows students to solve problems. The use of AFFMMI is able to improve the solving ability.

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.

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.

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

PubMed

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

2008-01-01

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

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

PubMed

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

2015-02-01

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

Fostering Analogical Transfer: The Multiple Components Approach to Algebra Word Problem Solving in a Chemistry Context

ERIC Educational Resources Information Center

Ngu, Bing Hiong; Yeung, Alexander Seeshing

2012-01-01

Holyoak and Koh (1987) and Holyoak (1984) propose four critical tasks for analogical transfer to occur in problem solving. A study was conducted to test this hypothesis by comparing a multiple components (MC) approach against worked examples (WE) in helping students to solve algebra word problems in chemistry classes. The MC approach incorporated…

Randomized Controlled Trial of Problem-Solving Therapy for Minor Depression in Home Care

ERIC Educational Resources Information Center

Gellis, Zvi D.; McGinty, Jean; Tierney, Lynda; Jordan, Cindy; Burton, Jean; Misener, Elizabeth

2008-01-01

Objective: Data are presented from a pilot research program initiated to develop, refine, and test the outcomes of problem-solving therapy that targets the needs of older adults with minor depression in home care settings. Method: A pilot randomized clinical trial compares the impact of problem-solving therapy for home care to treatment as usual…

Social Problem-Solving Skills of Children in Terms of Maternal Acceptance-Rejection Levels

ERIC Educational Resources Information Center

Tepeli, Kezban; Yilmaz, Elif

2013-01-01

This study was conducted to find an answer to the question of "Do social problem-solving skills of 5-6 years old children differentiate depending on the levels of maternal acceptance rejection?" The participants of the study included 359 5-6 years old children and their mothers. Wally Social Problem-Solving Test and PARQ (Parental…

Using Educational Data Mining Methods to Assess Field-Dependent and Field-Independent Learners' Complex Problem Solving

ERIC Educational Resources Information Center

Angeli, Charoula; Valanides, Nicos

2013-01-01

The present study investigated the problem-solving performance of 101 university students and their interactions with a computer modeling tool in order to solve a complex problem. Based on their performance on the hidden figures test, students were assigned to three groups of field-dependent (FD), field-mixed (FM), and field-independent (FI)…

Analysis of problem solving in terms of cognitive style

NASA Astrophysics Data System (ADS)

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

2018-03-01

The purpose of this study was to analyze the problem solving based on the type of cognitive style. Subjects used in this study are students of class X SMK located in Purworejo. The method used in this research is qualitative descriptive. Data collection techniques used in this research is a problem-solving test to determine student problem solving and GEFT to determine the type of cognitive style possessed by students. The result of this research is to determine the mastery of each type in cognitive style, that is Field Independent type and Field Dependent type on problem solving indicator. The impact of this research is the teacher can know the mastery of student problem solving on each type of cognitive style so that teacher can determine the proper way of delivering to student at next meeting.

A non-verbal technique for the assessment of general intellectual ability in selection of aviation personnel.

DOT National Transportation Integrated Search

1971-06-01

A study was conducted in which performance on a non-verbal problem- solving task was correlated with the Otis Quick Scoring Mental Ability Test and the Raven Progressive Matrices Test. The problem-solving task, called 'code- lock' required the subjec...

What relates newspaper, definite, and clothing? An article describing deficits in convergent problem solving and creativity following hippocampal damage.

PubMed

Warren, David E; Kurczek, Jake; Duff, Melissa C

2016-07-01

Creativity relies on a diverse set of cognitive processes associated with distinct neural correlates, and one important aspect of creativity, divergent thinking, has been associated with the hippocampus. However, hippocampal contributions to another important aspect of creativity, convergent problem solving, have not been investigated. We tested the necessity of hippocampus for convergent problem solving using a neuropsychological method. Participants with amnesia due to hippocampal damage (N = 5) and healthy normal comparison participants (N = 5) were tested using a task that promoted solutions based on existing knowledge (Bowden and Jung-Beeman, 2003). During each trial, participants were given a list of three words (e.g., fly, man, place) and asked to respond with a word that could be combined with each of the three words (e.g., fire). The amnesic group produced significantly fewer correct responses than the healthy comparison group. These findings indicate that the hippocampus is necessary for normal convergent problem solving and that changes in the status of the hippocampus should affect convergent problem solving in the context of creative problem-solving across short intervals. This proposed contribution of the hippocampus to convergent problem solving is consistent with an expanded perspective on hippocampal function that acknowledges its role in cognitive processes beyond declarative memory. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Emotional intelligence and problem solving strategy: comparative study basedon "tower of hanoi" test.

PubMed

Arefnasab, Zahra; Zare, Hosein; Babamahmoodi, Abdolreza

2012-01-01

The aim of this study was to compare problem solving strategies between peoples with high and low emotional intelligence (EI). This study is a cross sectional descriptive study.The sample groups include senior BS& BA between 20-30 years old into two with high and low emotional intelligence, each group had 30 subjects.Data was analyzed with non-parametric chi square test for main dependent variable (problem solving strategies) and accessory dependent variables(manner of starting and fulfillmentof the test).The Independent two group T-test was used for analyzing other accessory dependent variables(Number of errors and total time used for fulfillment of the test). There was a significant difference between two groups in "number of errors" (t=-3.67,p=0) and "total time used for fulfillment of the test"(-6.17,p=0) and there was significant relation between EI and "problem solving strategies" (χ2=25.71, p<0.01) and (Cramer's v = 0.65, p<0.01) .Also there was significant relation between EI and "fulfillment of test" (χ2=20.31, p<0.01) and (φ=0.58, p<0.01). But the relation between EI and "manner of starting the test" was not significant (χ2=1.11, p=0.29). Subjects with high EI used more "insightful" strategy and subjects with low EI used more "trial- error" strategy. The first group completed the test more rapidlyand with fewer errors, compared with the second group. In addition the first group was more successful in performing the test than the second one. People with high EI significantly solve problems better than people with lowEI.

Arithmetic Word-Problem-Solving in Huntington's Disease

ERIC Educational Resources Information Center

Allain, P.; Verny, C.; Aubin, G.; Pinon, K.; Bonneau, D.; Dubas, F.; Gall, D.L.

2005-01-01

The purpose of this study was to examine executive functioning in patients with Huntington's disease using an arithmetic word-problem-solving task including eight solvable problems of increasing complexity and four aberrant problems. Ten patients with Huntington's disease and 12 normal control subjects matched by age and education were tested.…

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.

Development of a Test for an Experimental Research Program in Creative Problem Solving. Final Report.

ERIC Educational Resources Information Center

Miles, David T.

The purpose of this first phase of a continuing research program was the development of a test of creative problem solving in general design. A design class of 186 members was divided into an experimental and control group; a non-design control group (an educational psychology class) of 45 was also tested. Multivariate interpretation of creative…

Problem-Solving Test: RNA and Protein Synthesis in Bacteriophage-Infected "E. coli" Cells

ERIC Educational Resources Information Center

Szeberenyi, Jozsef

2008-01-01

The classic experiment presented in this problem-solving test was designed to identify the template molecules of translation by analyzing the synthesis of phage proteins in "Escherichia coli" cells infected with bacteriophage T4. The work described in this test led to one of the most seminal discoveries of early molecular biology: it dealt a…

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

PubMed

Alderson-Day, Ben

2014-12-01

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

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

PubMed Central

Alderson-Day, Ben

2018-01-01

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

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 Different Role of Working Memory in Open-Ended versus Closed-Ended Creative Problem Solving: A Dual-Process Theory Account

ERIC Educational Resources Information Center

Lin, Wei-Lun; Lien, Yunn-Wen

2013-01-01

This study examined how working memory plays different roles in open-ended versus closed-ended creative problem-solving processes, as represented by divergent thinking tests and insight problem-solving tasks. With respect to the analysis of different task demands and the framework of dual-process theories, the hypothesis was that the idea…

Profile of students’ generated representations and creative thinking skill in problem solving in vocational school

NASA Astrophysics Data System (ADS)

Fikri, P. M.; Sinaga, P.; Hasanah, L.; Solehat, D.

2018-05-01

This study aims to determine profile of students’ generated representations and creative thinking skill on problem solving in vocational school. This research is a descriptive research to get an idea of comprehend students’ generated representations and creative thinking skill on problem solving of vocational school in Bandung. Technique of collecting data is done by test method, observation, and interview. Representation is something that represents, describes or symbolizes an object or process. To evaluate the multi-representation skill used essay test with rubric of scoring was used to assess multi-depressant student skills. While creative thinking skill on problem solving used essay test which contains the components of skills in finding facts, problem finding skills, idea finding skills and solution finding skills. The results showed generated representations is still relatively low, this is proven by average student answers explanation is mathematically correct but there is no explanation verbally or graphically. While creative thinking skill on problem solving is still relatively low, this is proven by average score for skill indicator in finding the student problem is 1.52 including the non-creative category, average score for the skill indicator in finding the student idea is 1.23 including the non-creative category, and the average score of the students skill in finding this solution is 0.72 belongs to a very uncreative category.

Sleep Does Not Promote Solving Classical Insight Problems and Magic Tricks

PubMed Central

Schönauer, Monika; Brodt, Svenja; Pöhlchen, Dorothee; Breßmer, Anja; Danek, Amory H.; Gais, Steffen

2018-01-01

During creative problem solving, initial solution attempts often fail because of self-imposed constraints that prevent us from thinking out of the box. In order to solve a problem successfully, the problem representation has to be restructured by combining elements of available knowledge in novel and creative ways. It has been suggested that sleep supports the reorganization of memory representations, ultimately aiding problem solving. In this study, we systematically tested the effect of sleep and time on problem solving, using classical insight tasks and magic tricks. Solving these tasks explicitly requires a restructuring of the problem representation and may be accompanied by a subjective feeling of insight. In two sessions, 77 participants had to solve classical insight problems and magic tricks. The two sessions either occurred consecutively or were spaced 3 h apart, with the time in between spent either sleeping or awake. We found that sleep affected neither general solution rates nor the number of solutions accompanied by sudden subjective insight. Our study thus adds to accumulating evidence that sleep does not provide an environment that facilitates the qualitative restructuring of memory representations and enables problem solving. PMID:29535620

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.

To Draw or Not to Draw? Examining the Necessity of Problem Diagrams Using Massive Open Online Course Experiments

ERIC Educational Resources Information Center

Chen, Zhongzhou; Demirci, Neset; Choi, Youn-Jeng; Pritchard, David E.

2017-01-01

Previous research on problem diagrams suggested that including a supportive diagram, one that does not provide necessary problem solving information, may bring little, or even negative, benefit to students' problem solving success. We tested the usefulness of problem diagrams on 12 different physics problems (6A/B experiments) in our massive open…

The Study on Network Examinational Database based on ASP Technology

NASA Astrophysics Data System (ADS)

Zhang, Yanfu; Han, Yuexiao; Zhou, Yanshuang

This article introduces the structure of the general test base system based on .NET technology, discussing the design of the function modules and its implementation methods. It focuses on key technology of the system, proposing utilizing the WEB online editor control to solve the input problem and regular expression to solve the problem HTML code, making use of genetic algorithm to optimize test paper and the automated tools of WORD to solve the problem of exporting papers and others. Practical effective design and implementation technology can be used as reference for the development of similar systems.

Behavioral flexibility and problem solving in an invasive bird.

PubMed

Logan, Corina J

2016-01-01

Behavioral flexibility is considered an important trait for adapting to environmental change, but it is unclear what it is, how it works, and whether it is a problem solving ability. I investigated behavioral flexibility and problem solving experimentally in great-tailed grackles, an invasive bird species and thus a likely candidate for possessing behavioral flexibility. Grackles demonstrated behavioral flexibility in two contexts, the Aesop's Fable paradigm and a color association test. Contrary to predictions, behavioral flexibility did not correlate across contexts. Four out of 6 grackles exhibited efficient problem solving abilities, but problem solving efficiency did not appear to be directly linked with behavioral flexibility. Problem solving speed also did not significantly correlate with reversal learning scores, indicating that faster learners were not the most flexible. These results reveal how little we know about behavioral flexibility, and provide an immense opportunity for future research to explore how individuals and species can use behavior to react to changing environments.

Solving a product safety problem using a recycled high density polyethylene container

NASA Technical Reports Server (NTRS)

Liu, Ping; Waskom, T. L.

1993-01-01

The objectives are to introduce basic problem-solving techniques for product safety including problem identification, definition, solution criteria, test process and design, and data analysis. The students are given a recycled milk jug made of high density polyethylene (HDPE) by blow molding. The objectives are to design and perform proper material test(s) so they can evaluate the product safety if the milk jug is used in a certain way which is specified in the description of the procedure for this investigation.

Memory Inhibition as a Critical Factor Preventing Creative Problem Solving

ERIC Educational Resources Information Center

Gómez-Ariza, Carlos J.; del Prete, Francesco; Prieto del Val, Laura; Valle, Tania; Bajo, M. Teresa; Fernandez, Angel

2017-01-01

The hypothesis that reduced accessibility to relevant information can negatively affect problem solving in a remote associate test (RAT) was tested by using, immediately before the RAT, a retrieval practice procedure to hinder access to target solutions. The results of 2 experiments clearly showed that, relative to baseline, target words that had…

Problem Solving Ability of Disadvantaged Children Under Four Test Modes.

ERIC Educational Resources Information Center

Houtz, John C.; And Others

A study was conducted to test the hypothesis that Ss from disadvantaged homes have poorly developed "abstract" thinking skills and that their thought can be characterized as more "concrete" or relational. Four forms of a problem-solving inventory were developed which differed in mode of presentation. The original form consisted of real-life…

Life stress, social support, and problem-solving skills predictive of depressive symptoms, hopelessness, and suicide ideation in an Asian student population: a test of a model.

PubMed

Yang, B; Clum, G A

1994-01-01

The present study tested both a stress-problem-solving model and a stress-social support model in the etiology of depressive symptoms, hopelessness, and suicide ideation for a group of Asian international students in the United States. Problem-solving skills and social support were hypothesized as two mediators between life stress and depressive symptoms, hopelessness, and suicide ideation. The results from a series of stepwise regression analyses and a path analysis support the hypotheses, indicating that these models generalized to a sample of Asian international students. The roles of social support and problem-solving skills in depressive symptoms and hopelessness are discussed. The results also suggest that hopelessness may serve as a cognitive factor directly affecting depressive symptoms and indirectly affecting suicide ideation.

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.

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

PubMed

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

2003-07-01

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

Superitem Test: An Alternative Assessment Tool to Assess Students' Algebraic Solving Ability

ERIC Educational Resources Information Center

Lian, Lim Hooi; Yew, Wun Thiam; Idris, Noraini

2010-01-01

Superitem test based on the SOLO model (Structure of the Observing Learning Outcome) has become a powerful alternative assessment tool for monitoring the growth of students' cognitive ability in solving mathematics problems. This article focused on developing a superitem test to assess students' algebraic solving ability through interview method.…

About the mechanism of ERP-system pilot test

NASA Astrophysics Data System (ADS)

Mitkov, V. V.; Zimin, V. V.

2018-05-01

In the paper the mathematical problem of defining the scope of pilot test is stated, which is a task of quadratic programming. The procedure of the problem solving includes the method of network programming based on the structurally similar network representation of the criterion and constraints and which reduces the original problem to a sequence of simpler evaluation tasks. The evaluation tasks are solved by the method of dichotomous programming.

Do clients' problem-solving appraisals predict career counseling outcomes or vice versa? A reanalysis of Heppner, et al.

PubMed

Lee, Dong-Gwi; Park, Hyun-Joo; Heppner, Mary J

2009-12-01

Using Heppner, et al.'s data from 2004, this study tested career counseling clients in the United States on problem-solving appraisal scores and career-related variables. A cross-lagged panel design with structural equation modeling was used. Results supported the link between clients' precounseling problem-solving appraisal scores and career outcome. This finding held for career decision-making, but not for vocational identity. The study provided further support for Heppner, et al.'s findings, highlighting the influential role of clients' problem-solving appraisals in advancing their career decision-making processes.

A Cascade Optimization Strategy for Solution of Difficult Multidisciplinary Design Problems

NASA Technical Reports Server (NTRS)

Patnaik, Surya N.; Coroneos, Rula M.; Hopkins, Dale A.; Berke, Laszlo

1996-01-01

A research project to comparatively evaluate 10 nonlinear optimization algorithms was recently completed. A conclusion was that no single optimizer could successfully solve all 40 problems in the test bed, even though most optimizers successfully solved at least one-third of the problems. We realized that improved search directions and step lengths, available in the 10 optimizers compared, were not likely to alleviate the convergence difficulties. For the solution of those difficult problems we have devised an alternative approach called cascade optimization strategy. The cascade strategy uses several optimizers, one followed by another in a specified sequence, to solve a problem. A pseudorandom scheme perturbs design variables between the optimizers. The cascade strategy has been tested successfully in the design of supersonic and subsonic aircraft configurations and air-breathing engines for high-speed civil transport applications. These problems could not be successfully solved by an individual optimizer. The cascade optimization strategy, however, generated feasible optimum solutions for both aircraft and engine problems. This paper presents the cascade strategy and solutions to a number of these problems.

Assessment of the Effects of Problem Solving Instructional Strategies on Students' Achievement and Retention in Chemistry with Respect to Location in Rivers State

ERIC Educational Resources Information Center

Nbina, Jacobson Barineka; Obomanu, B. Joseph

2011-01-01

We report a study focused on how problem-solving instructional strategies would affect students' achievement and retention in Chemistry with particular reference to River State. A pre-test, post-test, non-equivalent control group design was adopted. Two research questions and two hypotheses were respectively answered and tested. Purposive and…

The effects of expected reward on creative problem solving.

PubMed

Cristofori, Irene; Salvi, Carola; Beeman, Mark; Grafman, Jordan

2018-06-12

Creative problem solving involves search processes, and it is known to be hard to motivate. Reward cues have been found to enhance performance across a range of tasks, even when cues are presented subliminally, without being consciously detected. It is uncertain whether motivational processes, such as reward, can influence problem solving. We tested the effect of supraliminal and subliminal reward on participant performance on problem solving that can be solved by deliberate analysis or by insight. Forty-one participants attempted to solve 100 compound remote associate problems. At the beginning of each problem, a potential reward cue (1 or 25 cents) was displayed, either subliminally (17 ms) or supraliminally (100 ms). Participants earned the displayed reward if they solved the problem correctly. Results showed that the higher subliminal reward increased the percentage of problems solved correctly overall. Second, we explored if subliminal rewards preferentially influenced solutions that were achieved via a sudden insight (mostly processed below awareness) or via a deliberate analysis. Participants solved more problems via insight following high subliminal reward when compared with low subliminal reward, and compared with high supraliminal reward, with no corresponding effect on analytic solving. Striatal dopamine (DA) is thought to influence motivation, reinforce behavior, and facilitate cognition. We speculate that subliminal rewards activate the striatal DA system, enhancing the kinds of automatic integrative processes that lead to more creative strategies for problem solving, without increasing the selectivity of attention, which could impede insight.

Solving Fractional Programming Problems based on Swarm Intelligence

NASA Astrophysics Data System (ADS)

Raouf, Osama Abdel; Hezam, Ibrahim M.

2014-04-01

This paper presents a new approach to solve Fractional Programming Problems (FPPs) based on two different Swarm Intelligence (SI) algorithms. The two algorithms are: Particle Swarm Optimization, and Firefly Algorithm. The two algorithms are tested using several FPP benchmark examples and two selected industrial applications. The test aims to prove the capability of the SI algorithms to solve any type of FPPs. The solution results employing the SI algorithms are compared with a number of exact and metaheuristic solution methods used for handling FPPs. Swarm Intelligence can be denoted as an effective technique for solving linear or nonlinear, non-differentiable fractional objective functions. Problems with an optimal solution at a finite point and an unbounded constraint set, can be solved using the proposed approach. Numerical examples are given to show the feasibility, effectiveness, and robustness of the proposed algorithm. The results obtained using the two SI algorithms revealed the superiority of the proposed technique among others in computational time. A better accuracy was remarkably observed in the solution results of the industrial application problems.

The enhancement of students' mathematical problem solving ability through teaching with metacognitive scaffolding approach

NASA Astrophysics Data System (ADS)

Prabawanto, Sufyani

2017-05-01

This research aims to investigate the enhancement of students' mathematical problem solving through teaching with metacognitive scaffolding approach. This research used a quasi-experimental design with pretest-posttest control. The subjects were pre-service elementary school teachers in a state university in Bandung. In this study, there were two groups: experimental and control groups. The experimental group consists of 60 studentswho acquire teaching mathematicsunder metacognitive scaffolding approach, while the control group consists of 58 studentswho acquire teaching mathematicsunder direct approach. Students were classified into three categories based on the mathematical prior ability, namely high, middle, and low. Data collection instruments consist of mathematical problem solving test instruments. By usingmean difference test, two conclusions of the research:(1) there is a significant difference in the enhancement of mathematical problem solving between the students who attended the course under metacognitive scaffolding approach and students who attended the course under direct approach, and(2) thereis no significant interaction effect of teaching approaches and ability level based on the mathematical prior ability toward enhancement of students' mathematical problem solving.

Memory inhibition as a critical factor preventing creative problem solving.

PubMed

Gómez-Ariza, Carlos J; Del Prete, Francesco; Prieto Del Val, Laura; Valle, Tania; Bajo, M Teresa; Fernandez, Angel

2017-06-01

The hypothesis that reduced accessibility to relevant information can negatively affect problem solving in a remote associate test (RAT) was tested by using, immediately before the RAT, a retrieval practice procedure to hinder access to target solutions. The results of 2 experiments clearly showed that, relative to baseline, target words that had been competitors during selective retrieval were much less likely to be provided as solutions in the RAT, demonstrating that performance in the problem-solving task was strongly influenced by the predetermined accessibility status of the solutions in memory. Importantly, this was so even when participants were unaware of the relationship between the memory and the problem-solving procedures in the experiments. This finding is consistent with an inhibitory account of retrieval-induced forgetting effects and, more generally, constitutes support for the idea that the activation status of mental representations originating in a given task (e.g., episodic memory) can unwittingly have significant consequences for a different, unrelated task (e.g., problem solving). (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Effects of Problem-Solving Teaching on Creative Thinking among District 2 High School Students in Sari City.

PubMed

Nozari, Ali Yazdanpanah; Siamian, Hasan

2014-12-01

Nowadays, regarding the learners' needs and social conditions, it is obviously needed to revise and reconsider the traditional methods and approaches in teaching. The problem solving approach is one of the new ways in Teaching and learning process. This study aimed at studying and examining the effect of "problem-solving" approach on creative thinking of high school female students. An experimental method is used for this research. In this research, 342 out of 3047 female-students from Sari high schools were randomly selected. These 342 students were divided into two groups (experimental and control) in which there were seven classrooms. The total number of students in every group was about 171. After testing them with Jamal Abedi creativity test, it was revealed that two groups were equal in creativity score. The tests were done through Requirements. The experimental group was taught by problem solving method for three months while the control group was taught by traditional method. The research results showed that using descriptive indices and t-test for the two independent sample groups in which problem solving teaching method was used in teaching processes had an effect on creativity level in comparison with traditional method used in the control group. Considering the results of this study, the application of problem-solving teaching methods increased the creativity and its components (fluidity, expansion, originality and flexibility) in learners, therefore, it is recommended that students be encouraged to take classes on frequent responses on various topics (variability) and draw attention on different issues, and expand their analysis on elements in particular courses like art (expansion). To enhance the learner's mental flexibility and attention to various aspects, they are encouraged to provide a variety of responses.

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

NASA Astrophysics Data System (ADS)

Hartatiek; Yudyanto; Haryoto, Dwi

2017-05-01

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

Assertiveness and problem solving in midwives.

PubMed

Yurtsal, Zeliha Burcu; Özdemir, Levent

2015-01-01

Midwifery profession is required to bring solutions to problems and a midwife is expected to be an assertive person and to develop midwifery care. This study was planned to examine the relationship between assertiveness and problem-solving skills of midwives. This cross-sectional study was conducted with 201 midwives between July 2008 and February 2009 in the city center of Sivas. The Rathus Assertiveness Schedule (RAS) and Problem Solving Inventory (PSI) were used to determine the level of assertiveness and problem-solving skills of midwives. Statistical methods were used as mean, standard deviation, percentage, Student's T, ANOVA and Tukey HSD, Kruskal Wallis, Fisher Exact, Pearson Correlation and Chi-square tests and P < 0.05. The RAS mean scores and the PSI mean scores showed statistically significant differences in terms of a midwife's considering herself as a member of the health team, expressing herself within the health care team, being able to say "no" when necessary, cooperating with her colleagues, taking part in problem-solving skills training. A statistically significant negative correlation was found between the RAS and PSI scores. The RAS scores decreased while the problem-solving scores increased (r: -0451, P < 0.01). There were significant statistical differences between assertiveness levels and problem solving skills of midwives, and midwives who were assertive solved their problems better than did others. Assertiveness and problem-solving skills training will contribute to the success of the midwifery profession. Midwives able to solve problems, and display assertive behaviors will contribute to the development of midwifery profession.

Is Trait Rumination Associated with the Ability to Generate Effective Problem Solving Strategies? Utilizing Two Versions of the Means-Ends Problem-Solving Test.

PubMed

Hasegawa, Akira; Nishimura, Haruki; Mastuda, Yuko; Kunisato, Yoshihiko; Morimoto, Hiroshi; Adachi, Masaki

This study examined the relationship between trait rumination and the effectiveness of problem solving strategies as assessed by the Means-Ends Problem-Solving Test (MEPS) in a nonclinical population. The present study extended previous studies in terms of using two instructions in the MEPS: the second-person, actual strategy instructions, which has been utilized in previous studies on rumination, and the third-person, ideal-strategy instructions, which is considered more suitable for assessing the effectiveness of problem solving strategies. We also replicated the association between rumination and each dimension of the Social Problem-Solving Inventory-Revised Short Version (SPSI-R:S). Japanese undergraduate students ( N  = 223) completed the Beck Depression Inventory-Second Edition, Ruminative Responses Scale (RRS), MEPS, and SPSI-R:S. One half of the sample completed the MEPS with the second-person, actual strategy instructions. The other participants completed the MEPS with the third-person, ideal-strategy instructions. The results showed that neither total RRS score, nor its subscale scores were significantly correlated with MEPS scores under either of the two instructions. These findings taken together with previous findings indicate that in nonclinical populations, trait rumination is not related to the effectiveness of problem solving strategies, but that state rumination while responding to the MEPS deteriorates the quality of strategies. The correlations between RRS and SPSI-R:S scores indicated that trait rumination in general, and its brooding subcomponent in particular are parts of cognitive and behavioral responses that attempt to avoid negative environmental and negative private events. Results also showed that reflection is a part of active problem solving.

Exploring students’ perceived and actual ability in solving statistical problems based on Rasch measurement tools

NASA Astrophysics Data System (ADS)

Azila Che Musa, Nor; Mahmud, Zamalia; Baharun, Norhayati

2017-09-01

One of the important skills that is required from any student who are learning statistics is knowing how to solve statistical problems correctly using appropriate statistical methods. This will enable them to arrive at a conclusion and make a significant contribution and decision for the society. In this study, a group of 22 students majoring in statistics at UiTM Shah Alam were given problems relating to topics on testing of hypothesis which require them to solve the problems using confidence interval, traditional and p-value approach. Hypothesis testing is one of the techniques used in solving real problems and it is listed as one of the difficult concepts for students to grasp. The objectives of this study is to explore students’ perceived and actual ability in solving statistical problems and to determine which item in statistical problem solving that students find difficult to grasp. Students’ perceived and actual ability were measured based on the instruments developed from the respective topics. Rasch measurement tools such as Wright map and item measures for fit statistics were used to accomplish the objectives. Data were collected and analysed using Winsteps 3.90 software which is developed based on the Rasch measurement model. The results showed that students’ perceived themselves as moderately competent in solving the statistical problems using confidence interval and p-value approach even though their actual performance showed otherwise. Item measures for fit statistics also showed that the maximum estimated measures were found on two problems. These measures indicate that none of the students have attempted these problems correctly due to reasons which include their lack of understanding in confidence interval and probability values.

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

PubMed

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

2016-11-01

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

Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training

PubMed Central

Boonen, Anton J. H.; de Koning, Björn B.; Jolles, Jelle; van der Schoot, Menno

2016-01-01

Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME. PMID:26925012

Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training.

PubMed

Boonen, Anton J H; de Koning, Björn B; Jolles, Jelle; van der Schoot, Menno

2016-01-01

Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME.

Effect of Polya Problem-Solving Model on Senior Secondary School Students' Performance in Current Electricity

ERIC Educational Resources Information Center

Olaniyan, Ademola Olatide; Omosewo, Esther O.; Nwankwo, Levi I.

2015-01-01

This study was designed to investigate the Effect of Polya Problem-Solving Model on Senior School Students' Performance in Current Electricity. It was a quasi experimental study of non- randomized, non equivalent pre-test post-test control group design. Three research questions were answered and corresponding three research hypotheses were tested…

Classroom-tested Recommendations for Teaching Problem Solving within a Traditional College Course: Genetics.

ERIC Educational Resources Information Center

Smith, Mike U.

Both teachers and students alike acknowledge that genetics and genetics problem-solving are extremely difficult to learn and to teach. Therefore, a number of recommendations for teaching college genetics are offered. Although few of these ideas have as yet been tested in controlled experiments, they are supported by research and experience and may…

A Test of the Circumvention-of-Limits Hypothesis in Scientific Problem Solving: The Case of Geological Bedrock Mapping

ERIC Educational Resources Information Center

Hambrick, David Z.; Libarkin, Julie C.; Petcovic, Heather L.; Baker, Kathleen M.; Elkins, Joe; Callahan, Caitlin N.; Turner, Sheldon P.; Rench, Tara A.; LaDue, Nicole D.

2012-01-01

Sources of individual differences in scientific problem solving were investigated. Participants representing a wide range of experience in geology completed tests of visuospatial ability and geological knowledge, and performed a geological bedrock mapping task, in which they attempted to infer the geological structure of an area in the Tobacco…

Impulsive-Analytic Disposition in Mathematical Problem Solving: A Survey and a Mathematics Test

ERIC Educational Resources Information Center

Lim, Kien H.; Wagler, Amy

2012-01-01

The Likelihood-to-Act (LtA) survey and a mathematics test were used in this study to assess students' impulsive-analytic disposition in the context of mathematical problem solving. The results obtained from these two instruments were compared to those obtained using two widely-used scales: Need for Cognition (NFC) and Barratt Impulsivity Scale…

Information Processing at the Memoryful and Memoryless Channel Levels in Problem-Solving and Recall Tasks.

ERIC Educational Resources Information Center

Fazio, Frank; Moser, Gene W.

A probabilistic model (see SE 013 578) describing information processing during the cognitive tasks of recall and problem solving was tested, refined, and developed by testing graduate students on a number of tasks which combined oral, written, and overt "input" and "output" modes in several ways. In a verbal chain one subject…

Problem-Solving Test: Tryptophan Operon Mutants

ERIC Educational Resources Information Center

Szeberenyi, Jozsef

2010-01-01

This paper presents a problem-solving test that deals with the regulation of the "trp" operon of "Escherichia coli." Two mutants of this operon are described: in mutant A, the operator region of the operon carries a point mutation so that it is unable to carry out its function; mutant B expresses a "trp" repressor protein unable to bind…

Investigating the effect of mental set on insight problem solving.

PubMed

Ollinger, Michael; Jones, Gary; Knoblich, Günther

2008-01-01

Mental set is the tendency to solve certain problems in a fixed way based on previous solutions to similar problems. The moment of insight occurs when a problem cannot be solved using solution methods suggested by prior experience and the problem solver suddenly realizes that the solution requires different solution methods. Mental set and insight have often been linked together and yet no attempt thus far has systematically examined the interplay between the two. Three experiments are presented that examine the extent to which sets of noninsight and insight problems affect the subsequent solutions of insight test problems. The results indicate a subtle interplay between mental set and insight: when the set involves noninsight problems, no mental set effects are shown for the insight test problems, yet when the set involves insight problems, both facilitation and inhibition can be seen depending on the type of insight problem presented in the set. A two process model is detailed to explain these findings that combines the representational change mechanism with that of proceduralization.

Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers.

PubMed

Bae, Young Seh; Chiang, Hsu-Min; Hickson, Linda

2015-07-01

This study examined the difference between children with autism spectrum disorders (ASD) and children with typical development (TD) in mathematical word problem solving ability and the factors associated with these children's word problem-solving ability. A total of 20 children with ASD and 20 children with TD participated in this study. Independent sample t tests and Spearman's rho correlations were used for data analysis. This study found: (a) Children with TD had higher word problem solving ability than did children with ASD; (b) Sentence comprehension, math vocabulary, computation, and everyday mathematical knowledge were associated with word problem solving ability of children with ASD and children with TD; and (c) Children with TD had higher everyday mathematical knowledge than did children with ASD.

The testing effect and analogical problem-solving.

PubMed

Peterson, Daniel J; Wissman, Kathryn T

2018-06-25

Researchers generally agree that retrieval practice of previously learned material facilitates subsequent recall of same material, a phenomenon known as the testing effect. There is debate, however, about when such benefits transfer to related (though not identical) material. The current study examines the phenomenon of transfer in the domain of analogical problem-solving. In Experiments 1 and 2, learners were presented a source text describing a problem and solution to read which was subsequently either restudied or recalled. Following a short (Experiment 1) or long (Experiment 2) delay, learners were given a new target text and asked to solve a problem. The two texts shared a common structure such that the provided solution for the source text could be applied to solve the problem in the target text. In a combined analysis of both experiments, learners in the retrieval practice condition were more successful at solving the problem than those in the restudy condition. Experiment 3 explored the degree to which retrieval practice promotes cued versus spontaneous transfer by manipulating whether participants were provided with an explicit hint that the source and target texts were related. Results revealed no effect of retrieval practice.

A problem with problem solving: motivational traits, but not cognition, predict success on novel operant foraging tasks.

PubMed

van Horik, Jayden O; Madden, Joah R

2016-04-01

Rates of innovative foraging behaviours and success on problem-solving tasks are often used to assay differences in cognition, both within and across species. Yet the cognitive features of some problem-solving tasks can be unclear. As such, explanations that attribute cognitive mechanisms to individual variation in problem-solving performance have revealed conflicting results. We investigated individual consistency in problem-solving performances in captive-reared pheasant chicks, Phasianus colchicus , and addressed whether success depends on cognitive processes, such as trial-and-error associative learning, or whether performances may be driven solely via noncognitive motivational mechanisms, revealed through subjects' willingness to approach, engage with and persist in their interactions with an apparatus, or via physiological traits such as body condition. While subjects' participation and success were consistent within the same problems and across similar tasks, their performances were inconsistent across different types of task. Moreover, subjects' latencies to approach each test apparatus and their attempts to access the reward were not repeatable across trials. Successful individuals did not improve their performances with experience, nor were they consistent in their techniques in repeated presentations of a task. However, individuals that were highly motivated to enter the experimental chamber were more likely to participate. Successful individuals were also faster to approach each test apparatus and more persistent in their attempts to solve the tasks than unsuccessful individuals. Our findings therefore suggest that individual differences in problem-solving success can arise from inherent motivational differences alone and hence be achieved without inferring more complex cognitive processes.

A problem with problem solving: motivational traits, but not cognition, predict success on novel operant foraging tasks

PubMed Central

van Horik, Jayden O.; Madden, Joah R.

2016-01-01

Rates of innovative foraging behaviours and success on problem-solving tasks are often used to assay differences in cognition, both within and across species. Yet the cognitive features of some problem-solving tasks can be unclear. As such, explanations that attribute cognitive mechanisms to individual variation in problem-solving performance have revealed conflicting results. We investigated individual consistency in problem-solving performances in captive-reared pheasant chicks, Phasianus colchicus, and addressed whether success depends on cognitive processes, such as trial-and-error associative learning, or whether performances may be driven solely via noncognitive motivational mechanisms, revealed through subjects' willingness to approach, engage with and persist in their interactions with an apparatus, or via physiological traits such as body condition. While subjects' participation and success were consistent within the same problems and across similar tasks, their performances were inconsistent across different types of task. Moreover, subjects' latencies to approach each test apparatus and their attempts to access the reward were not repeatable across trials. Successful individuals did not improve their performances with experience, nor were they consistent in their techniques in repeated presentations of a task. However, individuals that were highly motivated to enter the experimental chamber were more likely to participate. Successful individuals were also faster to approach each test apparatus and more persistent in their attempts to solve the tasks than unsuccessful individuals. Our findings therefore suggest that individual differences in problem-solving success can arise from inherent motivational differences alone and hence be achieved without inferring more complex cognitive processes. PMID:27122637

Could HPS Improve Problem-Solving?

NASA Astrophysics Data System (ADS)

Coelho, Ricardo Lopes

2013-05-01

It is generally accepted nowadays that History and Philosophy of Science (HPS) is useful in understanding scientific concepts, theories and even some experiments. Problem-solving strategies are a significant topic, since students' careers depend on their skill to solve problems. These are the reasons for addressing the question of whether problem solving could be improved by means of HPS. Three typical problems in introductory courses of mechanics—the inclined plane, the simple pendulum and the Atwood machine—are taken as the object of the present study. The solving strategies of these problems in the eighteenth and nineteenth century constitute the historical component of the study. Its philosophical component stems from the foundations of mechanics research literature. The use of HPS leads us to see those problems in a different way. These different ways can be tested, for which experiments are proposed. The traditional solving strategies for the incline and pendulum problems are adequate for some situations but not in general. The recourse to apparent weights in the Atwood machine problem leads us to a new insight and a solving strategy for composed Atwood machines. Educational implications also concern the development of logical thinking by means of the variety of lines of thought provided by HPS.

Graph pyramids as models of human problem solving

NASA Astrophysics Data System (ADS)

Pizlo, Zygmunt; Li, Zheng

2004-05-01

Prior theories have assumed that human problem solving involves estimating distances among states and performing search through the problem space. The role of mental representation in those theories was minimal. Results of our recent experiments suggest that humans are able to solve some difficult problems quickly and accurately. Specifically, in solving these problems humans do not seem to rely on distances or on search. It is quite clear that producing good solutions without performing search requires a very effective mental representation. In this paper we concentrate on studying the nature of this representation. Our theory takes the form of a graph pyramid. To verify the psychological plausibility of this theory we tested subjects in a Euclidean Traveling Salesman Problem in the presence of obstacles. The role of the number and size of obstacles was tested for problems with 6-50 cities. We analyzed the effect of experimental conditions on solution time per city and on solution error. The main result is that time per city is systematically affected only by the size of obstacles, but not by their number, or by the number of cities.

The Influence of Different Representations on Solving Concentration Problems at Elementary School

NASA Astrophysics Data System (ADS)

Liu, Chia-Ju; Shen, Ming-Hsun

2011-10-01

This study investigated the students' learning process of the concept of concentration at the elementary school level in Taiwan. The influence of different representational types on the process of proportional reasoning was also explored. The participants included nineteen third-grade and eighteen fifth-grade students. Eye-tracking technology was used in conducting the experiment. The materials were adapted from Noelting's (1980a) "orange juice test" experiment. All problems on concentration included three stages (the intuitive, the concrete operational, and the formal operational), and each problem was displayed in iconic and symbolic representations. The data were collected through eye-tracking technology and post-test interviews. The results showed that the representational types influenced students' solving of concentration problems. Furthermore, the data on eye movement indicated that students used different strategies or rules to solve concentration problems at the different stages of the problems with different representational types. This study is intended to contribute to the understanding of elementary school students' problem-solving strategies and the usability of eye-tracking technology in related studies.

The Development of Student’s Activity Sheets (SAS) Based on Multiple Intelligences and Problem-Solving Skills Using Simple Science Tools

NASA Astrophysics Data System (ADS)

Wardani, D. S.; Kirana, T.; Ibrahim, M.

2018-01-01

The aim of this research is to produce SAS based on MI and problem-solving skills using simple science tools that are suitable to be used by elementary school students. The feasibility of SAS is evaluated based on its validity, practicality, and effectiveness. The completion Lesson Plan (LP) implementation and student’s activities are the indicators of SAS practicality. The effectiveness of SAS is measured by indicators of increased learning outcomes and problem-solving skills. The development of SAS follows the 4-D (define, design, develop, and disseminate) phase. However, this study was done until the third stage (develop). The written SAS was then validated through expert evaluation done by two experts of science, before its is tested to the target students. The try-out of SAS used one group with pre-test and post-test design. The result of this research shows that SAS is valid with “good” category. In addition, SAS is considered practical as seen from the increase of student activity at each meeting and LP implementation. Moreover, it was considered effective due to the significant difference between pre-test and post-test result of the learning outcomes and problem-solving skill test. Therefore, SAS is feasible to be used in learning.

Metacognitive skills and students' motivation toward chemical equilibrium problem solving ability: A correlational study on students of XI IPA SMAN 2 Banjarmasin

NASA Astrophysics Data System (ADS)

Muna, Khairiatul; Sanjaya, Rahmat Eko; Syahmani, Bakti, Iriani

2017-12-01

The demand for students to have metacognitive skills and problem solving ability can be seen in the core competencies of the 2013 curriculum. Metacognitive skills are the skills which affect students' success in solving problems depending on students' motivation. This explains the possibility of the relationship between metacognition and motivation in affecting students' achievement including problem solving. Due to the importance of metacognitive skills to solve problems and the possible relationship between metacognition and motivation, a study to find the relationship among the variables is necessary to conduct, particularly on chemistry problem solving. This one shot case study using quantitative method aimed to investigate the correlation between metacognitive skills and motivation toward problem solving ability focusing on chemical equilibrium. The research population was students of grade XI of majoring Science of Banjarmasin Public High Scool 2 (XI IPA SMAN 2 Banjarmasin) with the samples of 33 students obtained by using purposive sampling technique. The research data were collected using test and non-test and analyzed using multiple regression in SPSS 21. The results of this study showed that (1) the students' metacognitive skills and motivation correlated positively with coefficient of +0.450 to problem solving ability on chemical equilibrium: (2) inter-variables of students' motivation (self-efficacy, active learning strategies, science/chemistry learning value, performance goal, achievement goal, and learning environment stimulations) correlated positively to metacognitive skills with the correlation coefficients of +0.580, +0.537, +0.363, +0.241, +0.516, and +0.271, respectively. Based on the results, it is necessary for teachers to implement learning which develops students' metacognitive skills and motivation, such as learning with scientific approach. The implementation of the learning is also supposed to be complemented with the use of learning device, such as student worksheet, to help students use their metacognitive skills in solving problems, particularly on chemistry subject.

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

PubMed

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

2016-04-01

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

Mathematical problem solving ability of sport students in the statistical study

NASA Astrophysics Data System (ADS)

Sari, E. F. P.; Zulkardi; Putri, R. I. I.

2017-12-01

This study aims to determine the problem-solving ability of sport students of PGRI Palembang semester V in the statistics course. Subjects in this study were sport students of PGRI Palembang semester V which amounted to 31 people. The research method used is quasi experiment type one case shoot study. Data collection techniques in this study use the test and data analysis used is quantitative descriptive statistics. The conclusion of this study shown that the mathematical problem solving ability of PGRI Palembang sport students of V semester in the statistical course is categorized well with the average of the final test score of 80.3.

Problem Solving and Game-Based Learning: Effects of Middle Grade Students' Hypothesis Testing Strategies on Learning Outcomes

ERIC Educational Resources Information Center

Spires, Hiller A.; Rowe, Jonathan P.; Mott, Bradford W.; Lester, James C.

2011-01-01

Targeted as a highly desired skill for contemporary work and life, problem solving is central to game-based learning research. In this study, middle grade students achieved significant learning gains from gameplay interactions that required solving a science mystery based on microbiology content. Student trace data results indicated that effective…

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

NASA Astrophysics Data System (ADS)

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

2016-06-01

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

The perceived problem-solving ability of nurse managers.

PubMed

Terzioglu, Fusun

2006-07-01

The development of a problem-solving approach to nursing has been one of the more important changes in nursing during the last decade. Nurse Managers need to have effective problem-solving and management skills to be able to decrease the cost of the health care and to increase the quality of care. This descriptive study was conducted to determine the perceived problem-solving ability of nurse managers. From a population of 87 nurse managers, 71 were selected using the stratified random sampling method, 62 nurse managers agreed to participate. Data were collected through a questionnaire including demographic information and a problem-solving inventory. The problem-solving inventory was developed by Heppner and Petersen in 1982, and validity and readability studies were done. It was adapted to Turkish by Sahin et al (1993). The acquired data have been evaluated on the software spss 10.0 programme, using percentages, mean values, one-way anova and t-test (independent samples t-test). Most of the nurses had 11 or more years of working experience (71%) and work as charge nurses in the clinics. It was determined that 69.4% of the nurse managers did not have any educational training in administration. The most encountered problems stated were issues related to managerial (30.6%) and professional staff (25.8%). It was identified that nurse managers who had received education about management, following scientific publication and scientific meeting and had followed management models, perceived their problem-resolving skills as more adequate than the others (P>0.05). In this study, it was determined that nurses do not perceive that they have problem-solving skills at a desired level. In this context, it is extremely important that this subject be given an important place in both nursing education curriculum and continuing education programmes.

Behavioral flexibility and problem solving in an invasive bird

PubMed Central

2016-01-01

Behavioral flexibility is considered an important trait for adapting to environmental change, but it is unclear what it is, how it works, and whether it is a problem solving ability. I investigated behavioral flexibility and problem solving experimentally in great-tailed grackles, an invasive bird species and thus a likely candidate for possessing behavioral flexibility. Grackles demonstrated behavioral flexibility in two contexts, the Aesop’s Fable paradigm and a color association test. Contrary to predictions, behavioral flexibility did not correlate across contexts. Four out of 6 grackles exhibited efficient problem solving abilities, but problem solving efficiency did not appear to be directly linked with behavioral flexibility. Problem solving speed also did not significantly correlate with reversal learning scores, indicating that faster learners were not the most flexible. These results reveal how little we know about behavioral flexibility, and provide an immense opportunity for future research to explore how individuals and species can use behavior to react to changing environments. PMID:27168984

Assertiveness and problem solving in midwives

PubMed Central

Yurtsal, Zeliha Burcu; Özdemir, Levent

2015-01-01

Background: Midwifery profession is required to bring solutions to problems and a midwife is expected to be an assertive person and to develop midwifery care. This study was planned to examine the relationship between assertiveness and problem-solving skills of midwives. Materials and Methods: This cross-sectional study was conducted with 201 midwives between July 2008 and February 2009 in the city center of Sivas. The Rathus Assertiveness Schedule (RAS) and Problem Solving Inventory (PSI) were used to determine the level of assertiveness and problem-solving skills of midwives. Statistical methods were used as mean, standard deviation, percentage, Student's T, ANOVA and Tukey HSD, Kruskal Wallis, Fisher Exact, Pearson Correlation and Chi-square tests and P < 0.05. Results: The RAS mean scores and the PSI mean scores showed statistically significant differences in terms of a midwife's considering herself as a member of the health team, expressing herself within the health care team, being able to say “no” when necessary, cooperating with her colleagues, taking part in problem-solving skills training. A statistically significant negative correlation was found between the RAS and PSI scores. The RAS scores decreased while the problem-solving scores increased (r: -0451, P < 0.01). Conclusions: There were significant statistical differences between assertiveness levels and problem solving skills of midwives, and midwives who were assertive solved their problems better than did others. Assertiveness and problem-solving skills training will contribute to the success of the midwifery profession. Midwives able to solve problems, and display assertive behaviors will contribute to the development of midwifery profession. PMID:26793247

Spatial visualization in physics problem solving.

PubMed

Kozhevnikov, Maria; Motes, Michael A; Hegarty, Mary

2007-07-08

Three studies were conducted to examine the relation of spatial visualization to solving kinematics problems that involved either predicting the two-dimensional motion of an object, translating from one frame of reference to another, or interpreting kinematics graphs. In Study 1, 60 physics-naíve students were administered kinematics problems and spatial visualization ability tests. In Study 2, 17 (8 high- and 9 low-spatial ability) additional students completed think-aloud protocols while they solved the kinematics problems. In Study 3, the eye movements of fifteen (9 high- and 6 low-spatial ability) students were recorded while the students solved kinematics problems. In contrast to high-spatial students, most low-spatial students did not combine two motion vectors, were unable to switch frames of reference, and tended to interpret graphs literally. The results of the study suggest an important relationship between spatial visualization ability and solving kinematics problems with multiple spatial parameters. 2007 Cognitive Science Society, Inc.

Dynamic Testing of Gifted and Average-Ability Children's Analogy Problem Solving: Does Executive Functioning Play a Role?

ERIC Educational Resources Information Center

Vogelaar, Bart; Bakker, Merel; Hoogeveen, Lianne; Resing, Wilma C. M.

2017-01-01

In this study, dynamic testing principles were applied to examine progression of analogy problem solving, the roles that cognitive flexibility and metacognition play in children's progression as well as training benefits, and instructional needs of 7- to 8-year-old gifted and average-ability children. Utilizing a pretest training posttest control…

Effects of Problem-Solving Method on Secondary School Students' Achievement and Retention in Social Studies, in Ekiti State, Nigeria

ERIC Educational Resources Information Center

Abdu-Raheem, B. O.

2012-01-01

This study investigated the effects of problem-solving method of teaching on secondary school students' achievement and retention in Social Studies. The study adopted the quasi-experimental, pre-test, post-test, control group design. The sample for the study consisted of 240 Junior Secondary School Class II students randomly selected from six…

Intuitive Feelings of Warmth and Confidence in Insight and Noninsight Problem Solving of Magic Tricks.

PubMed

Hedne, Mikael R; Norman, Elisabeth; Metcalfe, Janet

2016-01-01

The focus of the current study is on intuitive feelings of insight during problem solving and the extent to which such feelings are predictive of successful problem solving. We report the results from an experiment (N = 51) that applied a procedure where the to-be-solved problems were 32 short (15 s) video recordings of magic tricks. The procedure included metacognitive ratings similar to the "warmth ratings" previously used by Metcalfe and colleagues, as well as confidence ratings. At regular intervals during problem solving, participants indicated the perceived closeness to the correct solution. Participants also indicated directly whether each problem was solved by insight or not. Problems that people claimed were solved by insight were characterized by higher accuracy and higher confidence than noninsight solutions. There was no difference between the two types of solution in warmth ratings, however. Confidence ratings were more strongly associated with solution accuracy for noninsight than insight trials. Moreover, for insight trials the participants were more likely to repeat their incorrect solutions on a subsequent recognition test. The results have implications for understanding people's metacognitive awareness of the cognitive processes involved in problem solving. They also have general implications for our understanding of how intuition and insight are related.

Intuitive Feelings of Warmth and Confidence in Insight and Noninsight Problem Solving of Magic Tricks

PubMed Central

Hedne, Mikael R.; Norman, Elisabeth; Metcalfe, Janet

2016-01-01

The focus of the current study is on intuitive feelings of insight during problem solving and the extent to which such feelings are predictive of successful problem solving. We report the results from an experiment (N = 51) that applied a procedure where the to-be-solved problems were 32 short (15 s) video recordings of magic tricks. The procedure included metacognitive ratings similar to the “warmth ratings” previously used by Metcalfe and colleagues, as well as confidence ratings. At regular intervals during problem solving, participants indicated the perceived closeness to the correct solution. Participants also indicated directly whether each problem was solved by insight or not. Problems that people claimed were solved by insight were characterized by higher accuracy and higher confidence than noninsight solutions. There was no difference between the two types of solution in warmth ratings, however. Confidence ratings were more strongly associated with solution accuracy for noninsight than insight trials. Moreover, for insight trials the participants were more likely to repeat their incorrect solutions on a subsequent recognition test. The results have implications for understanding people's metacognitive awareness of the cognitive processes involved in problem solving. They also have general implications for our understanding of how intuition and insight are related. PMID:27630598

Development and validation of a physics problem-solving assessment rubric

NASA Astrophysics Data System (ADS)

Docktor, Jennifer Lynn

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

An Efficient Augmented Lagrangian Method with Applications to Total Variation Minimization

DTIC Science & Technology

2012-08-17

the classic augmented Lagrangian multiplier method, we propose, analyze and test an algorithm for solving a class of equality-constrained non-smooth...method, we propose, analyze and test an algorithm for solving a class of equality-constrained non-smooth optimization problems (chie y but not...significantly outperforming several state-of-the-art solvers on most tested problems. The resulting MATLAB solver, called TVAL3, has been posted online [23]. 2

Multiobjective optimization approach: thermal food processing.

PubMed

Abakarov, A; Sushkov, Y; Almonacid, S; Simpson, R

2009-01-01

The objective of this study was to utilize a multiobjective optimization technique for the thermal sterilization of packaged foods. The multiobjective optimization approach used in this study is based on the optimization of well-known aggregating functions by an adaptive random search algorithm. The applicability of the proposed approach was illustrated by solving widely used multiobjective test problems taken from the literature. The numerical results obtained for the multiobjective test problems and for the thermal processing problem show that the proposed approach can be effectively used for solving multiobjective optimization problems arising in the food engineering field.

Student’s thinking process in solving word problems in geometry

NASA Astrophysics Data System (ADS)

Khasanah, V. N.; Usodo, B.; Subanti, S.

2018-05-01

This research aims to find out the thinking process of seventh grade of Junior High School in solve word problem solving of geometry. This research was descriptive qualitative research. The subject of the research was selected based on sex and differences in mathematical ability. Data collection was done based on student’s work test, interview, and observation. The result of the research showed that there was no difference of thinking process between male and female with high mathematical ability, and there were differences of thinking process between male and female with moderate and low mathematical ability. Also, it was found that male with moderate mathematical ability took a long time in the step of making problem solving plans. While female with moderate mathematical ability took a long time in the step of understanding the problems. The importance of knowing the thinking process of students in solving word problem solving were that the teacher knows the difficulties faced by students and to minimize the occurrence of the same error in problem solving. Teacher could prepare the right learning strategies which more appropriate with student’s thinking process.

Solving Problems with the Percentage Bar

ERIC Educational Resources Information Center

van Galen, Frans; van Eerde, Dolly

2013-01-01

At the end of primary school all children more of less know what a percentage is, but yet they often struggle with percentage problems. This article describes a study in which students of 13 and 14 years old were given a written test with percentage problems and a week later were interviewed about the way they solved some of these problems. In a…

The Association of DRD2 with Insight Problem Solving.

PubMed

Zhang, Shun; Zhang, Jinghuan

2016-01-01

Although the insight phenomenon has attracted great attention from psychologists, it is still largely unknown whether its variation in well-functioning human adults has a genetic basis. Several lines of evidence suggest that genes involved in dopamine (DA) transmission might be potential candidates. The present study explored for the first time the association of dopamine D2 receptor gene ( DRD2 ) with insight problem solving. Fifteen single-nucleotide polymorphisms (SNPs) covering DRD2 were genotyped in 425 unrelated healthy Chinese undergraduates, and were further tested for association with insight problem solving. Both single SNP and haplotype analysis revealed several associations of DRD2 SNPs and haplotypes with insight problem solving. In conclusion, the present study provides the first evidence for the involvement of DRD2 in insight problem solving, future studies are necessary to validate these findings.

The Association of DRD2 with Insight Problem Solving

PubMed Central

Zhang, Shun; Zhang, Jinghuan

2016-01-01

Although the insight phenomenon has attracted great attention from psychologists, it is still largely unknown whether its variation in well-functioning human adults has a genetic basis. Several lines of evidence suggest that genes involved in dopamine (DA) transmission might be potential candidates. The present study explored for the first time the association of dopamine D2 receptor gene (DRD2) with insight problem solving. Fifteen single-nucleotide polymorphisms (SNPs) covering DRD2 were genotyped in 425 unrelated healthy Chinese undergraduates, and were further tested for association with insight problem solving. Both single SNP and haplotype analysis revealed several associations of DRD2 SNPs and haplotypes with insight problem solving. In conclusion, the present study provides the first evidence for the involvement of DRD2 in insight problem solving, future studies are necessary to validate these findings. PMID:27933030

Representation Use and Strategy Choice in Physics Problem Solving

ERIC Educational Resources Information Center

De Cock, Mieke

2012-01-01

In this paper, we examine student success on three variants of a test item given in different representational formats (verbal, pictorial, and graphical), with an isomorphic problem statement. We confirm results from recent papers where it is mentioned that physics students' problem-solving competence can vary with representational format and that…

The Importance of Monitoring Skills in Physics Problem Solving

ERIC Educational Resources Information Center

Ali, Marlina; Talib, Corrienna-Abd; Hasniza Ibrahim, Nor; Surif, Johari; Halim Abdullah, Abdul

2016-01-01

The purpose of this paper is to show how important "monitoring" is as metacognitive skills in solving physics problems in the field mechanics. Based on test scores, twenty one students were divided into two groups: more successful (MS) and less successful (LS) problem solvers. Students were allowed to think-aloud while they worked on…

Solving Optimization Problems with Dynamic Geometry Software: The Airport Problem

ERIC Educational Resources Information Center

Contreras, José

2014-01-01

This paper describes how the author's students (in-service and pre-service secondary mathematics teachers) enrolled in college geometry courses use the Geometers' Sketchpad (GSP) to gain insight to formulate, confirm, test, and refine conjectures to solve the classical airport problem for triangles. The students are then provided with strategic…

A comparative study of the effects of problem-solving skills training and relaxation on the score of self-esteem in women with postpartum depression

PubMed Central

Nasiri, Saeideh; Kordi, Masoumeh; Gharavi, Morteza Modares

2015-01-01

Background: Self-esteem is a determinant factor of mental health. Individuals with low self-esteem have depression, and low self-esteem is one of main symptoms of depression. Aim of this study is to compare the effects of problem-solving skills and relaxation on the score of self-esteem in women with postpartum depression. Materials and Methods: This clinical trial was performed on 80 women. Sampling was done in Mashhad healthy centers from December 2009 to June 2010. Women were randomly divided and assigned to problem-solving skills (n = 26), relaxation (n = 26), and control groups (n = 28). Interventions were implemented for 6 weeks and the subjects again completed Eysenck self-esteem scale 9 weeks after delivery. Data analysis was done by descriptive statistics, Kruskal–Wallis test, and analysis of variance (ANOVA) test by SPSS software. Results: The findings showed that the mean of self-esteem scale scores was 117.9 ± 9.7 after intervention in the problem-solving group, 117.0 ± 11.8 in the relaxation group, and 113.5 ± 10.4 in the control group and there was significant difference between the groups of relaxation and problem solving, and also between intervention groups and control group. Conclusions: According to the results, problem-solving skills and relaxation can be used to prevent and recover from postpartum depression. PMID:25709699

Interrupted: The roles of distributed effort and incubation in preventing fixation and generating problem solutions.

PubMed

Sio, Ut Na; Kotovsky, Kenneth; Cagan, Jonathan

2017-05-01

Fixation on inappropriate concepts is a key barrier to problem solving. Previous research has shown that continuous work is likely to cause repeated retrieval of those concepts, resulting in increased fixation. Accordingly, distributing effort across problems through multiple, brief, and interlaced sessions (distributed effort) should prevent such fixation and in turn enhance problem solving. This study examined whether distributed effort can provide an advantage for problem solving, particularly for problems that can induce fixation (Experiment 1), and whether and how incubation can be combined with distributed effort to further enhance performance (Experiment 2). Remote Associates Test (RAT) problems were used as the problem-solving tasks. Half of them (i.e., misleading RAT) were more likely to mislead individuals to fixate on incorrect associates than the other half. Experiments revealed a superiority of distributed over massed effort on misleading RAT performance and a differing time course of incubation for the massed and distributed groups. We conclude that distributed effort facilitates problem solving, most likely via overcoming fixation. Cognitive mechanisms other than the commonly posited forgetting of inappropriate ideas may occur during incubation to facilitate problem solving. The experiments in this article offer support for the occurrence of spreading activation during incubation.

Cognitive Predictors of Everyday Problem Solving across the Lifespan.

PubMed

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

2017-01-01

An important aspect of successful aging is maintaining the ability to solve everyday problems encountered in daily life. The limited evidence today suggests that everyday problem solving ability increases from young adulthood to middle age, but decreases in older age. The present study examined age differences in the relative contributions of fluid and crystallized abilities to solving problems on the Everyday Problems Test (EPT). We hypothesized that due to diminishing fluid resources available with advanced age, crystallized knowledge would become increasingly important in predicting everyday problem solving with greater age. Two hundred and twenty-one healthy adults from the Dallas Lifespan Brain Study, aged 24-93 years, completed a cognitive battery that included measures of fluid ability (i.e., processing speed, working memory, inductive reasoning) and crystallized ability (i.e., multiple measures of vocabulary). These measures were used to predict performance on EPT. Everyday problem solving showed an increase in performance from young to early middle age, with performance beginning to decrease at about age of 50 years. As hypothesized, fluid ability was the primary predictor of performance on everyday problem solving for young adults, but with increasing age, crystallized ability became the dominant predictor. This study provides evidence that everyday problem solving ability differs with age, and, more importantly, that the processes underlying it differ with age as well. The findings indicate that older adults increasingly rely on knowledge to support everyday problem solving, whereas young adults rely almost exclusively on fluid intelligence. © 2017 S. Karger AG, Basel.

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

PubMed

Roh, Young Sook; Kim, Sang Suk

2015-07-01

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

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

Effectiveness of problem based learning as an instructional tool for acquisition of content knowledge and promotion of critical thinking among medical students.

PubMed

Tayyeb, Rakhshanda

2013-01-01

To assess effectiveness of PBL as an instructional tool in clinical years to improve learning of undergraduate students in terms of acquisition of content knowledge, critical thinking and problem solving skills through problem based learning and traditional way of teaching. Quasi-experimental study. Fatima Jinnah Medical College for Women, Lahore, from October 2009 to April 2010. Final year medical students attending Obstetrics and Gynaecology and Surgery rotations were inducted as participants in this study. Two batches of 50 students each attended Gynaecology rotation and two batches attended Surgery rotation, i.e. 100 students in each. Each batch was divided into two groups i.e. A and B of 25 students each. Group-A learnt through traditional teaching, involving bedside teaching and lectures in wards and Group-B learnt relevant clinical knowledge through a modified PBL process. Content knowledge was tested by MCQs testing recall while clinical reasoning and problem were assessed by MCQs testing analysis and critical thinking. Intra-group comparison of mean scores of pre and post-test scores was done using paired sample t-tests while for intergroup comparison of mean scores was done through independent sample t-test. Teaching through traditional method significantly improved content knowledge, (p = 0.001) but did not considerably improve clinical reasoning and problem solving skills (p = 0.093) whereas, content knowledge of students who studied through PBL remained the same (p = 0.202) but there was marked improvement in their clinical reasoning and problem solving skills (p = < 0.001). PBL is an effective instructional tool to foster critical thinking and problem solving skills among medical students.

Examining problem solving in physics-intensive Ph.D. research

NASA Astrophysics Data System (ADS)

Leak, Anne E.; Rothwell, Susan L.; Olivera, Javier; Zwickl, Benjamin; Vosburg, Jarrett; Martin, Kelly Norris

2017-12-01

Problem-solving strategies learned by physics undergraduates should prepare them for real-world contexts as they transition from students to professionals. Yet, graduate students in physics-intensive research face problems that go beyond problem sets they experienced as undergraduates and are solved by different strategies than are typically learned in undergraduate coursework. This paper expands the notion of problem solving by characterizing the breadth of problems and problem-solving processes carried out by graduate students in physics-intensive research. We conducted semi-structured interviews with ten graduate students to determine the routine, difficult, and important problems they engage in and problem-solving strategies they found useful in their research. A qualitative typological analysis resulted in the creation of a three-dimensional framework: context, activity, and feature (that made the problem challenging). Problem contexts extended beyond theory and mathematics to include interactions with lab equipment, data, software, and people. Important and difficult contexts blended social and technical skills. Routine problem activities were typically well defined (e.g., troubleshooting), while difficult and important ones were more open ended and had multiple solution paths (e.g., evaluating options). In addition to broadening our understanding of problems faced by graduate students, our findings explore problem-solving strategies (e.g., breaking down problems, evaluating options, using test cases or approximations) and characteristics of successful problem solvers (e.g., initiative, persistence, and motivation). Our research provides evidence of the influence that problems students are exposed to have on the strategies they use and learn. Using this evidence, we have developed a preliminary framework for exploring problems from the solver's perspective. This framework will be examined and refined in future work. Understanding problems graduate students face and the strategies they use has implications for improving how we approach problem solving in undergraduate physics and physics education research.

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

NASA Astrophysics Data System (ADS)

Çiğdem Özcan, Zeynep

2016-04-01

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

Coaching Family Caregivers to Become Better Problem Solvers When Caring for Persons with Advanced Cancer.

PubMed

Dionne-Odom, J Nicholas; Lyons, Kathleen D; Akyar, Imatullah; Bakitas, Marie A

2016-01-01

Family caregivers of persons with advanced cancer often take on responsibilities that present daunting and complex problems. Serious problems that go unresolved may be burdensome and result in negative outcomes for caregivers' psychological and physical health and affect the quality of care delivered to the care recipients with cancer, especially at the end of life. Formal problem-solving training approaches have been developed over the past several decades to assist individuals with managing problems faced in daily life. Several of these problem-solving principles and techniques were incorporated into ENABLE (Educate, Nurture, Advise, Before Life End), an "early" palliative care telehealth intervention for individuals diagnosed with advanced cancer and their family caregivers. A hypothetical case resembling the situations of actual caregiver participants in ENABLE that exemplifies the complex problems that caregivers face is presented, followed by presentation of an overview of ENABLE's problem-solving key principles, techniques, and steps in problem-solving support. Though more research is needed to formally test the use of problem-solving support in social work practice, social workers can easily incorporate these techniques into everyday practice.

Testing a model of depression among Thai adolescents.

PubMed

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

2012-11-01

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

Real-time trajectory optimization on parallel processors

NASA Technical Reports Server (NTRS)

Psiaki, Mark L.

1993-01-01

A parallel algorithm has been developed for rapidly solving trajectory optimization problems. The goal of the work has been to develop an algorithm that is suitable to do real-time, on-line optimal guidance through repeated solution of a trajectory optimization problem. The algorithm has been developed on an INTEL iPSC/860 message passing parallel processor. It uses a zero-order-hold discretization of a continuous-time problem and solves the resulting nonlinear programming problem using a custom-designed augmented Lagrangian nonlinear programming algorithm. The algorithm achieves parallelism of function, derivative, and search direction calculations through the principle of domain decomposition applied along the time axis. It has been encoded and tested on 3 example problems, the Goddard problem, the acceleration-limited, planar minimum-time to the origin problem, and a National Aerospace Plane minimum-fuel ascent guidance problem. Execution times as fast as 118 sec of wall clock time have been achieved for a 128-stage Goddard problem solved on 32 processors. A 32-stage minimum-time problem has been solved in 151 sec on 32 processors. A 32-stage National Aerospace Plane problem required 2 hours when solved on 32 processors. A speed-up factor of 7.2 has been achieved by using 32-nodes instead of 1-node to solve a 64-stage Goddard problem.

Complex Problem Solving--More than Reasoning?

ERIC Educational Resources Information Center

Wustenberg, Sascha; Greiff, Samuel; Funke, Joachim

2012-01-01

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

What Are the Signs of Alzheimer's Disease? | NIH MedlinePlus the Magazine

MedlinePlus

... in behavior and personality Conduct tests of memory, problem solving, attention, counting, and language Carry out standard medical ... over and over having trouble paying bills or solving simple math problems getting lost losing things or putting them in ...

Adaptation and Validation of the Tower of London Test of Planning and Problem Solving in People with Intellectual Disabilities

ERIC Educational Resources Information Center

Masson, J. D.; Dagnan, D.; Evans, J.

2010-01-01

Background: There is a need for validated, standardised tools for the assessment of executive functions in adults with intellectual disabilities (ID). This study examines the validity of a test of planning and problem solving (Tower of London) with adults with ID. Method: Participants completed an adapted version of the Tower of London (ToL) while…

Assessing Children's Mathematical Knowledge: Social Class, Sex and Problem-Solving.

ERIC Educational Resources Information Center

Cooper, Barry; Dunne, Mairead

This book draws on the analysis of national curriculum test data from more than 600 children of 10-11 and 13-14 years of age, as well as in-depth interviews with 250 of these students, as they attempt to solve test problems, in order to explore the nature of the difficulties children experience with realistic items. It is shown, by comparing test…

Aggregation Pheromone System: A Real-parameter Optimization Algorithm using Aggregation Pheromones as the Base Metaphor

NASA Astrophysics Data System (ADS)

Tsutsui, Shigeyosi

This paper proposes an aggregation pheromone system (APS) for solving real-parameter optimization problems using the collective behavior of individuals which communicate using aggregation pheromones. APS was tested on several test functions used in evolutionary computation. The results showed APS could solve real-parameter optimization problems fairly well. The sensitivity analysis of control parameters of APS is also studied.

Sources of difficulty in the solution of verbal arithmetic problems by mentally retarded and nonretarded individuals.

PubMed

Bilsky, L H; Judd, T

1986-01-01

Effects of several logical (i.e., operation type and amount of extraneous information), memory (i.e., availability of memory aids and number of problem presentations), and semantic variables (i.e., problem text type) on verbal math problem-solving performance were assessed. Results revealed that the overall problem-solving performance of mildly mentally retarded adolescents was inferior to that of nonretarded fourth graders in spite of comparable performance on a computational screening test. Although the retarded individuals experienced particular difficulty with subtraction and static problem texts, the two groups responded similarly to the other experimental variables. The possibly important role of comprehension in problem-solving was discussed.

Inquiry-based problem solving in introductory physics

NASA Astrophysics Data System (ADS)

Koleci, Carolann

What makes problem solving in physics difficult? How do students solve physics problems, and how does this compare to an expert physicist's strategy? Over the past twenty years, physics education research has revealed several differences between novice and expert problem solving. The work of Chi, Feltovich, and Glaser demonstrates that novices tend to categorize problems based on surface features, while experts categorize according to theory, principles, or concepts1. If there are differences between how problems are categorized, then are there differences between how physics problems are solved? Learning more about the problem solving process, including how students like to learn and what is most effective, requires both qualitative and quantitative analysis. In an effort to learn how novices and experts solve introductory electricity problems, a series of in-depth interviews were conducted, transcribed, and analyzed, using both qualitative and quantitative methods. One-way ANOVA tests were performed in order to learn if there are any significant problem solving differences between: (a) novices and experts, (b) genders, (c) students who like to answer questions in class and those who don't, (d) students who like to ask questions in class and those who don't, (e) students employing an interrogative approach to problem solving and those who don't, and (f) those who like physics and those who dislike it. The results of both the qualitative and quantitative methods reveal that inquiry-based problem solving is prevalent among novices and experts, and frequently leads to the correct physics. These findings serve as impetus for the third dimension of this work: the development of Choose Your Own Adventure Physics(c) (CYOAP), an innovative teaching tool in physics which encourages inquiry-based problem solving. 1Chi, M., P. Feltovich, R. Glaser, "Categorization and Representation of Physics Problems by Experts and Novices", Cognitive Science, 5, 121--152 (1981).

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

NASA Astrophysics Data System (ADS)

Salta, Katerina; Tzougraki, Chryssa

2011-08-01

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

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

PubMed Central

Juang, Jyuhn-Huarng; Lin, Chia-Hung

2016-01-01

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

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

PubMed

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

2016-06-01

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

Promoting Experimental Problem-Solving Ability in Sixth-Grade Students through Problem-Oriented Teaching of Ecology: Findings of an Intervention Study in a Complex Domain

ERIC Educational Resources Information Center

Roesch, Frank; Nerb, Josef; Riess, Werner

2015-01-01

Our study investigated whether problem-oriented designed ecology lessons with phases of direct instruction and of open experimentation foster the development of cross-domain and domain-specific components of "experimental problem-solving ability" better than conventional lessons in science. We used a paper-and-pencil test to assess…

Test techniques: A survey paper on cryogenic tunnels, adaptive wall test sections, and magnetic suspension and balance systems

NASA Technical Reports Server (NTRS)

Kilgore, Robert A.; Dress, David A.; Wolf, Stephen W. D.; Britcher, Colin P.

1989-01-01

The ability to get good experimental data in wind tunnels is often compromised by things seemingly beyond our control. Inadequate Reynolds number, wall interference, and support interference are three of the major problems in wind tunnel testing. Techniques for solving these problems are available. Cryogenic wind tunnels solve the problem of low Reynolds number. Adaptive wall test sections can go a long way toward eliminating wall interference. A magnetic suspension and balance system (MSBS) completely eliminates support interference. Cryogenic tunnels, adaptive wall test sections, and MSBS are surveyed. A brief historical overview is given and the present state of development and application in each area is described.

Can Students Identify the Relevant Information to Solve a Problem?

ERIC Educational Resources Information Center

Zhang, Lishan; Yu, Shengquan; Li, Baoping; Wang, Jing

2017-01-01

Solving non-routine problems is one of the most important skills for the 21st century. Traditional paper-pencil tests cannot assess this type of skill well because of their lack of interactivity and inability to capture procedural data. Tools such as MicroDYN and MicroFIN have proved to be trustworthy in assessing complex problem-solving…

Factors Influencing Filipino Children's Solutions to Addition and Subtraction Word Problems

ERIC Educational Resources Information Center

Bautista, Debbie; Mitchelmore, Michael; Mulligan, Joanne

2009-01-01

Young Filipino children are expected to solve mathematical word problems in English, which is not their mother tongue. Because of this, it is often assumed that Filipino children have difficulties in solving problems because they cannot read or comprehend what they have read. This study tested this assumption by determining whether presenting word…

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

PubMed Central

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

2009-01-01

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

A scheme of pedagogical problems solving in kinematic to observe toulmin argumentation feasibility

NASA Astrophysics Data System (ADS)

Manurung, Sondang R.; Rustaman, Nuryani Y.; Siregar, Nelson

2013-09-01

The purpose of this study is to determine the students' ability to map out the problem solving. This paper would show a schematic template map used to analyze the students' tasks in performing problem solving pedagogically. Scheme of problem solving map of student was undertaken based on Toulmin Argumentation Pattern (TAP) argumentative discourse. The samples of this study were three work-sheets of physics education students who represented the upper, middle and lower levels of class in one LPTK in Medan. The instrument of this study was an essay test in kinematics topic. The data analyses were performed with schematic template map in order to know the students' ability in mapping the problem solving. The results showed that the student in the Upper level of class followed the appropriate direction pattern, while two others students could not followed the pattern exactly.

Problem-Solving Test: Pyrosequencing

ERIC Educational Resources Information Center

Szeberenyi, Jozsef

2013-01-01

Terms to be familiar with before you start to solve the test: Maxam-Gilbert sequencing, Sanger sequencing, gel electrophoresis, DNA synthesis reaction, polymerase chain reaction, template, primer, DNA polymerase, deoxyribonucleoside triphosphates, orthophosphate, pyrophosphate, nucleoside monophosphates, luminescence, acid anhydride bond,…

Dissociative conceptual and quantitative problem solving outcomes across interactive engagement and traditional format introductory physics

NASA Astrophysics Data System (ADS)

McDaniel, Mark A.; Stoen, Siera M.; Frey, Regina F.; Markow, Zachary E.; Hynes, K. Mairin; Zhao, Jiuqing; Cahill, Michael J.

2016-12-01

The existing literature indicates that interactive-engagement (IE) based general physics classes improve conceptual learning relative to more traditional lecture-oriented classrooms. Very little research, however, has examined quantitative problem-solving outcomes from IE based relative to traditional lecture-based physics classes. The present study included both pre- and post-course conceptual-learning assessments and a new quantitative physics problem-solving assessment that included three representative conservation of energy problems from a first-semester calculus-based college physics course. Scores for problem translation, plan coherence, solution execution, and evaluation of solution plausibility were extracted for each problem. Over 450 students in three IE-based sections and two traditional lecture sections taught at the same university during the same semester participated. As expected, the IE-based course produced more robust gains on a Force Concept Inventory than did the lecture course. By contrast, when the full sample was considered, gains in quantitative problem solving were significantly greater for lecture than IE-based physics; when students were matched on pre-test scores, there was still no advantage for IE-based physics on gains in quantitative problem solving. Further, the association between performance on the concept inventory and quantitative problem solving was minimal. These results highlight that improved conceptual understanding does not necessarily support improved quantitative physics problem solving, and that the instructional method appears to have less bearing on gains in quantitative problem solving than does the kinds of problems emphasized in the courses and homework and the overlap of these problems to those on the assessment.

Are middle school mathematics teachers able to solve word problems without using variable?

NASA Astrophysics Data System (ADS)

Gökkurt Özdemir, Burçin; Erdem, Emrullah; Örnek, Tuğba; Soylu, Yasin

2018-01-01

Many people consider problem solving as a complex process in which variables such as x, y are used. Problems may not be solved by only using 'variable.' Problem solving can be rationalized and made easier using practical strategies. When especially the development of children at younger ages is considered, it is obvious that mathematics teachers should solve problems through concrete processes. In this context, middle school mathematics teachers' skills to solve word problems without using variables were examined in the current study. Through the case study method, this study was conducted with 60 middle school mathematics teachers who have different professional experiences in five provinces in Turkey. A test consisting of five open-ended word problems was used as the data collection tool. The content analysis technique was used to analyze the data. As a result of the analysis, it was seen that the most of the teachers used trial-and-error strategy or area model as the solution strategy. On the other hand, the teachers who solved the problems using variables such as x, a, n or symbols such as Δ, □, ○, * and who also felt into error by considering these solutions as without variable were also seen in the study.

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

PubMed

Wilson, Charlotte; Hughes, Claire

2011-10-01

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

Promoting students’ mathematical problem-solving skills through 7e learning cycle and hypnoteaching model

NASA Astrophysics Data System (ADS)

Saleh, H.; Suryadi, D.; Dahlan, J. A.

2018-01-01

The aim of this research was to find out whether 7E learning cycle under hypnoteaching model can enhance students’ mathematical problem-solving skill. This research was quasi-experimental study. The design of this study was pretest-posttest control group design. There were two groups of sample used in the study. The experimental group was given 7E learning cycle under hypnoteaching model, while the control group was given conventional model. The population of this study was the student of mathematics education program at one university in Tangerang. The statistical analysis used to test the hypothesis of this study were t-test and Mann-Whitney U. The result of this study show that: (1) The students’ achievement of mathematical problem solving skill who obtained 7E learning cycle under hypnoteaching model are higher than the students who obtained conventional model; (2) There are differences in the students’ enhancement of mathematical problem-solving skill based on students’ prior mathematical knowledge (PMK) category (high, middle, and low).

Students’ difficulties in solving linear equation problems

NASA Astrophysics Data System (ADS)

Wati, S.; Fitriana, L.; Mardiyana

2018-03-01

A linear equation is an algebra material that exists in junior high school to university. It is a very important material for students in order to learn more advanced mathematics topics. Therefore, linear equation material is essential to be mastered. However, the result of 2016 national examination in Indonesia showed that students’ achievement in solving linear equation problem was low. This fact became a background to investigate students’ difficulties in solving linear equation problems. This study used qualitative descriptive method. An individual written test on linear equation tasks was administered, followed by interviews. Twenty-one sample students of grade VIII of SMPIT Insan Kamil Karanganyar did the written test, and 6 of them were interviewed afterward. The result showed that students with high mathematics achievement donot have difficulties, students with medium mathematics achievement have factual difficulties, and students with low mathematics achievement have factual, conceptual, operational, and principle difficulties. Based on the result there is a need of meaningfulness teaching strategy to help students to overcome difficulties in solving linear equation problems.

Insight into the ten-penny problem: guiding search by constraints and maximization.

PubMed

Öllinger, Michael; Fedor, Anna; Brodt, Svenja; Szathmáry, Eörs

2017-09-01

For a long time, insight problem solving has been either understood as nothing special or as a particular class of problem solving. The first view implicates the necessity to find efficient heuristics that restrict the search space, the second, the necessity to overcome self-imposed constraints. Recently, promising hybrid cognitive models attempt to merge both approaches. In this vein, we were interested in the interplay of constraints and heuristic search, when problem solvers were asked to solve a difficult multi-step problem, the ten-penny problem. In three experimental groups and one control group (N = 4 × 30) we aimed at revealing, what constraints drive problem difficulty in this problem, and how relaxing constraints, and providing an efficient search criterion facilitates the solution. We also investigated how the search behavior of successful problem solvers and non-solvers differ. We found that relaxing constraints was necessary but not sufficient to solve the problem. Without efficient heuristics that facilitate the restriction of the search space, and testing the progress of the problem solving process, the relaxation of constraints was not effective. Relaxing constraints and applying the search criterion are both necessary to effectively increase solution rates. We also found that successful solvers showed promising moves earlier and had a higher maximization and variation rate across solution attempts. We propose that this finding sheds light on how different strategies contribute to solving difficult problems. Finally, we speculate about the implications of our findings for insight problem solving.

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

NASA Astrophysics Data System (ADS)

Terrell, Rosalind Stephanie

2001-12-01

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

Strategic Development for Middle School Students Struggling With Fractions: Assessment and Intervention.

PubMed

Zhang, Dake; Stecker, Pamela; Huckabee, Sloan; Miller, Rhonda

2016-09-01

Research has suggested that different strategies used when solving fraction problems are highly correlated with students' problem-solving accuracy. This study (a) utilized latent profile modeling to classify students into three different strategic developmental levels in solving fraction comparison problems and (b) accordingly provided differentiated strategic training for students starting from two different strategic developmental levels. In Study 1 we assessed 49 middle school students' performance on fraction comparison problems and categorized students into three clusters of strategic developmental clusters: a cross-multiplication cluster with the highest accuracy, a representation strategy cluster with medium accuracy, and a whole-number strategy cluster with the lowest accuracy. Based on the strategic developmental levels identified in Study 1, in Study 2 we selected three students from the whole-number strategy cluster and another three students from the representation strategy cluster and implemented a differentiated strategic training intervention within a multiple-baseline design. Results showed that both groups of students transitioned from less advanced to more advanced strategies and improved their problem-solving accuracy during the posttest, the maintenance test, and the generalization test. © Hammill Institute on Disabilities 2014.

Hopfield networks for solving Tower of Hanoi problems

NASA Astrophysics Data System (ADS)

Kaplan, G. B.; Güzeliş, Cüneyt

2001-08-01

In this paper, Hopfield neural networks have been considered in solving the Tower of Hanoi test which is used in the determining of deficit of planning capability of the human prefrontal cortex. The main difference between this paper and the ones in the literature which use neural networks is that the Tower of Hanoi problem has been formulated here as a special shortest-path problem. In the literature, some Hopfield networks are developed for solving the shortest path problem which is a combinatorial optimization problem having a diverse field of application. The approach given in this paper gives the possibility of solving the Tower of Hanoi problem using these Hopfield networks. Also, the paper proposes new Hopfield network models for the shortest path and hence the Tower of Hanoi problems and compares them to the available ones in terms of the memory and time (number of steps) needed in the simulations.

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

PubMed

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

2010-09-01

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

Testing foreign language impact on engineering students' scientific problem-solving performance

NASA Astrophysics Data System (ADS)

Tatzl, Dietmar; Messnarz, Bernd

2013-12-01

This article investigates the influence of English as the examination language on the solution of physics and science problems by non-native speakers in tertiary engineering education. For that purpose, a statistically significant total number of 96 students in four year groups from freshman to senior level participated in a testing experiment in the Degree Programme of Aviation at the FH JOANNEUM University of Applied Sciences, Graz, Austria. Half of each test group were given a set of 12 physics problems described in German, the other half received the same set of problems described in English. It was the goal to test linguistic reading comprehension necessary for scientific problem solving instead of physics knowledge as such. The results imply that written undergraduate English-medium engineering tests and examinations may not require additional examination time or language-specific aids for students who have reached university-entrance proficiency in English as a foreign language.

Investigating the role of future thinking in social problem solving.

PubMed

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

2015-03-01

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

Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge.

PubMed

Dyer, Joseph-Omer; Hudon, Anne; Montpetit-Tourangeau, Katherine; Charlin, Bernard; Mamede, Sílvia; van Gog, Tamara

2015-03-07

Example-based learning using worked examples can foster clinical reasoning. Worked examples are instructional tools that learners can use to study the steps needed to solve a problem. Studying worked examples paired with completion examples promotes acquisition of problem-solving skills more than studying worked examples alone. Completion examples are worked examples in which some of the solution steps remain unsolved for learners to complete. Providing learners engaged in example-based learning with self-explanation prompts has been shown to foster increased meaningful learning compared to providing no self-explanation prompts. Concept mapping and concept map study are other instructional activities known to promote meaningful learning. This study compares the effects of self-explaining, completing a concept map and studying a concept map on conceptual knowledge and problem-solving skills among novice learners engaged in example-based learning. Ninety-one physiotherapy students were randomized into three conditions. They performed a pre-test and a post-test to evaluate their gains in conceptual knowledge and problem-solving skills (transfer performance) in intervention selection. They studied three pairs of worked/completion examples in a digital learning environment. Worked examples consisted of a written reasoning process for selecting an optimal physiotherapy intervention for a patient. The completion examples were partially worked out, with the last few problem-solving steps left blank for students to complete. The students then had to engage in additional self-explanation, concept map completion or model concept map study in order to synthesize and deepen their knowledge of the key concepts and problem-solving steps. Pre-test performance did not differ among conditions. Post-test conceptual knowledge was higher (P < .001) in the concept map study condition (68.8 ± 21.8%) compared to the concept map completion (52.8 ± 17.0%) and self-explanation (52.2 ± 21.7%) conditions. Post-test problem-solving performance was higher (P < .05) in the self-explanation (63.2 ± 16.0%) condition compared to the concept map study (53.3 ± 16.4%) and concept map completion (51.0 ± 13.6%) conditions. Students in the self-explanation condition also invested less mental effort in the post-test. Studying model concept maps led to greater conceptual knowledge, whereas self-explanation led to higher transfer performance. Self-explanation and concept map study can be combined with worked example and completion example strategies to foster intervention selection.

Learner-Centered Teaching and Improving Learning by Writing Down the Statement of Problems in an Introductory Physics Course

NASA Astrophysics Data System (ADS)

Aurora, Tarlok

2005-04-01

In a calculus-based introductory physics course, students were assigned to write the statements of word problems (along with the accompanying diagrams if any), analyze these, identify important concepts/equations and try to solve these end-of- chapter homework problems. They were required to bring to class their written assignment until the chapter was completed in lecture. These were quickly checked at the beginning of the class. In addition, re-doing selected solved examples in the textbook were assigned as homework. Where possible, students were asked to look for similarities between the solved-examples and the end-of-the-chapter problems, or occasionally these were brought to the students' attention. It was observed that many students were able to solve several of the solved-examples on the test even though the instructor had not solved these in class. This was seen as an improvement over the previous years. It made the students more responsible for their learning. Another benefit was that it alleviated the problems previously created by many students not bringing the textbooks to class. It allowed more time for problem solving/discussions in class.

Threats to Validity When Using Open-Ended Items in International Achievement Studies: Coding Responses to the PISA 2012 Problem-Solving Test in Finland

ERIC Educational Resources Information Center

Arffman, Inga

2016-01-01

Open-ended (OE) items are widely used to gather data on student performance in international achievement studies. However, several factors may threaten validity when using such items. This study examined Finnish coders' opinions about threats to validity when coding responses to OE items in the PISA 2012 problem-solving test. A total of 6…

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…

The Effects of the Computer-Based Instruction on the Achievement and Problem Solving Skills of the Science and Technology Students

ERIC Educational Resources Information Center

Serin, Oguz

2011-01-01

This study aims to investigate the effects of the computer-based instruction on the achievements and problem solving skills of the science and technology students. This is a study based on the pre-test/post-test control group design. The participants of the study consist of 52 students; 26 in the experimental group, 26 in the control group. The…

The relation between children’s constructive play activities, spatial ability, and mathematical word problem-solving performance: a mediation analysis in sixth-grade students

PubMed Central

Oostermeijer, Meike; Boonen, Anton J. H.; Jolles, Jelle

2014-01-01

The scientific literature shows that constructive play activities are positively related to children’s spatial ability. Likewise, a close positive relation is found between spatial ability and mathematical word problem-solving performances. The relation between children’s constructive play and their performance on mathematical word problems is, however, not reported yet. The aim of the present study was to investigate whether spatial ability acted as a mediator in the relation between constructive play and mathematical word problem-solving performance in 128 sixth-grade elementary school children. This mediating role of spatial ability was tested by utilizing the current mediation approaches suggested by Preacher and Hayes (2008). Results showed that 38.16% of the variance in mathematical word problem-solving performance is explained by children’s constructive play activities and spatial ability. More specifically, spatial ability acted as a partial mediator, explaining 31.58% of the relation between constructive play and mathematical word problem-solving performance. PMID:25101038

Gender differences in algebraic thinking ability to solve mathematics problems

NASA Astrophysics Data System (ADS)

Kusumaningsih, W.; Darhim; Herman, T.; Turmudi

2018-05-01

This study aimed to conduct a gender study on students' algebraic thinking ability in solving a mathematics problem, polyhedron concept, for grade VIII. This research used a qualitative method. The data was collected using: test and interview methods. The subjects in this study were eight male and female students with different level of abilities. It was found that the algebraic thinking skills of male students reached high group of five categories. They were superior in terms of reasoning and quick understanding in solving problems. Algebraic thinking ability of high-achieving group of female students also met five categories of algebraic thinking indicators. They were more diligent, tenacious and thorough in solving problems. Algebraic thinking ability of male students in medium category only satisfied three categories of algebraic thinking indicators. They were sufficient in terms of reasoning and understanding in solving problems. Algebraic thinking ability group of female students in medium group also satisfied three categories of algebraic thinking indicators. They were fairly diligent, tenacious and meticulous on working on the problems.

Psychosocial dimensions of solving an indoor air problem.

PubMed

Lahtinen, Marjaana; Huuhtanen, Pekka; Kähkönen, Erkki; Reijula, Kari

2002-03-01

This investigation focuses on the psychological and social dimensions of managing and solving indoor air problems. The data were collected in nine workplaces by interviews (n = 85) and questionnaires (n = 375). Indoor air problems in office environments have traditionally utilized industrial hygiene or technical expertise. However, indoor air problems at workplaces are often more complex issues to solve. Technical questions are inter-related with the dynamics of the work community, and the cooperation and interaction skills of the parties involved in the solving process are also put to the test. In the present study, the interviewees were very critical of the process of solving the indoor air problem. The responsibility for coordinating the problem-managing process was generally considered vague, as were the roles and functions of the various parties. Communication problems occurred and rumors about the indoor air problem circulated widely. Conflicts were common, complicating the process in several ways. The research focused on examining different ways of managing and resolving an indoor air problem. In addition, reference material on the causal factors of the indoor air problem was also acquired. The study supported the hypothesis that psychosocial factors play a significant role in indoor air problems.

Problem Solving in Biology: A Methodology

ERIC Educational Resources Information Center

Wisehart, Gary; Mandell, Mark

2008-01-01

A methodology is described that teaches science process by combining informal logic and a heuristic for rating factual reliability. This system facilitates student hypothesis formation, testing, and evaluation of results. After problem solving with this scheme, students are asked to examine and evaluate arguments for the underlying principles of…

The impact of training problem-solving skills on self-esteem and behavioral adjustment in teenage girls who have irresponsible parents or no parents.

PubMed

Shahgholy Ghahfarokhi, F; Moradi, N; Alborzkouh, P; Radmehr, S; Zainali, M

2015-01-01

Proper psychological interventions are of great importance because they help enhancing psychological and public health in adolescents with irresponsible parents or no parents. The current research aimed to examine the impact of training problem-solving experiment on self-esteem and behavioral adjustment in teenage girls with irresponsible parents or no parents. Methodology: The approach of the present research was a semi-test via a post-test-pre-test model and a check team. Hence, in Tehran, 40 girls with irresponsible parents or no parents were chosen by using the Convenience modeling, and they were classified into 2 teams: control and experiment. Both groups were pre-tested by using a demography questionnaire, Rosenberg's self-esteem scale, and a behavioral adjustment questionnaire. Afterwards, both groups were post-tested, and the obtained data were examined by using inferential and descriptive methods through SPSS 21. Findings: Findings indicated that the training problem-solving skills significantly increased the self-esteem and the behavioral adjustment in teenage girls with irresponsible parents or no parents (P < 0/ 001). Conclusion: The conclusion of this research was that training problem-solving methods greatly helps endangered people such as teenage girls with irresponsible parents or no parents, because these methods are highly efficient especially when they are performed in groups, as they are cheap and accepted by different people.

The impact of training problem-solving skills on self-esteem and behavioral adjustment in teenage girls who have irresponsible parents or no parents

PubMed Central

Shahgholy Ghahfarokhi, F; Moradi, N; Alborzkouh, P; Radmehr, S; Zainali, M

2015-01-01

Proper psychological interventions are of great importance because they help enhancing psychological and public health in adolescents with irresponsible parents or no parents. The current research aimed to examine the impact of training problem-solving experiment on self-esteem and behavioral adjustment in teenage girls with irresponsible parents or no parents. Methodology: The approach of the present research was a semi-test via a post-test-pre-test model and a check team. Hence, in Tehran, 40 girls with irresponsible parents or no parents were chosen by using the Convenience modeling, and they were classified into 2 teams: control and experiment. Both groups were pre-tested by using a demography questionnaire, Rosenberg’s self-esteem scale, and a behavioral adjustment questionnaire. Afterwards, both groups were post-tested, and the obtained data were examined by using inferential and descriptive methods through SPSS 21. Findings: Findings indicated that the training problem-solving skills significantly increased the self-esteem and the behavioral adjustment in teenage girls with irresponsible parents or no parents (P < 0/ 001). Conclusion: The conclusion of this research was that training problem-solving methods greatly helps endangered people such as teenage girls with irresponsible parents or no parents, because these methods are highly efficient especially when they are performed in groups, as they are cheap and accepted by different people. PMID:28316718

The Relationship between Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties

ERIC Educational Resources Information Center

Swanson, H. Lee; Beebe-Frankenberger, Margaret

2004-01-01

This study identified cognitive processes that underlie individual differences in working memory (WM) and mathematical problem-solution accuracy in elementary school children at risk and not at risk for serious math difficulties (SMD). A battery of tests was administered that assessed problem solving, achievement, and cognitive processing in…

Influence of personality, age, sex, and estrous state on chimpanzee problem-solving success

PubMed Central

Hopper, Lydia M.; Price, Sara A.; Freeman, Hani D.; Lambeth, Susan P.; Schapiro, Steven J.

2015-01-01

Despite the importance of individual problem solvers for group- and individual-level fitness, the correlates of individual problem-solving success are still an open topic of investigation. In addition to demographic factors, such as age or sex, certain personality dimensions have also been revealed as reliable correlates of problem-solving by animals. Such correlates, however, have been little-studied in chimpanzees. To empirically test the influence of age, sex, estrous state, and different personality factors on chimpanzee problem-solving, we individually tested 36 captive chimpanzees with two novel foraging puzzles. We included both female (N = 24) and male (N = 12) adult chimpanzees (aged 14–47 years) in our sample. We also controlled for the females’ estrous state—a potential influence on cognitive reasoning—by testing cycling females both when their sexual swelling was maximally tumescent (associated with the luteinizing hormone surge of a female’s estrous cycle) and again when it was detumescent. Although we found no correlation between the chimpanzees’ success with either puzzle and their age or sex, the chimpanzees’ personality ratings did correlate with responses to the novel foraging puzzles. Specifically, male chimpanzees that were rated highly on the factors Methodical, Openness (to experience), and Dominance spent longer interacting with the puzzles. There was also a positive relationship between the latency of females to begin interacting with the two tasks and their rating on the factor Reactivity/Undependability. No other significant correlations were found, but we report tentative evidence for increased problem-solving success by the females when they had detumescent estrous swellings. PMID:24322874

Influence of personality, age, sex, and estrous state on chimpanzee problem-solving success.

PubMed

Hopper, Lydia M; Price, Sara A; Freeman, Hani D; Lambeth, Susan P; Schapiro, Steven J; Kendal, Rachel L

2014-07-01

Despite the importance of individual problem solvers for group- and individual-level fitness, the correlates of individual problem-solving success are still an open topic of investigation. In addition to demographic factors, such as age or sex, certain personality dimensions have also been revealed as reliable correlates of problem-solving by animals. Such correlates, however, have been little-studied in chimpanzees. To empirically test the influence of age, sex, estrous state, and different personality factors on chimpanzee problem-solving, we individually tested 36 captive chimpanzees with two novel foraging puzzles. We included both female (N=24) and male (N=12) adult chimpanzees (aged 14-47 years) in our sample. We also controlled for the females' estrous state-a potential influence on cognitive reasoning-by testing cycling females both when their sexual swelling was maximally tumescent (associated with the luteinizing hormone surge of a female's estrous cycle) and again when it was detumescent. Although we found no correlation between the chimpanzees' success with either puzzle and their age or sex, the chimpanzees' personality ratings did correlate with responses to the novel foraging puzzles. Specifically, male chimpanzees that were rated highly on the factors Methodical, Openness (to experience), and Dominance spent longer interacting with the puzzles. There was also a positive relationship between the latency of females to begin interacting with the two tasks and their rating on the factor Reactivity/Undependability. No other significant correlations were found, but we report tentative evidence for increased problem-solving success by the females when they had detumescent estrous swellings.

Within Your Control? When Problem Solving May Be Most Helpful.

PubMed

Sarfan, Laurel D; Gooch, Peter; Clerkin, Elise M

2017-08-01

Emotion regulation strategies have been conceptualized as adaptive or maladaptive, but recent evidence suggests emotion regulation outcomes may be context-dependent. The present study tested whether the adaptiveness of a putatively adaptive emotion regulation strategy-problem solving-varied across contexts of high and low controllability. The present study also tested rumination, suggested to be one of the most putatively maladaptive strategies, which was expected to be associated with negative outcomes regardless of context. Participants completed an in vivo speech task, in which they were randomly assigned to a controllable ( n = 65) or an uncontrollable ( n = 63) condition. Using moderation analyses, we tested whether controllability interacted with emotion regulation use to predict negative affect, avoidance, and perception of performance. Partially consistent with hypotheses, problem solving was associated with certain positive outcomes (i.e., reduced behavioral avoidance) in the controllable (vs. uncontrollable) condition. Consistent with predictions, rumination was associated with negative outcomes (i.e., desired avoidance, negative affect, negative perception of performance) in both conditions. Overall, findings partially support contextual models of emotion regulation, insofar as the data suggest that the effects of problem solving may be more adaptive in controllable contexts for certain outcomes, whereas rumination may be maladaptive regardless of context.

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

PubMed

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

2017-04-04

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

On the adaptive function of children's and adults' false memories.

PubMed

Howe, Mark L; Wilkinson, Samantha; Garner, Sarah R; Ball, Linden J

2016-09-01

Recent research has shown that memory illusions can successfully prime both children's and adults' performance on complex, insight-based problems (compound remote associates tasks or CRATs). The current research aimed to clarify the locus of these priming effects. Like before, Deese-Roediger-McDermott (DRM) lists were selected to prime subsequent CRATs such that the critical lures were also the solution words to a subset of the CRATs participants attempted to solve. Unique to the present research, recognition memory tests were used and participants were either primed during the list study phase, during the memory test phase, or both. Across two experiments, primed problems were solved more frequently and significantly faster than unprimed problems. Moreover, when participants were primed during the list study phase, subsequent solution times and rates were considerably superior to those produced by those participants who were simply primed at test. Together, these are the first results to show that false-memory priming during encoding facilitates problem-solving in both children and adults.

On the adaptive function of children's and adults’ false memories

PubMed Central

Howe, Mark L.; Wilkinson, Samantha; Garner, Sarah R.; Ball, Linden J.

2016-01-01

ABSTRACT Recent research has shown that memory illusions can successfully prime both children's and adults' performance on complex, insight-based problems (compound remote associates tasks or CRATs). The current research aimed to clarify the locus of these priming effects. Like before, Deese–Roediger–McDermott (DRM) lists were selected to prime subsequent CRATs such that the critical lures were also the solution words to a subset of the CRATs participants attempted to solve. Unique to the present research, recognition memory tests were used and participants were either primed during the list study phase, during the memory test phase, or both. Across two experiments, primed problems were solved more frequently and significantly faster than unprimed problems. Moreover, when participants were primed during the list study phase, subsequent solution times and rates were considerably superior to those produced by those participants who were simply primed at test. Together, these are the first results to show that false-memory priming during encoding facilitates problem-solving in both children and adults. PMID:26230151

Problem solving, loneliness, depression levels and associated factors in high school adolescents.

PubMed

Sahin, Ummugulsum; Adana, Filiz

2016-01-01

To determine problem solving, loneliness, depression levels and associated factors in high school adolescents. This cross-sectional study was conducted in a city west of Turkey (Bursa) in a public high school and the population was 774 and the sampling was 394 students. Students to be included in the study were selected using the multiple sampling method. A personal Information Form with 23 questions, Problem Solving Inventory (PSI), Loneliness Scale (UCLA), Beck Depression Inventory (BDI) were used as data collection tools in the study. Basic statistical analyses, t-test, Kruskall Wallis-H, One Way Anova and Pearson Correlation test were used to evaluate the data. Necessary permissions were obtained from the relevant institution, students, parents and the ethical committee. The study found significant differences between "problem solving level" and family type, health assessment, life quality and mothers', fathers' siblings' closeness level; between "loneliness level" and gender, family income, health assessment, life quality and mothers', fathers', siblings' closeness level; between "depression level" and life quality, family income, fathers' closeness level. Unfavorable socio-economic and cultural conditions can have an effect on the problem solving, loneliness and depression levels of adolescents. Providing structured education to adolescents at risk under school mental health nursing practices is recommended.

Problem-Solving Test: Southwestern Blotting

ERIC Educational Resources Information Center

Szeberényi, József

2014-01-01

Terms to be familiar with before you start to solve the test: Southern blotting, Western blotting, restriction endonucleases, agarose gel electrophoresis, nitrocellulose filter, molecular hybridization, polyacrylamide gel electrophoresis, proto-oncogene, c-abl, Src-homology domains, tyrosine protein kinase, nuclear localization signal, cDNA,…

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

NASA Astrophysics Data System (ADS)

Parker, Mary Jo

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

Error analysis of mathematical problems on TIMSS: A case of Indonesian secondary students

NASA Astrophysics Data System (ADS)

Priyani, H. A.; Ekawati, R.

2018-01-01

Indonesian students’ competence in solving mathematical problems is still considered as weak. It was pointed out by the results of international assessment such as TIMSS. This might be caused by various types of errors made. Hence, this study aimed at identifying students’ errors in solving mathematical problems in TIMSS in the topic of numbers that considered as the fundamental concept in Mathematics. This study applied descriptive qualitative analysis. The subject was three students with most errors in the test indicators who were taken from 34 students of 8th graders. Data was obtained through paper and pencil test and student’s’ interview. The error analysis indicated that in solving Applying level problem, the type of error that students made was operational errors. In addition, for reasoning level problem, there are three types of errors made such as conceptual errors, operational errors and principal errors. Meanwhile, analysis of the causes of students’ errors showed that students did not comprehend the mathematical problems given.

Coaching Family Caregivers to become Better Problem Solvers when Caring for Persons with Advanced Cancer

PubMed Central

Dionne-Odom, J. Nicholas; Lyons, Kathleen D.; Akyar, Imatullah; Bakitas, Marie

2016-01-01

Family caregivers of persons with advanced cancer often take on responsibilities that present daunting and complex problems. Serious problems that go unresolved may be burdensome and result in negative outcomes for caregivers’ psychological and physical health and affect the quality of care delivered to the care recipients with cancer, especially at the end of life. Formal problem-solving training approaches have been developed over the past several decades to assist individuals with managing problems faced in daily life. Several of these problem-solving principles and techniques were incorporated into ENABLE (Educate, Nurture, Advise, Before Life End), an ‘early’ palliative care telehealth intervention for individuals diagnosed with advanced cancer and their family caregivers. A hypothetical case resembling the situations of actual caregiver participants in ENABLE that exemplifies the complex problems that caregivers face is presented followed by presentation of an overview of ENABLE’s problem-solving key principles, techniques and steps in problem-solving support. Though more research is needed to formally test the use of problem-solving support in social work practice, social workers can easily incorporate these techniques into everyday practice. PMID:27143574

Cultivating Peace through Design Thinking: Problem Solving with PAST Foundation

ERIC Educational Resources Information Center

Deaner, Kat; McCreery-Kellert, Heather

2018-01-01

Design thinking is a methodology that emphasizes reasoning and decision-making as part of the problem-solving process. It is a structured framework for identifying challenges, gathering information, generating potential solutions, refining ideas, and testing solutions. Design thinking offers valuable skills that will serve students well as they…

Evaluating Preclinical Medical Students by Using Computer-Based Problem-Solving Examinations.

ERIC Educational Resources Information Center

Stevens, Ronald H.; And Others

1989-01-01

A study to determine the feasibility of creating and administering computer-based problem-solving examinations for evaluating second-year medical students in immunology and to determine how students would perform on these tests relative to their performances on concurrently administered objective and essay examinations is described. (Author/MLW)

Controlling Uncertainty: A Review of Human Behavior in Complex Dynamic Environments

ERIC Educational Resources Information Center

Osman, Magda

2010-01-01

Complex dynamic control (CDC) tasks are a type of problem-solving environment used for examining many cognitive activities (e.g., attention, control, decision making, hypothesis testing, implicit learning, memory, monitoring, planning, and problem solving). Because of their popularity, there have been many findings from diverse domains of research…

Identification and Analysis of Student Conceptions Used To Solve Chemical Equilibrium Problems.

ERIC Educational Resources Information Center

Voska, Kirk W.; Heikkinen, Henry W.

2000-01-01

Identifies and quantifies the chemistry conceptions used by students when solving chemical equilibrium problems requiring application of LeChatelier's Principle, and explores the feasibility of designing a paper and pencil test to accomplish these purposes. Eleven prevalent incorrect student conceptions about chemical equilibrium were identified…

An Individualized Problem-Solving Approach for Teaching Choral Phrase Shaping: An Experimental Study

ERIC Educational Resources Information Center

Broomhead, Paul

2009-01-01

This experiment tested a treatment designed to improve choral students' expressiveness regarding keyword emphasis and phrase shaping. The treatment was founded upon the constructivist belief that students actively construct conceptual knowledge through problem solving. Participants were 46 university students randomly selected from a nonauditioned…

Group Mirrors to Support Interaction Regulation in Collaborative Problem Solving

ERIC Educational Resources Information Center

Jermann, Patrick; Dillenbourg, Pierre

2008-01-01

Two experimental studies test the effect of group mirrors upon quantitative and qualitative aspects of participation in collaborative problem solving. Mirroring tools consist of a graphical representation of the group's actions which is dynamically updated and displayed to the collaborators. In addition, metacognitive tools display a standard for…

Instruction Emphasizing Effort Improves Physics Problem Solving

ERIC Educational Resources Information Center

Li, Daoquan

2012-01-01

Effectively using strategies to solve complex problems is an important educational goal and is implicated in successful academic performance. However, people often do not spontaneously use the effective strategies unless they are motivated to do so. The present study was designed to test whether educating students about the importance of effort in…

Can Good Concept Mappers Be Good Problem Solvers in Science?

ERIC Educational Resources Information Center

Okebukola, Peter Akinsola

1992-01-01

Describes a study of concept mapping as a means of learning problem-solving skills. Concludes that the concept mapping subjects were significantly more successful at solving biological test questions than were the controls. Reports no significant differences between cooperative and individual mapping and mixed results for gender. (DK)

Raise the Bar on Problem Solving

ERIC Educational Resources Information Center

Englard, Lisa

2010-01-01

In a 1981 diagnostic test, the Ministry of Education in Singapore found its country facing a challenge: Only 46 percent of students in grades 2-4 could solve word problems that were presented without such key words as "altogether" or "left." Yet today, according to results from the Trends in International Mathematics and…

Word Fluency: A Task Analysis.

ERIC Educational Resources Information Center

Laine, Matti

It is suggested that models of human problem solving are useful in the analysis of word fluency (WF) test performance. In problem-solving terms, WF tasks would require the subject to define and clarify the conditions of the task (task acquisition), select and employ appropriate strategies, and monitor one's performance. In modern neuropsychology,…

Alternative Representations for Algebraic Problem Solving: When Are Graphs Better than Equations?

ERIC Educational Resources Information Center

Mielicki, Marta K.; Wiley, Jennifer

2016-01-01

Successful algebraic problem solving entails adaptability of solution methods using different representations. Prior research has suggested that students are more likely to prefer symbolic solution methods (equations) over graphical ones, even when graphical methods should be more efficient. However, this research has not tested how representation…

Insightful problem solving in an Asian elephant.

PubMed

Foerder, Preston; Galloway, Marie; Barthel, Tony; Moore, Donald E; Reiss, Diana

2011-01-01

The "aha" moment or the sudden arrival of the solution to a problem is a common human experience. Spontaneous problem solving without evident trial and error behavior in humans and other animals has been referred to as insight. Surprisingly, elephants, thought to be highly intelligent, have failed to exhibit insightful problem solving in previous cognitive studies. We tested whether three Asian elephants (Elephas maximus) would use sticks or other objects to obtain food items placed out-of-reach and overhead. Without prior trial and error behavior, a 7-year-old male Asian elephant showed spontaneous problem solving by moving a large plastic cube, on which he then stood, to acquire the food. In further testing he showed behavioral flexibility, using this technique to reach other items and retrieving the cube from various locations to use as a tool to acquire food. In the cube's absence, he generalized this tool utilization technique to other objects and, when given smaller objects, stacked them in an attempt to reach the food. The elephant's overall behavior was consistent with the definition of insightful problem solving. Previous failures to demonstrate this ability in elephants may have resulted not from a lack of cognitive ability but from the presentation of tasks requiring trunk-held sticks as potential tools, thereby interfering with the trunk's use as a sensory organ to locate the targeted food.

Using genetic algorithms to determine near-optimal pricing, investment and operating strategies in the electric power industry

NASA Astrophysics Data System (ADS)

Wu, Dongjun

Network industries have technologies characterized by a spatial hierarchy, the "network," with capital-intensive interconnections and time-dependent, capacity-limited flows of products and services through the network to customers. This dissertation studies service pricing, investment and business operating strategies for the electric power network. First-best solutions for a variety of pricing and investment problems have been studied. The evaluation of genetic algorithms (GA, which are methods based on the idea of natural evolution) as a primary means of solving complicated network problems, both w.r.t. pricing: as well as w.r.t. investment and other operating decisions, has been conducted. New constraint-handling techniques in GAs have been studied and tested. The actual application of such constraint-handling techniques in solving practical non-linear optimization problems has been tested on several complex network design problems with encouraging initial results. Genetic algorithms provide solutions that are feasible and close to optimal when the optimal solution is know; in some instances, the near-optimal solutions for small problems by the proposed GA approach can only be tested by pushing the limits of currently available non-linear optimization software. The performance is far better than several commercially available GA programs, which are generally inadequate in solving any of the problems studied in this dissertation, primarily because of their poor handling of constraints. Genetic algorithms, if carefully designed, seem very promising in solving difficult problems which are intractable by traditional analytic methods.

Clue Insensitivity in Remote Associates Test Problem Solving

ERIC Educational Resources Information Center

Smith, Steven M.; Sifonis, Cynthia M.; Angello, Genna

2012-01-01

Does spreading activation from incidentally encountered hints cause incubation effects? We used Remote Associates Test (RAT) problems to examine effects of incidental clues on impasse resolution. When solution words were seen incidentally 3-sec before initially unsolved problems were retested, more problems were resolved (Experiment 1). When…

Problem Solving-based Learning Materials on Fraction for Training Creativity of Elementary School Students

NASA Astrophysics Data System (ADS)

Widhitama, Y. N.; Lukito, A.; Khabibah, S.

2018-01-01

The aim of this research is to develop problem solving based learning materials on fraction for training creativity of elementary school students. Curriculum 2006 states that mathematics should be studied by all learners starting from elementary level in order for them mastering thinking skills, one of them is creative thinking. To our current knowledge, there is no such a research topic being done. To promote this direction, we initiate by developing learning materials with problem solving approach. The developed materials include Lesson Plan, Student Activity Sheet, Mathematical Creativity Test, and Achievement Test. We implemented a slightly modified 4-D model by Thiagajan et al. (1974) consisting of Define, Design, Development, and Disseminate. Techniques of gathering data include observation, test, and questionnaire. We applied three good qualities for the resulted materials; that is, validity, practicality, and effectiveness. The results show that the four mentioned materials meet the corresponding criteria of good quality product.

How to Solve Polyhedron Problem?

NASA Astrophysics Data System (ADS)

Wijayanti, A.; Kusumah, Y. S.; Suhendra

2017-09-01

The purpose of this research is to know the possible strategies to solve the problem in polyhedron topic with Knilsey’s Learning Model as scaffolding for the student. This research was conducted by using mixed method with sequential explanatory design. Researchers used purposive sampling technique to get two classes for Knisley class and conventional class and an extreme case sampling technique to get interview data. The instruments used are tests, observation sheets and interview guidelines. The result of the research shows that: (1) students’ strategies to solve polyhedron problem were grouped into two steps: by partitioning the problem to find out the solution and make a mathematical model of the mathematical sentence given and then connect it with the concept that the students already know; (2) students ‘mathematical problem solving ability in Knisley class is higher than those in conventional class.

Lesion mapping of social problem solving

PubMed Central

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

2014-01-01

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

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

PubMed

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

2017-01-01

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

A variational technique for smoothing flight-test and accident data

NASA Technical Reports Server (NTRS)

Bach, R. E., Jr.

1980-01-01

The problem of determining aircraft motions along a trajectory is solved using a variational algorithm that generates unmeasured states and forcing functions, and estimates instrument bias and scale-factor errors. The problem is formulated as a nonlinear fixed-interval smoothing problem, and is solved as a sequence of linear two-point boundary value problems, using a sweep method. The algorithm has been implemented for use in flight-test and accident analysis. Aircraft motions are assumed to be governed by a six-degree-of-freedom kinematic model; forcing functions consist of body accelerations and winds, and the measurement model includes aerodynamic and radar data. Examples of the determination of aircraft motions from typical flight-test and accident data are presented.

Problem-Solving Test: Catalytic Activities of a Human Nuclear Enzyme

ERIC Educational Resources Information Center

Szeberenyi, Jozsef

2011-01-01

Terms to be familiar with before you start to solve the test: ion exchange chromatography, polynucleotides, oligonucleotides, radioactive labeling, template, primer, DNA polymerase, reverse transcriptase, helicase, nucleoside triphosphates, nucleoside diphosphates, nucleoside monophosphates, nucleosides, 5'-end and 3'-end, bacteriophage,…

42 CFR 493.1451 - Standard: Technical supervisor responsibilities.

Code of Federal Regulations, 2010 CFR

2010-10-01

... testing samples; and (vi) Assessment of problem solving skills; and (9) Evaluating and documenting the... analysis and reporting of test results; (5) Resolving technical problems and ensuring that remedial actions...

Does a Transformation Approach Improve Students' Ability in Constructing Auxiliary Lines for Solving Geometric Problems? An Intervention-Based Study with Two Chinese Classrooms

ERIC Educational Resources Information Center

Fan, Lianghuo; Qi, Chunxia; Liu, Xiaomei; Wang, Yi; Lin, Mengwei

2017-01-01

We conducted an intervention-based study in secondary classrooms to explore whether the use of geometric transformations can help improve students' ability in constructing auxiliary lines to solve geometric proof problems, especially high-level cognitive problems. A pre- and post-test quasi-experimental design was employed. The participants were…

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.

Analysing task design and students' responses to context-based problems through different analytical frameworks

NASA Astrophysics Data System (ADS)

Broman, Karolina; Bernholt, Sascha; Parchmann, Ilka

2015-05-01

Background:Context-based learning approaches are used to enhance students' interest in, and knowledge about, science. According to different empirical studies, students' interest is improved by applying these more non-conventional approaches, while effects on learning outcomes are less coherent. Hence, further insights are needed into the structure of context-based problems in comparison to traditional problems, and into students' problem-solving strategies. Therefore, a suitable framework is necessary, both for the analysis of tasks and strategies. Purpose:The aim of this paper is to explore traditional and context-based tasks as well as students' responses to exemplary tasks to identify a suitable framework for future design and analyses of context-based problems. The paper discusses different established frameworks and applies the Higher-Order Cognitive Skills/Lower-Order Cognitive Skills (HOCS/LOCS) taxonomy and the Model of Hierarchical Complexity in Chemistry (MHC-C) to analyse traditional tasks and students' responses. Sample:Upper secondary students (n=236) at the Natural Science Programme, i.e. possible future scientists, are investigated to explore learning outcomes when they solve chemistry tasks, both more conventional as well as context-based chemistry problems. Design and methods:A typical chemistry examination test has been analysed, first the test items in themselves (n=36), and thereafter 236 students' responses to one representative context-based problem. Content analysis using HOCS/LOCS and MHC-C frameworks has been applied to analyse both quantitative and qualitative data, allowing us to describe different problem-solving strategies. Results:The empirical results show that both frameworks are suitable to identify students' strategies, mainly focusing on recall of memorized facts when solving chemistry test items. Almost all test items were also assessing lower order thinking. The combination of frameworks with the chemistry syllabus has been found successful to analyse both the test items as well as students' responses in a systematic way. The framework can therefore be applied in the design of new tasks, the analysis and assessment of students' responses, and as a tool for teachers to scaffold students in their problem-solving process. Conclusions:This paper gives implications for practice and for future research to both develop new context-based problems in a structured way, as well as providing analytical tools for investigating students' higher order thinking in their responses to these tasks.

Augmented neural networks and problem structure-based heuristics for the bin-packing problem

NASA Astrophysics Data System (ADS)

Kasap, Nihat; Agarwal, Anurag

2012-08-01

In this article, we report on a research project where we applied augmented-neural-networks (AugNNs) approach for solving the classical bin-packing problem (BPP). AugNN is a metaheuristic that combines a priority rule heuristic with the iterative search approach of neural networks to generate good solutions fast. This is the first time this approach has been applied to the BPP. We also propose a decomposition approach for solving harder BPP, in which subproblems are solved using a combination of AugNN approach and heuristics that exploit the problem structure. We discuss the characteristics of problems on which such problem structure-based heuristics could be applied. We empirically show the effectiveness of the AugNN and the decomposition approach on many benchmark problems in the literature. For the 1210 benchmark problems tested, 917 problems were solved to optimality and the average gap between the obtained solution and the upper bound for all the problems was reduced to under 0.66% and computation time averaged below 33 s per problem. We also discuss the computational complexity of our approach.

To draw or not to draw? Examining the necessity of problem diagrams using massive open online course experiments

NASA Astrophysics Data System (ADS)

Chen, Zhongzhou; Demirci, Neset; Choi, Youn-Jeng; Pritchard, David E.

2017-06-01

Previous research on problem diagrams suggested that including a supportive diagram, one that does not provide necessary problem solving information, may bring little, or even negative, benefit to students' problem solving success. We tested the usefulness of problem diagrams on 12 different physics problems (6A/B experiments) in our massive open online course. By analyzing over 8000 student responses in total, we found that including a problem diagram that contains no significant additional information only slightly improves the first attempt correct rate for the few most spatially complex problems, and has little impact on either the final correct percentage or the time spent on solving the problem. On the other hand, in half of the cases, removing the diagram significantly increased the fraction of students' drawing their own diagrams during problem solving. The increase in drawing behavior is largely independent of students' physics abilities. In summary, our results suggest that for many physics problems, the benefit of a diagram is exceedingly small and may not justify the effort of creating one.

The profile of problem-solving ability of students of distance education in science learning

NASA Astrophysics Data System (ADS)

Widiasih; Permanasari, A.; Riandi; Damayanti, T.

2018-05-01

This study aims to analyze the students' problem-solving ability in science learning and lesson-planning ability. The method used is descriptive-quantitative. The subjects of the study were undergraduate students of Distance Higher Education located in Serang, majoring in Primary Teacher Education in-service training. Samples were taken thoroughly from 2 groups taking the course of Science Learning in Primary School in the first term of 2017, amounted to 39 students. The technique of data collection used is essay test of problem solving from case study done at the beginning of lecture in February 2017. The results of this research can be concluded that In-service Training of Primary School Teacher Education Program are categorized as quite capable (score 66) in solving science learning problem and planning science lesson. Therefore, efforts need to be done to improve the ability of students in problem solving, for instance through online tutorials with the basis of interactive discussions.

Solving Infeasibility Problems in Computerized Test Assembly.

ERIC Educational Resources Information Center

Timminga, Ellen

1998-01-01

Discusses problems of diagnosing and repairing infeasible linear-programming models in computerized test assembly. Demonstrates that it is possible to localize the causes of infeasibility, although this is not always easy. (SLD)

Refractive Thinking Profile In Solving Mathematical Problem Reviewed from Students Math Capability

NASA Astrophysics Data System (ADS)

Maslukha, M.; Lukito, A.; Ekawati, R.

2018-01-01

Refraction is a mental activity experienced by a person to make a decision through reflective thinking and critical thinking. Differences in mathematical capability have an influence on the difference of student’s refractive thinking processes in solving math problems. This descriptive research aims to generate a picture of refractive thinking of students in solving mathematical problems in terms of students’ math skill. Subjects in this study consisted of three students, namely students with high, medium, and low math skills based on mathematics capability test. Data collection methods used are test-based methods and interviews. After collected data is analyzed through three stages that are, condensing and displaying data, data display, and drawing and verifying conclusion. Results showed refractive thinking profiles of three subjects is different. This difference occurs at the planning and execution stage of the problem. This difference is influenced by mathematical capability and experience of each subject.

Metacognitive ability of male students: difference impulsive-reflective cognitive style

NASA Astrophysics Data System (ADS)

Muhtarom; Sugiyanti; Utami, R. E.; Indriana, K.

2018-03-01

This study revealed the metacognitive activity of male students in impulsive cognitive and reflective cognitive style in solving mathematical problems, especially in the material of plane. One student of impulsive cognitive style and one student of reflective cognitive-style were selected to be the subjects of the study. Data were collected by giving written test of problem solving and interview. Data analysis was done through data reduction, data presentation, data interpretation and conclusion. The results showed that male student of reflective cognitive style was meticulous and careful in solving the problem so as to obtain correct answers, while the impulsive cognitive style student had the characteristics of using a short time in solving the problem, but less careful so that the answers tended to be wrong

The results of STEM education methods for enhancing critical thinking and problem solving skill in physics the 10th grade level

NASA Astrophysics Data System (ADS)

Soros, P.; Ponkham, K.; Ekkapim, S.

2018-01-01

This research aimed to: 1) compare the critical think and problem solving skills before and after learning using STEM Education plan, 2) compare student achievement before and after learning about force and laws of motion using STEM Education plan, and 3) the satisfaction of learning by using STEM Education. The sample used were 37 students from grade 10 at Borabu School, Borabu District, Mahasarakham Province, semester 2, Academic year 2016. Tools used in this study consist of: 1) STEM Education plan about the force and laws of motion for grade 10 students of 1 schemes with total of 14 hours, 2) The test of critical think and problem solving skills with multiple-choice type of 5 options and 2 option of 30 items, 3) achievement test on force and laws of motion with multiple-choice of 4 options of 30 items, 4) satisfaction learning with 5 Rating Scale of 20 items. The statistics used in data analysis were percentage, mean, standard deviation, and t-test (Dependent). The results showed that 1) The student with learning using STEM Education plan have score of critical think and problem solving skills on post-test higher than pre-test with statistically significant level .01. 2) The student with learning using STEM Education plan have achievement score on post-test higher than pre-test with statistically significant level of .01. 3) The student'level of satisfaction toward the learning by using STEM Education plan was at a high level (X ¯ = 4.51, S.D=0.56).

An episodic specificity induction enhances means-end problem solving in young and older adults.

PubMed

Madore, Kevin P; Schacter, Daniel L

2014-12-01

Episodic memory plays an important role not only in remembering past experiences, but also in constructing simulations of future experiences and solving means-end social problems. We recently found that an episodic specificity induction-brief training in recollecting details of past experiences-enhances performance of young and older adults on memory and imagination tasks. Here we tested the hypothesis that this specificity induction would also positively impact a means-end problem-solving task on which age-related changes have been linked to impaired episodic memory. Young and older adults received the specificity induction or a control induction before completing a means-end problem-solving task, as well as memory and imagination tasks. Consistent with previous findings, older adults provided fewer relevant steps on problem solving than did young adults, and their responses also contained fewer internal (i.e., episodic) details across the 3 tasks. There was no difference in the number of other (e.g., irrelevant) steps on problem solving or external (i.e., semantic) details generated on the 3 tasks as a function of age. Critically, the specificity induction increased the number of relevant steps and internal details (but not other steps or external details) that both young and older adults generated in problem solving compared with the control induction, as well as the number of internal details (but not external details) generated for memory and imagination. Our findings support the idea that episodic retrieval processes are involved in means-end problem solving, extend the range of tasks on which a specificity induction targets these processes, and show that the problem-solving performance of older adults can benefit from a specificity induction as much as that of young adults. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

An episodic specificity induction enhances means-end problem solving in young and older adults

PubMed Central

Madore, Kevin P.; Schacter, Daniel L.

2014-01-01

Episodic memory plays an important role not only in remembering past experiences, but also in constructing simulations of future experiences and solving means-end social problems. We recently found that an episodic specificity induction- brief training in recollecting details of past experiences- enhances performance of young and older adults on memory and imagination tasks. Here we tested the hypothesis that this specificity induction would also positively impact a means-end problem solving task on which age-related changes have been linked to impaired episodic memory. Young and older adults received the specificity induction or a control induction before completing a means-end problem solving task as well as memory and imagination tasks. Consistent with previous findings, older adults provided fewer relevant steps on problem solving than did young adults, and their responses also contained fewer internal (i.e., episodic) details across the three tasks. There was no difference in the number of other (e.g., irrelevant) steps on problem solving or external (i.e., semantic) details generated on the three tasks as a function of age. Critically, the specificity induction increased the number of relevant steps and internal details (but not other steps or external details) that both young and older adults generated in problem solving compared with the control induction, as well as the number of internal details (but not external details) generated for memory and imagination. Our findings support the idea that episodic retrieval processes are involved in means-end problem solving, extend the range of tasks on which a specificity induction targets these processes, and show that the problem solving performance of older adults can benefit from a specificity induction as much as that of young adults. PMID:25365688

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

ERIC Educational Resources Information Center

Sieber, Joan E.; Kameya, Lawrence I.

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

Problem-Solving Test: The Role of Ubiquitination in Epidermal Growth Factor Receptor Trafficking

ERIC Educational Resources Information Center

Szeberenyi, Jozsef

2012-01-01

Terms to be familiar with before you start to solve the test: growth factor signaling, epidermal growth factor, tyrosine protein kinase, tyrosine phosphorylation, ubiquitin, monoubiquitination, polyubiquitination, site-directed mutagenesis, transfection, expression vector, cDNA, immunoprecipitation, SDS-polyacrylamide gel electrophoresis, Western…

Problem-Solving Test: The Effect of Synonymous Codons on Gene Expression

ERIC Educational Resources Information Center

Szeberenyi, Jozsef

2009-01-01

Terms to be familiar with before you start to solve the test: the genetic code, codon, degenerate codons, protein synthesis, aminoacyl-tRNA, anticodon, antiparallel orientation, wobble, unambiguous codons, ribosomes, initiation, elongation and termination of translation, peptidyl transferase, translocation, degenerate oligonucleotides, green…

Enhancing insight in scientific problem solving by highlighting the functional features of prototypes: an fMRI study.

PubMed

Hao, Xin; Cui, Shuai; Li, Wenfu; Yang, Wenjing; Qiu, Jiang; Zhang, Qinglin

2013-10-09

Insight can be the first step toward creating a groundbreaking product. As evident in anecdotes and major inventions in history, heuristic events (heuristic prototypes) prompted inventors to acquire insight when solving problems. Bionic imitation in scientific innovation is an example of this kind of problem solving. In particular, heuristic prototypes (e.g., the lotus effect; the very high water repellence exhibited by lotus leaves) help solve insight problems (e.g., non-stick surfaces). We speculated that the biological functional feature of prototypes is a critical factor in inducing insightful scientific problem solving. In this functional magnetic resonance imaging (fMRI) study, we selected scientific innovation problems and utilized "learning prototypes-solving problems" two-phase paradigm to test the supposition. We also explored its neural mechanisms. Functional MRI data showed that the activation of the middle temporal gyrus (MTG, BA 37) and the middle occipital gyrus (MOG, BA 19) were associated with the highlighted functional feature condition. fMRI data also indicated that the MTG (BA 37) could be responsible for the semantic processing of functional features and for the formation of novel associations based on related functions. In addition, the MOG (BA 19) could be involved in the visual imagery of formation and application of function association between the heuristic prototype and problem. Our findings suggest that both semantic processing and visual imagery could be crucial components underlying scientific problem solving. © 2013 Elsevier B.V. All rights reserved.

Using Interactive Problem-Solving Techniques to Enhance Control Systems Education for Non English-Speakers

ERIC Educational Resources Information Center

Lamont, L. A.; Chaar, L.; Toms, C.

2010-01-01

Interactive learning is beneficial to students in that it allows the continual development and testing of many skills. An interactive approach enables students to improve their technical capabilities, as well as developing both verbal and written communicative ability. Problem solving and communication skills are vital for engineering students; in…

Response Mode Effects on Computer Based Problem Solving. Report Series 1979.

ERIC Educational Resources Information Center

Brown, Bobby R.; Sustik, Joan M.

This response mode study attempts to determine whether different response modes are helpful or not in facilitating the thought process in a given problem solving situation. The Luchins Water Jar Test (WJT) used in this study illustrates the phenomena "Einstelling" (mechanization of response) because it does not require any specialized content…

Solicited versus Unsolicited Metacognitive Prompts for Fostering Mathematical Problem Solving Using Multimedia

ERIC Educational Resources Information Center

Kramarski, Bracha; Friedman, Sheli

2014-01-01

The study examined how student control over metacognitive prompts in a multimedia environment affects students' ability to solve mathematical problems in immediate comprehension tasks using a multimedia program and a delayed-transfer test. It also examined the effect on metacognitive discourse, mental effort, and engagement with multimedia-based…

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

ERIC Educational Resources Information Center

Markoczi-Revak, Ibolya

2003-01-01

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

The Neural Basis of Insight Problem Solving: An Event-Related Potential Study

ERIC Educational Resources Information Center

Qiu, Jiang; Li, Hong; Yang, Dong; Luo, Yuejia; Li, Ying; Wu, Zhenzhen; Zhang, Qinglin

2008-01-01

The electrophysiological correlates of successful insight problem solving (Chinese logogriphs) were studied in 18 healthy subjects using high-density event-related potentials (ERPs). A new experimental paradigm (learning-testing model) was adopted in order to make subjects find a solution on their own initiative rather than receive an answer…

Attainment Of Formal Thinking As Revealed By Solving Of Three-Term Verbal Problems By Junior School Children

ERIC Educational Resources Information Center

Loughran, R.

1973-01-01

Article considered experiments that tested the contentions of Piaget and Peel who believed that formal thinking is not established before 11-12 years of age. These studies were tied to the success achieved by pre-adolescent children in solving verbal three-term series problems. (Author/RK)

Michael Eisenberg and Robert Berkowitz's Big6[TM] Information Problem-Solving Model.

ERIC Educational Resources Information Center

Carey, James O.

2003-01-01

Reviews the Big6 information problem-solving model. Highlights include benefits and dangers of the simplicity of the model; theories of instruction; testing of the model; the model as a process for completing research projects; and advice for school library media specialists considering use of the model. (LRW)

What Really Matters: Assessing Individual Problem-Solving Performance in the Context of Biological Sciences

ERIC Educational Resources Information Center

Anderson, William L.; Sensibaugh, Cheryl A.; Osgood, Marcy P.; Mitchell, Steven M.

2011-01-01

The evaluation of higher-level cognitive skills can augment traditional discipline-based knowledge testing by providing timely assessment of individual student problem-solving abilities that are critical for success in any professional development program. However, the wide-spread acceptance and implementation of higher level cognitive skills…

Thinking Can Cause Forgetting: Memory Dynamics in Creative Problem Solving

ERIC Educational Resources Information Center

Storm, Benjamin C.; Angello, Genna; Bjork, Elizabeth Ligon

2011-01-01

Research on retrieval-induced forgetting has shown that retrieval can cause the forgetting of related or competing items in memory (Anderson, Bjork, & Bjork, 1994). In the present research, we examined whether an analogous phenomenon occurs in the context of creative problem solving. Using the Remote Associates Test (RAT; Mednick, 1962), we…

Validity of the MicroDYN Approach: Complex Problem Solving Predicts School Grades beyond Working Memory Capacity

ERIC Educational Resources Information Center

Schweizer, Fabian; Wustenberg, Sascha; Greiff, Samuel

2013-01-01

This study examines the validity of the complex problem solving (CPS) test MicroDYN by investigating a) the relation between its dimensions--rule identification (exploration strategy), rule knowledge (acquired knowledge), rule application (control performance)--and working memory capacity (WMC), and b) whether CPS predicts school grades in…

College Students Solving Chemistry Problems: A Theoretical Model of Expertise

ERIC Educational Resources Information Center

Taasoobshirazi, Gita; Glynn, Shawn M.

2009-01-01

A model of expertise in chemistry problem solving was tested on undergraduate science majors enrolled in a chemistry course. The model was based on Anderson's "Adaptive Control of Thought-Rational" (ACT-R) theory. The model shows how conceptualization, self-efficacy, and strategy interact and contribute to the successful solution of quantitative,…

Psychometric properties of the Social Problem Solving Inventory-Revised Short-Form in a South African population.

PubMed

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

2017-04-01

The Social Problem Solving Inventory-Revised Short-Form (SPSI-R:SF) has been used in several countries to identify problem-solving deficits among clinical and general populations in order to guide cognitive-behavioural interventions. Yet, very few studies have evaluated its psychometric properties. Three language versions of the questionnaire were administered to a general population sample comprising 1000 participants (771 English-, 178 Afrikaans- and 101 Xhosa-speakers). Of these participants, 210 were randomly selected to establish test-retest reliability (70 in each language). Principal component analysis was performed to examine the applicability of the factor structure of the original questionnaire to the South African data. Supplementary psychometric analyses were performed, including internal consistency and test-retest reliability. Collectively, results provide initial evidence of the reliability and validity of the SPSI-R:SF for the assessment of problem solving deficits in South Africa. Further studies that explore how the Afrikaans language version of the SPSI-R:SF can be improved and that establish the predictive validity of scores on the SPSI-R:SF are needed. © 2015 International Union of Psychological Science.

Students’ Representation in Mathematical Word Problem-Solving: Exploring Students’ Self-efficacy

NASA Astrophysics Data System (ADS)

Sahendra, A.; Budiarto, M. T.; Fuad, Y.

2018-01-01

This descriptive qualitative research aims at investigating student represented in mathematical word problem solving based on self-efficacy. The research subjects are two eighth graders at a school in Surabaya with equal mathematical ability consisting of two female students with high and low self-efficacy. The subjects were chosen based on the results of test of mathematical ability, documentation of the result of middle test in even semester of 2016/2017 academic year, and results of questionnaire of mathematics word problem in terms of self-efficacy scale. The selected students were asked to do mathematical word problem solving and be interviewed. The result of this study shows that students with high self-efficacy tend to use multiple representations of sketches and mathematical models, whereas students with low self-efficacy tend to use single representation of sketches or mathematical models only in mathematical word problem-solving. This study emphasizes that teachers should pay attention of student’s representation as a consideration of designing innovative learning in order to increase the self-efficacy of each student to achieve maximum mathematical achievement although it still requires adjustment to the school situation and condition.

An efficient and accurate solution methodology for bilevel multi-objective programming problems using a hybrid evolutionary-local-search algorithm.

PubMed

Deb, Kalyanmoy; Sinha, Ankur

2010-01-01

Bilevel optimization problems involve two optimization tasks (upper and lower level), in which every feasible upper level solution must correspond to an optimal solution to a lower level optimization problem. These problems commonly appear in many practical problem solving tasks including optimal control, process optimization, game-playing strategy developments, transportation problems, and others. However, they are commonly converted into a single level optimization problem by using an approximate solution procedure to replace the lower level optimization task. Although there exist a number of theoretical, numerical, and evolutionary optimization studies involving single-objective bilevel programming problems, not many studies look at the context of multiple conflicting objectives in each level of a bilevel programming problem. In this paper, we address certain intricate issues related to solving multi-objective bilevel programming problems, present challenging test problems, and propose a viable and hybrid evolutionary-cum-local-search based algorithm as a solution methodology. The hybrid approach performs better than a number of existing methodologies and scales well up to 40-variable difficult test problems used in this study. The population sizing and termination criteria are made self-adaptive, so that no additional parameters need to be supplied by the user. The study indicates a clear niche of evolutionary algorithms in solving such difficult problems of practical importance compared to their usual solution by a computationally expensive nested procedure. The study opens up many issues related to multi-objective bilevel programming and hopefully this study will motivate EMO and other researchers to pay more attention to this important and difficult problem solving activity.

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.

A Mixed Integer Efficient Global Optimization Framework: Applied to the Simultaneous Aircraft Design, Airline Allocation and Revenue Management Problem

NASA Astrophysics Data System (ADS)

Roy, Satadru

Traditional approaches to design and optimize a new system, often, use a system-centric objective and do not take into consideration how the operator will use this new system alongside of other existing systems. This "hand-off" between the design of the new system and how the new system operates alongside other systems might lead to a sub-optimal performance with respect to the operator-level objective. In other words, the system that is optimal for its system-level objective might not be best for the system-of-systems level objective of the operator. Among the few available references that describe attempts to address this hand-off, most follow an MDO-motivated subspace decomposition approach of first designing a very good system and then provide this system to the operator who decides the best way to use this new system along with the existing systems. The motivating example in this dissertation presents one such similar problem that includes aircraft design, airline operations and revenue management "subspaces". The research here develops an approach that could simultaneously solve these subspaces posed as a monolithic optimization problem. The monolithic approach makes the problem a Mixed Integer/Discrete Non-Linear Programming (MINLP/MDNLP) problem, which are extremely difficult to solve. The presence of expensive, sophisticated engineering analyses further aggravate the problem. To tackle this challenge problem, the work here presents a new optimization framework that simultaneously solves the subspaces to capture the "synergism" in the problem that the previous decomposition approaches may not have exploited, addresses mixed-integer/discrete type design variables in an efficient manner, and accounts for computationally expensive analysis tools. The framework combines concepts from efficient global optimization, Kriging partial least squares, and gradient-based optimization. This approach then demonstrates its ability to solve an 11 route airline network problem consisting of 94 decision variables including 33 integer and 61 continuous type variables. This application problem is a representation of an interacting group of systems and provides key challenges to the optimization framework to solve the MINLP problem, as reflected by the presence of a moderate number of integer and continuous type design variables and expensive analysis tool. The result indicates simultaneously solving the subspaces could lead to significant improvement in the fleet-level objective of the airline when compared to the previously developed sequential subspace decomposition approach. In developing the approach to solve the MINLP/MDNLP challenge problem, several test problems provided the ability to explore performance of the framework. While solving these test problems, the framework showed that it could solve other MDNLP problems including categorically discrete variables, indicating that the framework could have broader application than the new aircraft design-fleet allocation-revenue management problem.

Solving the Swath Segment Selection Problem

NASA Technical Reports Server (NTRS)

Knight, Russell; Smith, Benjamin

2006-01-01

Several artificial-intelligence search techniques have been tested as means of solving the swath segment selection problem (SSSP) -- a real-world problem that is not only of interest in its own right, but is also useful as a test bed for search techniques in general. In simplest terms, the SSSP is the problem of scheduling the observation times of an airborne or spaceborne synthetic-aperture radar (SAR) system to effect the maximum coverage of a specified area (denoted the target), given a schedule of downlinks (opportunities for radio transmission of SAR scan data to a ground station), given the limit on the quantity of SAR scan data that can be stored in an onboard memory between downlink opportunities, and given the limit on the achievable downlink data rate. The SSSP is NP complete (short for "nondeterministic polynomial time complete" -- characteristic of a class of intractable problems that can be solved only by use of computers capable of making guesses and then checking the guesses in polynomial time).

The generalized quadratic knapsack problem. A neuronal network approach.

PubMed

Talaván, Pedro M; Yáñez, Javier

2006-05-01

The solution of an optimization problem through the continuous Hopfield network (CHN) is based on some energy or Lyapunov function, which decreases as the system evolves until a local minimum value is attained. A new energy function is proposed in this paper so that any 0-1 linear constrains programming with quadratic objective function can be solved. This problem, denoted as the generalized quadratic knapsack problem (GQKP), includes as particular cases well-known problems such as the traveling salesman problem (TSP) and the quadratic assignment problem (QAP). This new energy function generalizes those proposed by other authors. Through this energy function, any GQKP can be solved with an appropriate parameter setting procedure, which is detailed in this paper. As a particular case, and in order to test this generalized energy function, some computational experiments solving the traveling salesman problem are also included.

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

PubMed

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

2002-03-01

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

The impact of problem solving strategy with online feedback on students’ conceptual understanding

NASA Astrophysics Data System (ADS)

Pratiwi, H. Y.; Winarko, W.; Ayu, H. D.

2018-04-01

The study aimed to determine the impact of the implementation of problem solving strategy with online feedback towards the students’ concept understanding. This study used quasi experimental design with post-test only control design. The participants were all Physics Education students of Kanjuruhan University year 2015. Then, they were divided into two different groups; 30 students belong to experiment class and the remaining 30 students belong to class of control. The students’ concept understanding was measured by the concept understanding test on multiple integral lesson. The result of the concept understanding test was analyzed by prerequisite test and stated to be normal and homogenic distributed, then the hypothesis was examined by T-test. The result of the study shows that there is difference in the concept understanding between experiment class and control class. Next, the result also shows that the students’ concept understanding which was taught using problem solving strategy with online feedback was higher than those using conventional learning; with average score of 72,10 for experiment class and 52,27 for control class.

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

PubMed

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

2009-09-01

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

A study of fuzzy logic ensemble system performance on face recognition problem

NASA Astrophysics Data System (ADS)

Polyakova, A.; Lipinskiy, L.

2017-02-01

Some problems are difficult to solve by using a single intelligent information technology (IIT). The ensemble of the various data mining (DM) techniques is a set of models which are able to solve the problem by itself, but the combination of which allows increasing the efficiency of the system as a whole. Using the IIT ensembles can improve the reliability and efficiency of the final decision, since it emphasizes on the diversity of its components. The new method of the intellectual informational technology ensemble design is considered in this paper. It is based on the fuzzy logic and is designed to solve the classification and regression problems. The ensemble consists of several data mining algorithms: artificial neural network, support vector machine and decision trees. These algorithms and their ensemble have been tested by solving the face recognition problems. Principal components analysis (PCA) is used for feature selection.

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

Moryakov, A. V., E-mail: sailor@yauza.ru; Pylyov, S. S.

This paper presents the formulation of the problem and the methodical approach for solving large systems of linear differential equations describing nonstationary processes with the use of CUDA technology; this approach is implemented in the ANGEL program. Results for a test problem on transport of radioactive products over loops of a nuclear power plant are given. The possibilities for the use of the ANGEL program for solving various problems that simulate arbitrary nonstationary processes are discussed.

Perspectives on the Use of the Problem-Solving Model from the Viewpoint of a School Psychologist, Administrator, and Teacher from a Large Midwest Urban School District

ERIC Educational Resources Information Center

Lau, Matthew Y.; Sieler, Jay D.; Muyskens, Paul; Canter, Andrea; VanKeuren, Barbara; Marston, Doug

2006-01-01

The Minneapolis Public School System has been implementing an intervention-based approach to special education placement. This Problem-Solving Model (PSM) was designed to de-emphasize the role of norm-referenced tests and to provide early instructional interventions. The basic outline of the PSM is to define the problem, determine the best…

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

NASA Astrophysics Data System (ADS)

Zuhaida, A.

2018-04-01

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

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

PubMed Central

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

2014-01-01

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

Problem-Solving Test: Attenuation--A Mechanism to Regulate Bacterial Tryptophan Biosynthesis

ERIC Educational Resources Information Center

Szeberenyi, Jozsef

2010-01-01

Terms to be familiar with before you start to solve the test: tryptophan, transcription unit, operon, "trp" repressor, corepressor, operator, promoter, palindrome, initiation, elongation, and termination of transcription, open reading frame, coupled transcription/translation, chromosome-polysome complex. (Contains 2 figures and 1 footnote.)

Problem-Solving Test: Conditional Gene Targeting Using the Cre/loxP Recombination System

ERIC Educational Resources Information Center

Szeberényi, József

2013-01-01

Terms to be familiar with before you start to solve the test: gene targeting, knock-out mutation, bacteriophage, complementary base-pairing, homologous recombination, deletion, transgenic organisms, promoter, polyadenylation element, transgene, DNA replication, RNA polymerase, Shine-Dalgarno sequence, restriction endonuclease, polymerase chain…

Sleep promotes analogical transfer in problem solving.

PubMed

Monaghan, Padraic; Sio, Ut Na; Lau, Sum Wai; Woo, Hoi Kei; Linkenauger, Sally A; Ormerod, Thomas C

2015-10-01

Analogical problem solving requires using a known solution from one problem to apply to a related problem. Sleep is known to have profound effects on memory and information restructuring, and so we tested whether sleep promoted such analogical transfer, determining whether improvement was due to subjective memory for problems, subjective recognition of similarity across related problems, or by abstract generalisation of structure. In Experiment 1, participants were exposed to a set of source problems. Then, after a 12-h period involving sleep or wake, they attempted target problems structurally related to the source problems but with different surface features. Experiment 2 controlled for time of day effects by testing participants either in the morning or the evening. Sleep improved analogical transfer, but effects were not due to improvements in subjective memory or similarity recognition, but rather effects of structural generalisation across problems. Copyright © 2015 Elsevier B.V. All rights reserved.

Effects of topiramate on language functions in newly diagnosed pediatric epileptic patients.

PubMed

Kim, Sun Jun; Kim, Moon Yeon; Choi, Yoon Mi; Song, Mi Kyoung

2014-09-01

The aim of this study was to characterize the effects of topiramate on language functions in newly diagnosed pediatric epileptic patients. Thirty-eight newly diagnosed epileptic patients were assessed using standard language tests. Data were collected before and after beginning topiramate during which time a monotherapy treatment regimen was maintained. Language tests included the Test of Language Problem Solving Abilities, a Korean version of the Peabody Picture Vocabulary Test. We used language tests in the Korean version because all the patients were spoken Korean exclusively in their families. All the language parameters of Test of Language Problem Solving Abilities worsened after initiation of topiramate (determine cause, 13.2 ± 4.8 to 11.2 ± 4.3; problem solving, 14.8 ± 6.0 to 12.8 ± 5.0; predicting, 9.8 ± 3.6 to 8.8 ± 4.6). Patients given topiramate exhibited a shortened mean length of utterance in words during response (determine cause, 4.8 ± 0.9 to 4.3 ± 0.7; making inference, 4.5 ± 0.8 to 4.1 ± 1.1; predicting, 5.2 ± 1.0 to 4.7 ± 0.6; P < 0.05), provided ambiguous answers during the testing, exhibited difficulty in selecting appropriate words, took more time to provide answers, and used incorrect grammar. However, there were no statistically significant changes in the receptive language of patients after taking topiramate (95.4 ± 20.4 to 100.8 ± 19.1). Our data suggest that topiramate may have negative effects on problem-solving abilities in children. We recommend performing language tests should be considered in children being treated with topiramate. Copyright © 2014 Elsevier Inc. All rights reserved.

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.

Problem-Solving Test: Analysis of DNA Damage Recognizing Proteins in Yeast and Human Cells

ERIC Educational Resources Information Center

Szeberenyi, Jozsef

2013-01-01

The experiment described in this test was aimed at identifying DNA repair proteins in human and yeast cells. Terms to be familiar with before you start to solve the test: DNA repair, germline mutation, somatic mutation, inherited disease, cancer, restriction endonuclease, radioactive labeling, [alpha-[superscript 32]P]ATP, [gamma-[superscript…

The Influence of Self-Efficacy Beliefs and Metacognitive Prompting on Genetics Problem Solving Ability among High School Students in Kenya

NASA Astrophysics Data System (ADS)

Aurah, Catherine Muhonja

Within the framework of social cognitive theory, the influence of self-efficacy beliefs and metacognitive prompting on genetics problem solving ability among high school students in Kenya was examined through a mixed methods research design. A quasi-experimental study, supplemented by focus group interviews, was conducted to investigate both the outcomes and the processes of students' genetics problem-solving ability. Focus group interviews substantiated and supported findings from the quantitative instruments. The study was conducted in 17 high schools in Western Province, Kenya. A total of 2,138 high school students were purposively sampled. A sub-sample of 48 students participated in focus group interviews to understand their perspectives and experiences during the study so as to corroborate the quantitative data. Quantitative data were analyzed through descriptive statistics, zero-order correlations, 2 x 2 factorial ANOVA,, and sequential hierarchical multiple regressions. Qualitative data were transcribed, coded, and reported thematically. Results revealed metacognitive prompts had significant positive effects on student problem-solving ability independent of gender. Self-efficacy and metacognitive prompting significantly predicted genetics problem-solving ability. Gender differences were revealed, with girls outperforming boys on the genetics problem-solving test. Furthermore, self-efficacy moderated the relationship between metacognitive prompting and genetics problem-solving ability. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya.

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

PubMed

McKown, Clark

2007-03-01

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

Hybrid Metaheuristics for Solving a Fuzzy Single Batch-Processing Machine Scheduling Problem

PubMed Central

Molla-Alizadeh-Zavardehi, S.; Tavakkoli-Moghaddam, R.; Lotfi, F. Hosseinzadeh

2014-01-01

This paper deals with a problem of minimizing total weighted tardiness of jobs in a real-world single batch-processing machine (SBPM) scheduling in the presence of fuzzy due date. In this paper, first a fuzzy mixed integer linear programming model is developed. Then, due to the complexity of the problem, which is NP-hard, we design two hybrid metaheuristics called GA-VNS and VNS-SA applying the advantages of genetic algorithm (GA), variable neighborhood search (VNS), and simulated annealing (SA) frameworks. Besides, we propose three fuzzy earliest due date heuristics to solve the given problem. Through computational experiments with several random test problems, a robust calibration is applied on the parameters. Finally, computational results on different-scale test problems are presented to compare the proposed algorithms. PMID:24883359

The Effect of Social Problem Solving Skills in the Relationship between Traumatic Stress and Moral Disengagement among Inner-City African American High School Students

PubMed Central

Coker, Kendell L.; Ikpe, Uduakobong N.; Brooks, Jeannie S.; Page, Brian; Sobell, Mark B.

2014-01-01

This study examined the relationship between traumatic stress, social problem solving, and moral disengagement among African American inner-city high school students. Participants consisted of 45 (25 males and 20 females) African American students enrolled in grades 10 through 12. Mediation was assessed by testing for the indirect effect using the confidence interval derived from 10,000 bootstrapped resamples. The results revealed that social problem-solving skills have an indirect effect on the relationship between traumatic stress and moral disengagement. The findings suggest that African American youth that are negatively impacted by trauma evidence deficits in their social problem solving skills and are likely to be at an increased risk to morally disengage. Implications for culturally sensitive and trauma-based intervention programs are also provided. PMID:25071874

Do social support, stigma, and social problem-solving skills predict depressive symptoms in people living with HIV? A mediation analysis.

PubMed

White, Worawan; Grant, Joan S; Pryor, Erica R; Keltner, Norman L; Vance, David E; Raper, James L

2012-01-01

Social support, stigma, and social problem solving may be mediators of the relationship between sign and symptom severity and depressive symptoms in people living with HIV (PLWH). However, no published studies have examined these individual variables as mediators in PLWH. This cross-sectional, correlational study of 150 PLWH examined whether social support, stigma, and social problem solving were mediators of the relationship between HIV-related sign and symptom severity and depressive symptoms. Participants completed self-report questionnaires during their visits at two HIV outpatient clinics in the Southeastern United States. Using multiple regression analyses as a part of mediation testing, social support, stigma, and social problem solving were found to be partial mediators of the relationship between sign and symptom severity and depressive symptoms, considered individually and as a set.

Implicit Runge-Kutta Methods with Explicit Internal Stages

NASA Astrophysics Data System (ADS)

Skvortsov, L. M.

2018-03-01

The main computational costs of implicit Runge-Kutta methods are caused by solving a system of algebraic equations at every step. By introducing explicit stages, it is possible to increase the stage (or pseudo-stage) order of the method, which makes it possible to increase the accuracy and avoid reducing the order in solving stiff problems, without additional costs of solving algebraic equations. The paper presents implicit methods with an explicit first stage and one or two explicit internal stages. The results of solving test problems are compared with similar methods having no explicit internal stages.

Implement Method for Automated Testing of Markov Chain Convergence into INVERSE for ORNL12-RS-108J: Advanced Multi-Dimensional Forward and Inverse Modeling

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

Bledsoe, Keith C.

2015-04-01

The DiffeRential Evolution Adaptive Metropolis (DREAM) method is a powerful optimization/uncertainty quantification tool used to solve inverse transport problems in Los Alamos National Laboratory’s INVERSE code system. The DREAM method has been shown to be adept at accurate uncertainty quantification, but it can be very computationally demanding. Previously, the DREAM method in INVERSE performed a user-defined number of particle transport calculations. This placed a burden on the user to guess the number of calculations that would be required to accurately solve any given problem. This report discusses a new approach that has been implemented into INVERSE, the Gelman-Rubin convergence metric.more » This metric automatically detects when an appropriate number of transport calculations have been completed and the uncertainty in the inverse problem has been accurately calculated. In a test problem with a spherical geometry, this method was found to decrease the number of transport calculations (and thus time required) to solve a problem by an average of over 90%. In a cylindrical test geometry, a 75% decrease was obtained.« less

Use of Representation Mapping to Capture Abstraction in Problem Solving in Different Courses in Chemistry

ERIC Educational Resources Information Center

Sevian, H.; Bernholt, S.; Szteinberg, G. A.; Auguste, S.; Pérez, L. C.

2015-01-01

A perspective is presented on how the representation mapping framework by Hahn and Chater (1998) may be used to characterize reasoning during problem solving in chemistry. To provide examples for testing the framework, an exploratory study was conducted with students and professors from three different courses in the middle of the undergraduate…

The Effects of Group Monitoring on Fatigue-Related Einstellung during Mathematical Problem Solving

ERIC Educational Resources Information Center

Frings, Daniel

2011-01-01

Fatigue resulting from sleep deficit can lead to decreased performance in a variety of cognitive domains and can result in potentially serious accidents. The present study aimed to test whether fatigue leads to increased Einstellung (low levels of cognitive flexibility) in a series of mathematical problem-solving tasks. Many situations involving…

Development and Evaluation of Problem-Solving Skills in Microbiology.

ERIC Educational Resources Information Center

Schuytema, Eunice C.; And Others

A problem solving, laboratory experience was devised in which first-year medical students were given a case description and then required to make judgments about what microbiology specimens should be collected and to analyze the results of laboratory tests in terms of implications for patient care. Over a four-year period revisions were made in…

Parsing Protocols Using Problem Solving Grammars. AI Memo 385.

ERIC Educational Resources Information Center

Miller, Mark L.; Goldstein, Ira P.

A theory of the planning and debugging of computer programs is formalized as a context free grammar, which is used to reveal the constituent structure of problem solving episodes by parsing protocols in which programs are written, tested, and debugged. This is illustrated by the detailed analysis of an actual session with a beginning student…

Applying Catastrophe Theory to an Information-Processing Model of Problem Solving in Science Education

ERIC Educational Resources Information Center

Stamovlasis, Dimitrios; Tsaparlis, Georgios

2012-01-01

In this study, we test an information-processing model (IPM) of problem solving in science education, namely the working memory overload model, by applying catastrophe theory. Changes in students' achievement were modeled as discontinuities within a cusp catastrophe model, where working memory capacity was implemented as asymmetry and the degree…

New Model of Mapping Difficulties in Solving Analogical Problems among Adolescents and Adults with Intellectual Disability

ERIC Educational Resources Information Center

Lifshitz, Hefziba; Weiss, Itzhak; Tzuriel, David; Tzemach, Moran

2011-01-01

The main goal of the study was to map the difficulties and cognitive processes among adolescents (aged 13-21, N = 30) and adults (aged 25-66, N = 30) with mild and moderate intellectual disability (ID) when solving analogical problems. The participants were administered the "Conceptual and Perceptual Analogical Modifiability" test. A…

Does Problem Solving = Prior Knowledge + Reasoning Skills in Earth Science? An Exploratory Study

ERIC Educational Resources Information Center

Chang, Chun-Yen

2010-01-01

This study examined the interrelationship between tenth-grade students' problem solving ability (PSA) and their domain-specific knowledge (DSK) as well as reasoning skills (RS) in a secondary school of Taiwan. The PSA test was designed to emphasize students' divergent-thinking ability (DTA) and convergent-thinking ability (CTA) subscales in the…

Age Differences in Relationships Between Crystallized and Fluid Intelligences and Problem Solving.

ERIC Educational Resources Information Center

Hayslip, Bert, Jr.; Sterns, Harvey L.

One hundred and sixty-two subjects of three age levels were tested to examine the relationship between crystallized and fluid abilities and three problem solving tasks varying in the abstractness/concreteness of their stimuli and emphasis on past experience. These dimensions have been used by Davis to distinguish between Type "O" and Type "C"…

MENDEL: An Intelligent Computer Tutoring System for Genetics Problem-Solving, Conjecturing, and Understanding.

ERIC Educational Resources Information Center

Streibel, Michael; And Others

1987-01-01

Describes an advice-giving computer system being developed for genetics education called MENDEL that is based on research in learning, genetics problem solving, and expert systems. The value of MENDEL as a design tool and the tutorial function are stressed. Hypothesis testing, graphics, and experiential learning are also discussed. (Author/LRW)

Problem-Solving Test: Real-Time Polymerase Chain Reaction

ERIC Educational Resources Information Center

Szeberenyi, Jozsef

2009-01-01

Terms to be familiar with before you start to solve the test: polymerase chain reaction, DNA amplification, electrophoresis, breast cancer, "HER2" gene, genomic DNA, "in vitro" DNA synthesis, template, primer, Taq polymerase, 5[prime][right arrow]3[prime] elongation activity, 5[prime][right arrow]3[prime] exonuclease activity, deoxyribonucleoside…

Problem-Solving Test: Expression Cloning of the Erythropoietin Receptor

ERIC Educational Resources Information Center

Szeberenyi, Jozsef

2008-01-01

Terms to be familiar with before you start to solve the test: cytokines, cytokine receptors, cDNA library, cDNA synthesis, poly(A)[superscript +] RNA, primer, template, reverse transcriptase, restriction endonucleases, cohesive ends, expression vector, promoter, Shine-Dalgarno sequence, poly(A) signal, DNA helicase, DNA ligase, topoisomerases,…

Problem-Solving Test: The Mechanism of Protein Synthesis

ERIC Educational Resources Information Center

Szeberenyi, Jozsef

2009-01-01

Terms to be familiar with before you start to solve the test: protein synthesis, ribosomes, amino acids, peptides, peptide bond, polypeptide chain, N- and C-terminus, hemoglobin, [alpha]- and [beta]-globin chains, radioactive labeling, [[to the third power]H] and [[to the fourteenth power]C]leucine, cytosol, differential centrifugation, density…

Computer problem-solving coaches for introductory physics: Design and usability studies

NASA Astrophysics Data System (ADS)

Ryan, Qing X.; Frodermann, Evan; Heller, Kenneth; Hsu, Leonardo; Mason, Andrew

2016-06-01

The combination of modern computing power, the interactivity of web applications, and the flexibility of object-oriented programming may finally be sufficient to create computer coaches that can help students develop metacognitive problem-solving skills, an important competence in our rapidly changing technological society. However, no matter how effective such coaches might be, they will only be useful if they are attractive to students. We describe the design and testing of a set of web-based computer programs that act as personal coaches to students while they practice solving problems from introductory physics. The coaches are designed to supplement regular human instruction, giving students access to effective forms of practice outside class. We present results from large-scale usability tests of the computer coaches and discuss their implications for future versions of the coaches.

[Delayed reactions of active avoidance in white rats under conditions of an alternative choice].

PubMed

Ioseliani, T K; Sikharulidze, N I; Kadagishvili, A Ia; Mitashvili, E G

1995-01-01

It was shown that if the rats had been learned and then tested using conventional pain punishment of erroneous choice they were able to solve the problem of alternative choice only in the period of immediate action of conditioned stimuli. If the pain punishment for erroneously chosen compartment had not been applied in animal learning and testing, rats successfully solved the problem of alternative choice even after 5-second delay. Introduction of pain punishment led to the frustration of earlier elaborated delayed avoidance reactions. Analysis of the obtained results allows us to argue that the apparent incapability of white rats for solving the problems of delayed avoidance is caused by simultaneous action of two different mechanisms, i.e., those of the active and passive avoidance rather than short-term memory deficit.

Augmented Lagrange Hopfield network for solving economic dispatch problem in competitive environment

NASA Astrophysics Data System (ADS)

Vo, Dieu Ngoc; Ongsakul, Weerakorn; Nguyen, Khai Phuc

2012-11-01

This paper proposes an augmented Lagrange Hopfield network (ALHN) for solving economic dispatch (ED) problem in the competitive environment. The proposed ALHN is a continuous Hopfield network with its energy function based on augmented Lagrange function for efficiently dealing with constrained optimization problems. The ALHN method can overcome the drawbacks of the conventional Hopfield network such as local optimum, long computational time, and linear constraints. The proposed method is used for solving the ED problem with two revenue models of revenue based on payment for power delivered and payment for reserve allocated. The proposed ALHN has been tested on two systems of 3 units and 10 units for the two considered revenue models. The obtained results from the proposed methods are compared to those from differential evolution (DE) and particle swarm optimization (PSO) methods. The result comparison has indicated that the proposed method is very efficient for solving the problem. Therefore, the proposed ALHN could be a favorable tool for ED problem in the competitive environment.

Problem Solving as Probabilistic Inference with Subgoaling: Explaining Human Successes and Pitfalls in the Tower of Hanoi

PubMed Central

Donnarumma, Francesco; Maisto, Domenico; Pezzulo, Giovanni

2016-01-01

How do humans and other animals face novel problems for which predefined solutions are not available? Human problem solving links to flexible reasoning and inference rather than to slow trial-and-error learning. It has received considerable attention since the early days of cognitive science, giving rise to well known cognitive architectures such as SOAR and ACT-R, but its computational and brain mechanisms remain incompletely known. Furthermore, it is still unclear whether problem solving is a “specialized” domain or module of cognition, in the sense that it requires computations that are fundamentally different from those supporting perception and action systems. Here we advance a novel view of human problem solving as probabilistic inference with subgoaling. In this perspective, key insights from cognitive architectures are retained such as the importance of using subgoals to split problems into subproblems. However, here the underlying computations use probabilistic inference methods analogous to those that are increasingly popular in the study of perception and action systems. To test our model we focus on the widely used Tower of Hanoi (ToH) task, and show that our proposed method can reproduce characteristic idiosyncrasies of human problem solvers: their sensitivity to the “community structure” of the ToH and their difficulties in executing so-called “counterintuitive” movements. Our analysis reveals that subgoals have two key roles in probabilistic inference and problem solving. First, prior beliefs on (likely) useful subgoals carve the problem space and define an implicit metric for the problem at hand—a metric to which humans are sensitive. Second, subgoals are used as waypoints in the probabilistic problem solving inference and permit to find effective solutions that, when unavailable, lead to problem solving deficits. Our study thus suggests that a probabilistic inference scheme enhanced with subgoals provides a comprehensive framework to study problem solving and its deficits. PMID:27074140

Problem Solving as Probabilistic Inference with Subgoaling: Explaining Human Successes and Pitfalls in the Tower of Hanoi.

PubMed

Donnarumma, Francesco; Maisto, Domenico; Pezzulo, Giovanni

2016-04-01

How do humans and other animals face novel problems for which predefined solutions are not available? Human problem solving links to flexible reasoning and inference rather than to slow trial-and-error learning. It has received considerable attention since the early days of cognitive science, giving rise to well known cognitive architectures such as SOAR and ACT-R, but its computational and brain mechanisms remain incompletely known. Furthermore, it is still unclear whether problem solving is a "specialized" domain or module of cognition, in the sense that it requires computations that are fundamentally different from those supporting perception and action systems. Here we advance a novel view of human problem solving as probabilistic inference with subgoaling. In this perspective, key insights from cognitive architectures are retained such as the importance of using subgoals to split problems into subproblems. However, here the underlying computations use probabilistic inference methods analogous to those that are increasingly popular in the study of perception and action systems. To test our model we focus on the widely used Tower of Hanoi (ToH) task, and show that our proposed method can reproduce characteristic idiosyncrasies of human problem solvers: their sensitivity to the "community structure" of the ToH and their difficulties in executing so-called "counterintuitive" movements. Our analysis reveals that subgoals have two key roles in probabilistic inference and problem solving. First, prior beliefs on (likely) useful subgoals carve the problem space and define an implicit metric for the problem at hand-a metric to which humans are sensitive. Second, subgoals are used as waypoints in the probabilistic problem solving inference and permit to find effective solutions that, when unavailable, lead to problem solving deficits. Our study thus suggests that a probabilistic inference scheme enhanced with subgoals provides a comprehensive framework to study problem solving and its deficits.

Parameter estimation in astronomy through application of the likelihood ratio. [satellite data analysis techniques

NASA Technical Reports Server (NTRS)

Cash, W.

1979-01-01

Many problems in the experimental estimation of parameters for models can be solved through use of the likelihood ratio test. Applications of the likelihood ratio, with particular attention to photon counting experiments, are discussed. The procedures presented solve a greater range of problems than those currently in use, yet are no more difficult to apply. The procedures are proved analytically, and examples from current problems in astronomy are discussed.

Lions (Panthera leo) solve, learn, and remember a novel resource acquisition problem.

PubMed

Borrego, Natalia; Dowling, Brian

2016-09-01

The social intelligence hypothesis proposes that the challenges of complex social life bolster the evolution of intelligence, and accordingly, advanced cognition has convergently evolved in several social lineages. Lions (Panthera leo) offer an ideal model system for cognitive research in a highly social species with an egalitarian social structure. We investigated cognition in lions using a novel resource task: the suspended puzzle box. The task required lions (n = 12) to solve a novel problem, learn the techniques used to solve the problem, and remember techniques for use in future trials. The majority of lions demonstrated novel problem-solving and learning; lions (11/12) solved the task, repeated success in multiple trials, and significantly reduced the latency to success across trials. Lions also demonstrated cognitive abilities associated with memory and solved the task after up to a 7-month testing interval. We also observed limited evidence for social facilitation of the task solution. Four of five initially unsuccessful lions achieved success after being partnered with a successful lion. Overall, our results support the presence of cognition associated with novel problem-solving, learning, and memory in lions. To date, our study is only the second experimental investigation of cognition in lions and further supports expanding cognitive research to lions.

Relationship of Selected Abilities to Problem Solving Performance.

ERIC Educational Resources Information Center

Harmel, Sarah Jane

This study investigated five ability tests related to the water-jug problem. Previous analyses identified two processes used during solution: means-ends analysis and memory of visited states. Subjects were 240 undergraduate psychology students. A real-time computer system presented the problem and recorded responses. Ability tests were paper and…

Verification and benchmark testing of the NUFT computer code

NASA Astrophysics Data System (ADS)

Lee, K. H.; Nitao, J. J.; Kulshrestha, A.

1993-10-01

This interim report presents results of work completed in the ongoing verification and benchmark testing of the NUFT (Nonisothermal Unsaturated-saturated Flow and Transport) computer code. NUFT is a suite of multiphase, multicomponent models for numerical solution of thermal and isothermal flow and transport in porous media, with application to subsurface contaminant transport problems. The code simulates the coupled transport of heat, fluids, and chemical components, including volatile organic compounds. Grid systems may be cartesian or cylindrical, with one-, two-, or fully three-dimensional configurations possible. In this initial phase of testing, the NUFT code was used to solve seven one-dimensional unsaturated flow and heat transfer problems. Three verification and four benchmarking problems were solved. In the verification testing, excellent agreement was observed between NUFT results and the analytical or quasianalytical solutions. In the benchmark testing, results of code intercomparison were very satisfactory. From these testing results, it is concluded that the NUFT code is ready for application to field and laboratory problems similar to those addressed here. Multidimensional problems, including those dealing with chemical transport, will be addressed in a subsequent report.

Ability evaluation by binary tests: Problems, challenges & recent advances

NASA Astrophysics Data System (ADS)

Bashkansky, E.; Turetsky, V.

2016-11-01

Binary tests designed to measure abilities of objects under test (OUTs) are widely used in different fields of measurement theory and practice. The number of test items in such tests is usually very limited. The response to each test item provides only one bit of information per OUT. The problem of correct ability assessment is even more complicated, when the levels of difficulty of the test items are unknown beforehand. This fact makes the search for effective ways of planning and processing the results of such tests highly relevant. In recent years, there has been some progress in this direction, generated by both the development of computational tools and the emergence of new ideas. The latter are associated with the use of so-called “scale invariant item response models”. Together with maximum likelihood estimation (MLE) approach, they helped to solve some problems of engineering and proficiency testing. However, several issues related to the assessment of uncertainties, replications scheduling, the use of placebo, as well as evaluation of multidimensional abilities still present a challenge for researchers. The authors attempt to outline the ways to solve the above problems.

Multiple representations and free-body diagrams: Do students benefit from using them?

NASA Astrophysics Data System (ADS)

Rosengrant, David R.

2007-12-01

Introductory physics students have difficulties understanding concepts and solving problems. When they solve problems, they use surface features of the problems to find an equation to calculate a numerical answer often not understanding the physics in the problem. How do we help students approach problem solving in an expert manner? A possible answer is to help them learn to represent knowledge in multiple ways and then use these different representations for conceptual understanding and problem solving. This solution follows from research in cognitive science and in physics education. However, there are no studies in physics that investigate whether students who learn to use multiple representations are in fact better problem solvers. This study focuses on one specific representation used in physics--a free body diagram. A free-body diagram is a graphical representation of forces exerted on an object of interest by other objects. I used the free-body diagram to investigate five main questions: (1) If students are in a course where they consistently use free body diagrams to construct and test concepts in mechanics, electricity and magnetism and to solve problems in class and in homework, will they draw free-body diagrams on their own when solving exam problems? (2) Are students who use free-body diagrams to solve problems more successful then those who do not? (3) Why do students draw free-body diagrams when solving problems? (4) Are students consistent in constructing diagrams for different concepts in physics and are they consistent in the quality of their diagrams? (5) What are possible relationships between features of a problem and how likely a student will draw a free body diagram to help them solve the problem? I utilized a mixed-methods approach to answer these questions. Questions 1, 2, 4 and 5 required a quantitative approach while question 3 required a qualitative approach, a case study. When I completed my study, I found that if students are in an environment which fosters the use of representations for problem solving and for concept development, then the majority of students will consistently construct helpful free-body diagrams and use them on their own to solve problems. Additionally, those that construct correct free-body diagrams are significantly more likely to successfully solve the problem. Finally, those students that are high achieving tend to use diagrams more and for more reasons then students who have low course grades. These findings will have major impacts on how introductory physics instructors run their classes and how curriculums are designed. These results favor a problem solving strategy that is rich with representations.

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

PubMed

Chuderski, Adam; Jastrzębski, Jan

2018-02-01

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

Seeing the conflict: an attentional account of reasoning errors.

PubMed

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

2017-12-01

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

Pattern of mathematic representation ability in magnetic electricity problem

NASA Astrophysics Data System (ADS)

Hau, R. R. H.; Marwoto, P.; Putra, N. M. D.

2018-03-01

The mathematic representation ability in solving magnetic electricity problem gives information about the way students understand magnetic electricity. Students have varied mathematic representation pattern ability in solving magnetic electricity problem. This study aims to determine the pattern of students' mathematic representation ability in solving magnet electrical problems.The research method used is qualitative. The subject of this study is the fourth semester students of UNNES Physics Education Study Program. The data collection is done by giving a description test that refers to the test of mathematical representation ability and interview about field line topic and Gauss law. The result of data analysis of student's mathematical representation ability in solving magnet electric problem is categorized into high, medium and low category. The ability of mathematical representations in the high category tends to use a pattern of making known and asked symbols, writing equations, using quantities of physics, substituting quantities into equations, performing calculations and final answers. The ability of mathematical representation in the medium category tends to use several patterns of writing the known symbols, writing equations, using quantities of physics, substituting quantities into equations, performing calculations and final answers. The ability of mathematical representations in the low category tends to use several patterns of making known symbols, writing equations, substituting quantities into equations, performing calculations and final answer.

Transfer of Problem Solving Skills from Touchscreen to 3D Model by 3- to 6-Year-Olds

PubMed Central

Tarasuik, Joanne; Demaria, Ana; Kaufman, Jordy

2017-01-01

Although much published research purports that young children struggle to solve problems from screen-based media and to transfer learning from a virtual to a physical modality, Huber et al. (2016)’s recent study on children solving the Tower of Hanoi (ToH) problem on a touchscreen app offers a clear counter example. Huber et al. (2016) reported that children transferred learning from media to the physical world. As this finding arguably differs from that of prior research in this area, the current study tests whether the Huber et al. (2016) results could be replicated. Additionally, we extended the scope of the Huber et al. (2016) work by testing a broader age range, including children as young as 3 years, and using a culturally distinct participant pool. The results of the current study verified Huber et al.’s (2016) conclusion that 4- to 6-year-old children are capable of transferring the ToH learning from touchscreen devices to the physical version of the puzzle. Children under 4 years of age, in contrast, showed little ability to improve at the ToH problem regardless of the practice modality—suggesting that a different problem-solving task is required to probe very young children’s ability to learn from touchscreen apps. PMID:28979222

Human sex differences in solving a virtual navigation problem.

PubMed

Astur, Robert S; Purton, Andrea J; Zaniewski, Melanie J; Cimadevilla, Jose; Markus, Etan J

2016-07-15

The current study examined sex differences in initial and subsequent strategies in solving a navigational problem within a virtual reality environment. We tested 163 undergraduates on a virtual T-maze task that included probe trials designed to assess whether participants were responding using either a place or response strategy. Participants were also tested on a mental rotation task and memory of the details of the virtual room. There were no differences between the sexes in copying or recalling a map of the room or on first trial performance of the T-maze. However, at trial two, males show a significant advantage in solving the task, and approximately 80% of the males adopt a place strategy to solve the T-maze whereas females at that point showed no strategy preference. Across all testing, both males and females preferentially used a place strategy. We discuss how factors such as spatial priming affect strategy preferences and how such factors may differentially affect males and females. Copyright © 2016 Elsevier B.V. All rights reserved.

Lesion mapping of social problem solving.

PubMed

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

2014-10-01

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

Mathematics Skill of Fifteen Years Old Students in Yogyakarta in Solving Problems Like PISA

ERIC Educational Resources Information Center

Wulandari, Nidya Ferry; Jailani

2018-01-01

The aims of this research were to describe mathematics skill of 8th fifteen-year old students in Yogyakarta in solving problem of PISA. The sampling was combination of stratified and cluster random sampling. The sample consisting of 400 students was selected from fifteen schools. The data collection was by tests. The research finding revealed that…

Firing the Executive: When an Analytic Approach to Problem Solving Helps and Hurts

ERIC Educational Resources Information Center

Aiello, Daniel A.; Jarosz, Andrew F.; Cushen, Patrick J.; Wiley, Jennifer

2012-01-01

There is a general assumption that a more controlled or more focused attentional state is beneficial for most cognitive tasks. However, there has been a growing realization that creative problem solving tasks, such as the Remote Associates Task (RAT), may benefit from a less controlled solution approach. To test this hypothesis, in a 2x2 design,…

Effects of a Target-Task Problem-Solving Model on Senior Secondary School Students' Performance in Physics

ERIC Educational Resources Information Center

Olaniyan, A. O.; Omosewo, E. O.

2015-01-01

The study investigated the Effects of a Target-Task Problem-Solving Model on Senior Secondary School Students' Performance in Physics. The research design was a quasi-experimental, non-randomized, non-equivalent pretest, post-test using a control group. The study was conducted in two schools purposively selected and involved a total of 120 Senior…

Probing the Relationship between Process of Spatial Problems Solving and Science Learning: An Eye Tracking Approach

ERIC Educational Resources Information Center

Chen, Yi-Chun; Yang, Fang-Ying

2014-01-01

There were two purposes in the study. One was to explore the cognitive activities during spatial problem solving and the other to probe the relationship between spatial ability and science concept learning. Twenty university students participated in the study. The Purdue Visualization of Rotations Test (PVRT) was used to assess the spatial…

Strategic Improvement of Mathematical Problem-Solving Performance of Secondary School Students Using Procedural and Conceptual Learning Strategies

ERIC Educational Resources Information Center

Adeleke, M. A.

2007-01-01

The paper examined the possibility of finding out if improvements in students' problem solving performance in simultaneous linear equation will be recorded with the use of procedural and conceptual learning strategies and in addition to find out which of the strategies will be more effective. The study adopted a pretest, post test control group…

Listen-Identify-Brainstorm-Reality-Test-Encourage (LIBRE) Problem-Solving Model: Addressing Special Education Teacher Attrition through a Cognitive-Behavioral Approach to Teacher Induction

ERIC Educational Resources Information Center

Guerra, Norma S.; Hernandez, Art; Hector, Alison M.; Crosby, Shane

2015-01-01

Special education teacher attrition rates continue to challenge the profession. A cognitive-behavioral problem-solving approach was used to examine three alternative certification program special education teachers' professional development through a series of 41 interviews conducted over a 2-year period. Beginning when they were novice special…

From Addition to Multiplication ... and Back: The Development of Students' Additive and Multiplicative Reasoning Skills

ERIC Educational Resources Information Center

Van Dooren, Wim; De Bock, Dirk; Verschaffel, Lieven

2010-01-01

This study builds on two lines of research that have so far developed largely separately: the use of additive methods to solve proportional word problems and the use of proportional methods to solve additive word problems. We investigated the development with age of both kinds of erroneous solution methods. We gave a test containing missing-value…

The Effects of Varied Visual Organizational Strategies within Computer-Based Instruction on Factual, Conceptual and Problem Solving Learning.

ERIC Educational Resources Information Center

Haag, Brenda Bannan; Grabowski, Barbara L.

The purpose of this exploratory study was to examine the effectiveness of learner manipulation of visuals with and without organizing cues in computer-based instruction on adults' factual, conceptual, and problem-solving learning. An instructional unit involving the physiology and the anatomy of the heart was used. A post-test only control group…

Exploring Effects of High School Students' Mathematical Processing Skills and Conceptual Understanding of Chemical Concepts on Algorithmic Problem Solving

ERIC Educational Resources Information Center

Gultepe, Nejla; Yalcin Celik, Ayse; Kilic, Ziya

2013-01-01

The purpose of the study was to examine the effects of students' conceptual understanding of chemical concepts and mathematical processing skills on algorithmic problem-solving skills. The sample (N = 554) included grades 9, 10, and 11 students in Turkey. Data were collected using the instrument "MPC Test" and with interviews. The MPC…

The Effect of Concept Mapping and Problem Solving Teaching Strategies on Achievement in Biology among Nigerian Secondary School Students

ERIC Educational Resources Information Center

Okoye, Nnamdi S.; Okechukwu, Rose N.

2010-01-01

The study examined the effect of concept-mapping and problem-solving teaching strategies on achievement in biology among Nigerian secondary school students. The method used for the study was a quasi-experimental pre-test treatment design. One hundred and thirteen senior secondary three (S.S. 111) students randomly selected from three mixed…

Confidence versus Performance as an Indicator of the Presence of Alternative Conceptions and Inadequate Problem-Solving Skills in Mechanics

ERIC Educational Resources Information Center

Potgieter, Marietjie; Malatje, Esther; Gaigher, Estelle; Venter, Elsie

2010-01-01

This study investigated the use of performance-confidence relationships to signal the presence of alternative conceptions and inadequate problem-solving skills in mechanics. A group of 33 students entering physics at a South African university participated in the project. The test instrument consisted of 20 items derived from existing standardised…

The effectiveness of artificial intelligent 3-D virtual reality vocational problem-solving training in enhancing employment opportunities for people with traumatic brain injury.

PubMed

Man, David Wai Kwong; Poon, Wai Sang; Lam, Chow

2013-01-01

People with traumatic brain injury (TBI) often experience cognitive deficits in attention, memory, executive functioning and problem-solving. The purpose of the present research study was to examine the effectiveness of an artificial intelligent virtual reality (VR)-based vocational problem-solving skill training programme designed to enhance employment opportunities for people with TBI. This was a prospective randomized controlled trial (RCT) comparing the effectiveness of the above programme with that of the conventional psycho-educational approach. Forty participants with mild (n = 20) or moderate (n = 20) brain injury were randomly assigned to each training programme. Comparisons of problem-solving skills were performed with the Wisconsin Card Sorting Test, the Tower of London Test and the Vocational Cognitive Rating Scale. Improvement in selective memory processes and perception of memory function were found. Across-group comparison showed that the VR group performed more favourably than the therapist-led one in terms of objective and subjective outcome measures and better vocational outcomes. These results support the potential use of a VR-based approach in memory training in people with MCI. Further VR applications, limitations and future research are described.

Orangutans (Pongo spp.) may prefer tools with rigid properties to flimsy tools.

PubMed

Walkup, Kristina R; Shumaker, Robert W; Pruetz, Jill D

2010-11-01

Preference for tools with either rigid or flexible properties was explored in orangutans (Pongo spp.) through an extension of D. J. Povinelli, J. E. Reaux, and L. A. Theall's (2000) flimsy-tool problem. Three captive orangutans were presented with three unfamiliar pairs of tools to solve a novel problem. Although each orangutan has spontaneously used tools in the past, the tools presented in this study were novel to the apes. Each pair of tools contained one tool with rigid properties (functional) and one tool with flimsy properties (nonfunctional). Solving the problem required selection of a rigid tool to retrieve a food reward. The functional tool was selected in nearly all trials. Moreover, two of the orangutans demonstrated this within the first test trials with each of the three tool types. Although further research is required to test this statistically, it suggests either a preexisting preference for rigid tools or comprehension of the relevant features required in a tool to solve the task. The results of this study demonstrate that orangutans can recognize, or learn to recognize, relevant tool properties and can choose an appropriate tool to solve a problem. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

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.

A Bell-Curved Based Algorithm for Mixed Continuous and Discrete Structural Optimization

NASA Technical Reports Server (NTRS)

Kincaid, Rex K.; Weber, Michael; Sobieszczanski-Sobieski, Jaroslaw

2001-01-01

An evolutionary based strategy utilizing two normal distributions to generate children is developed to solve mixed integer nonlinear programming problems. This Bell-Curve Based (BCB) evolutionary algorithm is similar in spirit to (mu + mu) evolutionary strategies and evolutionary programs but with fewer parameters to adjust and no mechanism for self adaptation. First, a new version of BCB to solve purely discrete optimization problems is described and its performance tested against a tabu search code for an actuator placement problem. Next, the performance of a combined version of discrete and continuous BCB is tested on 2-dimensional shape problems and on a minimum weight hub design problem. In the latter case the discrete portion is the choice of the underlying beam shape (I, triangular, circular, rectangular, or U).

Efficacy of problem based learning in a high school science classroom

NASA Astrophysics Data System (ADS)

Rissi, James Ryan

At the high school level, the maturity of the students, as well as constraints of the traditional high school (both in terms of class time, and number of students), impedes the use of the Problem-based instruction. But with more coaching, guidance, and planning, Problem-based Learning may be an effective teaching technique with secondary students. In recent years, the State of Michigan High School Content Expectations have emphasized the importance of inquiry and problem solving in the high school science classroom. In order to help students gain inquiry and problem solving skills, a move towards a problem-based curriculum and away from the didactic approach may lead to favorable results. In this study, the problem-based-learning framework was implemented in a high school Anatomy and Physiology classroom. Using pre-tests and post-tests over the material presented using the Problem-based technique, student comprehension and long-term retention of the material was monitored. It was found that Problem-based Learning produced comparable test performance when compared to traditional lecture, note-taking, and enrichment activities. In addition, students showed evidence of gaining research and team-working skills.

Application of a Mixed Consequential Ethical Model to a Problem Regarding Test Standards.

ERIC Educational Resources Information Center

Busch, John Christian

The work of the ethicist Charles Curran and the problem-solving strategy of the mixed consequentialist ethical model are applied to a traditional social science measurement problem--that of how to adjust a recommended standard in order to be fair to the test-taker and society. The focus is on criterion-referenced teacher certification tests.…

Problem-Solving Test: The Mechanism of Action of a Human Papilloma Virus Oncoprotein

ERIC Educational Resources Information Center

Szeberenyi, Jozsef

2009-01-01

Terms to be familiar with before you start to solve the test: human papilloma virus; cervical cancer; oncoproteins; malignant transformation; retinoblastoma protein; cell cycle; quiescent and cycling cells; cyclin/cyclin-dependent kinase (Cdk) complexes; E2F; S-phase genes; enhancer element; proto-oncogenes; tumor suppressor genes; radioactive…

Problem-Solving Test: Nucleocytoplasmic Shuttling of Pre-mRNA Binding Proteins

ERIC Educational Resources Information Center

Szeberenyi, Jozsef

2012-01-01

Terms to be familiar with before you start to solve the test: transcription, pre-mRNA, RNA processing, RNA transport, RNA polymerase II, direct and indirect immunofluorescence staining, cell fractionation by centrifugation, oligo(dT)-cellulose chromatography, washing and elution of the column, ribonuclease, SDS-polyacrylamide gel electrophoresis,…

Group Work Tests for Context-Rich Problems

ERIC Educational Resources Information Center

Meyer, Chris

2016-01-01

The group work test is an assessment strategy that promotes higher-order thinking skills for solving context-rich problems. With this format, teachers are able to pose challenging, nuanced questions on a test, while providing the support weaker students need to get started and show their understanding. The test begins with a group discussion…

The role of retrieval practice in memory and analogical problem-solving.

PubMed

Hostetter, Autumn B; Penix, Elizabeth A; Norman, Mackenzie Z; Batsell, W Robert; Carr, Thomas H

2018-05-01

Retrieval practice (e.g., testing) has been shown to facilitate long-term retention of information. In two experiments, we examine whether retrieval practice also facilitates use of the practised information when it is needed to solve analogous problems. When retrieval practice was not limited to the information most relevant to the problems (Experiment 1), it improved memory for the information a week later compared with copying or rereading the information, although we found no evidence that it improved participants' ability to apply the information to the problems. In contrast, when retrieval practice was limited to only the information most relevant to the problems (Experiment 2), we found that retrieval practice enhanced memory for the critical information, the ability to identify the schematic similarities between the two sources of information, and the ability to apply that information to solve an analogous problem after a hint was given to do so. These results suggest that retrieval practice, through its effect on memory, can facilitate application of information to solve novel problems but has minimal effects on spontaneous realisation that the information is relevant.

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

PubMed

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

2004-07-01

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

Impaired memory for material related to a problem solved prior to encoding: suppression at learning or interference at recall?

PubMed

Kowalczyk, Marek

2017-07-01

Earlier research by the author revealed that material encoded incidentally in a speeded affective classification task and related to the demands of a divergent problem tends to be recalled worse in participants who solved the problem prior to encoding than in participants in the control, no-problem condition. The aim of the present experiment was to replicate this effect with a new, size-comparison orienting task, and to test for possible mechanisms of impaired recall. Participants either solved a problem before the orienting task or not, and classified each item in this task either once or three times. There was a reliable effect of impaired recall of problem-related items in the repetition condition, but not in the no-repetition condition. Solving the problem did not influence repetition priming for these items. These results support an account that attributes the impaired recall to inhibitory processes at learning and speak against a proactive interference explanation. However, they can be also accommodated by an account that refers to inefficient context cues and competitor interference at retrieval.

Solving Capacitated Closed Vehicle Routing Problem with Time Windows (CCVRPTW) using BRKGA with local search

NASA Astrophysics Data System (ADS)

Prasetyo, H.; Alfatsani, M. A.; Fauza, G.

2018-05-01

The main issue in vehicle routing problem (VRP) is finding the shortest route of product distribution from the depot to outlets to minimize total cost of distribution. Capacitated Closed Vehicle Routing Problem with Time Windows (CCVRPTW) is one of the variants of VRP that accommodates vehicle capacity and distribution period. Since the main problem of CCVRPTW is considered a non-polynomial hard (NP-hard) problem, it requires an efficient and effective algorithm to solve the problem. This study was aimed to develop Biased Random Key Genetic Algorithm (BRKGA) that is combined with local search to solve the problem of CCVRPTW. The algorithm design was then coded by MATLAB. Using numerical test, optimum algorithm parameters were set and compared with the heuristic method and Standard BRKGA to solve a case study on soft drink distribution. Results showed that BRKGA combined with local search resulted in lower total distribution cost compared with the heuristic method. Moreover, the developed algorithm was found to be successful in increasing the performance of Standard BRKGA.

Cognition-emotion interactions: patterns of change and implications for math problem solving

PubMed Central

Trezise, Kelly; Reeve, Robert A.

2014-01-01

Surprisingly little is known about whether relationships between cognitive and emotional states remain stable or change over time, or how different patterns of stability and/or change in the relationships affect problem solving abilities. Nevertheless, cross-sectional studies show that anxiety/worry may reduce working memory (WM) resources, and the ability to minimize the effects anxiety/worry is higher in individuals with greater WM capacity. To investigate the patterns of stability and/or change in cognition-emotion relations over time and their implications for problem solving, 126 14-year-olds’ algebraic WM and worry levels were assessed twice in a single day before completing an algebraic math problem solving test. We used latent transition analysis to identify stability/change in cognition-emotion relations, which yielded a six subgroup solution. Subgroups varied in WM capacity, worry, and stability/change relationships. Among the subgroups, we identified a high WM/low worry subgroup that remained stable over time and a high WM/high worry, and a moderate WM/low worry subgroup that changed to low WM subgroups over time. Patterns of stability/change in subgroup membership predicted algebraic test results. The stable high WM/low worry subgroup performed best and the low WM capacity-high worry “unstable across time” subgroup performed worst. The findings highlight the importance of assessing variations in cognition-emotion relationships over time (rather than assessing cognition or emotion states alone) to account for differences in problem solving abilities. PMID:25132830

Changes in Problem-Solving Capacity and Association With Spontaneous Brain Activity After a Single Electroconvulsive Treatment in Major Depressive Disorder.

PubMed

Du, Lian; Qiu, Haitang; Liu, Haixia; Zhao, Wenjing; Tang, Yong; Fu, Yixiao; Li, Xirong; Qiu, Tian; Hu, Hua; Meng, Huaqing; Luo, Qinghua

2016-03-01

Modified electroconvulsive therapy (MECT) has been regarded as the most effective antidepressant therapy, despite its cognitive side effects. However, how MECT influences problem-solving capacity in major depressive disorder (MDD), as well as its underlying neurobiological mechanisms, remains unclear. The present study aimed to assess alterations in problem-solving capacity after MECT and to explore spontaneous brain activity using amplitudes of low-frequency fluctuations (ALFF)/fractional ALFF. Thirteen first-episode, treatment-naive MDD patients treated by MECT were recruited. We collected resting-state functional magnetic resonance imaging, and we evaluated their Modified Card Sorting Test performance before and after single-session MECT. Another 11 MDD patients without MECT were also recruited and interviewed with Modified Card Sorting Test twice as a control group. After a single MECT, MDD patients showed significantly decreased ALFF in the right cerebellar posterior lobe. Compared to the control group, perseverative errors significantly decreased after MECT, controlling for practice effects. Some cognitive functional changes significantly correlated to changed ALFF in several brain regions, including Brodmann areas BA9, BA19, BA 21, and BA48, right thalamus, left cerebellum, and right postcentral gyrus. The MECT could improve problem-solving capacity, even after controlling for practice effects, and it could induce changes in spontaneous brain activity. These changes in cognitive functioning might result from changes in the cerebral functions of some regions, including frontal cortex, a key region for problem-solving capacity.

Cognitive functioning and everyday problem solving in older adults.

PubMed

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

2006-09-01

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

The minimal residual QR-factorization algorithm for reliably solving subset regression problems

NASA Technical Reports Server (NTRS)

Verhaegen, M. H.

1987-01-01

A new algorithm to solve test subset regression problems is described, called the minimal residual QR factorization algorithm (MRQR). This scheme performs a QR factorization with a new column pivoting strategy. Basically, this strategy is based on the change in the residual of the least squares problem. Furthermore, it is demonstrated that this basic scheme might be extended in a numerically efficient way to combine the advantages of existing numerical procedures, such as the singular value decomposition, with those of more classical statistical procedures, such as stepwise regression. This extension is presented as an advisory expert system that guides the user in solving the subset regression problem. The advantages of the new procedure are highlighted by a numerical example.

Solving a four-destination traveling salesman problem using Escherichia coli cells as biocomputers.

PubMed

Esau, Michael; Rozema, Mark; Zhang, Tuo Huang; Zeng, Dawson; Chiu, Stephanie; Kwan, Rachel; Moorhouse, Cadence; Murray, Cameron; Tseng, Nien-Tsu; Ridgway, Doug; Sauvageau, Dominic; Ellison, Michael

2014-12-19

The Traveling Salesman Problem involves finding the shortest possible route visiting all destinations on a map only once before returning to the point of origin. The present study demonstrates a strategy for solving Traveling Salesman Problems using modified E. coli cells as processors for massively parallel computing. Sequential, combinatorial DNA assembly was used to generate routes, in the form of plasmids made up of marker genes, each representing a path between destinations, and short connecting linkers, each representing a given destination. Upon growth of the population of modified E. coli, phenotypic selection was used to eliminate invalid routes, and statistical analysis was performed to successfully identify the optimal solution. The strategy was successfully employed to solve a four-destination test problem.

The emergence of the Activity Reduces Conflict Associated Strain (ARCAS) model: a test of a conditional mediation model of workplace conflict and employee strain.

PubMed

Dijkstra, Maria T M; Beersma, Bianca; Cornelissen, Roosmarijn A W M

2012-07-01

To test and extend the emerging Activity Reduces Conflict-Associated Strain (ARCAS) model, we predicted that the relationship between task conflict and employee strain would be weakened to the extent that people experience high organization-based self-esteem (OBSE). A survey among Dutch employees demonstrated that, consistent with the model, the conflict-employee strain relationship was weaker the higher employees' OBSE and the more they engaged in active problem-solving conflict management. Our data also revealed that higher levels of OBSE were related to more problem-solving conflict management. Moreover, consistent with the ARCAS model, we could confirm a conditional mediation model in which organization-based self-esteem through its relationship with problem-solving conflict management weakened the relationship between task conflict and employee strain. Potential applications of the results are discussed.

The piecewise-linear predictor-corrector code - A Lagrangian-remap method for astrophysical flows

NASA Technical Reports Server (NTRS)

Lufkin, Eric A.; Hawley, John F.

1993-01-01

We describe a time-explicit finite-difference algorithm for solving the nonlinear fluid equations. The method is similar to existing Eulerian schemes in its use of operator-splitting and artificial viscosity, except that we solve the Lagrangian equations of motion with a predictor-corrector and then remap onto a fixed Eulerian grid. The remap is formulated to eliminate errors associated with coordinate singularities, with a general prescription for remaps of arbitrary order. We perform a comprehensive series of tests on standard problems. Self-convergence tests show that the code has a second-order rate of convergence in smooth, two-dimensional flow, with pressure forces, gravity, and curvilinear geometry included. While not as accurate on idealized problems as high-order Riemann-solving schemes, the predictor-corrector Lagrangian-remap code has great flexibility for application to a variety of astrophysical problems.

The effect of Missouri mathematics project learning model on students’ mathematical problem solving ability

NASA Astrophysics Data System (ADS)

Handayani, I.; Januar, R. L.; Purwanto, S. E.

2018-01-01

This research aims to know the influence of Missouri Mathematics Project Learning Model to Mathematical Problem-solving Ability of Students at Junior High School. This research is a quantitative research and uses experimental research method of Quasi Experimental Design. The research population includes all student of grade VII of Junior High School who are enrolled in the even semester of the academic year 2016/2017. The Sample studied are 76 students from experimental and control groups. The sampling technique being used is cluster sampling method. The instrument is consisted of 7 essay questions whose validity, reliability, difficulty level and discriminating power have been tested. Before analyzing the data by using t-test, the data has fulfilled the requirement for normality and homogeneity. The result of data shows that there is the influence of Missouri mathematics project learning model to mathematical problem-solving ability of students at junior high school with medium effect.

Personality-dependent differences in problem-solving performance in a social context reflect foraging strategies.

PubMed

Zandberg, Lies; Quinn, John L; Naguib, Marc; van Oers, Kees

2017-01-01

Individuals develop innovative behaviours to solve foraging challenges in the face of changing environmental conditions. Little is known about how individuals differ in their tendency to solve problems and in their subsequent use of this solving behaviour in social contexts. Here we investigated whether individual variation in problem-solving performance could be explained by differences in the likelihood of solving the task, or if they reflect differences in foraging strategy. We tested this by studying the use of a novel foraging skill in groups of great tits (Parus major), consisting of three naive individuals with different personality, and one knowledgeable tutor. We presented them with multiple, identical foraging devices over eight trials. Though birds of different personality type did not differ in solving latency; fast and slow explorers showed a steeper increase over time in their solving rate, compared to intermediate explorers. Despite equal solving potential, personality influenced the subsequent use of the skill, as well as the pay-off received from solving. Thus, variation in the tendency to solve the task reflected differences in foraging strategy among individuals linked to their personality. These results emphasize the importance of considering the social context to fully understand the implications of learning novel skills. Copyright © 2016 Elsevier B.V. All rights reserved.

Do job demands and job control affect problem-solving?

PubMed

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

2012-01-01

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

Solving Open Job-Shop Scheduling Problems by SAT Encoding

NASA Astrophysics Data System (ADS)

Koshimura, Miyuki; Nabeshima, Hidetomo; Fujita, Hiroshi; Hasegawa, Ryuzo

This paper tries to solve open Job-Shop Scheduling Problems (JSSP) by translating them into Boolean Satisfiability Testing Problems (SAT). The encoding method is essentially the same as the one proposed by Crawford and Baker. The open problems are ABZ8, ABZ9, YN1, YN2, YN3, and YN4. We proved that the best known upper bounds 678 of ABZ9 and 884 of YN1 are indeed optimal. We also improved the upper bound of YN2 and lower bounds of ABZ8, YN2, YN3 and YN4.

HIPPO Unit Commitment Version 1

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

2017-01-17

Developed for the Midcontinent Independent System Operator, Inc. (MISO), HIPPO-Unit Commitment Version 1 is for solving security constrained unit commitment problem. The model was developed to solve MISO's cases. This version of codes includes I/O module to read in MISO's csv files, modules to create a state-based mixed integer programming formulation for solving MIP, and modules to test basic procedures to solve MIP via HPC.

Distraction during learning with hypermedia: difficult tasks help to keep task goals on track

PubMed Central

Scheiter, Katharina; Gerjets, Peter; Heise, Elke

2014-01-01

In educational hypermedia environments, students are often confronted with potential sources of distraction arising from additional information that, albeit interesting, is unrelated to their current task goal. The paper investigates the conditions under which distraction occurs and hampers performance. Based on theories of volitional action control it was hypothesized that interesting information, especially if related to a pending goal, would interfere with task performance only when working on easy, but not on difficult tasks. In Experiment 1, 66 students learned about probability theory using worked examples and solved corresponding test problems, whose task difficulty was manipulated. As a second factor, the presence of interesting information unrelated to the primary task was varied. Results showed that students solved more easy than difficult probability problems correctly. However, the presence of interesting, but task-irrelevant information did not interfere with performance. In Experiment 2, 68 students again engaged in example-based learning and problem solving in the presence of task-irrelevant information. Problem-solving difficulty was varied as a first factor. Additionally, the presence of a pending goal related to the task-irrelevant information was manipulated. As expected, problem-solving performance declined when a pending goal was present during working on easy problems, whereas no interference was observed for difficult problems. Moreover, the presence of a pending goal reduced the time on task-relevant information and increased the time on task-irrelevant information while working on easy tasks. However, as revealed by mediation analyses these changes in overt information processing behavior did not explain the decline in problem-solving performance. As an alternative explanation it is suggested that goal conflicts resulting from pending goals claim cognitive resources, which are then no longer available for learning and problem solving. PMID:24723907

Test problems for inviscid transonic flow

NASA Technical Reports Server (NTRS)

Carlson, L. A.

1979-01-01

Solving of test problems with the TRANDES program is discussed. This method utilizes the full, inviscid, perturbation potential flow equation in a Cartesian grid system that is stretched to infinity. This equation is represented by a nonconservative system of finite difference equations that includes at supersonic points a rotated difference scheme and is solved by column relaxation. The solution usually starts from a zero perturbation potential on a very coarse grid (typically 13 by 7) followed by several grid halvings until a final solution is obtained on a fine grid (97 by 49).

Chimpanzee Problem-Solving: A Test for Comprehension.

ERIC Educational Resources Information Center

Premack, David; Woodruff, Guy

1978-01-01

Investigates a chimpanzee's capacity to recognize representations of problems and solutions, as well as its ability to perceive the relationship between each type of problem and its appropriate solutions using televised programs and photographic solutions. (HM)

Authentic assessment based showcase portfolio on learning of mathematical problem solving in senior high school

NASA Astrophysics Data System (ADS)

Sukmawati, Zuhairoh, Faihatuz

2017-05-01

The purpose of this research was to develop authentic assessment model based on showcase portfolio on learning of mathematical problem solving. This research used research and development Method (R & D) which consists of four stages of development that: Phase I, conducting a preliminary study. Phase II, determining the purpose of developing and preparing the initial model. Phase III, trial test of instrument for the initial draft model and the initial product. The respondents of this research are the students of SMAN 8 and SMAN 20 Makassar. The collection of data was through observation, interviews, documentation, student questionnaire, and instrument tests mathematical solving abilities. The data were analyzed with descriptive and inferential statistics. The results of this research are authentic assessment model design based on showcase portfolio which involves: 1) Steps in implementing the authentic assessment based Showcase, assessment rubric of cognitive aspects, assessment rubric of affective aspects, and assessment rubric of skill aspect. 2) The average ability of the students' problem solving which is scored by using authentic assessment based on showcase portfolio was in high category and the students' response in good category.

Authorized Course of Instruction for the Quinmester Program. Science: Scientific Approach to Solving Problems; Who's Who; and What in the World's Going On.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

Performance objectives are stated for each of the three secondary school units included in this package prepared for the Dade County Florida Quinmester Program. The units all concern some aspect of instruction in scientific method. "The Scientific Approach to Solving Problems" introduces students to the use of experimental testing of…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Design of on line detection system for static evaporation rate of LNG vehicle cylinders

NASA Astrophysics Data System (ADS)

Tang, P.; Wang, M.; Tan, W. H.; Ling, Z. W.; Li, F.

2017-06-01

In order to solve the problems existing in the regular inspection of LNG vehicle cylinders, the static evaporation rate on line detection system of LNG cylinders is discussed in this paper. A non-disassembling, short-term and high-efficiency on line detection system for LNG vehicle cylinders is proposed, which can meet the requirement of evaporation rate test under different media and different test pressures. And then test methods under the experimental conditions, atmospheric pressure and pressure are given respectively. This online detection system designed in this paper can effectively solve the technical problems during the inspection of the cylinder.

On a numerical solving of random generated hexamatrix games

NASA Astrophysics Data System (ADS)

Orlov, Andrei; Strekalovskiy, Alexander

2016-10-01

In this paper, we develop a global search method for finding a Nash equilibrium in a hexamatrix game (polymatrix game of three players). The method, on the one hand, is based on the equivalence theorem of the problem of finding a Nash equilibrium in the game and a special mathematical optimization problem, and, on the other hand, on the usage of Global Search Theory for solving the latter problem. The efficiency of this approach is demonstrated by the results of computational testing.

Teacher Mathematical Literacy: Case Study of Junior High School Teachers in Pasaman

NASA Astrophysics Data System (ADS)

Ahmad, D.; Suherman, S.; Maulana, H.

2018-04-01

The aim of this paper was to examine the ability of junior high school mathematics teachers to solve mathematical literacy base Problems (PISA and PISA-like problems) for the case Pasaman regency. The data was collected by interviews and test. As the results of this study, teacher ability in solving mathematical literacy base problems for level 1 until 3 has been good, but for level 4 or above is still low. It is caused by teacher knowledge about mathematical literacy still few.

Development and Evaluation of a Casualty Evacuation Model for a European Conflict.

DTIC Science & Technology

1985-12-01

EVAC, the computer code which implements our technique, has been used to solve a series of test problems in less time and requiring less memory than...the order of 1/K the amount of main memory for a K-commodity problem, so it can solve significantly larger problems than MCNF. I . 10 CHAPTER II A...technique may require only half the memory of the general L.P. package [6]. These advances are due to the efficient data structures which have been

Can Computerized Adaptive Testing Work in Students' Admission to Higher Education Programs in Turkey?

ERIC Educational Resources Information Center

Kalender, Ilker; Berberoglu, Giray

2017-01-01

Admission into university in Turkey is very competitive and features a number of practical problems regarding not only the test administration process itself, but also concerning the psychometric properties of test scores. Computerized adaptive testing (CAT) is seen as a possible alternative approach to solve these problems. In the first phase of…

Unified heuristics to solve routing problem of reverse logistics in sustainable supply chain

NASA Astrophysics Data System (ADS)

Anbuudayasankar, S. P.; Ganesh, K.; Lenny Koh, S. C.; Mohandas, K.

2010-03-01

A reverse logistics problem, motivated by many real-life applications, is examined where bottles/cans in which products are delivered from a processing depot to customers in one period are available for return to the depot in the following period. The picked-up bottles/cans need to be adjusted in the place of delivery load. This problem is termed as simultaneous delivery and pick-up problem with constrained capacity (SDPC). We develop three unified heuristics based on extended branch and bound heuristic, genetic algorithm and simulated annealing to solve SDPC. These heuristics are also designed to solve standard travelling salesman problem (TSP) and TSP with simultaneous delivery and pick-up (TSDP). We tested the heuristics on standard, derived and randomly generated datasets of TSP, TSDP and SDPC and obtained satisfying results with high convergence in reasonable time.

Satisfiability Test with Synchronous Simulated Annealing on the Fujitsu AP1000 Massively-Parallel Multiprocessor

NASA Technical Reports Server (NTRS)

Sohn, Andrew; Biswas, Rupak

1996-01-01

Solving the hard Satisfiability Problem is time consuming even for modest-sized problem instances. Solving the Random L-SAT Problem is especially difficult due to the ratio of clauses to variables. This report presents a parallel synchronous simulated annealing method for solving the Random L-SAT Problem on a large-scale distributed-memory multiprocessor. In particular, we use a parallel synchronous simulated annealing procedure, called Generalized Speculative Computation, which guarantees the same decision sequence as sequential simulated annealing. To demonstrate the performance of the parallel method, we have selected problem instances varying in size from 100-variables/425-clauses to 5000-variables/21,250-clauses. Experimental results on the AP1000 multiprocessor indicate that our approach can satisfy 99.9 percent of the clauses while giving almost a 70-fold speedup on 500 processors.

Problem-solving test: catalytic activities of a human nuclear enzyme.

PubMed

Szeberényi, József

2011-01-01

Terms to be familiar with before you start to solve the test: ion exchange chromatography, polynucleotides, oligonucleotides, radioactive labeling, template, primer, DNA polymerase, reverse transcriptase, helicase, nucleoside triphosphates, nucleoside diphosphates, nucleoside monophosphates, nucleosides, 5′-end and 3′-end, bacteriophage, polyacrylamide gel electrophoresis, urea, autoradiography, proofreading, telomerase, endonucleases, exonucleases, primase, topoisomerases, and excinuclease.

Understanding the Equals Sign as a Gateway to Algebraic Thinking

ERIC Educational Resources Information Center

Matthews, Percival G.; Rittle-Johnson, Bethany; Taylor, Roger S.; McEldoon, Katherine L.

2010-01-01

In this study, the authors wanted to examine whether success on items testing basic equivalence knowledge, such as the meaning of the equal sign and ability to solve problems such as 3 + 5 = 4 + _, predicted success on items testing more advanced algebraic thinking (i.e. principles of equality and solving equations that use letter variables). This…

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

PubMed

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

2013-08-01

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

Very Large Scale Optimization

NASA Technical Reports Server (NTRS)

Vanderplaats, Garrett; Townsend, James C. (Technical Monitor)

2002-01-01

The purpose of this research under the NASA Small Business Innovative Research program was to develop algorithms and associated software to solve very large nonlinear, constrained optimization tasks. Key issues included efficiency, reliability, memory, and gradient calculation requirements. This report describes the general optimization problem, ten candidate methods, and detailed evaluations of four candidates. The algorithm chosen for final development is a modern recreation of a 1960s external penalty function method that uses very limited computer memory and computational time. Although of lower efficiency, the new method can solve problems orders of magnitude larger than current methods. The resulting BIGDOT software has been demonstrated on problems with 50,000 variables and about 50,000 active constraints. For unconstrained optimization, it has solved a problem in excess of 135,000 variables. The method includes a technique for solving discrete variable problems that finds a "good" design, although a theoretical optimum cannot be guaranteed. It is very scalable in that the number of function and gradient evaluations does not change significantly with increased problem size. Test cases are provided to demonstrate the efficiency and reliability of the methods and software.

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

NASA Astrophysics Data System (ADS)

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

2017-09-01

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

Simulated annealing with restart strategy for the blood pickup routing problem

NASA Astrophysics Data System (ADS)

Yu, V. F.; Iswari, T.; Normasari, N. M. E.; Asih, A. M. S.; Ting, H.

2018-04-01

This study develops a simulated annealing heuristic with restart strategy (SA_RS) for solving the blood pickup routing problem (BPRP). BPRP minimizes the total length of the routes for blood bag collection between a blood bank and a set of donation sites, each associated with a time window constraint that must be observed. The proposed SA_RS is implemented in C++ and tested on benchmark instances of the vehicle routing problem with time windows to verify its performance. The algorithm is then tested on some newly generated BPRP instances and the results are compared with those obtained by CPLEX. Experimental results show that the proposed SA_RS heuristic effectively solves BPRP.

Relationships between undergraduates' argumentation skills, conceptual quality of problem solutions, and problem solving strategies in introductory physics

NASA Astrophysics Data System (ADS)

Rebello, Carina M.

This study explored the effects of alternative forms of argumentation on undergraduates' physics solutions in introductory calculus-based physics. A two-phase concurrent mixed methods design was employed to investigate relationships between undergraduates' written argumentation abilities, conceptual quality of problem solutions, as well as approaches and strategies for solving argumentative physics problems across multiple physics topics. Participants were assigned via stratified sampling to one of three conditions (control, guided construct, or guided evaluate) based on gender and pre-test scores on a conceptual instrument. The guided construct and guided evaluate groups received tasks and prompts drawn from literature to facilitate argument construction or evaluation. Using a multiple case study design, with each condition serving as a case, interviews were conducted consisting of a think-aloud problem solving session paired with a semi-structured interview. The analysis of problem solving strategies was guided by the theoretical framework on epistemic games adapted by Tuminaro and Redish (2007). This study provides empirical evidence that integration of written argumentation into physics problems can potentially improve the conceptual quality of solutions, expand their repertoire of problem solving strategies and show promise for addressing the gender gap in physics. The study suggests further avenues for research in this area and implications for designing and implementing argumentation tasks in introductory college physics.

Novel Problem Solving - The NASA Solution Mechanism Guide

NASA Technical Reports Server (NTRS)

Keeton, Kathryn E.; Richard, Elizabeth E.; Davis, Jeffrey R.

2014-01-01

Over the past five years, the Human Health and Performance (HH&P) Directorate at the NASA Johnson Space Center (JSC) has conducted a number of pilot and ongoing projects in collaboration and open innovation. These projects involved the use of novel open innovation competitions that sought solutions from "the crowd", non-traditional problem solvers. The projects expanded to include virtual collaboration centers such as the NASA Human Health and Performance Center (NHHPC) and more recently a collaborative research project between NASA and the National Science Foundation (NSF). These novel problem-solving tools produced effective results and the HH&P wanted to capture the knowledge from these new tools, to teach the results to the directorate, and to implement new project management tools and coursework. The need to capture and teach the results of these novel problem solving tools, the HH&P decided to create a web-based tool to capture best practices and case studies, to teach novice users how to use new problem solving tools and to change project management training/. This web-based tool was developed with a small, multi-disciplinary group and named the Solution Mechanism Guide (SMG). An alpha version was developed that was tested against several sessions of user groups to get feedback on the SMG and determine a future course for development. The feedback was very positive and the HH&P decided to move to the beta-phase of development. To develop the web-based tool, the HH&P utilized the NASA Tournament Lab (NTL) to develop the software with TopCoder under an existing contract. In this way, the HH&P is using one new tool (the NTL and TopCoder) to develop the next generation tool, the SMG. The beta-phase of the SMG is planed for release in the spring of 2014 and results of the beta-phase testing will be available for the IAC meeting in September. The SMG is intended to disrupt the way problem solvers and project managers approach problem solving and to increase the use of novel and more cost and time effective problem solving tools such as open innovation, collaborative research, and virtual collaborative project centers. The HH&P envisions changing project management coursework by including the SMG in the teaching of project management problem solving tools.

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

PubMed

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

2008-01-01

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

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

PubMed Central

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

2008-01-01

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

Effects of Problem Based Economics on High School Economics Instruction. Final Report. NCEE 2010-4022rev

ERIC Educational Resources Information Center

Finkelstein, Neal; Hanson, Thomas; Huang, Chun-Wei; Hirschman, Becca; Huang, Min

2011-01-01

This study examines whether the Problem Based Economics curriculum developed by the Buck Institute for Education improves grade 12 students' content knowledge as measured by the Test of Economic Literacy, a test refined by the National Council on Economic Education (NCEE) over decades. Students' problem-solving skills in economics were also…

Errors Analysis of Students in Mathematics Department to Learn Plane Geometry

NASA Astrophysics Data System (ADS)

Mirna, M.

2018-04-01

This article describes the results of qualitative descriptive research that reveal the locations, types and causes of student error in answering the problem of plane geometry at the problem-solving level. Answers from 59 students on three test items informed that students showed errors ranging from understanding the concepts and principles of geometry itself to the error in applying it to problem solving. Their type of error consists of concept errors, principle errors and operational errors. The results of reflection with four subjects reveal the causes of the error are: 1) student learning motivation is very low, 2) in high school learning experience, geometry has been seen as unimportant, 3) the students' experience using their reasoning in solving the problem is very less, and 4) students' reasoning ability is still very low.

Alternative Constraint Handling Technique for Four-Bar Linkage Path Generation

NASA Astrophysics Data System (ADS)

Sleesongsom, S.; Bureerat, S.

2018-03-01

This paper proposes an extension of a new concept for path generation from our previous work by adding a new constraint handling technique. The propose technique was initially designed for problems without prescribed timing by avoiding the timing constraint, while remain constraints are solving with a new constraint handling technique. The technique is one kind of penalty technique. The comparative study is optimisation of path generation problems are solved using self-adaptive population size teaching-learning based optimization (SAP-TLBO) and original TLBO. In this study, two traditional path generation test problem are used to test the proposed technique. The results show that the new technique can be applied with the path generation problem without prescribed timing and gives better results than the previous technique. Furthermore, SAP-TLBO outperforms the original one.

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

PubMed

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

2014-01-01

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

Qualitative Understanding of Magnetism at Three Levels of Expertise

NASA Astrophysics Data System (ADS)

Stefani, Francesco; Marshall, Jill

2010-03-01

This work set out to investigate the state of qualitative understanding of magnetism at various stages of expertise, and what approaches to problem-solving are used across the spectrum of expertise. We studied three groups: 10 novices, 10 experts-in-training, and 11 experts. Data collection involved structured interviews during which participants solved a series of non-standard problems designed to test for conceptual understanding of magnetism. The interviews were analyzed using a grounded theory approach. None of the novices and only a few of the experts in training showed a strong understanding of inductance, magnetic energy, and magnetic pressure; and for the most part they tended not to approach problems visually. Novices frequently described gist memories of demonstrations, text book problems, and rules (heuristics). However, these fragmentary mental models were not complete enough to allow them to reason productively. Experts-in-training were able to solve problems that the novices were not able to solve, many times simply because they had greater recall of the material, and therefore more confidence in their facts. Much of their thinking was concrete, based on mentally manipulating objects. The experts solved most of the problems in ways that were both effective and efficient. Part of the efficiency derived from their ability to visualize and thus reason in terms of field lines.

Qualitative Understanding of Magnetism at Three Levels of Expertise

NASA Astrophysics Data System (ADS)

Stefani, Francesco; Marshall, Jill

2009-04-01

This work set out to investigate the state of qualitative understanding of magnetism at various stages of expertise, and what approaches to problem-solving are used across the spectrum of expertise. We studied three groups: 10 novices, 10 experts-in-training, and 11 experts. Data collection involved structured interviews during which participants solved a series of non-standard problems designed to test for conceptual understanding of magnetism. The interviews were analyzed using a grounded theory approach. None of the novices and only a few of the experts in training showed a strong understanding of inductance, magnetic energy, and magnetic pressure; and for the most part they tended not to approach problems visually. Novices frequently described gist memories of demonstrations, text book problems, and rules (heuristics). However, these fragmentary mental models were not complete enough to allow them to reason productively. Experts-in-training were able to solve problems that the novices were not able to solve, many times simply because they had greater recall of the material, and therefore more confidence in their facts. Much of their thinking was concrete, based on mentally manipulating objects. The experts solved most of the problems in ways that were both effective and efficient. Part of the efficiency derived from their ability to visualize and thus reason in terms of field lines.

Improving problem solving in primary school students: The effect of a training programme focusing on metacognition and working memory.

PubMed

Cornoldi, Cesare; Carretti, Barbara; Drusi, Silvia; Tencati, Chiara

2015-09-01

Despite doubts voiced on their efficacy, a series of studies has been carried out on the capacity of training programmes to improve academic and reasoning skills by focusing on underlying cognitive abilities and working memory in particular. No systematic efforts have been made, however, to test training programmes that involve both general and specific underlying abilities. If effective, these programmes could help to increase students' motivation and competence. This study examined the feasibility of improving problem-solving skills in school children by means of a training programme that addresses general and specific abilities involved in problem solving, focusing on metacognition and working memory. The project involved a sample of 135 primary school children attending eight classes in the third, fourth, and fifth grades (age range 8-10 years). The classes were assigned to two groups, one attending the training programme in the first 3 months of the study (Training Group 1) and the other serving as a waiting-list control group (Training Group 2). In the second phase of the study, the role of the two groups was reversed, with Training Group 2 attending the training instead of Training Group 1. The training programme led to improvements in both metacognitive and working memory tasks, with positive-related effects on the ability to solve problems. The gains seen in Training Group 1 were also maintained at the second post-test (after 3 months). Specific activities focusing on metacognition and working memory may contribute to modifying arithmetical problem-solving performance in primary school children. © 2015 The British Psychological Society.

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

PubMed

Wakeling, Helen C

2007-09-01

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

GEE-WIS Anchored Problem Solving Using Real-Time Authentic Water Quality Data

NASA Astrophysics Data System (ADS)

Young, M.; Wlodarczyk, M. S.; Branco, B.; Torgersen, T.

2002-05-01

GEE-WIS scientific problem solving consists of observing, hypothesizing, synthesis, argument building and reasoning, in the context of analysis, representation, modeling and sense-making of real-time authentic water quality data. Geoscience Environmental Education - Web-accessible Instrumented Systems, or GEE-WIS, an NSF Geoscience Education grant, has established a set of companion websites that stream real-time data from two campus retention ponds for research and use in secondary and undergraduate water quality lessons. We have targeted scientific problem solving skills because of the nature of the GEE-WIS environment, but further because they are central to state and federal efforts to establish science education curriculum standards and are at the core of performance-based testing. We have used a design experiment process to create and test two Anchored Instruction scenario problems. Customization such as that done through a design process, is acknowledged to be a fundamental component of educational research from an ecological psychology perspective. Our efforts have shared core design elements with other NSF water quality projects. Our method involves the analysis of student written scenario responses for level of scientific problem solving using a qualitative scoring rubric designed from participation in a related NSF project, SCALE (Synergy Communities: Aggregating Learning about Education). Student solutions of GEE-WIS anchor problems from Fall 2001 and Spring 2002 will be summarized. Implications are drawn for those interested in making secondary and high education geoscience more realistic and more motivating for students through the use of real-time authentic data via Internet.

Work Strategies: The Development and Testing of a Model.

DTIC Science & Technology

1986-03-01

strategies (e.g., Craik & Lockhart , 1972); hemispheric process - -7 ing differences (e.g., Seamon & Gazzaniga, 1973); problem-solving strategies (e.g...Charness, N. (1931). Aging and skilled problem solving. 3ournal of Experimental Psychology: General, 110, 21-38. Craik , F. I. \\., & Lockhart , R. S...1972). Levels of processing : A framework for memory research. Journal of Verbal Learning and Verbal Behavior, L1, 671-684. 3ansereau, D. F., McDonald

Strategy Choice in Solving Arithmetic Word Problems: Are There Differences between Students with Learning Disabilities, G-V Poor Performance, and Typical Achievement Students?

ERIC Educational Resources Information Center

Gonzalez, Juan E. Jimenez; Espinel, Ana Isabel Garcia

2002-01-01

A study was designed to test whether there are differences between Spanish children (ages 7-9) with arithmetic learning disabilities (n=60), garden-variety (G-V) poor performance (n=44), and typical children (n=44) in strategy choice when solving arithmetic word problems. No significant differences were found between children with dyscalculia and…

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.

Junior high school students' cognitive process in solving the developed algebraic problems based on information processing taxonomy model

NASA Astrophysics Data System (ADS)

Purwoko, Saad, Noor Shah; Tajudin, Nor'ain Mohd

2017-05-01

This study aims to: i) develop problem solving questions of Linear Equations System of Two Variables (LESTV) based on levels of IPT Model, ii) explain the level of students' skill of information processing in solving LESTV problems; iii) explain students' skill in information processing in solving LESTV problems; and iv) explain students' cognitive process in solving LESTV problems. This study involves three phases: i) development of LESTV problem questions based on Tessmer Model; ii) quantitative survey method on analyzing students' skill level of information processing; and iii) qualitative case study method on analyzing students' cognitive process. The population of the study was 545 eighth grade students represented by a sample of 170 students of five Junior High Schools in Hilir Barat Zone, Palembang (Indonesia) that were chosen using cluster sampling. Fifteen students among them were drawn as a sample for the interview session with saturated information obtained. The data were collected using the LESTV problem solving test and the interview protocol. The quantitative data were analyzed using descriptive statistics, while the qualitative data were analyzed using the content analysis. The finding of this study indicated that students' cognitive process was just at the step of indentifying external source and doing algorithm in short-term memory fluently. Only 15.29% students could retrieve type A information and 5.88% students could retrieve type B information from long-term memory. The implication was the development problems of LESTV had validated IPT Model in modelling students' assessment by different level of hierarchy.

Solving of Clock Problems Using An Algebraic Approach And Developing An Application For Automatic Conversion

NASA Astrophysics Data System (ADS)

Lakshmi Devaraj, Shanmuga

2018-04-01

The recent trend in learning Mathematics is through android apps like Byju’s. The clock problems asked in aptitude tests could be learnt using such computer applications. The Clock problems are of four categories namely: 1. What is the angle between the hands of a clock at a particular time 2. When the hands of a clock will meet after a particular time 3. When the hands of a clock will be at right angle after a particular time 4. When the hands of a clock will be in a straight line but not together after a particular time The aim of this article is to convert the clock problems which were solved using the traditional approach to algebraic equations and solve them. Shortcuts are arrived which help in solving the questions in just a few seconds. Any aptitude problem could be converted to an algebraic equation by tracing the way the problem proceeds by applying our analytical skills. Solving of equations would be the easiest part in coming up with the solution. Also a computer application could be developed by using the equations that were arrived at in the analysis part. The computer application aims at solving the four different problems in Clocks. The application helps the learners of aptitude for CAT and other competitive exams to know the approach of the problem. Learning Mathematics with a gaming tool like this would be interesting to the learners. This paper provides a path to creating gaming apps to learn Mathematics.

An Algorithm for the Weighted Earliness-Tardiness Unconstrained Project Scheduling Problem

NASA Astrophysics Data System (ADS)

Afshar Nadjafi, Behrouz; Shadrokh, Shahram

This research considers a project scheduling problem with the object of minimizing weighted earliness-tardiness penalty costs, taking into account a deadline for the project and precedence relations among the activities. An exact recursive method has been proposed for solving the basic form of this problem. We present a new depth-first branch and bound algorithm for extended form of the problem, which time value of money is taken into account by discounting the cash flows. The algorithm is extended with two bounding rules in order to reduce the size of the branch and bound tree. Finally, some test problems are solved and computational results are reported.

Teaching materials of algebraic equation

NASA Astrophysics Data System (ADS)

Widodo, S. A.; Prahmana, R. C. I.; Purnami, A. S.; Turmudi

2017-12-01

The purpose of this paper is to know the effectiveness of teaching materials algebraic equation. This type of research used experimental method. The population in this study is all students of mathematics education who take numerical method in sarjanawiyata tamansiswa of university; the sample is taken using cluster random sampling. Instrument used in this research is test and questionnaire. The test is used to know the problem solving ability and achievement, while the questionnaire is used to know the student's response on the teaching materials. Data Analysis technique of quantitative used Wilcoxon test, while the qualitative data used grounded theory. Based on the results of the test can be concluded that the development of teaching materials can improve the ability to solve problems and achievement.

Effects of a Problem-based Structure of Physics Contents on Conceptual Learning and the Ability to Solve Problems

NASA Astrophysics Data System (ADS)

Becerra-Labra, Carlos; Gras-Martí, Albert; Martínez Torregrosa, Joaquín

2012-05-01

A model of teaching/learning is proposed based on a 'problem-based structure' of the contents of the course, in combination with a training in paper and pencil problem solving that emphasizes discussion and quantitative analysis, rather than formulae plug-in. The aim is to reverse the high failure and attrition rate among engineering undergraduates taking physics. A number of tests and questionnaires were administered to a group of students following a traditional lecture-based instruction, as well as to another group that was following an instruction scheme based on the proposed approach and the teaching materials developed ad hoc. The results show that students following the new method can develop scientific reasoning habits in problem-solving skills, and show gains in conceptual learning, attitudes and interests, and that the effects of this approach on learning are noticeable several months after the course is over.

A steam inerting system for hydrogen disposal for the Vandenberg Shuttle

NASA Technical Reports Server (NTRS)

Belknap, Stuart B.

1988-01-01

A two-year feasibility and test program to solve the problem of unburned confined hydrogen at the Vandenberg Space Launch Complex Six (SLC-6) during Space Shuttle Main Engine (SSME) firings is discussed. A novel steam inerting design was selected for development. Available sound suppression water is superheated to flash to steam at the duct entrance. Testing, analysis, and design during 1987 showed that the steam inerting system (SIS) solves the problem and meets other flight-critical system requirements. The SIS design is complete and available for installation at SLC-6 to support shuttle or derivative vehicles.

Critical thinking level in geometry based on self-regulated learning

NASA Astrophysics Data System (ADS)

Bayuningsih, A. S.; Usodo, B.; Subanti, S.

2018-03-01

Critical thinking ability of mathematics students affected by the student’s ability in solving a specific problem. This research aims to determine the level of critical thinking (LCT) students in solving problems of geometry regarding self-regulated learning (SRL) students. This is a qualitative descriptive study with the purpose to analyze the level of Junior High School student’s critical thinking in the Regency of Banyumas. The subject is taken one student from each category SRL (high, medium and low). Data collection is given problem-solving tests to find out the level of critical thinking student, questionnaire, interview and documentation. The result of the research shows that student with SRL high is at the level of critical thinking 2, then a student with SRL medium is at the level of critical thinking 1 and student with SRL low is at the level of critical thinking 0. So students with SRL high, medium or low can solve math problems based on the critical thinking level of each student.

The application of hybrid artificial intelligence systems for forecasting

NASA Astrophysics Data System (ADS)

Lees, Brian; Corchado, Juan

1999-03-01

The results to date are presented from an ongoing investigation, in which the aim is to combine the strengths of different artificial intelligence methods into a single problem solving system. The premise underlying this research is that a system which embodies several cooperating problem solving methods will be capable of achieving better performance than if only a single method were employed. The work has so far concentrated on the combination of case-based reasoning and artificial neural networks. The relative merits of artificial neural networks and case-based reasoning problem solving paradigms, and their combination are discussed. The integration of these two AI problem solving methods in a hybrid systems architecture, such that the neural network provides support for learning from past experience in the case-based reasoning cycle, is then presented. The approach has been applied to the task of forecasting the variation of physical parameters of the ocean. Results obtained so far from tests carried out in the dynamic oceanic environment are presented.

Simple and complex mental subtraction: strategy choice and speed-of-processing differences in younger and older adults.

PubMed

Geary, D C; Frensch, P A; Wiley, J G

1993-06-01

Thirty-six younger adults (10 male, 26 female; ages 18 to 38 years) and 36 older adults (14 male, 22 female; ages 61 to 80 years) completed simple and complex paper-and-pencil subtraction tests and solved a series of simple and complex computer-presented subtraction problems. For the computer task, strategies and solution times were recorded on a trial-by-trial basis. Older Ss used a developmentally more mature mix of problem-solving strategies to solve both simple and complex subtraction problems. Analyses of component scores derived from the solution times suggest that the older Ss are slower at number encoding and number production but faster at executing the borrow procedure. In contrast, groups did not appear to differ in the speed of subtraction fact retrieval. Results from a computational simulation are consistent with the interpretation that older adults' advantage for strategy choices and for the speed of executing the borrow procedure might result from more practice solving subtraction problems.

Cross-borehole flowmeter tests for transient heads in heterogeneous aquifers.

PubMed

Le Borgne, Tanguy; Paillet, Frederick; Bour, Olivier; Caudal, Jean-Pierre

2006-01-01

Cross-borehole flowmeter tests have been proposed as an efficient method to investigate preferential flowpaths in heterogeneous aquifers, which is a major task in the characterization of fractured aquifers. Cross-borehole flowmeter tests are based on the idea that changing the pumping conditions in a given aquifer will modify the hydraulic head distribution in large-scale flowpaths, producing measurable changes in the vertical flow profiles in observation boreholes. However, inversion of flow measurements to derive flowpath geometry and connectivity and to characterize their hydraulic properties is still a subject of research. In this study, we propose a framework for cross-borehole flowmeter test interpretation that is based on a two-scale conceptual model: discrete fractures at the borehole scale and zones of interconnected fractures at the aquifer scale. We propose that the two problems may be solved independently. The first inverse problem consists of estimating the hydraulic head variations that drive the transient borehole flow observed in the cross-borehole flowmeter experiments. The second inverse problem is related to estimating the geometry and hydraulic properties of large-scale flowpaths in the region between pumping and observation wells that are compatible with the head variations deduced from the first problem. To solve the borehole-scale problem, we treat the transient flow data as a series of quasi-steady flow conditions and solve for the hydraulic head changes in individual fractures required to produce these data. The consistency of the method is verified using field experiments performed in a fractured-rock aquifer.

Solving multi-leader-common-follower games.

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

Leyffer, S.; Munson, T.; Mathematics and Computer Science

Multi-leader-common-follower games arise when modelling two or more competitive firms, the leaders, that commit to their decisions prior to another group of competitive firms, the followers, that react to the decisions made by the leaders. These problems lead in a natural way to equilibrium problems with equilibrium constraints (EPECs). We develop a characterization of the solution sets for these problems and examine a variety of nonlinear optimization and nonlinear complementarity formulations of EPECs. We distinguish two broad cases: problems where the leaders can cost-differentiate and problems with price-consistent followers. We demonstrate the practical viability of our approach by solving amore » range of medium-sized test problems.« less

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.

Problems and Procedures in Planning a Situation Based Video Test on Teaching.

ERIC Educational Resources Information Center

Masonis, Edward J.

This paper briefly outlines some problems one must solve when developing a video-based test to evaluate what a teacher knows about learning and instruction. Consideration is given to the effect the use of videotapes of actual classroom behavior have on test planning. Two methods of incorporating such situational material into the test…

Solving a novel confinement problem by spartaeine salticids that are predisposed to solve problems in the context of predation.

PubMed

Cross, Fiona R; Jackson, Robert R

2015-03-01

Intricate predatory strategies are widespread in the salticid subfamily Spartaeinae. The hypothesis we consider here is that the spartaeine species that are proficient at solving prey-capture problems are also proficient at solving novel problems. We used nine species from this subfamily in our experiments. Eight of these species (two Brettus, one Cocalus, three Cyrba, two Portia) are known for specialized invasion of other spiders' webs and for actively choosing other spiders as preferred prey ('araneophagy'). Except for Cocalus, these species also use trial and error to derive web-based signals with which they gain dynamic fine control of the resident spider's behaviour ('aggressive mimicry').The ninth species, Paracyrba wanlessi, is not araneophagic and instead specializes at preying on mosquitoes. We presented these nine species with a novel confinement problem that could be solved by trial and error. The test spider began each trial on an island in a tray of water, with an atoll surrounding the island. From the island, the spider could choose between two potential escape tactics (leap or swim), but we decided at random before the trial which tactic would fail and which tactic would achieve partial success. Our findings show that the seven aggressive-mimic species are proficient at solving the confinement problem by repeating 'correct' choices and by switching to the alternative tactic after making an 'incorrect' choice. However, as predicted, there was no evidence of C. gibbosus or P. wanlessi, the two non-aggressive-mimic species, solving the confinement problem. We discuss these findings in the context of an often-made distinction between domain-specific and domain-general cognition.

GeoGebra Assist Discovery Learning Model for Problem Solving Ability and Attitude toward Mathematics

NASA Astrophysics Data System (ADS)

Murni, V.; Sariyasa, S.; Ardana, I. M.

2017-09-01

This study aims to describe the effet of GeoGebra utilization in the discovery learning model on mathematical problem solving ability and students’ attitude toward mathematics. This research was quasi experimental and post-test only control group design was used in this study. The population in this study was 181 of students. The sampling technique used was cluster random sampling, so the sample in this study was 120 students divided into 4 classes, 2 classes for the experimental class and 2 classes for the control class. Data were analyzed by using one way MANOVA. The results of data analysis showed that the utilization of GeoGebra in discovery learning can lead to solving problems and attitudes towards mathematics are better. This is because the presentation of problems using geogebra can assist students in identifying and solving problems and attracting students’ interest because geogebra provides an immediate response process to students. The results of the research are the utilization of geogebra in the discovery learning can be applied in learning and teaching wider subject matter, beside subject matter in this study.

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.

Benchmark problems in computational aeroacoustics

NASA Technical Reports Server (NTRS)

Porter-Locklear, Freda

1994-01-01

A recent directive at NASA Langley is aimed at numerically predicting principal noise sources. During my summer stay, I worked with high-order ENO code, developed by Dr. Harold Atkins, for solving the unsteady compressible Navier-Stokes equations, as it applies to computational aeroacoustics (CAA). A CAA workshop, composed of six categories of benchmark problems, has been organized to test various numerical properties of code. My task was to determine the robustness of Atkins' code for these test problems. In one category, we tested the nonlinear wave propagation of the code for the one-dimensional Euler equations, with initial pressure, density, and velocity conditions. Using freestream boundary conditions, our results were plausible. In another category, we solved the linearized two-dimensional Euler equations to test the effectiveness of radiation boundary conditions. Here we utilized MAPLE to compute eigenvalues and eigenvectors of the Jacobian given variable and flux vectors. We experienced a minor problem with inflow and outflow boundary conditions. Next, we solved the quasi one dimensional unsteady flow equations with an incoming acoustic wave of amplitude 10(exp -6). The small amplitude sound wave was incident on a convergent-divergent nozzle. After finding a steady-state solution and then marching forward, our solution indicated that after 30 periods the acoustic wave had dissipated (a period is time required for sound wave to traverse one end of nozzle to other end).

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.

Innovation and behavioral flexibility in wild redfronted lemurs (Eulemur rufifrons).

PubMed

Huebner, Franziska; Fichtel, Claudia

2015-05-01

Innovations and problem-solving abilities can provide animals with important ecological advantages as they allow individuals to deal with novel social and ecological challenges. Innovation is a solution to a novel problem or a novel solution to an old problem, with the latter being especially difficult. Finding a new solution to an old problem requires individuals to inhibit previously applied solutions to invent new strategies and to behave flexibly. We examined the role of experience on cognitive flexibility to innovate and to find new problem-solving solutions with an artificial feeding task in wild redfronted lemurs (Eulemur rufifrons). Four groups of lemurs were tested with feeding boxes, each offering three different techniques to extract food, with only one technique being available at a time. After the subjects learned a technique, this solution was no longer successful and subjects had to invent a new technique. For the first transition between task 1 and 2, subjects had to rely on their experience of the previous technique to solve task 2. For the second transition, subjects had to inhibit the previously learned technique to learn the new task 3. Tasks 1 and 2 were solved by most subjects, whereas task 3 was solved by only a few subjects. In this task, besides behavioral flexibility, especially persistence, i.e., constant trying, was important for individual success during innovation. Thus, wild strepsirrhine primates are able to innovate flexibly, suggesting a general ecological relevance of behavioral flexibility and persistence during innovation and problem solving across all primates.

Exploring the relationship between work-related rumination, sleep quality, and work-related fatigue.

PubMed

Querstret, Dawn; Cropley, Mark

2012-07-01

This study examined the association among three conceptualizations of work-related rumination (affective rumination, problem-solving pondering, and detachment) with sleep quality and work-related fatigue. It was hypothesized that affective rumination and poor sleep quality would be associated with increased fatigue and that problem-solving pondering and detachment would be associated with decreased fatigue. The mediating effect of sleep quality on the relationship between work-related rumination and fatigue was also tested. An online questionnaire was completed by a heterogeneous sample of 719 adult workers in diverse occupations. The following variables were entered as predictors in a regression model: affective rumination, problem-solving pondering, detachment, and sleep quality. The dependent variables were chronic work-related fatigue (CF) and acute work-related fatigue (AF). Affective rumination was the strongest predictor of increased CF and AF. Problem-solving pondering was a significant predictor of decreased CF and AF. Poor sleep quality was predictive of increased CF and AF. Detachment was significantly negatively predictive for AF. Sleep quality partially mediated the relationship between affective rumination and fatigue and between problem-solving pondering and fatigue. Work-related affective rumination appears more detrimental to an individual's ability to recover from work than problem-solving pondering. In the context of identifying mechanisms by which demands at work are translated into ill-health, this appears to be a key finding and suggests that it is the type of work-related rumination, not rumination per se, that is important.

Interpersonal problem-solving deficits in self-poisoning patients.

PubMed

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

1987-01-01

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

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

PubMed

Cox, K R

1976-06-05

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

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

PubMed

Suziedelyte, Agne

2015-04-01

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

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

PubMed Central

Suziedelyte, Agne

2015-01-01

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

Age and Gender Differences in Emotion Regulation Strategies: Autobiographical Memory, Rumination, Problem Solving and Distraction.

PubMed

Ricarte Trives, Jorge Javier; Navarro Bravo, Beatriz; Latorre Postigo, José Miguel; Ros Segura, Laura; Watkins, Ed

2016-07-18

Our study tested the hypothesis that older adults and men use more adaptive emotion regulatory strategies but fewer negative emotion regulatory strategies than younger adults and women. In addition, we tested the hypothesis that rumination acts as a mediator variable for the effect of age and gender on depression scores. Differences in rumination, problem solving, distraction, autobiographical recall and depression were assessed in a group of young adults (18-29 years) compared to a group of older adults (50-76 years). The older group used more problem solving and distraction strategies when in a depressed state than their younger counterparts (ps .06). Ordinary least squares regression analyses with bootstrapping showed that rumination mediated the association between age, gender and depression scores. These results suggest that older adults and men select more adaptive strategies to regulate emotions than young adults and women with rumination acting as a significant mediator variable in the association between age, gender, and depression.

Eddy Current Testing and Sizing of Deep Cracks in a Thick Structure

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

Huang, H.; Endo, H.; Uchimoto, T.

2004-02-26

Due to the skin effect of eddy current testing, target of ECT restricts to thin structure such as steam generator tubes with 1.27mm thickness. Detecting and sizing of a deep crack in a thick structure remains a problem. In this paper, an ECT probe is presented to solve this problem with the help of numerical analysis. The parameters such as frequency, coil size etc. are discussed. The inverse problem of crack sizing is solved by applying a fast simulator of ECT based on an edge based finite element method and steepest descent method, and reconstructed results of 5, 10 andmore » 15mm depth cracks from experimental signals are shown.« less

A study of the performance of patients with frontal lobe lesions in a financial planning task.

PubMed

Goel, V; Grafman, J; Tajik, J; Gana, S; Danto, D

1997-10-01

It has long been argued that patients with lesions in the prefrontal cortex have difficulties in decision making and problem solving in real-world, ill-structured situations, particularly problem types involving planning and look-ahead components. Recently, several researchers have questioned our ability to capture and characterize these deficits adequately using just the standard neuropsychological test batteries, and have called for tests that reflect real-world task requirements more accurately. We present data from 10 patients with focal lesions to the prefrontal cortex and 10 normal control subjects engaged in a real-world financial planning task. We also introduce a theoretical framework and methodology developed in the cognitive science literature for quantifying and analysing the complex data generated by problem-solving tasks. Our findings indicate that patient performance is impoverished at a global level but not at the local level. Patients have difficulty in organizing and structuring their problem space. Once they begin problem solving, they have difficulty in allocating adequate effort to each problem-solving phase. Patients also have difficulty dealing with the fact that there are no right or wrong answers nor official termination points in real-world planning problems. They also find it problematic to generate their own feedback. They invariably terminate the session before the details are fleshed out and all the goals satisfied. Finally, patients do not take full advantage of the fact that constraints on real-world problems are negotiable. However, it is not necessary to postulate a 'planning' deficit. It is possible to understand the patients' difficulties in real world planning tasks in terms of the following four accepted deficits: inadequate access to 'structured event complexes', difficulty in generalizing from particulars, failure to shift between 'mental sets', and poor judgment regarding adequacy and completeness of a plan.

The Performance of Chinese Primary School Students on Realistic Arithmetic Word Problems

ERIC Educational Resources Information Center

Xin, Ziqiang; Lin, Chongde; Zhang, Li; Yan, Rong

2007-01-01

Compared with standard arithmetic word problems demanding only the direct use of number operations and computations, realistic problems are harder to solve because children need to incorporate "real-world" knowledge into their solutions. Using the realistic word problem testing materials developed by Verschaffel, De Corte, and Lasure…

The efficacy of problem-solving treatments after deliberate self-harm: meta-analysis of randomized controlled trials with respect to depression, hopelessness and improvement in problems.

PubMed

Townsend, E; Hawton, K; Altman, D G; Arensman, E; Gunnell, D; Hazell, P; House, A; Van Heeringen, K

2001-08-01

Brief problem-solving therapy is regarded as a pragmatic treatment for deliberate self-harm (DSH) patients. A recent meta-analysis of randomized controlled trials (RCTs) evaluating this approach indicated a trend towards reduced repetition of DSH but the pooled odds ratio was not statistically significant. We have now examined other important outcomes using this procedure, namely depression, hopelessness and improvement in problems. Six trials in which problem-solving therapy was compared with control treatment were identified from an extensive literature review of RCTs of treatments for DSH patients. Data concerning depression, hopelessness and improvement in problems were extracted. Where relevant statistical data (e.g. standard deviations) were missing these were imputed using various statistical methods. Results were pooled using meta-analytical procedures. At follow-up, patients who were offered problem-solving therapy had significantly greater improvement in scores for depression (standardized mean difference = -0.36; 95% CI -0.61 to -0.11) and hopelessness (weighted mean difference =-3.2; 95% CI -4.0 to -2.41), and significantly more reported improvement in their problems (odds ratio = 2.31; 95% CI 1.29 to 4.13), than patients who were in the control treatment groups. Problem-solving therapy for DSH patients appears to produce better results than control treatment with regard to improvement in depression, hopelessness and problems. It is desirable that this finding is confirmed in a large trial, which will also allow adequate testing of the impact of this treatment on repetition of DSH.

Inhibitory Control, but Not Prolonged Object-Related Experience Appears to Affect Physical Problem-Solving Performance of Pet Dogs.

PubMed

Müller, Corsin A; Riemer, Stefanie; Virányi, Zsófia; Huber, Ludwig; Range, Friederike

2016-01-01

Human infants develop an understanding of their physical environment through playful interactions with objects. Similar processes may influence also the performance of non-human animals in physical problem-solving tasks, but to date there is little empirical data to evaluate this hypothesis. In addition or alternatively to prior experiences, inhibitory control has been suggested as a factor underlying the considerable individual differences in performance reported for many species. Here we report a study in which we manipulated the extent of object-related experience for a cohort of dogs (Canis familiaris) of the breed Border Collie over a period of 18 months, and assessed their level of inhibitory control, prior to testing them in a series of four physical problem-solving tasks. We found no evidence that differences in object-related experience explain variability in performance in these tasks. It thus appears that dogs do not transfer knowledge about physical rules from one physical problem-solving task to another, but rather approach each task as a novel problem. Our results, however, suggest that individual performance in these tasks is influenced in a complex way by the subject's level of inhibitory control. Depending on the task, inhibitory control had a positive or a negative effect on performance and different aspects of inhibitory control turned out to be the best predictors of individual performance in the different tasks. Therefore, studying the interplay between inhibitory control and problem-solving performance will make an important contribution to our understanding of individual and species differences in physical problem-solving performance.

Inhibitory Control, but Not Prolonged Object-Related Experience Appears to Affect Physical Problem-Solving Performance of Pet Dogs

PubMed Central

Müller, Corsin A.; Riemer, Stefanie; Virányi, Zsófia; Huber, Ludwig; Range, Friederike

2016-01-01

Human infants develop an understanding of their physical environment through playful interactions with objects. Similar processes may influence also the performance of non-human animals in physical problem-solving tasks, but to date there is little empirical data to evaluate this hypothesis. In addition or alternatively to prior experiences, inhibitory control has been suggested as a factor underlying the considerable individual differences in performance reported for many species. Here we report a study in which we manipulated the extent of object-related experience for a cohort of dogs (Canis familiaris) of the breed Border Collie over a period of 18 months, and assessed their level of inhibitory control, prior to testing them in a series of four physical problem-solving tasks. We found no evidence that differences in object-related experience explain variability in performance in these tasks. It thus appears that dogs do not transfer knowledge about physical rules from one physical problem-solving task to another, but rather approach each task as a novel problem. Our results, however, suggest that individual performance in these tasks is influenced in a complex way by the subject’s level of inhibitory control. Depending on the task, inhibitory control had a positive or a negative effect on performance and different aspects of inhibitory control turned out to be the best predictors of individual performance in the different tasks. Therefore, studying the interplay between inhibitory control and problem-solving performance will make an important contribution to our understanding of individual and species differences in physical problem-solving performance. PMID:26863141

Iterated local search algorithm for solving the orienteering problem with soft time windows.

PubMed

Aghezzaf, Brahim; Fahim, Hassan El

2016-01-01

In this paper we study the orienteering problem with time windows (OPTW) and the impact of relaxing the time windows on the profit collected by the vehicle. The way of relaxing time windows adopted in the orienteering problem with soft time windows (OPSTW) that we study in this research is a late service relaxation that allows linearly penalized late services to customers. We solve this problem heuristically by considering a hybrid iterated local search. The results of the computational study show that the proposed approach is able to achieve promising solutions on the OPTW test instances available in the literature, one new best solution is found. On the newly generated test instances of the OPSTW, the results show that the profit collected by the OPSTW is better than the profit collected by the OPTW.

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…

Tool use and mechanical problem solving in apraxia.

PubMed

Goldenberg, G; Hagmann, S

1998-07-01

Moorlaas (1928) proposed that apraxic patients can identify objects and can remember the purpose they have been made for but do not know the way in which they must be used to achieve that purpose. Knowledge about the use of objects and tools can have two sources: It can be based on retrieval of instructions of use from semantic memory or on a direct inference of function from structure. The ability to infer function from structure enables subjects to use unfamiliar tools and to detect alternative uses of familiar tools. It is the basis of mechanical problem solving. The purpose of the present study was to analyze retrieval of instruction of use, mechanical problem solving, and actual tool use in patients with apraxia due to circumscribed lesions of the left hemisphere. For assessing mechanical problem solving we developed a test of selection and application of novel tools. Access to instruction of use was tested by pantomime of tool use. Actual tool use was examined for the same familiar tools. Forty two patients with left brain damage (LBD) and aphasia, 22 patients with right brain damage (RBD) and 22 controls were examined. Only LBD patients differed from controls on all tests. RBD patients had difficulties with the use but not with the selection of novel tools. In LBD patients there was a significant correlation between pantomime of tool use and novel tool selection but there were single cases who scored in the defective range on one of these tests and normally on the other. Analysis of LBD patients' lesions suggested that frontal lobe damage does not disturb novel tool selection. Only LBD patients who failed on pantomime of object use and on novel tool selection committed errors in actual use of familiar tools. The finding that mechanical problem solving is invariably defective in apraxic patients who commit errors with familiar tools is in good accord with clinical observations, as the gravity of their errors goes beyond what one would expect as a mere sequel of loss of access to instruction of use.

Developing teaching process for enhancing students' mathematical problem solving in the 21st century through STEM education

NASA Astrophysics Data System (ADS)

Prawvichien, Sutthaporn; Siripun, Kulpatsorn; Yuenyong, Chokchai

2018-01-01

The STEM education could provide the context for students' learning in the 21st century. The Mathematical problem solving requires a context which simulates real life in order to give students experience of the power of mathematics in the world around them. This study aimed to develop the teaching process for enhancing students' mathematical problem solving in the 21st century through STEM education. The paper will clarify the STEM learning activities about graph theories regarding on the 6 steps of engineering design process. These include identify a challenge, exploring ideas, designing and planning, doing and developing, test and evaluate, and present the solution. The learning activities will start from the Identify a challenge stage which provides the northern part of Thailand flooding situation in order to set the students' tasks of develop the solutions of providing the routes of fastest moving people away from the flooding areas. The explore ideas stage will provide activities for enhance students to learn some knowledge based for designing the possible solutions. This knowledge based could focus on measuring, geometry, graph theory, and mathematical process. The design and plan stage will ask students to model the city based on the map and then provide the possible routes. The doing and development stage will ask students to develop the routes based on their possible model. The test and evaluating will ask students to clarify how to test and evaluate the possible routes, and then test it. The present solution stage will ask students to present the whole process of designing routes. Then, the paper will discuss how these learning activities could enhance students' mathematical problem solving. The paper may have implication for STEM education in school setting.

Cognitive and behavioral knowledge about insulin-dependent diabetes among children and parents.

PubMed

Johnson, S B; Pollak, R T; Silverstein, J H; Rosenbloom, A L; Spillar, R; McCallum, M; Harkavy, J

1982-06-01

Youngster's knowledge about insulin-dependent diabetes was assessed across three domains: (1) general information; (2) problem solving and (3) skill at urine testing and self-injection. These youngster's parents completed the general information and problem-solving components of the assessment battery. All test instruments were showed good reliability. The test of problem solving was more difficult than the test of general information for both parents and patients. Mothers were more knowledgeable than fathers and children. Girls performed more accurately than boys, and older children obtained better scores than did younger children. Nevertheless, more than 80% of the youngsters made significant errors on urine testing and almost 40% made serious errors in self-injection. A number of other knowledge deficits were also noted. Duration of diabetes was not related to any of the knowledge measures. Intercorrelations between scores on the assessment instruments indicated that skill at urine testing or self-injection was not highly related to other types of knowledge about diabetes. Furthermore, knowledge in one content are was not usually predictive of knowledge in another content area. The results of this study emphasize the importance of measuring knowledge from several different domains. Patient variables such as sex and age need to be given further consideration in the development and use of patient educational programs. Regular assessment of patients' and parents' knowledge of all critical aspects of diabetes home management seems essential.

Cryptography: Cracking Codes.

ERIC Educational Resources Information Center

Myerscough, Don; And Others

1996-01-01

Describes an activity whose objectives are to encode and decode messages using linear functions and their inverses; to use modular arithmetic, including use of the reciprocal for simple equation solving; to analyze patterns and make and test conjectures; to communicate procedures and algorithms; and to use problem-solving strategies. (ASK)

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.

KIPSE1: A Knowledge-based Interactive Problem Solving Environment for data estimation and pattern classification

NASA Technical Reports Server (NTRS)

Han, Chia Yung; Wan, Liqun; Wee, William G.

1990-01-01

A knowledge-based interactive problem solving environment called KIPSE1 is presented. The KIPSE1 is a system built on a commercial expert system shell, the KEE system. This environment gives user capability to carry out exploratory data analysis and pattern classification tasks. A good solution often consists of a sequence of steps with a set of methods used at each step. In KIPSE1, solution is represented in the form of a decision tree and each node of the solution tree represents a partial solution to the problem. Many methodologies are provided at each node to the user such that the user can interactively select the method and data sets to test and subsequently examine the results. Otherwise, users are allowed to make decisions at various stages of problem solving to subdivide the problem into smaller subproblems such that a large problem can be handled and a better solution can be found.

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

PubMed

Krawec, Jennifer; Huang, Jia

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

Problem solving in the presence of others: how rank and relationship quality impact resource acquisition in chimpanzees (Pan troglodytes).

PubMed

Cronin, Katherine A; Pieper, Bridget A; van Leeuwen, Edwin J C; Mundry, Roger; Haun, Daniel B M

2014-01-01

In the wild, chimpanzees (Pan troglodytes) are often faced with clumped food resources that they may know how to access but abstain from doing so due to social pressures. To better understand how social settings influence resource acquisition, we tested fifteen semi-wild chimpanzees from two social groups alone and in the presence of others. We investigated how resource acquisition was affected by relative social dominance, whether collaborative problem solving or (active or passive) sharing occurred amongst any of the dyads, and whether these outcomes were related to relationship quality as determined from six months of observational data. Results indicated that chimpanzees obtained fewer rewards when tested in the presence of others compared to when they were tested alone, and this loss tended to be greater when paired with a higher ranked individual. Individuals demonstrated behavioral inhibition; chimpanzees who showed proficient skill when alone often abstained from solving the task when in the presence of others. Finally, individuals with close social relationships spent more time together in the problem solving space, but collaboration and sharing were infrequent and sessions in which collaboration or sharing did occur contained more instances of aggression. Group living provides benefits and imposes costs, and these findings highlight that one cost of group living may be diminishing productive individual behaviors.

Problem Solving in the Presence of Others: How Rank and Relationship Quality Impact Resource Acquisition in Chimpanzees (Pan troglodytes)

PubMed Central

Cronin, Katherine A.; Pieper, Bridget A.; van Leeuwen, Edwin J. C.; Mundry, Roger; Haun, Daniel B. M.

2014-01-01

In the wild, chimpanzees (Pan troglodytes) are often faced with clumped food resources that they may know how to access but abstain from doing so due to social pressures. To better understand how social settings influence resource acquisition, we tested fifteen semi-wild chimpanzees from two social groups alone and in the presence of others. We investigated how resource acquisition was affected by relative social dominance, whether collaborative problem solving or (active or passive) sharing occurred amongst any of the dyads, and whether these outcomes were related to relationship quality as determined from six months of observational data. Results indicated that chimpanzees obtained fewer rewards when tested in the presence of others compared to when they were tested alone, and this loss tended to be greater when paired with a higher ranked individual. Individuals demonstrated behavioral inhibition; chimpanzees who showed proficient skill when alone often abstained from solving the task when in the presence of others. Finally, individuals with close social relationships spent more time together in the problem solving space, but collaboration and sharing were infrequent and sessions in which collaboration or sharing did occur contained more instances of aggression. Group living provides benefits and imposes costs, and these findings highlight that one cost of group living may be diminishing productive individual behaviors. PMID:24695486

[Prevalence of and factors related to depression in high school students].

PubMed

Eskin, Mehmet; Ertekin, Kamil; Harlak, Hacer; Dereboy, Ciğdem

2008-01-01

The study aimed at investigating the prevalence of and factors related to depression in high school students. A total of 805 (n = 367 girls; n = 438 boys) first year students from three high schools in the city of Aydin filled in a self-report questionnaire that contained questions about socio-demographics, academic achievement and religious belief. It included also a depression rating scale, social support scale, problem solving inventory and an assertiveness scale. T-tests, chi-square tests, Pearson moment products correlation coefficients, and logistic regression analysis were used to analyze the data. 141 students (17.5%) scored on and above the cut-off point on the Children Depression Inventory (CDI). In the first regression analyses low self-esteem, low grade point average (GPA) and low perceived social support from friends in boys, and low self-esteem, low paternal educational level and low social support from friends were the predictors of girls' depression. When self-esteem scores were excluded, low GPA, low perceived social support from friends and family, and inefficient problem solving skills were predictors of depression in boys; low perceived social support from friends and family, low paternal educational level, and inefficient problem solving skills were the independent predictors of depression in girls. Depression is prevalent in high school students. Low self-esteem, low perceived social support from peers and family, and inefficient problem solving skills appears to be risk factors for adolescent depression. Low GPA for boys and low paternal education for girls were gender specific risk factors. Psychosocial interventions geared for increasing self-esteem, social support and problem solving skills may be effective in the prevention and treatment of adolescent depression.

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)

Cognitive Load in Percentage Change Problems: Unitary, Pictorial, and Equation Approaches to Instruction

ERIC Educational Resources Information Center

Ngu, Bing Hiong; Yeung, Alexander Seeshing; Tobias, Stephen

2014-01-01

Eighth grade students in Australia (N = 60) participated in an experiment on learning how to solve percentage change problems in a regular classroom in three conditions: unitary, pictorial, and equation approaches. The procedure involved a pre-test, an acquisition phase, and a post-test. The main goal was to test the relative merits of the three…

Dual Task of Fine Motor Skill and Problem Solving in Individuals With Multiple Sclerosis: A Pilot Study.

PubMed

Goverover, Y; Sandroff, B M; DeLuca, J

2018-04-01

To (1) examine and compare dual-task performance in patients with multiple sclerosis (MS) and healthy controls (HCs) using mathematical problem-solving questions that included an everyday competence component while performing an upper extremity fine motor task; and (2) examine whether difficulties in dual-task performance are associated with problems in performing an everyday internet task. Pilot study, mixed-design with both a within and between subjects' factor. A nonprofit rehabilitation research institution and the community. Participants (N=38) included persons with MS (n=19) and HCs (n=19) who were recruited from a nonprofit rehabilitation research institution and from the community. Not applicable. Participant were presented with 2 testing conditions: (1) solving mathematical everyday problems or placing bolts into divots (single-task condition); and (2) solving problems while putting bolts into divots (dual-task condition). Additionally, participants were required to perform a test of everyday internet competence. As expected, dual-task performance was significantly worse than either of the single-task tasks (ie, number of bolts into divots or correct answers, and time to answer the questions). Cognitive but not motor dual-task cost was associated with worse performance in activities of everyday internet tasks. Cognitive dual-task cost is significantly associated with worse performance of everyday technology. This was not observed in the motor dual-task cost. The implications of dual-task costs on everyday activity are discussed. Copyright © 2017 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Problem-Solving Phase Transitions During Team Collaboration.

PubMed

Wiltshire, Travis J; Butner, Jonathan E; Fiore, Stephen M

2018-01-01

Multiple theories of problem-solving hypothesize that there are distinct qualitative phases exhibited during effective problem-solving. However, limited research has attempted to identify when transitions between phases occur. We integrate theory on collaborative problem-solving (CPS) with dynamical systems theory suggesting that when a system is undergoing a phase transition it should exhibit a peak in entropy and that entropy levels should also relate to team performance. Communications from 40 teams that collaborated on a complex problem were coded for occurrence of problem-solving processes. We applied a sliding window entropy technique to each team's communications and specified criteria for (a) identifying data points that qualify as peaks and (b) determining which peaks were robust. We used multilevel modeling, and provide a qualitative example, to evaluate whether phases exhibit distinct distributions of communication processes. We also tested whether there was a relationship between entropy values at transition points and CPS performance. We found that a proportion of entropy peaks was robust and that the relative occurrence of communication codes varied significantly across phases. Peaks in entropy thus corresponded to qualitative shifts in teams' CPS communications, providing empirical evidence that teams exhibit phase transitions during CPS. Also, lower average levels of entropy at the phase transition points predicted better CPS performance. We specify future directions to improve understanding of phase transitions during CPS, and collaborative cognition, more broadly. Copyright © 2017 Cognitive Science Society, Inc.

Five roles for using theory and evidence in the design and testing of behavior change interventions.

PubMed

Bartholomew, L Kay; Mullen, Patricia Dolan

2011-01-01

The prevailing wisdom in the field of health-related behavior change is that well-designed and effective interventions are guided by theory. Using the framework of intervention mapping, we describe and provide examples of how investigators can effectively select and use theory to design, test, and report interventions. We propose five roles for theory and evidence about theories: a) identification of behavior and determinants of behavior related to a specified health problem (i.e., the logic model of the problem); b) explication of a causal model that includes theoretical constructs for producing change in the behavior of interest (i.e., the logic model of change); c) selection of intervention methods and delivery of practical applications to achieve changes in health behavior; d) evaluation of the resulting intervention including theoretical mediating variables; and e) reporting of the active ingredients of the intervention together with the evaluation results. In problem-driven applied behavioral or social science, researchers use one or multiple theories, empiric evidence, and new research, both to assess a problem and to solve or prevent a problem. Furthermore, the theories for description of the problem may differ from the theories for its solution. In an applied approach, the main focus is on solving problems regarding health behavior change and improvement of health outcomes, and the criteria for success are formulated in terms of the problem rather than the theory. Resulting contributions to theory development may be quite useful, but they are peripheral to the problem-solving process.

Problem solving of student with visual impairment related to mathematical literacy problem

NASA Astrophysics Data System (ADS)

Pratama, A. R.; Saputro, D. R. S.; Riyadi

2018-04-01

The student with visual impairment, total blind category depends on the sense of touch and hearing in obtaining information. In fact, the two senses can receive information less than 20%. Thus, students with visual impairment of the total blind categories in the learning process must have difficulty, including learning mathematics. This study aims to describe the problem-solving process of the student with visual impairment, total blind category on mathematical literacy issues based on Polya phase. This research using test method similar problems mathematical literacy in PISA and in-depth interviews. The subject of this study was a student with visual impairment, total blind category. Based on the result of the research, problem-solving related to mathematical literacy based on Polya phase is quite good. In the phase of understanding the problem, the student read about twice by brushing the text and assisted with information through hearing three times. The student with visual impairment in problem-solving based on the Polya phase, devising a plan by summoning knowledge and experience gained previously. At the phase of carrying out the plan, students with visual impairment implement the plan in accordance with pre-made. In the looking back phase, students with visual impairment need to check the answers three times but have not been able to find a way.

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.

Clay Improvement with Burned Olive Waste Ash

PubMed Central

Mutman, Utkan

2013-01-01

Olive oil is concentrated in the Mediterranean basin countries. Since the olive oil industries are incriminated for a high quantity of pollution, it has become imperative to solve this problem by developing optimized systems for the treatment of olive oil wastes. This study proposes a solution to the problem. Burned olive waste ash is evaluated for using it as clay stabilizer. In a laboratory, bentonite clay is used to improve olive waste ash. Before the laboratory, the olive waste is burned at 550°C in the high temperature oven. The burned olive waste ash was added to bentonite clay with increasing 1% by weight from 1% to 10%. The study consisted of the following tests on samples treated with burned olive waste ash: Atterberg Limits, Standard Proctor Density, and Unconfined Compressive Strength Tests. The test results show promise for this material to be used as stabilizer and to solve many of the problems associated with its accumulation. PMID:23766671

Multiply-Constrained Semantic Search in the Remote Associates Test

ERIC Educational Resources Information Center

Smith, Kevin A.; Huber, David E.; Vul, Edward

2013-01-01

Many important problems require consideration of multiple constraints, such as choosing a job based on salary, location, and responsibilities. We used the Remote Associates Test to study how people solve such multiply-constrained problems by asking participants to make guesses as they came to mind. We evaluated how people generated these guesses…

Tool use in neurodegenerative diseases: Planning or technical reasoning?

PubMed

Baumard, Josselin; Lesourd, Mathieu; Remigereau, Chrystelle; Jarry, Christophe; Etcharry-Bouyx, Frédérique; Chauviré, Valérie; Osiurak, François; Le Gall, Didier

2017-04-29

Recent works showed that tool use can be impaired in stroke patients because of either planning or technical reasoning deficits, but these two hypotheses have not yet been compared in the field of neurodegenerative diseases. The aim of this study was to address the relationships between real tool use, mechanical problem-solving, and planning skills in patients with Alzheimer's disease (AD, n = 32), semantic dementia (SD, n = 16), and corticobasal syndrome (CBS, n = 9). Patients were asked to select and use ten common tools, to solve three mechanical problems, and to complete the Tower of London test. Motor function and episodic memory were controlled using the Purdue Pegboard Test and the BEC96 questionnaire, respectively. A data-transformation method was applied to avoid ceiling effects, and single-case analysis was performed based on raw scores and completion time. All groups demonstrated either impaired or slowed tool use. Planning deficits were found only in the AD group. Mechanical problem-solving deficits were observed only in the AD and CBS groups. Performance in the Tower of London test was the best predictor of tool use skills in the AD group, suggesting these patients had general rather than mechanical problem-solving deficits. Episodic memory seemed to play little role in performance. Motor dysfunction tended to be associated with tool use skills in CBS patients, while tool use disorders are interpreted as a consequence of the semantic loss in SD in line with previous works. These findings may encourage caregivers to set up disease-centred interventions. © 2017 The British Psychological Society.

Children with mathematical learning disability fail in recruiting verbal and numerical brain regions when solving simple multiplication problems.

PubMed

Berteletti, Ilaria; Prado, Jérôme; Booth, James R

2014-08-01

Greater skill in solving single-digit multiplication problems requires a progressive shift from a reliance on numerical to verbal mechanisms over development. Children with mathematical learning disability (MD), however, are thought to suffer from a specific impairment in numerical mechanisms. Here we tested the hypothesis that this impairment might prevent MD children from transitioning toward verbal mechanisms when solving single-digit multiplication problems. Brain activations during multiplication problems were compared in MD and typically developing (TD) children (3rd to 7th graders) in numerical and verbal regions which were individuated by independent localizer tasks. We used small (e.g., 2 × 3) and large (e.g., 7 × 9) problems as these problems likely differ in their reliance on verbal versus numerical mechanisms. Results indicate that MD children have reduced activations in both the verbal (i.e., left inferior frontal gyrus and left middle temporal to superior temporal gyri) and the numerical (i.e., right superior parietal lobule including intra-parietal sulcus) regions suggesting that both mechanisms are impaired. Moreover, the only reliable activation observed for MD children was in the numerical region when solving small problems. This suggests that MD children could effectively engage numerical mechanisms only for the easier problems. Conversely, TD children showed a modulation of activation with problem size in the verbal regions. This suggests that TD children were effectively engaging verbal mechanisms for the easier problems. Moreover, TD children with better language skills were more effective at engaging verbal mechanisms. In conclusion, results suggest that the numerical- and language-related processes involved in solving multiplication problems are impaired in MD children. Published by Elsevier Ltd.

Solving Two-Level Optimization Problems with Applications to Robust Design and Energy Markets

DTIC Science & Technology

2011-01-01

additional a transportation system operator (TSO) who manages the congestion and 172 flows. The TSO’s linear program is as follows (where other...were tested are shown in Table 5.11 below. Node 1 Node 2 Producer A Producer B Producer C Producer D Transmission System Operator 174... Systems to Solve Problems that are Not Linear. Operational Research Quarterly , 26, 609–618. 9. Beale, E., & Tomlin, J. (1970). Special Facilities

Collaborative Systems and Multi-user Interfaces: Computer-based Tools for Cooperative Problem Solving

DTIC Science & Technology

1986-10-31

Reference Card Given to Participants) Cognoter Reference Select = LeftButton Menu = MiddleButton TitleBar menu for tool operations Item menu for item...collaborative tools and their uses, the Colab system and the Cognoter presentation tool were implemented and used for both real and posed idea organization...tasks. To test the system design and its effect on structured problem-solving, many early Colab/ Cognoter meetings were monitored and a series of

Better without (lateral) frontal cortex? Insight problems solved by frontal patients.

PubMed

Reverberi, Carlo; Toraldo, Alessio; D'Agostini, Serena; Skrap, Miran

2005-12-01

A recently proposed theory on frontal lobe functions claims that the prefrontal cortex, particularly its dorso-lateral aspect, is crucial in defining a set of responses suitable for a particular task, and biasing these for selection. This activity is carried out for virtually any kind of non-routine tasks, without distinction of content. The aim of this study is to test the prediction of Frith's 'sculpting the response space' hypothesis by means of an 'insight' problem-solving task, namely the matchstick arithmetic task. Starting from Knoblich et al.'s interpretation for the failure of healthy controls to solve the matchstick problem, and Frith's theory on the role of dorsolateral frontal cortex, we derived the counterintuitive prediction that patients with focal damage to the lateral frontal cortex should perform better than a group of healthy participants on this rather difficult task. We administered the matchstick task to 35 patients (aged 26-65 years) with a single focal brain lesion as determined by a CT or an MRI scan, and to 23 healthy participants (aged 34-62 years). The findings seemed in line with theoretical predictions. While only 43% of healthy participants could solve the most difficult matchstick problems ('type C'), 82% of lateral frontal patients did so (Fisher's exact test, P < 0.05). In conclusion, the combination of Frith's and Knoblich et al.'s theories was corroborated.

The use of imagery by intelligent and by creative schoolchildren.

PubMed

Shaw, G A

1985-04-01

Two studies focusing on differences in thinking strategies between intellectually gifted and creative children were undertaken. In the first study (N = 29), ethnographic techniques of observation along with testing and problem-solving interviews were used in a regular classroom. Three subjects (one high IQ and high creativity, one high IQ and low creativity, and one low IQ and high creativity) were identified for intensive observation. In the second study, testing procedures and problem-solving interviews were completed with 30 children who were placed in a gifted program within an urban school system. Both studies produced evidence supporting the link between imaging abilities and creative thinking.

Novel methods for Solving Economic Dispatch of Security-Constrained Unit Commitment Based on Linear Programming

NASA Astrophysics Data System (ADS)

Guo, Sangang

2017-09-01

There are two stages in solving security-constrained unit commitment problems (SCUC) within Lagrangian framework: one is to obtain feasible units’ states (UC), the other is power economic dispatch (ED) for each unit. The accurate solution of ED is more important for enhancing the efficiency of the solution to SCUC for the fixed feasible units’ statues. Two novel methods named after Convex Combinatorial Coefficient Method and Power Increment Method respectively based on linear programming problem for solving ED are proposed by the piecewise linear approximation to the nonlinear convex fuel cost functions. Numerical testing results show that the methods are effective and efficient.

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

Gearhart, Jared Lee; Adair, Kristin Lynn; Durfee, Justin David.

When developing linear programming models, issues such as budget limitations, customer requirements, or licensing may preclude the use of commercial linear programming solvers. In such cases, one option is to use an open-source linear programming solver. A survey of linear programming tools was conducted to identify potential open-source solvers. From this survey, four open-source solvers were tested using a collection of linear programming test problems and the results were compared to IBM ILOG CPLEX Optimizer (CPLEX) [1], an industry standard. The solvers considered were: COIN-OR Linear Programming (CLP) [2], [3], GNU Linear Programming Kit (GLPK) [4], lp_solve [5] and Modularmore » In-core Nonlinear Optimization System (MINOS) [6]. As no open-source solver outperforms CPLEX, this study demonstrates the power of commercial linear programming software. CLP was found to be the top performing open-source solver considered in terms of capability and speed. GLPK also performed well but cannot match the speed of CLP or CPLEX. lp_solve and MINOS were considerably slower and encountered issues when solving several test problems.« less

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.

Test results of the DOE/Sandia 17 meter VAWT

NASA Technical Reports Server (NTRS)

Nellums, R. O.; Worstell, M. H.

1979-01-01

A review is given of the test program of a 17 meter Vertical Axis Wind Turbine VAWT. Performance test results are discussed including difficulties encountered during the VAWT operation along with ways of solving these problems.

20 CFR 664.205 - How is the “deficient in basic literacy skills” criterion in § 664.200(c)(1) defined and documented?

Code of Federal Regulations, 2010 CFR

2010-04-01

... State or local concerns, and must include a determination that an individual: (1) Computes or solves problems, reads, writes, or speaks English at or below the 8th grade level on a generally accepted standardized test or a comparable score on a criterion-referenced test; or (2) Is unable to compute or solve...

Intellectual Abilities That Discriminate Good and Poor Problem Solvers.

ERIC Educational Resources Information Center

Meyer, Ruth Ann

1981-01-01

This study compared good and poor fourth-grade problem solvers on a battery of 19 "reference" tests for verbal, induction, numerical, word fluency, memory, perceptual speed, and simple visualization abilities. Results suggest verbal, numerical, and especially induction abilities are important to successful mathematical problem solving.…

Embellishing Problem-Solving Examples with Deep Structure Information Facilitates Transfer

ERIC Educational Resources Information Center

Lee, Hee Seung; Betts, Shawn; Anderson, John R.

2017-01-01

Appreciation of problem structure is critical to successful learning. Two experiments investigated effective ways of communicating problem structure in a computer-based learning environment and tested whether verbal instruction is necessary to specify solution steps, when deep structure is already embellished by instructional examples.…

Mirrors & Windows into Student Noticing

ERIC Educational Resources Information Center

Dominguez, Higinio

2016-01-01

In many classrooms, students solve problems posed by others--teachers, textbooks, and test materials. These problems typically describe a contrived situation followed by a question about an unknown that students are expected to resolve. Unsurprisingly, many students avoid reading these problems for meaning and instead engage in a suspension of…