The Effects of Thinking Aloud Pair Problem Solving on High School Students' Chemistry Problem-Solving Performance and Verbal Interactions

NASA Astrophysics Data System (ADS)

Jeon, Kyungmoon; Huffman, Douglas; Noh, Taehee

2005-10-01

This study investigated the effects of a thinking aloud pair problem solving (TAPPS) approach on students' chemistry problem-solving performance and verbal interactions. A total of 85 eleventh grade students from three classes in a Korean high school were randomly assigned to one of three groups; either individually using a problem-solving strategy, using a problem-solving strategy with TAPPS, or the control group. After instruction, students' problem-solving performance was examined. The results showed that students in both the individual and TAPPS groups performed better than those in the control group on recalling the related law and mathematical execution, while students in the TAPPS group performed better than those in the other groups on conceptual knowledge. To investigate the verbal behaviors using TAPPS, verbal behaviors of solvers and listeners were classified into 8 categories. Listeners' verbal behavior of "agreeing" and "pointing out", and solvers' verbal behavior of "modifying" were positively related with listeners' problem-solving performance. There was, however, a negative correlation between listeners' use of "point out" and solvers' problem-solving performance. The educational implications of this study are discussed.

Metaphor and analogy in everyday problem solving.

PubMed

Keefer, Lucas A; Landau, Mark J

2016-11-01

Early accounts of problem solving focused on the ways people represent information directly related to target problems and possible solutions. Subsequent theory and research point to the role of peripheral influences such as heuristics and bodily states. We discuss how metaphor and analogy similarly influence stages of everyday problem solving: Both processes mentally map features of a target problem onto the structure of a relatively more familiar concept. When individuals apply this structure, they use a well-known concept as a framework for reasoning about real world problems and candidate solutions. Early studies found that analogy use helped people gain insight into novel problems. More recent research on metaphor goes further to show that activating mappings has subtle, sometimes surprising effects on judgment and reasoning in everyday problem solving. These findings highlight situations in which mappings can help or hinder efforts to solve problems. WIREs Cogn Sci 2016, 7:394-405. doi: 10.1002/wcs.1407 For further resources related to this article, please visit the WIREs website. © 2016 Wiley Periodicals, Inc.

Social problem-solving and mild intellectual disabilities: relations with externalizing behavior and therapeutic context.

PubMed

van Nieuwenhuijzen, Maroesjka; de Castro, Bram Orobio; Wijnroks, Lex; Vermeer, Adri; Matthys, Walter

2009-01-01

Relations among externalizing behavior, therapeutic context (community care vs. residential care), and social problem-solving by children with mild intellectual disabilities or borderline intelligence were examined. Participants were 186 children (12 to 14 years of age) who responded to a video-based social problem-solving task. Of these, 130 received residential care and the majority suffered from severe externalizing behavior problems. The results indicated that externalizing behavior was related to encoding, generation of aggressive responses, and negative evaluation of assertive responses. Therapeutic context was related to encoding, positive evaluation of assertive responses, and negative evaluation of aggressive responses. Results indicate a discrepancy between appropriate problem-solving skills and behavior in daily life. Implications for interventions are discussed.

Relevant Indicators of Relative Expertise in Economic Problem Solving: A Factor Analysis.

ERIC Educational Resources Information Center

VanFossen, Phillip J.

This paper reports preliminary research into the nature of relative expertise in economic problem solving. Specifically, this report seeks to address the question of whether the presence of economic knowledge alone accounts for expertise in economic problem solving or whether both economic knowledge and the development and employment of economic…

On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies.

PubMed

Ramirez, Gerardo; Chang, Hyesang; Maloney, Erin A; Levine, Susan C; Beilock, Sian L

2016-01-01

Even at young ages, children self-report experiencing math anxiety, which negatively relates to their math achievement. Leveraging a large dataset of first and second grade students' math achievement scores, math problem solving strategies, and math attitudes, we explored the possibility that children's math anxiety (i.e., a fear or apprehension about math) negatively relates to their use of more advanced problem solving strategies, which in turn relates to their math achievement. Our results confirm our hypothesis and, moreover, demonstrate that the relation between math anxiety and math problem solving strategies is strongest in children with the highest working memory capacity. Ironically, children who have the highest cognitive capacity avoid using advanced problem solving strategies when they are high in math anxiety and, as a result, underperform in math compared with their lower working memory peers. Copyright © 2015 Elsevier Inc. All rights reserved.

Solving work-related ethical problems.

PubMed

Laukkanen, Laura; Suhonen, Riitta; Leino-Kilpi, Helena

2016-12-01

Nurse managers are responsible for solving work-related ethical problems to promote a positive ethical culture in healthcare organizations. The aim of this study was to describe the activities that nurse managers use to solve work-related ethical problems. The ultimate aim was to enhance the ethical awareness of all nurse managers. The data for this descriptive cross-sectional survey were analyzed through inductive content analysis and quantification. Participants and research context: The data were collected in 2011 using a questionnaire that included an open-ended question and background factors. Participants were nurse managers working in Finnish healthcare organizations (n = 122). Ethical considerations: Permission for the study was given by the Finnish Association of Academic Managers and Experts of Health Sciences. Nurse managers identified a variety of activities they use to solve work-related ethical problems: discussion (30%), cooperation (25%), work organization (17%), intervention (10%), personal values (9%), operational models (4%), statistics and feedback (4%), and personal examples (1%). However, these activities did not follow any common or systematic model. In the future, nurse managers need a more systematic approach to solve ethical problems. It is important to establish new kinds of ethics structures in organizations, such as a common, systematic ethical decision-making model and an ethics club for nurse manager problems, to support nurse managers in solving work-related ethical problems.

Impacts of Learning Inventive Problem-Solving Principles: Students' Transition from Systematic Searching to Heuristic Problem Solving

ERIC Educational Resources Information Center

Barak, Moshe

2013-01-01

This paper presents the outcomes of teaching an inventive problem-solving course in junior high schools in an attempt to deal with the current relative neglect of fostering students' creativity and problem-solving capabilities in traditional schooling. The method involves carrying out systematic manipulation with attributes, functions and…

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.

Students' Errors in Solving the Permutation and Combination Problems Based on Problem Solving Steps of Polya

ERIC Educational Resources Information Center

Sukoriyanto; Nusantara, Toto; Subanji; Chandra, Tjang Daniel

2016-01-01

This article was written based on the results of a study evaluating students' errors in problem solving of permutation and combination in terms of problem solving steps according to Polya. Twenty-five students were asked to do four problems related to permutation and combination. The research results showed that the students still did a mistake in…

The Examination of the Relation between Teacher Candidates' Problem Solving Appraisal and Utilization of Motivated Strategies for Learning

ERIC Educational Resources Information Center

Turgut, Ozden; Ocak, Gurbuz

2017-01-01

This study examines the relation between teacher candidates' problem solving appraisal and utilization of motivated strategies for learning. The study has been carried out with 416 teacher candidates. A correlation has been used between problem solving appraisal and utilization of motivated strategies for learning. Besides, regression analysis has…

Social Problem-Solving and Mild Intellectual Disabilities: Relations with Externalizing Behavior and Therapeutic Context

ERIC Educational Resources Information Center

van Nieuwenhuijzen, Maroesjka; de Castro, Bram Orobio; Wijnroks, Lex; Vermeer, Adri; Matthys, Walter

2009-01-01

Relations among externalizing behavior, therapeutic context (community care vs. residential care), and social problem-solving by children with mild intellectual disabilities or borderline intelligence were examined. Participants were 186 children (12 to 14 years of age) who responded to a video-based social problem-solving task. Of these, 130…

Problem Solving in the General Mathematics Classroom

ERIC Educational Resources Information Center

Troutman, Andria Price; Lichtenberg, Betty Plunkett

1974-01-01

Five steps common to different problem solving models are listed. Next, seven specific abilities related to solving problems are discussed and examples given. Sample activities, appropriate to help in developing these specific abilities, are suggested. (LS)

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

PubMed

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

2005-01-01

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

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

PubMed Central

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

2017-01-01

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

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

PubMed

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

2017-08-01

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

Intuitive Tip of the Tongue Judgments Predict Subsequent Problem Solving One Day Later

ERIC Educational Resources Information Center

Collier, Azurii K.; Beeman, Mark

2012-01-01

Often when failing to solve problems, individuals report some idea of the solution, but cannot explicitly access the idea. We investigated whether such intuition would relate to improvements in solving and to the manner in which a problem was solved after a 24- hour delay. On Day 1, participants attempted to solve Compound Remote Associate…

Investigating Prospective Teachers' Perceived Problem-Solving Abilities in Relation to Gender, Major, Place Lived, and Locus of Control

ERIC Educational Resources Information Center

Çakir, Mustafa

2017-01-01

The purpose of this study is to investigate prospective teachers' perceived personal problem-solving competencies in relation to gender, major, place lived, and internal-external locus of control. The Personal Problem-Solving Inventory and Rotter's Internal-External Locus of Control Scale were used to collect data from freshman teacher candidates…

Age-related changes in strategic variations during arithmetic problem solving: The role of executive control.

PubMed

Hinault, T; Lemaire, P

2016-01-01

In this review, we provide an overview of how age-related changes in executive control influence aging effects in arithmetic processing. More specifically, we consider the role of executive control in strategic variations with age during arithmetic problem solving. Previous studies found that age-related differences in arithmetic performance are associated with strategic variations. That is, when they accomplish arithmetic problem-solving tasks, older adults use fewer strategies than young adults, use strategies in different proportions, and select and execute strategies less efficiently. Here, we review recent evidence, suggesting that age-related changes in inhibition, cognitive flexibility, and working memory processes underlie age-related changes in strategic variations during arithmetic problem solving. We discuss both behavioral and neural mechanisms underlying age-related changes in these executive control processes. © 2016 Elsevier B.V. All rights reserved.

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.

Aiming to complete the matrix: Eye-movement analysis of processing strategies in children's relational thinking.

PubMed

Chen, Zhe; Honomichl, Ryan; Kennedy, Diane; Tan, Enda

2016-06-01

The present study examines 5- to 8-year-old children's relation reasoning in solving matrix completion tasks. This study incorporates a componential analysis, an eye-tracking method, and a microgenetic approach, which together allow an investigation of the cognitive processing strategies involved in the development and learning of children's relational thinking. Developmental differences in problem-solving performance were largely due to deficiencies in engaging the processing strategies that are hypothesized to facilitate problem-solving performance. Feedback designed to highlight the relations between objects within the matrix improved 5- and 6-year-olds' problem-solving performance, as well as their use of appropriate processing strategies. Furthermore, children who engaged the processing strategies early on in the task were more likely to solve subsequent problems in later phases. These findings suggest that encoding relations, integrating rules, completing the model, and generalizing strategies across tasks are critical processing components that underlie relational thinking. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Students’ difficulties in probabilistic problem-solving

NASA Astrophysics Data System (ADS)

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

2018-03-01

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

A Cognitive Simulator for Learning the Nature of Human Problem Solving

NASA Astrophysics Data System (ADS)

Miwa, Kazuhisa

Problem solving is understood as a process through which states of problem solving are transferred from the initial state to the goal state by applying adequate operators. Within this framework, knowledge and strategies are given as operators for the search. One of the most important points of researchers' interest in the domain of problem solving is to explain the performance of problem solving behavior based on the knowledge and strategies that the problem solver has. We call the interplay between problem solvers' knowledge/strategies and their behavior the causal relation between mental operations and behavior. It is crucially important, we believe, for novice learners in this domain to understand the causal relation between mental operations and behavior. Based on this insight, we have constructed a learning system in which learners can control mental operations of a computational agent that solves a task, such as knowledge, heuristics, and cognitive capacity, and can observe its behavior. We also introduce this system to a university class, and discuss which findings were discovered by the participants.

Using the Relational Paradigm: Effects on Pupils' Reasoning in Solving Additive Word Problems

ERIC Educational Resources Information Center

Polotskaia, Elena; Savard, Annie

2018-01-01

Pupils' difficulties in solving word problems continue to attract attention: while researchers highlight the importance of relational reasoning and modelling, school curricula typically use short word problems to develop pupils' knowledge of arithmetic operations and calculation strategies. The Relational Paradigm attributes the leading role in…

A Problem-Solving Conceptual Framework and Its Implications in Designing Problem-Posing Tasks

ERIC Educational Resources Information Center

Singer, Florence Mihaela; Voica, Cristian

2013-01-01

The links between the mathematical and cognitive models that interact during problem solving are explored with the purpose of developing a reference framework for designing problem-posing tasks. When the process of solving is a successful one, a solver successively changes his/her cognitive stances related to the problem via transformations that…

Tour of a simple trigonometry problem

NASA Astrophysics Data System (ADS)

Poon, Kin-Keung

2012-06-01

This article focuses on a simple trigonometric problem that generates a strange phenomenon when different methods are applied to tackling it. A series of problem-solving activities are discussed, so that students can be alerted that the precision of diagrams is important when solving geometric problems. In addition, the problem-solving plan was implemented in a high school and the results indicated that students are relatively weak in problem-solving abilities but they understand and appreciate the thinking process in different stages and steps of the activities.

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

PubMed

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

2018-05-01

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

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

PubMed

Baars, Martine; Wijnia, Lisette; Paas, Fred

2017-01-01

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

Understanding catastrophizing from a misdirected problem-solving perspective.

PubMed

Flink, Ida K; Boersma, Katja; MacDonald, Shane; Linton, Steven J

2012-05-01

The aim is to explore pain catastrophizing from a problem-solving perspective. The links between catastrophizing, problem framing, and problem-solving behaviour are examined through two possible models of mediation as inferred by two contemporary and complementary theoretical models, the misdirected problem solving model (Eccleston & Crombez, 2007) and the fear-anxiety-avoidance model (Asmundson, Norton, & Vlaeyen, 2004). In this prospective study, a general population sample (n= 173) with perceived problems with spinal pain filled out questionnaires twice; catastrophizing and problem framing were assessed on the first occasion and health care seeking (as a proxy for medically oriented problem solving) was assessed 7 months later. Two different approaches were used to explore whether the data supported any of the proposed models of mediation. First, multiple regressions were used according to traditional recommendations for mediation analyses. Second, a bootstrapping method (n= 1000 bootstrap resamples) was used to explore the significance of the indirect effects in both possible models of mediation. The results verified the concepts included in the misdirected problem solving model. However, the direction of the relations was more in line with the fear-anxiety-avoidance model. More specifically, the mediation analyses provided support for viewing catastrophizing as a mediator of the relation between biomedical problem framing and medically oriented problem-solving behaviour. These findings provide support for viewing catastrophizing from a problem-solving perspective and imply a need to examine and address problem framing and catastrophizing in back pain patients. ©2011 The British Psychological Society.

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.

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

NASA Astrophysics Data System (ADS)

Slavkin, Michael

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

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…

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

PubMed Central

Jiang, Weili; Shang, Siyuan; Su, Yanjie

2015-01-01

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

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

PubMed

Jiang, Weili; Shang, Siyuan; Su, Yanjie

2015-01-01

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

Problem-Solving Rules for Genetics.

ERIC Educational Resources Information Center

Collins, Angelo

The categories and applications of strategic knowledge as these relate to problem solving in the area of transmission genetics are examined in this research study. The role of computer simulations in helping students acquire the strategic knowledge necessary to solve realistic transmission genetics problems was emphasized. The Genetics…

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

PubMed

Fitzpatrick, Stephanie L; Hill-Briggs, Felicia

2015-10-01

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

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.

Relations of social problem solving with interpersonal competence in Japanese students.

PubMed

Sumi, Katsunori

2011-12-01

To clarify the relations of the dimensions of social problem solving with those of interpersonal competence in a sample of 234 Japanese college students, Japanese versions of the Social Problem-solving Inventory-Revised and the Social Skill Scale were administered. Pearson correlations between the two sets of variables were low, but higher within each set of subscales. Cronbach's alpha was low for four subscales assessing interpersonal competence.

Moisture and Home Energy Conservation: How to Detect, Solve and Avoid Related Problems.

ERIC Educational Resources Information Center

National Center for Appropriate Technology, Butte, MT.

Moisture problems are identified as an important element in home energy conservation programs. A systematic approach to understanding, recognizing, solving, and preventing moisture-related problems is offered in this four-section report. Section I examines the root of moisture problems. Section II discusses symptoms and causes of excess moisture…

Social problem-solving deficits and hopelessness, depression, and suicidal risk in college students and psychiatric inpatients.

PubMed

D'Zurilla, T J; Chang, E C; Nottingham, E J; Faccini, L

1998-12-01

The Social Problem-Solving Inventory-Revised was used to examine the relations between problem-solving abilities and hopelessness, depression, and suicidal risk in three different samples: undergraduate college students, general psychiatric inpatients, and suicidal psychiatric inpatients. A similar pattern of results was found in both college students and psychiatric patients: a negative problem orientation was most highly correlated with all three criterion variables, followed by either a positive problem orientation or an avoidance problem-solving style. Rational problem-solving skills emerged as an important predictor variable in the suicidal psychiatric sample. Support was found for a prediction model of suicidal risk that includes problem-solving deficits and hopelessness, with partial support being found for including depression in the model as well.

Students’ Relational Understanding in Quadrilateral Problem Solving Based on Adversity Quotient

NASA Astrophysics Data System (ADS)

Safitri, A. N.; Juniati, D.; Masriyah

2018-01-01

The type of research is qualitative approach which aims to describe how students’ relational understanding of solving mathematic problem that was seen from Adversity Quotient aspect. Research subjects were three 7th grade students of Junior High School. They were taken by category of Adversity Quotient (AQ) such quitter, camper, and climber. Data collected based on problem solving and interview. The research result showed that (1) at the stage of understanding the problem, the subjects were able to state and write down what is known and asked, and able to mention the concepts associated with the quadrilateral problem. (2) The three subjects devise a plan by linking concepts relating to quadrilateral problems. (3) The three subjects were able to solve the problem. (4) The three subjects were able to look back the answers. The three subjects were able to understand the problem, devise a plan, carry out the plan and look back. However, the quitter and camper subjects have not been able to give a reason for the steps they have taken.

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.

Mathematical Problem Solving through Sequential Process Analysis

ERIC Educational Resources Information Center

Codina, A.; Cañadas, M. C.; Castro, E.

2015-01-01

Introduction: The macroscopic perspective is one of the frameworks for research on problem solving in mathematics education. Coming from this perspective, our study addresses the stages of thought in mathematical problem solving, offering an innovative approach because we apply sequential relations and global interrelations between the different…

Children's Use of Metacognition in Solving Everyday Problems: An Initial Study from an Asian Context

ERIC Educational Resources Information Center

Lee, Chwee Beng; Teo, Timothy; Bergin, David

2009-01-01

The aim of this study is to understand the relationship between metacognition and students' everyday problem solving. Specifically, we were interested to find out whether regulation of cognition and knowledge of cognition are related to everyday problem solving and whether students who perform better in the decision-making problem will better…

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

PubMed Central

Baars, Martine; Wijnia, Lisette; Paas, Fred

2017-01-01

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

Student’s scheme in solving mathematics problems

NASA Astrophysics Data System (ADS)

Setyaningsih, Nining; Juniati, Dwi; Suwarsono

2018-03-01

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

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.

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.

Toward Theory-Based Instruction in Scientific Problem Solving.

ERIC Educational Resources Information Center

Heller, Joan I.; And Others

Several empirical and theoretical analyses related to scientific problem-solving are reviewed, including: detailed studies of individuals at different levels of expertise, and computer models simulating some aspects of human information processing during problem solving. Analysis of these studies has revealed many facets about the nature of the…

Problem Solving Software for Math Classes.

ERIC Educational Resources Information Center

Troutner, Joanne

1987-01-01

Described are 10 computer software programs for problem solving related to mathematics. Programs described are: (1) Box Solves Story Problems; (2) Safari Search; (3) Puzzle Tanks; (4) The King's Rule; (5) The Factory; (6) The Royal Rules; (7) The Enchanted Forest; (8) Gears; (9) The Super Factory; and (10) Creativity Unlimited. (RH)

Space Life Sciences Social Innovation

NASA Technical Reports Server (NTRS)

Llewellyn, Alicia

2009-01-01

This slide presentation reviews some of the problems in the world, that NASA is working to solve. It reviews some of the problems that NASA has solved in the past, and is working to solve now. Particularly of interest are some of the problems related to medical delivery in rural and remote areas.

Students' and Teachers' Conceptual Metaphors for Mathematical Problem Solving

ERIC Educational Resources Information Center

Yee, Sean P.

2017-01-01

Metaphors are regularly used by mathematics teachers to relate difficult or complex concepts in classrooms. A complex topic of concern in mathematics education, and most STEM-based education classes, is problem solving. This study identified how students and teachers contextualize mathematical problem solving through their choice of metaphors.…

Learning from Examples versus Verbal Directions in Mathematical Problem Solving

ERIC Educational Resources Information Center

Lee, Hee Seung; Fincham, Jon M.; Anderson, John R.

2015-01-01

This event-related fMRI study investigated the differences between learning from examples and learning from verbal directions in mathematical problem solving and how these instruction types affect the activity of relevant brain regions during instruction and solution periods within problem-solving trials. We identified distinct neural signatures…

An Action-Research Program for Increasing Employee Involvement in Problem Solving.

ERIC Educational Resources Information Center

Pasmore, William; Friedlander, Frank

1982-01-01

Describes the use of participative action research to solve problems of work-related employee injuries in a rural midwestern electronics plant by increasing employee involvement. The researchers established an employee problem-solving group that interviewed and surveyed workers, analyzed the results, and suggested new work arrangements. (Author/RW)

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

PubMed

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

2006-07-01

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

Tracing for the problem-solving ability in advanced calculus class based on modification of SAVI model at Universitas Negeri Semarang

NASA Astrophysics Data System (ADS)

Pujiastuti, E.; Waluya, B.; Mulyono

2018-03-01

There were many ways of solving the problem offered by the experts. The author combines various ways of solving the problem as a form of novelty. Among the learning model that was expected to support the growth of problem-solving skills was SAVI. The purpose, to obtain trace results from the analysis of the problem-solving ability of students in the Dual Integral material. The research method was a qualitative approach. Its activities include tests was filled with mathematical connections, observation, interviews, FGD, and triangulation. The results were: (1) some students were still experiencing difficulties in solving the problems. (2) The application of modification of SAVI learning model effective in supporting the growth of problem-solving abilities. (3) The strength of the students related to solving the problem, there were two students in the excellent category, there were three students in right classes and one student in the medium group.

Analogy as a strategy for supporting complex problem solving under uncertainty.

PubMed

Chan, Joel; Paletz, Susannah B F; Schunn, Christian D

2012-11-01

Complex problem solving in naturalistic environments is fraught with uncertainty, which has significant impacts on problem-solving behavior. Thus, theories of human problem solving should include accounts of the cognitive strategies people bring to bear to deal with uncertainty during problem solving. In this article, we present evidence that analogy is one such strategy. Using statistical analyses of the temporal dynamics between analogy and expressed uncertainty in the naturalistic problem-solving conversations among scientists on the Mars Rover Mission, we show that spikes in expressed uncertainty reliably predict analogy use (Study 1) and that expressed uncertainty reduces to baseline levels following analogy use (Study 2). In addition, in Study 3, we show with qualitative analyses that this relationship between uncertainty and analogy is not due to miscommunication-related uncertainty but, rather, is primarily concentrated on substantive problem-solving issues. Finally, we discuss a hypothesis about how analogy might serve as an uncertainty reduction strategy in naturalistic complex problem solving.

The effects of monitoring environment on problem-solving performance.

PubMed

Laird, Brian K; Bailey, Charles D; Hester, Kim

2018-01-01

While effective and efficient solving of everyday problems is important in business domains, little is known about the effects of workplace monitoring on problem-solving performance. In a laboratory experiment, we explored the monitoring environment's effects on an individual's propensity to (1) establish pattern solutions to problems, (2) recognize when pattern solutions are no longer efficient, and (3) solve complex problems. Under three work monitoring regimes-no monitoring, human monitoring, and electronic monitoring-114 participants solved puzzles for monetary rewards. Based on research related to worker autonomy and theory of social facilitation, we hypothesized that monitored (versus non-monitored) participants would (1) have more difficulty finding a pattern solution, (2) more often fail to recognize when the pattern solution is no longer efficient, and (3) solve fewer complex problems. Our results support the first two hypotheses, but in complex problem solving, an interaction was found between self-assessed ability and the monitoring environment.

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

PubMed Central

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

2012-01-01

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

Task-Analytic Design of Graphic Presentations

DTIC Science & Technology

1990-05-18

important premise of Larkin and Simon’s work is that, when comparing alternative presentations, it is fruitful to characterize graphic-based problem solving...using the same information-processing models used to help understand problem solving using other representations [Newell and Simon, 19721...luring execution of graphic presentation- 4 based problem -solving procedures. Chapter 2 reviews other work related to the problem of designing graphic

Improving Teaching Quality and Problem Solving Ability through Contextual Teaching and Learning in Differential Equations: A Lesson Study Approach

ERIC Educational Resources Information Center

Khotimah, Rita Pramujiyanti; Masduki

2016-01-01

Differential equations is a branch of mathematics which is closely related to mathematical modeling that arises in real-world problems. Problem solving ability is an essential component to solve contextual problem of differential equations properly. The purposes of this study are to describe contextual teaching and learning (CTL) model in…

Family Caregiver Social Problem-Solving Abilities and Adjustment to Caring for a Relative with Vision Loss

PubMed Central

Bambara, Jennifer K.; Owsley, Cynthia; Wadley, Virginia; Martin, Roy; Porter, Chebon; Dreer, Laura E.

2009-01-01

Purpose To examine the prevalence of persons at risk for depression among family caregivers of visually impaired persons and the extent to which social problem-solving abilities are associated with caregiver depressive symptomatology and life satisfaction. Methods Family caregivers were defined as adults who accompanied their adult relative to an appointment at a low-vision rehabilitation clinic and self-identified themselves as the primary family caregiver responsible for providing some form of assistance for their relative due to vision impairment. Demographic variables, depressive symptoms, life satisfaction, caregiver burden, and social problem-solving abilities were assessed in caregivers. The patient’s visual acuity and depressive symptoms and their relationship to the caregiver’s depressive symptoms and life satisfaction were also examined. Results Ninety-six family caregivers were enrolled. Of those, 35.4% were identified as at risk for depression. Among caregivers, dysfunctional or ineffective social problem-solving abilities were significantly associated with greater depressive symptomatology and decreased life satisfaction after adjustment for caregiver burden and demographic and medical variables for both the caregiver and the visually impaired patient. Problem orientation or motivation to solving problems was also significantly associated with caregiver depression and satisfaction with life. Conclusions A substantial number of caregivers of visually impaired adults experience psychosocial distress, particularly among those who possess poor social problem-solving abilities. These results underscore the need for routine screening and treatment of emotional distress among individuals caring for relatives with vision impairments. Future research should examine the extent to which psychosocial interventions targeting caregiver social problem-solving skills may be useful not only in improving caregiver quality of life but also in subsequently enhancing rehabilitation outcomes for the visually impaired care recipient. PMID:19060279

Family caregiver social problem-solving abilities and adjustment to caring for a relative with vision loss.

PubMed

Bambara, Jennifer K; Owsley, Cynthia; Wadley, Virginia; Martin, Roy; Porter, Chebon; Dreer, Laura E

2009-04-01

To examine the prevalence of persons at risk for depression among family caregivers of visually impaired persons and the extent to which social problem-solving abilities are associated with caregiver depressive symptomatology and life satisfaction. Family caregivers were defined as adults who accompanied their adult relative to an appointment at a low-vision rehabilitation clinic and self-identified themselves as the primary family caregiver responsible for providing some form of assistance for their relative due to vision impairment. Demographic variables, depressive symptoms, life satisfaction, caregiver burden, and social problem-solving abilities were assessed in caregivers. The patient's visual acuity and depressive symptoms and their relationship to the caregiver's depressive symptoms and life satisfaction were also examined. Ninety-six family caregivers were enrolled. Of those, 35.4% were identified as at risk for depression. Among caregivers, dysfunctional or ineffective social problem-solving abilities were significantly associated with greater depressive symptomatology and decreased life satisfaction after adjustment for caregiver burden and demographic and medical variables for both the caregiver and the visually impaired patient. Problem orientation or motivation to solving problems was also significantly associated with caregiver depression and satisfaction with life. A substantial number of caregivers of visually impaired adults experience psychosocial distress, particularly among those who possess poor social problem-solving abilities. These results underscore the need for routine screening and treatment of emotional distress among individuals caring for relatives with vision impairments. Future research should examine the extent to which psychosocial interventions targeting caregiver social problem-solving skills may be useful not only in improving caregiver quality of life but also in subsequently enhancing rehabilitation outcomes for the visually impaired care recipient.

Social problem-solving among adolescents treated for depression.

PubMed

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

2010-01-01

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

Prospective Teachers' Problem Solving Skills and Self-Confidence Levels

ERIC Educational Resources Information Center

Gursen Otacioglu, Sena

2008-01-01

The basic objective of the research is to determine whether the education that prospective teachers in different fields receive is related to their levels of problem solving skills and self-confidence. Within the mentioned framework, the prospective teachers' problem solving and self-confidence levels have been examined under several variables.…

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),…

The Effect of Communication Skills and Interpersonal Problem Solving Skills on Social Self-Efficacy

ERIC Educational Resources Information Center

Erozkan, Atilgan

2013-01-01

The purpose of this study was to examine communication skills, interpersonal problem solving skills, and social self-efficacy perception of adolescents and the predictive role of communication skills and interpersonal problem solving skills on social self-efficacy. This study is a quantitative and relational study aimed at examining the…

INQUIRY TRAINING AND PROBLEM SOLVING IN ELEMENTARY SCHOOL CHILDREN.

ERIC Educational Resources Information Center

BUTTS, DAVID P.; JONES, HOWARD L.

THE EFFECT OF PLANNED GUIDANCE ON THE PROBLEM-SOLVING BEHAVIOR OF ELEMENTARY STUDENTS WAS INVESTIGATED. FACTORS RELATED TO CHANGES IN PROBLEM-SOLVING BEHAVIORS WERE IDENTIFIED. APPROXIMATELY 50 PERCENT OF THE SIXTH-GRADE STUDENTS INCLUDED IN THE STUDY WERE GIVEN INQUIRY TRAINING 30 TO 60 MINUTES DAILY FOR 3 WEEKS. AN INVENTORY OF SCIENCE PROCESSES…

Skills and Dispositions for Creative Problem Solving during the Artmaking Process

ERIC Educational Resources Information Center

Pitri, Eliza

2013-01-01

In this article, Eliza Pitri states, "when allowed to make and explain their own choices, students develop invaluable creative problem-solving skills." Opportunities for such critical thinking abound in the art classroom. The importance of identifying how skills and dispositions related to creative problem solving are expressed in a…

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…

Social Problem Solving and Aggression: The Role of Depression

ERIC Educational Resources Information Center

Ozdemir, Yalcin; Kuzucu, Yasar; Koruklu, Nermin

2013-01-01

The purpose of the present study was to examine direct and indirect relations among social problem-solving, depression, and aggression, as well as the mediating role of depression in the link between social problem-solving and aggression among Turkish youth. Data for the present study were collected from 413 adolescents. The participants' age…

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

PubMed Central

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

2007-01-01

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

Problem Solving in Relation to Resources in Everyday Life in Families of Children with Disabilities: A Pilot Study

ERIC Educational Resources Information Center

Ylven, Regina; Granlund, Mats; Persson, Carina

2012-01-01

Problem solving is recognized as a skill, helping families of children with disabilities to manage problems in everyday life. Family problem-solving skills may therefore be seen as an important outcome of a child and youth habilitation service. The aim of this pilot feasibility study was to examine the design of a future web-based questionnaire…

Teaching Problem Solving; the Effect of Algorithmic and Heuristic Problem Solving Training in Relation to Task Complexity and Relevant Aptitudes.

ERIC Educational Resources Information Center

de Leeuw, L.

Sixty-four fifth and sixth-grade pupils were taught number series extrapolation by either an algorithm, fully prescribed problem-solving method or a heuristic, less prescribed method. The trained problems were within categories of two degrees of complexity. There were 16 subjects in each cell of the 2 by 2 design used. Aptitude Treatment…

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…

Active and passive problem solving: moderating role in the relation between depressive symptoms and future suicidal ideation varies by suicide attempt history.

PubMed

Quiñones, Victoria; Jurska, Justyna; Fener, Eileen; Miranda, Regina

2015-04-01

Research suggests that being unable to generate solutions to problems in times of distress may contribute to suicidal thoughts and behavior, and that depression is associated with problem-solving deficits. This study examined active and passive problem solving as moderators of the association between depressive symptoms and future suicidal ideation among suicide attempters and nonattempters. Young adults (n = 324, 73% female, mean age = 19, standard deviation = 2.22) with (n = 78) and without (n = 246) a suicide attempt history completed a problem-solving task, self-report measures of hopelessness, depression, and suicidal ideation at baseline, and a self-report measure of suicidal ideation at 6-month follow-up. Passive problem solving was higher among suicide attempters but did not moderate the association between depressive symptoms and future suicidal ideation. Among attempters, active problem solving buffered against depressive symptoms in predicting future suicidal ideation. Suicide prevention should foster active problem solving, especially among suicide attempters. © 2015 Wiley Periodicals, Inc.

Active and Passive Problem Solving: Moderating Role in the Relation between Depressive Symptoms and Future Suicidal Ideation Varies by Suicide Attempt History

PubMed Central

Quiñones, Victoria; Jurska, Justyna; Fener, Eileen; Miranda, Regina

2016-01-01

Objective Research suggests that being unable to generate solutions to problems in times of distress may contribute to suicidal thoughts and behavior, and that depression is associated with problem solving deficits. This study examined active and passive problem solving as moderators of the association between depressive symptoms and future suicidal ideation (SI) among suicide attempters and non-attempters. Method Young adults (n = 324, 73% female, Mage = 19, SD = 2.22) with (n = 78) and without (n = 246) a suicide attempt history completed a problem-solving task, self-report measures of hopelessness, depression, and SI at baseline, and also completed a self-report measure of SI at 6-month follow-up. Results Passive problem solving was higher among suicide attempters but did not moderate the association between depressive symptoms and future SI. Among attempters, active problem solving buffered against depressive symptoms in predicting future SI. Conclusions Suicide prevention should foster active problem solving, especially among suicide attempters. PMID:25760651

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.

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

NASA Astrophysics Data System (ADS)

Main, June Dewey; Budd Rowe, Mary

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

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.

Perceived Problem Solving Skills: As a Predictor of Prospective Teachers' Scientific Epistemological Beliefs

ERIC Educational Resources Information Center

Temel, Senar

2016-01-01

This study aims to determine the level of perceived problem solving skills of prospective teachers and the relations between these skills and their scientific epistemological beliefs. The study was conducted in the fall semester of 2015-2016 academic year. Prospective teachers were applied Problem Solving Inventory which was developed by Heppner…

Enhancing Digital Fluency through a Training Program for Creative Problem Solving Using Computer Programming

ERIC Educational Resources Information Center

Kim, SugHee; Chung, KwangSik; Yu, HeonChang

2013-01-01

The purpose of this paper is to propose a training program for creative problem solving based on computer programming. The proposed program will encourage students to solve real-life problems through a creative thinking spiral related to cognitive skills with computer programming. With the goal of enhancing digital fluency through this proposed…

Schema-Based Instruction with Concrete and Virtual Manipulatives to Teach Problem Solving to Students with Autism

ERIC Educational Resources Information Center

Root, Jenny R.; Browder, Diane M.; Saunders, Alicia F.; Lo, Ya-yu

2017-01-01

The current study evaluated the effects of modified schema-based instruction on the mathematical word problem solving skills of three elementary students with autism spectrum disorders and moderate intellectual disability. Participants learned to solve compare problem type with themes that related to their interests and daily experiences. In…

Relationship between Systems Coaching and Problem-Solving Implementation Fidelity in a Response-to-Intervention Model

ERIC Educational Resources Information Center

March, Amanda L.; Castillo, Jose M.; Batsche, George M.; Kincaid, Donald

2016-01-01

The literature on RTI has indicated that professional development and coaching are critical to facilitating problem-solving implementation with fidelity. This study examined the extent to which systems coaching related to the fidelity of problem-solving implementation in 31 schools from six districts. Schools participated in three years of a…

The Impact of Parental Attitudes on Problem Solving Skills in High School Students

ERIC Educational Resources Information Center

Tösten, Rasim; Han, Bünyamin; Anik, Sabri

2017-01-01

Problem solving skill is one of the important skills which are expected to be gained during the educational programs. In the development of children's skills and shaping the behaviors, parental attitudes are believed to be effective. That means problem-solving skills and behavioral characteristics of individuals are closely related. From that…

Examination of Turkish Junior High-School Students' Perceptions of the General Problem-Solving Process

ERIC Educational Resources Information Center

Ekici, Didem Inel

2016-01-01

This study aimed to determine Turkish junior high-school students' perceptions of the general problem-solving process. The Turkish junior high-school students' perceptions of the general problem-solving process were examined in relation to their gender, grade level, age and their grade point with regards to the science course identified in the…

Developing Physics Concepts through Hands-On Problem Solving: A Perspective on a Technological Project Design

ERIC Educational Resources Information Center

Hong, Jon-Chao; Chen, Mei-Yung; Wong, Ashley; Hsu, Tsui-Fang; Peng, Chih-Chi

2012-01-01

In a contest featuring hands-on projects, college students were required to design a simple crawling worm using planning, self-monitoring and self-evaluation processes to solve contradictive problems. To enhance the efficiency of problem solving, one needs to practice meta-cognition based on an application of related scientific concepts. The…

Parenting Behaviours during Child Problem Solving: The Roles of Child Temperament, Mother Education and Personality, and the Problem-Solving Context

ERIC Educational Resources Information Center

Neitzel, Carin; Stright, Anne Dopkins

2004-01-01

Child temperament, parent openness to experience, conscientiousness, and education, and parent a priori assessments of the task were examined in relation to parenting behaviours during child problem solving. Mothers and their children (73 dyads) were visited the summer before kindergarten. Mothers' cognitive, emotional, and autonomy support were…

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

ERIC Educational Resources Information Center

Schonberger, Ann K.

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

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

PubMed

Kolesnikova, Jelena; Miezitis, Solveiga; Osis, Guntars

2013-08-01

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

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.

[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.

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.

Obstacles Related to Structuring for Mathematization Encountered by Students When Solving Physics Problems

ERIC Educational Resources Information Center

Niss, Martin

2017-01-01

This paper studies the cognitive obstacles related to one aspect of mathematization in physics problem-solving, namely, what might be called "structuring for mathematization," where the problem situation is structured in such a way that a translation to a mathematical universe can be done. We report the results of an analysis of four…

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

PubMed

Krawec, Jennifer L

2014-01-01

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

Analysing student written solutions to investigate if problem-solving processes are evident throughout

NASA Astrophysics Data System (ADS)

Kelly, Regina; McLoughlin, Eilish; Finlayson, Odilla E.

2016-07-01

An interdisciplinary science course has been implemented at a university with the intention of providing students the opportunity to develop a range of key skills in relation to: real-world connections of science, problem-solving, information and communications technology use and team while linking subject knowledge in each of the science disciplines. One of the problems used in this interdisciplinary course has been selected to evaluate if it affords students the opportunity to explicitly display problem-solving processes. While the benefits of implementing problem-based learning have been well reported, far less research has been devoted to methods of assessing student problem-solving solutions. A problem-solving theoretical framework was used as a tool to assess student written solutions to indicate if problem-solving processes were present. In two academic years, student problem-solving processes were satisfactory for exploring and understanding, representing and formulating, and planning and executing, indicating that student collaboration on problems is a good initiator of developing these processes. In both academic years, students displayed poor monitoring and reflecting (MR) processes at the intermediate level. A key impact of evaluating student work in this way is that it facilitated meaningful feedback about the students' problem-solving process rather than solely assessing the correctness of problem solutions.

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

PubMed

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

2013-05-01

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

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

PubMed

Bell, Kathryn M; Higgins, Lorrin

2015-04-16

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

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

PubMed Central

Bell, Kathryn M.; Higgins, Lorrin

2015-01-01

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

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

PubMed Central

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

2013-01-01

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

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

PubMed

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

2014-03-01

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

Solving Relational Database Problems with ORDBMS in an Advanced Database Course

ERIC Educational Resources Information Center

Wang, Ming

2011-01-01

This paper introduces how to use the object-relational database management system (ORDBMS) to solve relational database (RDB) problems in an advanced database course. The purpose of the paper is to provide a guideline for database instructors who desire to incorporate the ORDB technology in their traditional database courses. The paper presents…

Identification the Relation between Active Basketball Classification Referees' Empathetic Tendencies and Their Problem Solving Abilities

ERIC Educational Resources Information Center

Karaçam, Aydin; Pulur, Atilla

2016-01-01

This study aims to determine the relation between basketball classification referees' problem solving ability and empathetic tendencies. Research model of the study is relational screening model. Sampling of the study is constituted by 124 male and 18 female basketball classification referees who made active refereeing within Turkish Basketball…

Simulated annealing algorithm for solving chambering student-case assignment problem

NASA Astrophysics Data System (ADS)

Ghazali, Saadiah; Abdul-Rahman, Syariza

2015-12-01

The problem related to project assignment problem is one of popular practical problem that appear nowadays. The challenge of solving the problem raise whenever the complexity related to preferences, the existence of real-world constraints and problem size increased. This study focuses on solving a chambering student-case assignment problem by using a simulated annealing algorithm where this problem is classified under project assignment problem. The project assignment problem is considered as hard combinatorial optimization problem and solving it using a metaheuristic approach is an advantage because it could return a good solution in a reasonable time. The problem of assigning chambering students to cases has never been addressed in the literature before. For the proposed problem, it is essential for law graduates to peruse in chambers before they are qualified to become legal counselor. Thus, assigning the chambering students to cases is a critically needed especially when involving many preferences. Hence, this study presents a preliminary study of the proposed project assignment problem. The objective of the study is to minimize the total completion time for all students in solving the given cases. This study employed a minimum cost greedy heuristic in order to construct a feasible initial solution. The search then is preceded with a simulated annealing algorithm for further improvement of solution quality. The analysis of the obtained result has shown that the proposed simulated annealing algorithm has greatly improved the solution constructed by the minimum cost greedy heuristic. Hence, this research has demonstrated the advantages of solving project assignment problem by using metaheuristic techniques.

Problem-Based Learning: Student Engagement, Learning and Contextualized Problem-Solving. Occasional Paper

ERIC Educational Resources Information Center

Mossuto, Mark

2009-01-01

The adoption of problem-based learning as a teaching method in the advertising and public relations programs offered by the Business TAFE (Technical and Further Education) School at RMIT University is explored in this paper. The effect of problem-based learning on student engagement, student learning and contextualised problem-solving was…

Applying Lakatos' Theory to the Theory of Mathematical Problem Solving.

ERIC Educational Resources Information Center

Nunokawa, Kazuhiko

1996-01-01

The relation between Lakatos' theory and issues in mathematics education, especially mathematical problem solving, is investigated by examining Lakatos' methodology of a scientific research program. (AIM)

Enhancing chemistry problem-solving achievement using problem categorization

NASA Astrophysics Data System (ADS)

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

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

[Survey on drug-related problems in Lithuania's pharmacies].

PubMed

Kubiliene, Loreta; Liukenskyte, Simona; Savickas, Arūnas; Jureniene, Kristina

2006-01-01

to survey the most common and the most important drug-related problems in Lithuania, to explore their solution and factors influencing it, to formulate recommendations for solving drug-related problems. Pharmacists from community pharmacies participated in a random survey. They filled in questionnaires about drug-related problems and their solutions. It was the first survey on drug-related problems ever carried out in Lithuania. For the first time, it was found out that in Lithuania pharmacists most commonly encountered drug-related problem--additional drug therapy (52.03% of respondents)--and most rarely encountered drug-related problem--dosage too high (3% of respondents). Pharmacists stated that all categories of drug-related problems were of equal importance. It was established that pharmacists commonly solved drug-related problems associated with noncompliance with instructions (72.5% of respondents) and rarely met the problem when improper drug was selected (39.56% of respondents). Patients taking prescription medicines commonly encounter additional drug therapy problem, and patients taking nonprescription medications commonly encounter problems related to noncompliance with instructions.

Can deficits in social problem-solving in people with personality disorder be reversed?

PubMed

Crawford, M J

2007-04-01

Research evidence is beginning to emerge that social problem-solving can improve the social functioning of people with personality disorder. This approach is particularly important because it may be relatively easy to train healthcare workers to deliver this intervention. However, the costs and cost-effectiveness of social problem-solving need to be established if it is to be made more widely available.

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.

A Problem-Solving Intervention Using iPads to Improve Transition-Related Task Performance of Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Yakubova, Gulnoza; Zeleke, Waganesh A.

2016-01-01

In this study, the effectiveness of teaching problem-solving to improve transition-related task performance of three students with autism spectrum disorder (ASD) was examined using a multiple probe across students design. Target behaviors included various transition-related tasks individualized for each student based on their individual…

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.

Goals and everyday problem solving: manipulating goal preferences in young and older adults.

PubMed

Hoppmann, Christiane A; Blanchard-Fields, Fredda

2010-11-01

In the present study, we examined the link between goal and problem-solving strategy preferences in 130 young and older adults using hypothetical family problem vignettes. At baseline, young adults preferred autonomy goals, whereas older adults preferred generative goals. Imagining an expanded future time perspective led older adults to show preferences for autonomy goals similar to those observed in young adults but did not eliminate age differences in generative goals. Autonomy goals were associated with more self-focused instrumental problem solving, whereas generative goals were related to more other-focused instrumental problem solving in the no-instruction and instruction conditions. Older adults were better at matching their strategies to their goals than young adults were. This suggests that older adults may become better at selecting their strategies in accordance with their goals. Our findings speak to a contextual approach to everyday problem solving by showing that goals are associated with the selection of problem-solving strategies.

Dissociative Conceptual and Quantitative Problem Solving Outcomes across Interactive Engagement and Traditional Format Introductory Physics

ERIC Educational Resources Information Center

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

2016-01-01

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…

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.

The Big6: Not Just for Kids! Introduction to the Big6: Information Problem-Solving for Upper High School, College-Age, and Adult Students.

ERIC Educational Resources Information Center

Eisenberg, Mike; Spitzer, Kathy

1998-01-01

Explains the Big6 approach to information problem-solving based on exercises that were developed for college or upper high school students that can be completed during class sessions. Two of the exercises relate to personal information problems, and one relates Big6 skill areas to course assignments. (LRW)

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

ERIC Educational Resources Information Center

Thieken, John

2012-01-01

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

Procedural versus Content-Related Hints for Word Problem Solving: An Exploratory Study

ERIC Educational Resources Information Center

Kock, W. D.; Harskamp, E. G.

2016-01-01

For primary school students, mathematical word problems are often more difficult to solve than straightforward number problems. Word problems require reading and analysis skills, and in order to explain their situational contexts, the proper mathematical knowledge and number operations have to be selected. To improve students' ability in solving…

Different Procedures for Solving Mathematical Word Problems in High School

ERIC Educational Resources Information Center

Gasco, Javier; Villarroel, Jose Domingo; Zuazagoitia, Dani

2014-01-01

The teaching and learning of mathematics cannot be understood without considering the resolution of word problems. These kinds of problems not only connect mathematical concepts with language (and therefore with reality) but also promote the learning related to other scientific areas. In primary school, problems are solved by using basic…

The Use of Mathematical Symbolism in Problem Solving: An Empirical Study Carried out in Grade One in the French Community of Belgium

ERIC Educational Resources Information Center

Fagnant, Annick

2005-01-01

This article relates to an empirical study based on the use of mathematical symbolism in problem solving, twenty-five pupils were interviewed individually at the end of grade one; each of them was asked to solve and symbolize 14 different problems. In their classical curriculum, these pupils have received a traditional education based on a…

The effectiveness of return-to-work interventions that incorporate work-focused problem-solving skills for workers with sickness absences related to mental disorders: a systematic literature review

PubMed Central

Dewa, Carolyn S; Loong, Desmond; Bonato, Sarah; Joosen, Margot C W

2015-01-01

Objectives This paper reviews the current state of the published peer-reviewed literature related to return-to-work (RTW) interventions that incorporate work-related problem-solving skills for workers with sickness absences related to mental disorders. It addresses the question: What is the evidence for the effectiveness of these RTW interventions? Design Using a multiphase screening process, this systematic literature review was based on publically available peer-reviewed studies. Five electronic databases were searched: (1) Medline Current, (2) Medline In-process, (3) PsycINFO, (4) Econlit and (5) Web of Science. Setting The focus was on RTW interventions for workers with medically certified sickness absences related to mental disorders. Participants Workers with medically certified sickness absences related to mental disorders. Interventions RTW intervention included work-focused problem-solving skills. Primary and secondary outcome measures RTW rates and length of sickness absences. Results There were 4709 unique citations identified. Of these, eight articles representing a total of six studies were included in the review. In terms of bias avoidance, two of the six studies were rated as excellent, two as good and two as weak. Five studies were from the Netherlands; one was from Norway. There was variability among the studies with regard to RTW findings. Two of three studies reported significant differences in RTW rates between the intervention and control groups. One of six studies observed a significant difference in sickness absence duration between intervention and control groups. Conclusions There is limited evidence that combinations of interventions that include work-related problem-solving skills are effective in RTW outcomes. The evidence could be strengthened if future studies included more detailed examinations of intervention adherence and changes in problem-solving skills. Future studies should also examine the long-term effects of problem-solving skills on sickness absence recurrence and work productivity. PMID:26078309

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

Linking attentional processes and conceptual problem solving: visual cues facilitate the automaticity of extracting relevant information from diagrams

PubMed Central

Rouinfar, Amy; Agra, Elise; Larson, Adam M.; Rebello, N. Sanjay; Loschky, Lester C.

2014-01-01

This study investigated links between visual attention processes and conceptual problem solving. This was done by overlaying visual cues on conceptual physics problem diagrams to direct participants’ attention to relevant areas to facilitate problem solving. Participants (N = 80) individually worked through four problem sets, each containing a diagram, while their eye movements were recorded. Each diagram contained regions that were relevant to solving the problem correctly and separate regions related to common incorrect responses. Problem sets contained an initial problem, six isomorphic training problems, and a transfer problem. The cued condition saw visual cues overlaid on the training problems. Participants’ verbal responses were used to determine their accuracy. This study produced two major findings. First, short duration visual cues which draw attention to solution-relevant information and aid in the organizing and integrating of it, facilitate both immediate problem solving and generalization of that ability to new problems. Thus, visual cues can facilitate re-representing a problem and overcoming impasse, enabling a correct solution. Importantly, these cueing effects on problem solving did not involve the solvers’ attention necessarily embodying the solution to the problem, but were instead caused by solvers attending to and integrating relevant information in the problems into a solution path. Second, this study demonstrates that when such cues are used across multiple problems, solvers can automatize the extraction of problem-relevant information extraction. These results suggest that low-level attentional selection processes provide a necessary gateway for relevant information to be used in problem solving, but are generally not sufficient for correct problem solving. Instead, factors that lead a solver to an impasse and to organize and integrate problem information also greatly facilitate arriving at correct solutions. PMID:25324804

Linking attentional processes and conceptual problem solving: visual cues facilitate the automaticity of extracting relevant information from diagrams.

PubMed

Rouinfar, Amy; Agra, Elise; Larson, Adam M; Rebello, N Sanjay; Loschky, Lester C

2014-01-01

This study investigated links between visual attention processes and conceptual problem solving. This was done by overlaying visual cues on conceptual physics problem diagrams to direct participants' attention to relevant areas to facilitate problem solving. Participants (N = 80) individually worked through four problem sets, each containing a diagram, while their eye movements were recorded. Each diagram contained regions that were relevant to solving the problem correctly and separate regions related to common incorrect responses. Problem sets contained an initial problem, six isomorphic training problems, and a transfer problem. The cued condition saw visual cues overlaid on the training problems. Participants' verbal responses were used to determine their accuracy. This study produced two major findings. First, short duration visual cues which draw attention to solution-relevant information and aid in the organizing and integrating of it, facilitate both immediate problem solving and generalization of that ability to new problems. Thus, visual cues can facilitate re-representing a problem and overcoming impasse, enabling a correct solution. Importantly, these cueing effects on problem solving did not involve the solvers' attention necessarily embodying the solution to the problem, but were instead caused by solvers attending to and integrating relevant information in the problems into a solution path. Second, this study demonstrates that when such cues are used across multiple problems, solvers can automatize the extraction of problem-relevant information extraction. These results suggest that low-level attentional selection processes provide a necessary gateway for relevant information to be used in problem solving, but are generally not sufficient for correct problem solving. Instead, factors that lead a solver to an impasse and to organize and integrate problem information also greatly facilitate arriving at correct solutions.

Using CAS to Solve Classical Mathematics Problems

ERIC Educational Resources Information Center

Burke, Maurice J.; Burroughs, Elizabeth A.

2009-01-01

Historically, calculus has displaced many algebraic methods for solving classical problems. This article illustrates an algebraic method for finding the zeros of polynomial functions that is closely related to Newton's method (devised in 1669, published in 1711), which is encountered in calculus. By exploring this problem, precalculus students…

Chemical Calculations; An Audiotutorial Approach.

ERIC Educational Resources Information Center

Lower, Stephen K.

An audiotutorial approach to problem-solving in college chemistry relying upon audio tapes is available. The program is designed to increase the teacher's effectiveness by providing individualized attention to student difficulties related to problem-solving. Problem solutions are recorded on audio tapes (designed for use with Sony TC-160 cassettes…

Problem Solving through Paper Folding

ERIC Educational Resources Information Center

Wares, Arsalan

2014-01-01

The purpose of this article is to describe a couple of challenging mathematical problems that involve paper folding. These problem-solving tasks can be used to foster geometric and algebraic thinking among students. The context of paper folding makes some of the abstract mathematical ideas involved relatively concrete. When implemented…

Problem solving performance and learning strategies of undergraduate students who solved microbiology problems using IMMEX educational software

NASA Astrophysics Data System (ADS)

Ebomoyi, Josephine Itota

The objectives of this study were as follows: (1) Determine the relationship between learning strategies and performance in problem solving, (2) Explore the role of a student's declared major on performance in problem solving, (3) Understand the decision making process of high and low achievers during problem solving. Participants (N = 65) solved problems using the Interactive multimedia exercise (IMMEX) software. All participants not only solved "Microquest," which focuses on cellular processes and mode of action of antibiotics, but also "Creeping Crud," which focuses on the cause, origin and transmission of diseases. Participants also responded to the "Motivated Strategy Learning Questionnaire" (MSLQ). Hierarchical multiple regression was used for analysis with GPA (Gracie point average) as a control. There were 49 (78.6%) that successfully solved "Microquest" while 52 (82.5%) successfully solved "Creeping Crud". Metacognitive self regulation strategy was significantly (p < .10) related to ability to solve "Creeping Crud". Peer learning strategy showed a positive significant (p < .10) relationship with scores obtained from solving "Creeping Crud". Students' declared major made a significant (p < .05) difference on the ability to solve "Microquest". A subset (18) volunteered for a think aloud method to determine decision-making process. High achievers used fewer steps, and had more focused approach than low achievers. Common strategies and attributes included metacognitive skills, writing to keep track, using prior knowledge. Others included elements of frustration/confusion and self-esteem problems. The implications for educational and relevance to real life situations are discussed.

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

Unconscious processing modulates creative problem solving: evidence from an electrophysiological study.

PubMed

Gao, Ying; Zhang, Hao

2014-05-01

Previous behavioral studies have identified the significant role of subliminal cues in creative problem solving. However, neural mechanisms of such unconscious processing remain poorly understood. Here we utilized an event-related potential (ERP) approach and sandwich mask technique to investigate cerebral activities underlying the unconscious processing of cues in creative problem solving. College students were instructed to solve divergent problems under three different conditions (conscious cue, unconscious cue and no-cue conditions). Our data showed that creative problem solving can benefit from unconscious cues, although not as much as from conscious cues. More importantly, we found that there are crucial ERP components associated with unconscious processing of cues in solving divergent problems. Similar to the processing of conscious cues, processing unconscious cues in problem solving involves the semantic activation of unconscious cues (N280-340) in the right inferior parietal lobule (BA 40), new association formation (P350-450) in the right parahippocampal gyrus (BA 36), and mental representation transformation (P500-760) in the right superior temporal gyrus (BA 22). The present results suggest that creative problem solving can be modulated by unconscious processing of enlightening information that is weakly diffused in the semantic network beyond our conscious awareness. Copyright © 2014 Elsevier Inc. All rights reserved.

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.

Thai Grade 10 and 11 Students' Conceptual Understanding and Ability to Solve Stoichiometry Problems

ERIC Educational Resources Information Center

Dahsah, Chanyah; Coll, Richard K.

2007-01-01

Stoichiometry and related concepts are an important part of student learning in chemistry. In this interpretive-based inquiry, we investigated Thai Grade 10 and 11 students' conceptual understanding and ability to solve numerical problems for stoichiometry-related concepts. Ninety-seven participants completed a purpose-designed survey instrument…

Relation between Cyberbullying and Problem Solving: A Study on Turkish University Students

ERIC Educational Resources Information Center

Gokler, Riza

2013-01-01

In this study, cyberbullying living frequency, what the cyber environments in which cyberbullying is lived are, and the relation between "being victim of cyberbullying" and "being cyberbullying" status and problem solving skill of university students are analysed. This research is done by attendance of 460 students from five…

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…

Worry in Children: Changing Associations with Fear, Thinking, and Problem-Solving

ERIC Educational Resources Information Center

Carr, Imogen; Szabó, Marianna

2015-01-01

Worry in adults has been conceptualized as a thinking process involving problem-solving attempts about anticipated negative outcomes. This process is related to, though distinct from, fear. Previous research suggested that compared to adults, children's experience of worry is less strongly associated with thinking and more closely related to fear.…

An Alternative Time for Telling: When Conceptual Instruction Prior to Problem Solving Improves Mathematical Knowledge

ERIC Educational Resources Information Center

Fyfe, Emily R.; DeCaro, Marci S.; Rittle-Johnson, Bethany

2014-01-01

Background: The sequencing of learning materials greatly influences the knowledge that learners construct. Recently, learning theorists have focused on the sequencing of instruction in relation to solving related problems. The general consensus suggests explicit instruction should be provided; however, when to provide instruction remains unclear.…

A multidisciplinary approach to solving computer related vision problems.

PubMed

Long, Jennifer; Helland, Magne

2012-09-01

This paper proposes a multidisciplinary approach to solving computer related vision issues by including optometry as a part of the problem-solving team. Computer workstation design is increasing in complexity. There are at least ten different professions who contribute to workstation design or who provide advice to improve worker comfort, safety and efficiency. Optometrists have a role identifying and solving computer-related vision issues and in prescribing appropriate optical devices. However, it is possible that advice given by optometrists to improve visual comfort may conflict with other requirements and demands within the workplace. A multidisciplinary approach has been advocated for solving computer related vision issues. There are opportunities for optometrists to collaborate with ergonomists, who coordinate information from physical, cognitive and organisational disciplines to enact holistic solutions to problems. This paper proposes a model of collaboration and examples of successful partnerships at a number of professional levels including individual relationships between optometrists and ergonomists when they have mutual clients/patients, in undergraduate and postgraduate education and in research. There is also scope for dialogue between optometry and ergonomics professional associations. A multidisciplinary approach offers the opportunity to solve vision related computer issues in a cohesive, rather than fragmented way. Further exploration is required to understand the barriers to these professional relationships. © 2012 The College of Optometrists.

A Study of Moroccan Pupils' Difficulties at Second Baccalaureate Year in Solving Chemistry Problems Relating to the Reactivity of Ethanoate Ions and to Copper-Aluminium Cells

ERIC Educational Resources Information Center

Ouasri, Ali

2017-01-01

This paper investigates the difficulties that Moroccan pupils (18-19) of the second Baccalaureate year encountered in solving chemical equilibrium problems relating to ethanoate ions' reactivity with water and methanoic acid, and to copper-aluminum cells. The pupils were asked to provide answers to questions derived from two problems. The…

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.

Environmental problem-solving: Psychosocial factors

NASA Astrophysics Data System (ADS)

Miller, Alan

1982-11-01

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

Formative feedback and scaffolding for developing complex problem solving and modelling outcomes

NASA Astrophysics Data System (ADS)

Frank, Brian; Simper, Natalie; Kaupp, James

2018-07-01

This paper discusses the use and impact of formative feedback and scaffolding to develop outcomes for complex problem solving in a required first-year course in engineering design and practice at a medium-sized research-intensive Canadian university. In 2010, the course began to use team-based, complex, open-ended contextualised problems to develop problem solving, communications, teamwork, modelling, and professional skills. Since then, formative feedback has been incorporated into: task and process-level feedback on scaffolded tasks in-class, formative assignments, and post-assignment review. Development in complex problem solving and modelling has been assessed through analysis of responses from student surveys, direct criterion-referenced assessment of course outcomes from 2013 to 2015, and an external longitudinal study. The findings suggest that students are improving in outcomes related to complex problem solving over the duration of the course. Most notably, the addition of new feedback and scaffolding coincided with improved student performance.

A randomized wait-list controlled analysis of the implementation integrity of team-initiated problem solving processes.

PubMed

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

2012-08-01

Members of Positive Behavior Interventions and Supports (PBIS) teams from 34 elementary schools participated in a Team-Initiated Problem Solving (TIPS) Workshop and follow-up technical assistance. Within the context of a randomized wait-list controlled trial, team members who were the first recipients of the TIPS intervention demonstrated greater implementation integrity in using the problem-solving processes during their team meetings than did members of PBIS Teams in the Wait-List Control group. The success of TIPS at improving implementation integrity of the problem-solving processes is encouraging and suggests the value of conducting additional research focused on determining whether there is a functional relation between use of these problem-solving processes and actual resolution of targeted student academic and social problems. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

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.

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.

Developmental trajectories of aggression, prosocial behavior, and social-cognitive problem solving in emerging adolescents with clinically elevated attention-deficit/hyperactivity disorder symptoms.

PubMed

Kofler, Michael J; Larsen, Ross; Sarver, Dustin E; Tolan, Patrick H

2015-11-01

Middle school is a critical yet understudied period of social behavioral risks and opportunities that may be particularly difficult for emerging adolescents with attention-deficit/hyperactivity disorder (ADHD) given their childhood social difficulties. Relatively few ADHD studies have examined social behavior and social-cognitive problem solving beyond the elementary years, or examined aspects of positive (prosocial) behavior. The current study examined how middle school students with clinically elevated ADHD symptoms differ from their non-ADHD peers on baseline (6th grade) and age-related changes in prosocial and aggressive behavior, and the extent to which social-cognitive problem solving strategies mediate these relations. Emerging adolescents with (n = 178) and without (n = 3,806) clinically elevated, teacher-reported ADHD-combined symptoms were compared longitudinally across 6th through 8th grades using parallel process latent growth curve modeling, accounting for student demographic characteristics, oppositional-defiant disorder (ODD) symptoms, deviant peer association, school climate, and parental monitoring. Sixth graders with elevated ADHD symptoms engaged in somewhat fewer prosocial behaviors (d = -0.44) and more aggressive behavior (d = 0.20) relative to their peers. These small social behavioral deficits decreased but were not normalized across the middle school years. Contrary to hypotheses, social-cognitive problem solving was not impaired in the ADHD group after accounting for co-occurring ODD symptoms and did not mediate the association between ADHD and social behavior during the middle school years. ADHD and social-cognitive problem solving contributed independently to social behavior, both in 6th grade and across the middle school years; the influence of social-cognitive problem solving on social behavior was highly similar for the ADHD and non-ADHD groups. (c) 2015 APA, all rights reserved).

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

The Characteristics of Earth System Thinking of Science Gifted Students in relation to Climate Changes

NASA Astrophysics Data System (ADS)

Chung, Duk Ho; Cho, Kyu Seong; Hong, Deok Pyo; Park, Kyeong Jin

2016-04-01

This study aimed to investigate the perception of earth system thinking of science gifted students in future problem solving (FPS) in relation to climate changes. In order to this study, the research problem associated with climate changes was developed through a literature review. The thirty seven science gifted students participated in lessons. The ideas in problem solving process of science gifted students were analyzed using the semantic network analysis method. The results are as follows. In the problem solving processes, science gifted students are ''changes of the sunlight by water layer'', ''changes of the Earth''s temperature'', ''changes of the air pressure'', '' change of the wind and weather''were represented in order. On other hand, regard to earth system thinking for climate changes, while science gifted students were used sub components related to atmospheres frequently, they were used sub components related to biosphere, geosphere, and hydrosphere a little. But, the analytical results of the structural relationship between the sub components related to earth system, they were recognised that biosphere, geosphere, and hydrosphere used very important in network structures. In conclusion, science gifted students were understood well that components of the earth system are influencing each other. Keywords : Science gifted students, Future problem solving, Climate change, Earth system thinking

Computer-Mediated Assessment of Higher-Order Thinking Development

ERIC Educational Resources Information Center

Tilchin, Oleg; Raiyn, Jamal

2015-01-01

Solving complicated problems in a contemporary knowledge-based society requires higher-order thinking (HOT). The most productive way to encourage development of HOT in students is through use of the Problem-based Learning (PBL) model. This model organizes learning by solving corresponding problems relative to study courses. Students are directed…

Computer Assisted Problem Solving in an Introductory Statistics Course. Technical Report No. 56.

ERIC Educational Resources Information Center

Anderson, Thomas H.; And Others

The computer assisted problem solving system (CAPS) described in this booklet administered "homework" problem sets designed to develop students' computational, estimation, and procedural skills. These skills were related to important concepts in an introductory statistics course. CAPS generated unique data, judged student performance,…

Spatial Visualization in Physics Problem Solving

ERIC Educational Resources Information Center

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

2007-01-01

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-naive students were administered kinematics problems and…

Case management services for work related upper extremity disorders. Integrating workplace accommodation and problem solving.

PubMed

Shaw, W S; Feuerstein, M; Lincoln, A E; Miller, V I; Wood, P M

2001-08-01

A case manager's ability to obtain worksite accommodations and engage workers in active problem solving may improve health and return to work outcomes for clients with work related upper extremity disorders (WRUEDs). This study examines the feasibility of a 2 day training seminar to help nurse case managers identify ergonomic risk factors, provide accommodation, and conduct problem solving skills training with workers' compensation claimants recovering from WRUEDs. Eight procedural steps to this case management approach were identified, translated into a training workshop format, and conveyed to 65 randomly selected case managers. Results indicate moderate to high self ratings of confidence to perform ergonomic assessments (mean = 7.5 of 10) and to provide problem solving skills training (mean = 7.2 of 10) after the seminar. This training format was suitable to experienced case managers and generated a moderate to high level of confidence to use this case management approach.

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

The Effect of Incidental Hints when Problems Are Suspended before, during, or after an Impasse

ERIC Educational Resources Information Center

Moss, Jarrod; Kotovsky, Kenneth; Cagan, Jonathan

2011-01-01

Two studies examine how the time at which problem solving is suspended relative to an impasse affects the impact of incidental hints. An impasse is a point in problem solving at which a problem solver is not making progress and does not know how to proceed. In both studies, work on remote associates problems was suspended before an impasse was…

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

PubMed

Ellis, Derek M; Brewer, Gene A

2018-07-01

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

A problem-solving routine for improving hospital operations.

PubMed

Ghosh, Manimay; Sobek Ii, Durward K

2015-01-01

The purpose of this paper is to examine empirically why a systematic problem-solving routine can play an important role in the process improvement efforts of hospitals. Data on 18 process improvement cases were collected through semi-structured interviews, reports and other documents, and artifacts associated with the cases. The data were analyzed using a grounded theory approach. Adherence to all the steps of the problem-solving routine correlated to greater degrees of improvement across the sample. Analysis resulted in two models. The first partially explains why hospital workers tended to enact short-term solutions when faced with process-related problems; and tended not seek longer-term solutions that prevent problems from recurring. The second model highlights a set of self-reinforcing behaviors that are more likely to address problem recurrence and result in sustained process improvement. The study was conducted in one hospital setting. Hospital managers can improve patient care and increase operational efficiency by adopting and diffusing problem-solving routines that embody three key characteristics. This paper offers new insights on why caregivers adopt short-term approaches to problem solving. Three characteristics of an effective problem-solving routine in a healthcare setting are proposed.

Discrete-time neural network for fast solving large linear L1 estimation problems and its application to image restoration.

PubMed

Xia, Youshen; Sun, Changyin; Zheng, Wei Xing

2012-05-01

There is growing interest in solving linear L1 estimation problems for sparsity of the solution and robustness against non-Gaussian noise. This paper proposes a discrete-time neural network which can calculate large linear L1 estimation problems fast. The proposed neural network has a fixed computational step length and is proved to be globally convergent to an optimal solution. Then, the proposed neural network is efficiently applied to image restoration. Numerical results show that the proposed neural network is not only efficient in solving degenerate problems resulting from the nonunique solutions of the linear L1 estimation problems but also needs much less computational time than the related algorithms in solving both linear L1 estimation and image restoration problems.

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.

Self-calibration of robot-sensor system

NASA Technical Reports Server (NTRS)

Yeh, Pen-Shu

1990-01-01

The process of finding the coordinate transformation between a robot and an external sensor system has been addressed. This calibration is equivalent to solving a nonlinear optimization problem for the parameters that characterize the transformation. A two-step procedure is herein proposed for solving the problem. The first step involves finding a nominal solution that is a good approximation of the final solution. A varational problem is then generated to replace the original problem in the next step. With the assumption that the variational parameters are small compared to unity, the problem that can be more readily solved with relatively small computation effort.

Relations between Young Students' Strategic Behaviours, Domain-Specific Self-Concept, and Performance in a Problem-Solving Situation

ERIC Educational Resources Information Center

Dermitzaki, Irini; Leondari, Angeliki; Goudas, Marios

2009-01-01

This study aimed at investigating the relations between students' strategic behaviour during problem solving, task performance and domain-specific self-concept. A total of 167 first- and second-graders were individually examined in tasks involving cubes assembly and in academic self-concept in mathematics. Students' cognitive, metacognitive, and…

Is There a Causal Relation between Mathematical Creativity and Mathematical Problem-Solving Performance?

ERIC Educational Resources Information Center

Tyagi, Tarun Kumar

2016-01-01

The relationship between mathematical creativity (MC) and mathematical problem-solving performance (MP) has often been studied but the causal relation between these two constructs has yet to be clearly reported. The main purpose of this study was to define the causal relationship between MC and MP. Data from a representative sample of 480…

Solving Drug-Related Problems in the Professional Experience Program.

ERIC Educational Resources Information Center

Kane, Michael P.; And Others

1993-01-01

A study investigated the effectiveness of using the Pharmacist's Work-up of Drug Therapy (PWDT) in teaching 91 pharmacy students in a clinical clerkship program to identify and solve drug-related problems. Because the instructional technique was recently implemented, the study looked at effects of 3 different quantities of training (0, 1, and 3…

Pre-Service Teachers' Level of Problem Solving and Its Relation with Creative Drama Education

ERIC Educational Resources Information Center

Arslan, Suna

2015-01-01

This study seeks an answer to the question "Can Creative Drama programs be benefited from in developing the experiences of noticing educational and psychosocial problems and solving them in relation with the teaching profession?." The importance given to Creative Drama method in educational programs increases day by day. Drama education…

Using a Problem-Solving Strategy to Prevent Work-Related Accidents Due to Unsafe Worker Behavior.

ERIC Educational Resources Information Center

Martella, Ronald C.; And Others

1992-01-01

A two-stage problem-solving strategy involving cue cards and their gradual withdrawal was used to teach nine sheltered workshop employees how to prevent work-related accidents. Results indicated that participants used the strategy appropriately and generalized their skills to similar and dissimilar situations up to eight weeks after training.…

Using the concrete-representational-abstract approach to support students with intellectual disability to solve change-making problems.

PubMed

Bouck, Emily; Park, Jiyoon; Nickell, Barb

2017-01-01

The Concrete-Representational-Abstract (CRA) instructional approach supports students with disabilities in mathematics. Yet, no research explores the use of the CRA approach to teach functional-based mathematics for this population and limited research explores the CRA approach for students who have a disability different from a learning disability, such as an intellectual disability. This study investigated the effects of using the CRA approach to teach middle school students in a self-contained mathematics class focused on functional-based mathematics to solve making change problems. Researchers used a multiple probe across participants design to determine if a functional relation existed between the CRA strategy and students' ability to solve making change problems. The study of consisted of five-to-eight baseline sessions, 9-11 intervention sessions, and two maintenance sessions for each student. Data were collected on percentage of making change problems students solved correctly. The CRA instructional strategy was effective in teaching all four participants to correctly solve the problems; a functional relation between the CRA approach and solving making change with coins problems across all participants was found. The CRA instructional approach can be used to support students with mild intellectual disability or severe learning disabilities in learning functional-based mathematics, such as purchasing skills (i.e., making change). Copyright © 2016 Elsevier Ltd. All rights reserved.

From Students' Problem-Solving Strategies to Connections in Fractions

ERIC Educational Resources Information Center

Flores, Alfinio; Klein, Erika

2005-01-01

Strategies that children used to solve a fraction problem are presented, and an insight into how students think about divisions and fractions is described. Teachers can use these strategies to help students establish connections related to fractions.

Thresholds of Knowledge Development in Complex Problem Solving: A Multiple-Case Study of Advanced Learners' Cognitive Processes

ERIC Educational Resources Information Center

Bogard, Treavor; Liu, Min; Chiang, Yueh-hui Vanessa

2013-01-01

This multiple-case study examined how advanced learners solved a complex problem, focusing on how their frequency and application of cognitive processes contributed to differences in performance outcomes, and developing a mental model of a problem. Fifteen graduate students with backgrounds related to the problem context participated in the study.…

Problem solving stages in the five square problem

PubMed Central

Fedor, Anna; Szathmáry, Eörs; Öllinger, Michael

2015-01-01

According to the restructuring hypothesis, insight problem solving typically progresses through consecutive stages of search, impasse, insight, and search again for someone, who solves the task. The order of these stages was determined through self-reports of problem solvers and has never been verified behaviorally. We asked whether individual analysis of problem solving attempts of participants revealed the same order of problem solving stages as defined by the theory and whether their subjective feelings corresponded to the problem solving stages they were in. Our participants tried to solve the Five-Square problem in an online task, while we recorded the time and trajectory of their stick movements. After the task they were asked about their feelings related to insight and some of them also had the possibility of reporting impasse while working on the task. We found that the majority of participants did not follow the classic four-stage model of insight, but had more complex sequences of problem solving stages, with search and impasse recurring several times. This means that the classic four-stage model is not sufficient to describe variability on the individual level. We revised the classic model and we provide a new model that can generate all sequences found. Solvers reported insight more often than non-solvers and non-solvers reported impasse more often than solvers, as expected; but participants did not report impasse more often during behaviorally defined impasse stages than during other stages. This shows that impasse reports might be unreliable indicators of impasse. Our study highlights the importance of individual analysis of problem solving behavior to verify insight theory. PMID:26300794

Problem solving stages in the five square problem.

PubMed

Fedor, Anna; Szathmáry, Eörs; Öllinger, Michael

2015-01-01

According to the restructuring hypothesis, insight problem solving typically progresses through consecutive stages of search, impasse, insight, and search again for someone, who solves the task. The order of these stages was determined through self-reports of problem solvers and has never been verified behaviorally. We asked whether individual analysis of problem solving attempts of participants revealed the same order of problem solving stages as defined by the theory and whether their subjective feelings corresponded to the problem solving stages they were in. Our participants tried to solve the Five-Square problem in an online task, while we recorded the time and trajectory of their stick movements. After the task they were asked about their feelings related to insight and some of them also had the possibility of reporting impasse while working on the task. We found that the majority of participants did not follow the classic four-stage model of insight, but had more complex sequences of problem solving stages, with search and impasse recurring several times. This means that the classic four-stage model is not sufficient to describe variability on the individual level. We revised the classic model and we provide a new model that can generate all sequences found. Solvers reported insight more often than non-solvers and non-solvers reported impasse more often than solvers, as expected; but participants did not report impasse more often during behaviorally defined impasse stages than during other stages. This shows that impasse reports might be unreliable indicators of impasse. Our study highlights the importance of individual analysis of problem solving behavior to verify insight theory.

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.

The effectiveness of learning with concept mapping on the science problem-solving of sixth-grade children

NASA Astrophysics Data System (ADS)

Jolly, Anju B.

The purpose of this study was to analyze the relationship of concept mapping to science problem solving in sixth grade elementary school children. The study proposes to determine whether the students' ability to perform higher cognitive processes was a predictor of students' performance in solving problems in science and whether gender and socioeconomic status are related to performance in solving problems. Two groups participated in the study. Both groups were given a pre-test of higher cognitive ability--the Ross Test of Higher Cognitive Ability. One group received instruction on a science unit of study in concept mapping format and the other group received instruction in traditional format. The instruction lasted approximately 4 weeks. Both groups were given a problem-solving post-test. A comparison of post-test means was done using Analysis of Covariance (ANCOVA) as the statistical procedure with scores on the test of higher cognitive ability as the covariate. Also, Multiple Regression was performed to analyze the influence of participants' gender and socioeconomic status on their performance in solving problems. Results from the analysis of covariance showed that the group receiving instruction in the concept mapping format performed significantly better than the group receiving instruction in traditional format. Also the Ross Test of Higher Cognitive Processes emerged to be a predictor of performance on problem solving. There was no significant difference in the analysis of the performance of males and females. No pattern emerged regarding the influence of socioeconomic status on problem solving performance. In conclusion, the study showed that concept mapping improved problem solving in the classroom, and that gender and socioeconomic status are not predictors of student success in problem solving.

Reinventing the Wheel: Design and Problem Solving

ERIC Educational Resources Information Center

Blasetti, Sean M.

2010-01-01

This article describes a design problem that not only takes students through the technological design process, but it also provides them with real-world problem-solving experience as it relates to the manufacturing and engineering fields. It begins with a scenario placing the student as a custom wheel designer for an automotive manufacturing…

Three-Dimensional Profiles Using a Spherical Cutting Bit: Problem Solving in Practice

ERIC Educational Resources Information Center

Ollerton, Richard L.; Iskov, Grant H.; Shannon, Anthony G.

2002-01-01

An engineering problem concerned with relating the coordinates of the centre of a spherical cutting tool to the actual cutting surface leads to a potentially rich example of problem-solving techniques. Basic calculus, Lagrange multipliers and vector calculus techniques are employed to produce solutions that may be compared to better understand…

Problem Solving in Swedish Mathematics Textbooks for Upper Secondary School

ERIC Educational Resources Information Center

Brehmer, Daniel; Ryve, Andreas; Van Steenbrugge, Hendrik

2016-01-01

The aim of this study is to analyse how mathematical problem solving is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering (a) the quantity of tasks that are actually mathematical problems, (b) their location in the chapter, (c) their…

Neural Activity When People Solve Verbal Problems with Insight

PubMed Central

Bowden, Edward M; Haberman, Jason; Frymiare, Jennifer L; Arambel-Liu, Stella; Greenblatt, Richard; Reber, Paul J

2004-01-01

People sometimes solve problems with a unique process called insight, accompanied by an “Aha!” experience. It has long been unclear whether different cognitive and neural processes lead to insight versus noninsight solutions, or if solutions differ only in subsequent subjective feeling. Recent behavioral studies indicate distinct patterns of performance and suggest differential hemispheric involvement for insight and noninsight solutions. Subjects solved verbal problems, and after each correct solution indicated whether they solved with or without insight. We observed two objective neural correlates of insight. Functional magnetic resonance imaging (Experiment 1) revealed increased activity in the right hemisphere anterior superior temporal gyrus for insight relative to noninsight solutions. The same region was active during initial solving efforts. Scalp electroencephalogram recordings (Experiment 2) revealed a sudden burst of high-frequency (gamma-band) neural activity in the same area beginning 0.3 s prior to insight solutions. This right anterior temporal area is associated with making connections across distantly related information during comprehension. Although all problem solving relies on a largely shared cortical network, the sudden flash of insight occurs when solvers engage distinct neural and cognitive processes that allow them to see connections that previously eluded them. PMID:15094802

Developmental Trajectories of Aggression, Prosocial Behavior, and Social-Cognitive Problem Solving in Emerging Adolescents with Clinically Elevated ADHD Symptoms

PubMed Central

Kofler, Michael J.; Larsen, Ross; Sarver, Dustin E.; Tolan, Patrick H.

2015-01-01

Middle school is a critical yet understudied period of social behavioral risks and opportunities that may be particularly difficult for emerging adolescents with ADHD given their childhood social difficulties. Although childhood ADHD has been associated with increased aggression and peer relational difficulties, relatively few ADHD studies have examined social behavior beyond the elementary years, or examined aspects of positive (prosocial) behavior. In addition, social-cognitive problem solving has been implicated in ADHD; however, its longitudinal impact on prosocial and aggressive behavior is unclear. The current study examined how middle school students with clinically elevated ADHD symptoms differ from their non-ADHD peers on baseline (sixth grade) and age-related changes in prosocial and aggressive behavior, and the extent to which social-cognitive problem solving strategies mediate these relations. Emerging adolescents with (n = 178) and without (n = 3,806) clinically elevated, teacher-reported ADHD inattentive and hyperactive/impulsive symptoms were compared longitudinally across sixth through eighth grades using parallel process latent growth curve modeling, accounting for student demographic characteristics, ODD symptoms, deviant peer association, school climate, and parental monitoring. Sixth graders with elevated ADHD symptoms engaged in somewhat fewer prosocial behaviors (d= −0.44) and more aggressive behavior (d= 0.20) relative to their peers. These small social behavioral deficits decreased but were not normalized across the middle school years. Contrary to hypotheses, social-cognitive problem solving was not impaired in the ADHD group, and did not mediate the association between ADHD and social behavior during the middle school years. ADHD and social-cognitive problem solving contributed independently to social behavior, both in sixth grade and across the middle school years; the influence of social-cognitive problem solving on social behavior was highly similar for the ADHD and non-ADHD groups. PMID:26595479

Development of Mastery during Adolescence: The Role of Family Problem Solving*

PubMed Central

Conger, Katherine Jewsbury; Williams, Shannon Tierney; Little, Wendy M.; Masyn, Katherine E.; Shebloski, Barbara

2009-01-01

A sense of mastery is an important component of psychological health and well-being across the life-span; however, relatively little is known about the development of mastery during childhood and adolescence. Utilizing prospective, longitudinal data from 444 adolescent sibling pairs and their parents, our conceptual model proposes that family SES in the form of parental education promotes effective family problem solving which, in turn, fosters adolescent mastery. Results show: (1) a significant increase in mastery for younger and older siblings, (2) parental education promoted effective problem solving between parents and adolescents and between siblings but not between the parents themselves, and (3) all forms of effective family problem solving predicted greater adolescent mastery. Parental education had a direct effect on adolescent mastery as well as the hypothesized indirect effect through problem solving effectiveness, suggesting both a social structural and social process influence on the development of mastery during adolescence. PMID:19413137

Development of mastery during adolescence: the role of family problem-solving.

PubMed

Conger, Katherine Jewsbury; Williams, Shannon Tierney; Little, Wendy M; Masyn, Katherine E; Shebloski, Barbara

2009-03-01

A sense of mastery is an important component of psychological health and wellbeing across the life-span; however relatively little is known about the development of mastery during childhood and adolescence. Utilizing prospective, longitudinal data from 444 adolescent sibling pairs and their parents, our conceptual model proposes that family socioeconomic status (SES) in the form of parental education promotes effective family problem-solving, which, in turn, fosters adolescent mastery. Results show: (1) a significant increase in mastery for younger and older siblings, (2) parental education promoted effective problem-solving between parents and adolescents and between siblings but not between the parents themselves, and (3) all forms of effective family problem-solving predicted greater adolescent mastery. Parental education had a direct effect on adolescent mastery as well as the hypothesized indirect effect through problem-solving effectiveness, suggesting both a social structural and social process influence on the development of mastery during adolescence.

Processes involved in solving mathematical problems

NASA Astrophysics Data System (ADS)

Shahrill, Masitah; Putri, Ratu Ilma Indra; Zulkardi, Prahmana, Rully Charitas Indra

2018-04-01

This study examines one of the instructional practices features utilized within the Year 8 mathematics lessons in Brunei Darussalam. The codes from the TIMSS 1999 Video Study were applied and strictly followed, and from the 183 mathematics problems recorded, there were 95 problems with a solution presented during the public segments of the video-recorded lesson sequences of the four sampled teachers. The analyses involved firstly, identifying the processes related to mathematical problem statements, and secondly, examining the different processes used in solving the mathematical problems for each problem publicly completed during the lessons. The findings revealed that for three of the teachers, their problem statements coded as `using procedures' ranged from 64% to 83%, while the remaining teacher had 40% of his problem statements coded as `making connections.' The processes used when solving the problems were mainly `using procedures', and none of the problems were coded as `giving results only'. Furthermore, all four teachers made use of making the relevant connections in solving the problems given to their respective students.

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

PubMed

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

2010-03-05

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

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

PubMed

Fung, Wenson; Swanson, H Lee

2017-07-01

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

Gesturing during mental problem solving reduces eye movements, especially for individuals with lower visual working memory capacity.

PubMed

Pouw, Wim T J L; Mavilidi, Myrto-Foteini; van Gog, Tamara; Paas, Fred

2016-08-01

Non-communicative hand gestures have been found to benefit problem-solving performance. These gestures seem to compensate for limited internal cognitive capacities, such as visual working memory capacity. Yet, it is not clear how gestures might perform this cognitive function. One hypothesis is that gesturing is a means to spatially index mental simulations, thereby reducing the need for visually projecting the mental simulation onto the visual presentation of the task. If that hypothesis is correct, less eye movements should be made when participants gesture during problem solving than when they do not gesture. We therefore used mobile eye tracking to investigate the effect of co-thought gesturing and visual working memory capacity on eye movements during mental solving of the Tower of Hanoi problem. Results revealed that gesturing indeed reduced the number of eye movements (lower saccade counts), especially for participants with a relatively lower visual working memory capacity. Subsequent problem-solving performance was not affected by having (not) gestured during the mental solving phase. The current findings suggest that our understanding of gestures in problem solving could be improved by taking into account eye movements during gesturing.

Smell Detection Agent Based Optimization Algorithm

NASA Astrophysics Data System (ADS)

Vinod Chandra, S. S.

2016-09-01

In this paper, a novel nature-inspired optimization algorithm has been employed and the trained behaviour of dogs in detecting smell trails is adapted into computational agents for problem solving. The algorithm involves creation of a surface with smell trails and subsequent iteration of the agents in resolving a path. This algorithm can be applied in different computational constraints that incorporate path-based problems. Implementation of the algorithm can be treated as a shortest path problem for a variety of datasets. The simulated agents have been used to evolve the shortest path between two nodes in a graph. This algorithm is useful to solve NP-hard problems that are related to path discovery. This algorithm is also useful to solve many practical optimization problems. The extensive derivation of the algorithm can be enabled to solve shortest path problems.

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

PubMed

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

2016-12-12

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

The effectiveness of return-to-work interventions that incorporate work-focused problem-solving skills for workers with sickness absences related to mental disorders: a systematic literature review.

PubMed

Dewa, Carolyn S; Loong, Desmond; Bonato, Sarah; Joosen, Margot C W

2015-06-15

This paper reviews the current state of the published peer-reviewed literature related to return-to-work (RTW) interventions that incorporate work-related problem-solving skills for workers with sickness absences related to mental disorders. It addresses the question: What is the evidence for the effectiveness of these RTW interventions? Using a multiphase screening process, this systematic literature review was based on publically available peer-reviewed studies. Five electronic databases were searched: (1) Medline Current, (2) Medline In-process, (3) PsycINFO, (4) Econlit and (5) Web of Science. The focus was on RTW interventions for workers with medically certified sickness absences related to mental disorders. Workers with medically certified sickness absences related to mental disorders. RTW intervention included work-focused problem-solving skills. RTW rates and length of sickness absences. There were 4709 unique citations identified. Of these, eight articles representing a total of six studies were included in the review. In terms of bias avoidance, two of the six studies were rated as excellent, two as good and two as weak. Five studies were from the Netherlands; one was from Norway. There was variability among the studies with regard to RTW findings. Two of three studies reported significant differences in RTW rates between the intervention and control groups. One of six studies observed a significant difference in sickness absence duration between intervention and control groups. There is limited evidence that combinations of interventions that include work-related problem-solving skills are effective in RTW outcomes. The evidence could be strengthened if future studies included more detailed examinations of intervention adherence and changes in problem-solving skills. Future studies should also examine the long-term effects of problem-solving skills on sickness absence recurrence and work productivity. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

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.

Solving search problems by strongly simulating quantum circuits

PubMed Central

Johnson, T. H.; Biamonte, J. D.; Clark, S. R.; Jaksch, D.

2013-01-01

Simulating quantum circuits using classical computers lets us analyse the inner workings of quantum algorithms. The most complete type of simulation, strong simulation, is believed to be generally inefficient. Nevertheless, several efficient strong simulation techniques are known for restricted families of quantum circuits and we develop an additional technique in this article. Further, we show that strong simulation algorithms perform another fundamental task: solving search problems. Efficient strong simulation techniques allow solutions to a class of search problems to be counted and found efficiently. This enhances the utility of strong simulation methods, known or yet to be discovered, and extends the class of search problems known to be efficiently simulable. Relating strong simulation to search problems also bounds the computational power of efficiently strongly simulable circuits; if they could solve all problems in P this would imply that all problems in NP and #P could be solved in polynomial time. PMID:23390585

Identifying barriers to recovery from work related upper extremity disorders: use of a collaborative problem solving technique.

PubMed

Shaw, William S; Feuerstein, Michael; Miller, Virginia I; Wood, Patricia M

2003-08-01

Improving health and work outcomes for individuals with work related upper extremity disorders (WRUEDs) may require a broad assessment of potential return to work barriers by engaging workers in collaborative problem solving. In this study, half of all nurse case managers from a large workers' compensation system were randomly selected and invited to participate in a randomized, controlled trial of an integrated case management (ICM) approach for WRUEDs. The focus of ICM was problem solving skills training and workplace accommodation. Volunteer nurses attended a 2 day ICM training workshop including instruction in a 6 step process to engage clients in problem solving to overcome barriers to recovery. A chart review of WRUED case management reports (n = 70) during the following 2 years was conducted to extract case managers' reports of barriers to recovery and return to work. Case managers documented from 0 to 21 barriers per case (M = 6.24, SD = 4.02) within 5 domains: signs and symptoms (36%), work environment (27%), medical care (13%), functional limitations (12%), and coping (12%). Compared with case managers who did not receive the training (n = 67), workshop participants identified more barriers related to signs and symptoms, work environment, functional limitations, and coping (p < .05), but not to medical care. Problem solving skills training may help focus case management services on the most salient recovery factors affecting return to work.

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.…

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.

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).

Facilitating Problem Solving in High School Chemistry.

ERIC Educational Resources Information Center

Gabel, Dorothy L.; Sherwood, Robert D.

1983-01-01

Investigated superiority of instructional strategies (factor-label method, proportionality, use of analogies, use of diagrams) in teaching problem-solving related to mole concept, gas laws, stoichiometry, and molarity. Also investigated effectiveness of strategies for students (N=609) with different verbal-visual preferences, proportional…

Heuristics for Cooperative Problem Solving

DTIC Science & Technology

1989-02-01

briefly, cooperation is a very common problem-solving technique in natural systems and occurs in a wide variety of animals ranging from termites and...primitive way with pheromones but sometimes more directly. As with social spiders, they show relatively primitive coordination of behavior. In spite

Effects of traumatic brain injury on a virtual reality social problem solving task and relations to cortical thickness in adolescence.

PubMed

Hanten, Gerri; Cook, Lori; Orsten, Kimberley; Chapman, Sandra B; Li, Xiaoqi; Wilde, Elisabeth A; Schnelle, Kathleen P; Levin, Harvey S

2011-02-01

Social problem solving was assessed in 28 youth ages 12-19 years (15 with moderate to severe traumatic brain injury (TBI), 13 uninjured) using a naturalistic, computerized virtual reality (VR) version of the Interpersonal Negotiations Strategy interview (Yeates, Schultz, & Selman, 1991). In each scenario, processing load condition was varied in terms of number of characters and amount of information. Adolescents viewed animated scenarios depicting social conflict in a virtual microworld environment from an avatar's viewpoint, and were questioned on four problem solving steps: defining the problem, generating solutions, selecting solutions, and evaluating the likely outcome. Scoring was based on a developmental scale in which responses were judged as impulsive, unilateral, reciprocal, or collaborative, in order of increasing score. Adolescents with TBI were significantly impaired on the summary VR-Social Problem Solving (VR-SPS) score in Condition A (2 speakers, no irrelevant information), p=0.005; in Condition B (2 speakers+irrelevant information), p=0.035; and Condition C (4 speakers+irrelevant information), p=0.008. Effect sizes (Cohen's D) were large (A=1.40, B=0.96, C=1.23). Significant group differences were strongest and most consistent for defining the problems and evaluating outcomes. The relation of task performance to cortical thickness of specific brain regions was also explored, with significant relations found with orbitofrontal regions, the frontal pole, the cuneus, and the temporal pole. Results are discussed in the context of specific cognitive and neural mechanisms underlying social problem solving deficits after childhood TBI. Copyright © 2010 Elsevier Ltd. All rights reserved.

Effects of Traumatic Brain Injury on a Virtual Reality Social Problem Solving Task and Relations to Cortical Thickness in Adolescence

PubMed Central

Hanten, Gerri; Cook, Lori; Orsten, Kimberley; Chapman, Sandra B.; Li, Xiaoqi; Wilde, Elisabeth A.; Schnelle, Kathleen P.; Levin, Harvey S.

2011-01-01

Social problem solving was assessed in 28 youth ages 12–19 years (15 with moderate to severe traumatic brain injury (TBI), 13 uninjured) using a naturalistic, computerized virtual reality (VR) version of the Interpersonal Negotiations Strategy interview (Yeates, Schultz, & Selman, 1991). In each scenario, processing load condition was varied in terms of number of characters and amount of information. Adolescents viewed animated scenarios depicting social conflict in a virtual microworld environment from an avatar’s viewpoint, and were questioned on four problem solving steps: defining the problem, generating solutions, selecting solutions, and evaluating the likely outcome. Scoring was based on a developmental scale in which responses were judged as impulsive, unilateral, reciprocal, or collaborative, in order of increasing score. Adolescents with TBI were significantly impaired on the summary VR-Social Problem Solving (VR-SPS) score in Condition A (2 speakers, no irrelevant information), p = 0.005; in Condition B (2 speakers + irrelevant information), p = 0.035; and Condition C (4 speakers + irrelevant information), p = 0.008. Effect sizes (Cohen’s d) were large (A = 1.40, B = 0.96, C = 1.23). Significant group differences were strongest and most consistent for defining the problems and evaluating outcomes. The relation of task performance to cortical thickness of specific brain regions was also explored, with significant relations found with orbitofrontal regions, the frontal pole, the cuneus, and the temporal pole. Results are discussed in the context of specific cognitive and neural mechanisms underlying social problem solving deficits after childhood TBI. PMID:21147137

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

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.

A Study on the Application of Creative Problem Solving Teaching to Statistics Teaching

ERIC Educational Resources Information Center

Hu, Ridong; Xiaohui, Su; Shieh, Chich-Jen

2017-01-01

Everyone would encounter the life issue of solving complicated problems generated by economic behaviors among all activities for making a living. Various life problems encountered therefore could be generalized by economic statistics. In other words, a lot of important events in daily life are related to economic statistics. For this reason,…

Emerging High School Students' Problem Solving Trajectories Based on the Use of Dynamic Software

ERIC Educational Resources Information Center

Santos-Trigo, Manuel; Cristobal-Escalante, Cesar

2008-01-01

This study documents problem solving approaches that high school students develop as a result of using systematically Cabri-Geometry software. Results show that the use of the software becomes an important tool for students to construct dynamic representations of the problems that were used to identify and examine different mathematical relations.…

Fostering Modeling Competencies: Benefits of Worked Examples, Problems to Be Solved, and Fading Procedures

ERIC Educational Resources Information Center

Große, Cornelia S.

2015-01-01

The application of mathematics to real-world problems is moving more and more in the focus of attention of mathematics education; however, many learners experience huge difficulties in relating "pure" mathematics to everyday contents. In order to solve "modeling problems", it is first necessary to find a transition from a…

Characteristics of a Cognitive Tool That Helps Students Learn Diagnostic Problem Solving

ERIC Educational Resources Information Center

Danielson, Jared A.; Mills, Eric M.; Vermeer, Pamela J.; Preast, Vanessa A.; Young, Karen M.; Christopher, Mary M.; George, Jeanne W.; Wood, R. Darren; Bender, Holly S.

2007-01-01

Three related studies replicated and extended previous work (J.A. Danielson et al. (2003), "Educational Technology Research and Development," 51(3), 63-81) involving the Diagnostic Pathfinder (dP) (previously Problem List Generator [PLG]), a cognitive tool for learning diagnostic problem solving. In studies 1 and 2, groups of 126 and 113…

Math and numeracy in young adults with spina bifida and hydrocephalus.

PubMed

Dennis, Maureen; Barnes, Marcia

2002-01-01

The developmental stability of poor math skill was studied in 31 young adults with spina bifida and hydrocephalus (SBH), a neurodevelopmental disorder involving malformations of the brain and spinal cord. Longitudinally, individuals with poor math problem solving as children grew into adults with poor problem solving and limited functional numeracy. As a group, young adults with SBH had poor computation accuracy, computation speed, problem solving, a ndfunctional numeracy. Computation accuracy was related to a supporting cognitive system (working memory for numbers), and functional numeracy was related to one medical history variable (number of lifetime shunt revisions). Adult functional numeracy, but not functional literacy, was predictive of higher levels of social, personal, and community independence.

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

PubMed

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

2018-02-01

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

Recovery after Work: The Role of Work Beliefs in the Unwinding Process

PubMed Central

Zoupanou, Zoe; Cropley, Mark; Rydstedt, Leif W.

2013-01-01

According to the Effort-Recovery model, mental or physical detachment from work is an important mechanism of work related recovery, as delayed recovery has been associated with range of negative health symptoms. In this paper, we examine whether recovery from work (in the form of mentally disengagement from work) is affected by the concept of ‘work ethic’, which refers to beliefs workers hold about their work and leisure and the effects of experiencing interruptions at work. Two indices of post-work recovery were utilized: problem solving pondering and psychological detachment. The study was conducted with 310 participants employed from diverse occupational sectors. Main effects of positive and negative appraisal of work interruption and beliefs were analysed using mediated and moderated regression analysis on problem-solving pondering and detachment. Weakened belief in wasted time as a partial mediator, reduced problem-solving pondering post work when interruptions were appraised as positive, and a high evaluation of leisure partially mediated problem-solving pondering when interruptions were appraised as positive. The results also showed that a high evaluation of centrality of work and leisure moderated the effect of negative appraisal of work interruption on elevated problem-solving pondering. Positive appraisal of work interruption was related to problem-solving pondering, and the strength of this association was further moderated by a strong belief in delay of gratification. In addition, employees' positive appraisal of work interruption was related to work detachment, and the strength of this association was further moderated by strong beliefs in hard work and self-reliance. These findings are discussed in terms of their theoretical and practical implications for employees who are strongly influenced by such work beliefs. PMID:24349060

Recovery after work: the role of work beliefs in the unwinding process.

PubMed

Zoupanou, Zoe; Cropley, Mark; Rydstedt, Leif W

2013-01-01

According to the Effort-Recovery model, mental or physical detachment from work is an important mechanism of work related recovery, as delayed recovery has been associated with range of negative health symptoms. In this paper, we examine whether recovery from work (in the form of mentally disengagement from work) is affected by the concept of 'work ethic', which refers to beliefs workers hold about their work and leisure and the effects of experiencing interruptions at work. Two indices of post-work recovery were utilized: problem solving pondering and psychological detachment. The study was conducted with 310 participants employed from diverse occupational sectors. Main effects of positive and negative appraisal of work interruption and beliefs were analysed using mediated and moderated regression analysis on problem-solving pondering and detachment. Weakened belief in wasted time as a partial mediator, reduced problem-solving pondering post work when interruptions were appraised as positive, and a high evaluation of leisure partially mediated problem-solving pondering when interruptions were appraised as positive. The results also showed that a high evaluation of centrality of work and leisure moderated the effect of negative appraisal of work interruption on elevated problem-solving pondering. Positive appraisal of work interruption was related to problem-solving pondering, and the strength of this association was further moderated by a strong belief in delay of gratification. In addition, employees' positive appraisal of work interruption was related to work detachment, and the strength of this association was further moderated by strong beliefs in hard work and self-reliance. These findings are discussed in terms of their theoretical and practical implications for employees who are strongly influenced by such work beliefs.

Expecting innovation: psychoactive drug primes and the generation of creative solutions.

PubMed

Hicks, Joshua A; Pedersen, Sarah L; Pederson, Sarah L; Friedman, Ronald S; McCarthy, Denis M

2011-08-01

Many individuals expect that alcohol and drug consumption will enhance creativity. The present studies tested whether substance related primes would influence creative performance for individuals who possessed creativity-related substance expectancies. Participants (n = 566) were briefly exposed to stimuli related to psychoactive substances (alcohol, for Study 1, Sample 1, and Study 2; and marijuana, for Study 1, Sample 2) or neutral stimuli. Participants in Study 1 then completed a creative problem-solving task, while participants in Study 2 completed a divergent thinking task or a task unrelated to creative problem solving. The results of Study 1 revealed that exposure to the experimental stimuli enhanced performance on the creative problem-solving task for those who expected the corresponding substance would trigger creative functioning. In a conceptual replication, Study 2 showed that participants exposed to alcohol cues performed better on a divergent thinking task if they expected alcohol to enhance creativity. It is important to note that this same interaction did not influence performance on measures unrelated to creative problem solving, suggesting that the activation of creativity-related expectancies influenced creative performance, specifically. These findings highlight the importance of assessing expectancies when examining pharmacological effects of alcohol and marijuana. Future directions and implications for substance-related interventions are discussed. (c) 2011 APA, all rights reserved.

Metacognition for strategy selection during arithmetic problem-solving in young and older adults.

PubMed

Geurten, Marie; Lemaire, Patrick

2018-04-19

We examined participants' strategy choices and metacognitive judgments during arithmetic problem-solving. Metacognitive judgments were collected either prospectively or retrospectively. We tested whether metacognitive judgments are related to strategy choices on the current problems and on the immediately following problems, and age-related differences in relations between metacognition and strategy choices. Data showed that both young and older adults were able to make accurate retrospective, but not prospective, judgments. Moreover, the accuracy of retrospective judgments was comparable in young and older adults when participants had to select and execute the better strategy. Metacognitive accuracy was even higher in older adults when participants had to only select the better strategy. Finally, low-confidence judgments on current items were more frequently followed by better strategy selection on immediately succeeding items than high-confidence judgments in both young and older adults. Implications of these findings to further our understanding of age-related differences and similarities in adults' metacognitive monitoring and metacognitive regulation for strategy selection in the context of arithmetic problem solving are discussed.

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

NASA Astrophysics Data System (ADS)

Teodorescu, Raluca Elena

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

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

PubMed

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

2011-07-01

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

The Convergence of Intelligences

NASA Astrophysics Data System (ADS)

Diederich, Joachim

Minsky (1985) argued an extraterrestrial intelligence may be similar to ours despite very different origins. ``Problem- solving'' offers evolutionary advantages and individuals who are part of a technical civilisation should have this capacity. On earth, the principles of problem-solving are the same for humans, some primates and machines based on Artificial Intelligence (AI) techniques. Intelligent systems use ``goals'' and ``sub-goals'' for problem-solving, with memories and representations of ``objects'' and ``sub-objects'' as well as knowledge of relations such as ``cause'' or ``difference.'' Some of these objects are generic and cannot easily be divided into parts. We must, therefore, assume that these objects and relations are universal, and a general property of intelligence. Minsky's arguments from 1985 are extended here. The last decade has seen the development of a general learning theory (``computational learning theory'' (CLT) or ``statistical learning theory'') which equally applies to humans, animals and machines. It is argued that basic learning laws will also apply to an evolved alien intelligence, and this includes limitations of what can be learned efficiently. An example from CLT is that the general learning problem for neural networks is intractable, i.e. it cannot be solved efficiently for all instances (it is ``NP-complete''). It is the objective of this paper to show that evolved intelligences will be constrained by general learning laws and will use task-decomposition for problem-solving. Since learning and problem-solving are core features of intelligence, it can be said that intelligences converge despite very different origins.

Negotiations in Small School Districts.

ERIC Educational Resources Information Center

Freers, Ann M.

Four paradigms of labor-management relations are found in American small schools: paternalism, collective bargaining, collegial problem solving, and community problem solving. Examination of the conditions under which each is likely to exist and their unique characteristics, reveals the circumstance which will enhance the effectiveness of each.…

Age-related differences in strategic monitoring during arithmetic problem solving.

PubMed

Geurten, Marie; Lemaire, Patrick

2017-10-01

We examined the role of metacognitive monitoring in strategic behavior during arithmetic problem solving, a process that is expected to shed light on age-related differences in strategy selection. Young and older adults accomplished better strategy-judgment, better strategy-selection, and strategy-execution tasks. Data showed that participants made better strategy judgments when problems were problems with homogeneous unit digits (i.e., problems with both unit digits smaller or larger than 5; 31×62) relative to problems with heterogeneous unit digits (i.e., problems with one unit digit smaller or larger than 5; 31×67) and when the better strategy was cued on rounding-up problems (e.g., 68×23) compared to rounding-down problems (e.g., 36×53). Results also indicated higher rates of better strategy judgment in young than in older adults. These aging effects differed across problem types. Older adults made more accurate judgments on rounding-up problems than on rounding-down problems when the cued strategy was rounding-up, while young adults did not show such problem-related differences. Moreover, strategy selection correlated with strategy judgment, and even more so in older adults than in young adults. To discuss the implications of these findings, we propose a theoretical framework of how strategy judgments occur in young and older adults and discuss how this framework enables to understand relationships between metacognitive monitoring and strategic behaviors when participants solve arithmetic problems. Copyright © 2017 Elsevier B.V. All rights reserved.

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.

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

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

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

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

The Role of Arts-Related Information and Communication Technology Use in Problem Solving and Achievement: Findings from the Programme for International Student Assessment

ERIC Educational Resources Information Center

Liem, Gregory Arief D.; Martin, Andrew J.; Anderson, Michael; Gibson, Robyn; Sudmalis, David

2014-01-01

Drawing on the Programme for International Student Assessment 2003 data set comprising over 190,000 15-year-old students in 25 countries, the current study sought to examine the role of arts-related information and communication technology (ICT) use in students' problem-solving skill and science and mathematics achievement. Structural equation…

An event-based architecture for solving constraint satisfaction problems

PubMed Central

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

2015-01-01

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

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

Social problem solving in carers of young people with a first episode of psychosis: a randomized controlled trial.

PubMed

McCann, Terence V; Cotton, Sue M; Lubman, Dan I

2017-08-01

Caring for young people with first-episode psychosis is difficult and demanding, and has detrimental effects on carers' well-being, with few evidence-based resources available to assist carers to deal with the problems they are confronted with in this situation. We aimed to examine if completion of a self-directed problem-solving bibliotherapy by first-time carers of young people with first-episode psychosis improved their social problem solving compared with carers who only received treatment as usual. A randomized controlled trial was carried out through two early intervention psychosis services in Melbourne, Australia. A sample of 124 carers were randomized to problem-solving bibliotherapy or treatment as usual. Participants were assessed at baseline, 6- and 16-week follow-up. Intent-to-treat analyses were used and showed that recipients of bibliotherapy had greater social problem-solving abilities than those receiving treatment as usual, and these effects were maintained at both follow-up time points. Our findings affirm that bibliotherapy, as a low-cost complement to treatment as usual for carers, had some effects in improving their problem-solving skills when addressing problems related to the care and support of young people with first-episode psychosis. © 2015 The Authors. Early Intervention in Psychiatry published by Wiley Publishing Asia Pty Ltd.

Working with low back pain: problem-solving orientation and function.

PubMed

Shaw, W S; Feuerstein, M; Haufler, A J; Berkowitz, S M; Lopez, M S

2001-08-01

A number of ergonomic, workplace and individual psychosocial factors and health behaviors have been associated with the onset, exacerbation and/or maintenance of low back pain (LBP). The functional impact of these factors may be influenced by how a worker approaches problems in general. The present study was conducted to determine whether problem-solving orientation was associated with physical and mental health outcomes in fully employed workers (soldiers) reporting a history of LBP in the past year. The sample consisted of 475 soldiers (446 male, 29 female; mean age 24.5 years) who worked in jobs identified as high risk for LBP-related disability and reported LBP symptoms in the past 12 months. The Social Problem-Solving Inventory and the Standard Form-12 (SF-12) were completed by all subjects. Hierarchical multiple regression analyses were used to predict the SF-12 physical health summary scale from interactions of LBP symptoms with each of five problem-solving subscales. Low scores on positive problem-solving orientation (F(1,457)=4.49), and high scores on impulsivity/carelessness (F(1,457)=9.11) were associated with a steeper gradient in functional loss related to LBP. Among those with a longer history of low-grade LBP, an avoidant approach to problem-solving was also associated with a steeper gradient of functional loss (three-way interaction; F(1,458)=4.58). These results suggest that the prolonged impact of LBP on daily function may be reduced by assisting affected workers to conceptualize LBP as a problem that can be overcome and using strategies that promote taking an active role in reducing risks for LBP. Secondary prevention efforts may be improved by addressing these factors.

Visuospatial referents facilitate the learning and transfer of mathematical operations: extending the role of the angular gyrus.

PubMed

Pyke, Aryn; Betts, Shawn; Fincham, Jon M; Anderson, John R

2015-03-01

Different external representations for learning and solving mathematical operations may affect learning and transfer. To explore the effects of learning representations, learners were each introduced to two new operations (b↑n and b↓n) via either formulas or graphical representations. Both groups became adept at solving regular (trained) problems. During transfer, no external formulas or graphs were present; however, graph learners' knowledge could allow them to mentally associate problem expressions with visuospatial referents. The angular gyrus (AG) has recently been hypothesized to map problems to mental referents (e.g., symbolic answers; Grabner, Ansari, Koschutnig, Reishofer, & Ebner Human Brain Mapping, 34, 1013-1024, 2013), and we sought to test this hypothesis for visuospatial referents. To determine whether the AG and other math (horizontal intraparietal sulcus) and visuospatial (fusiform and posterior superior parietal lobule [PSPL]) regions were implicated in processing visuospatial mental referents, we included two types of transfer problems, computational and relational, which differed in referential load (one graph vs. two). During solving, the activations in AG, PSPL, and fusiform reflected the referential load manipulation among graph but not formula learners. Furthermore, the AG was more active among graph learners overall, which is consistent with its hypothesized referential role. Behavioral performance was comparable across the groups on computational transfer problems, which could be solved in a way that incorporated learners' respective procedures for regular problems. However, graph learners were more successful on relational transfer problems, which assessed their understanding of the relations between pairs of similar problems within and across operations. On such problems, their behavioral performance correlated with activation in the AG, fusiform, and a relational processing region (BA 10).

What Students Choose to Do and Have to Say about Use of Multiple Representations in College Algebra

ERIC Educational Resources Information Center

Herman, Marlena

2007-01-01

This report summarizes findings on strategies chosen by students (n=38) when solving algebra problems related to various functions with the freedom to use a TI-83 graphing calculator, influences on student problem-solving strategy choices, student ability to approach algebra problems with use of multiple representations, and student beliefs on how…

The Effects of Using Diagramming as a Representational Technique on High School Students' Achievement in Solving Math Word Problems

ERIC Educational Resources Information Center

Banerjee, Banmali

2010-01-01

Methods and procedures for successfully solving math word problems have been, and continue to be a mystery to many U.S. high school students. Previous studies suggest that the contextual and mathematical understanding of a word problem, along with the development of schemas and their related external representations, positively contribute to…

Human Problem Solving in 2008

ERIC Educational Resources Information Center

Pizlo, Zygmunt

2008-01-01

This paper presents a bibliography of more than 200 references related to human problem solving, arranged by subject matter. The references were taken from PsycInfo database. Journal papers, book chapters, books and dissertations are included. The topics include human development, education, neuroscience, research in applied settings, as well as…

Construct Relevant and Irrelevant Variables in Math Problem Solving Assessment

ERIC Educational Resources Information Center

Birk, Lisa E.

2013-01-01

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

Human Problem Solving in 2006

ERIC Educational Resources Information Center

Pizlo, Zygmunt

2007-01-01

This paper presents a bibliography of a little more than 100 references related to human problem solving, arranged by subject matter. The references were taken from PsycInfo and Compendex databases. Only journal papers, books and dissertations are included. The topics include human development, education, neuroscience, research in applied…

Human Problem Solving in 2012

ERIC Educational Resources Information Center

Funke, Joachim

2013-01-01

This paper presents a bibliography of 263 references related to human problem solving, arranged by subject matter. The references were taken from PsycInfo and Academic Premier data-base. Journal papers, book chapters, and dissertations are included. The topics include human development, education, neuroscience, and research in applied settings. It…

Effect of Dimensional Salience and Salience of Variability on Problem Solving: A Developmental Study

ERIC Educational Resources Information Center

Zelniker, Tamar; And Others

1975-01-01

A matching task was presented to 120 subjects from 6 to 20 years of age to investigate the relative influence of dimensional salience and salience of variability on problem solving. The task included four dimensions: form, color, number, and position. (LLK)

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.

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

PubMed

Duhamel, Karen V

2016-10-01

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

False memories from survival processing make better primes for problem-solving.

PubMed

Garner, Sarah R; Howe, Mark L

2014-01-01

Previous research has demonstrated that participants remember significantly more survival-related information and more information that is processed for its survival relevance. Recent research has also shown that survival materials and processing result in more false memories, ones that are adaptive inasmuch as they prime solutions to insight-based problems. Importantly, false memories for survival-related information facilitate problem solving more than false memories for other types of information. The present study explores this survival advantage using an incidental rather than intentional memory task. Here participants rated information either in the context of its importance to a survival-processing scenario or to moving to a new house. Following this, participants solved a number of compound remote associate tasks (CRATs), half of which had the solution primed by false memories that were generated during the processing task. Results showed that (a) CRATs were primed by false memories in this incidental task, with participants solving significantly more CRATs when primed than when unprimed, (b) this effect was greatest when participants rated items for survival than moving, and (c) processing items for a survival scenario improved overall problem-solving performance even when specific problems themselves were not primed. Results are discussed with regard to adaptive theories of memory.

Genetics problem solving and worldview

NASA Astrophysics Data System (ADS)

Dale, Esther

The research goal was to determine whether worldview relates to traditional and real-world genetics problem solving. Traditionally, scientific literacy emphasized content knowledge alone because it was sufficient to solve traditional problems. The contemporary definition of scientific literacy is, "The knowledge and understanding of scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs and economic productivity" (NRC, 1996). An expanded definition of scientific literacy is needed to solve socioscientific issues (SSI), complex social issues with conceptual, procedural, or technological associations with science. Teaching content knowledge alone assumes that students will find the scientific explanation of a phenomenon to be superior to a non-science explanation. Formal science and everyday ways of thinking about science are two different cultures (Palmer, 1999). Students address this rift with cognitive apartheid, the boxing away of science knowledge from other types of knowledge (Jedege & Aikenhead, 1999). By addressing worldview, cognitive apartheid may decrease and scientific literacy may increase. Introductory biology students at the University of Minnesota during fall semester 2005 completed a written questionnaire-including a genetics content-knowledge test, four genetic dilemmas, the Worldview Assessment Instrument (WAI) and some items about demographics and religiosity. Six students responded to the interview protocol. Based on statistical analysis and interview data, this study concluded the following: (1) Worldview, in the form of metaphysics, relates to solving traditional genetic dilemmas. (2) Worldview, in the form of agency, relates to solving traditional genetics problems. (3) Thus, worldview must be addressed in curriculum, instruction, and assessment.

Cross-syndrome comparison of real-world executive functioning and problem solving using a new problem-solving questionnaire.

PubMed

Camp, Joanne S; Karmiloff-Smith, Annette; Thomas, Michael S C; Farran, Emily K

2016-12-01

Individuals with neurodevelopmental disorders like Williams syndrome and Down syndrome exhibit executive function impairments on experimental tasks (Lanfranchi, Jerman, Dal Pont, Alberti, & Vianello, 2010; Menghini, Addona, Costanzo, & Vicari, 2010), but the way that they use executive functioning for problem solving in everyday life has not hitherto been explored. The study aim is to understand cross-syndrome characteristics of everyday executive functioning and problem solving. Parents/carers of individuals with Williams syndrome (n=47) or Down syndrome (n=31) of a similar chronological age (m=17 years 4 months and 18 years respectively) as well as those of a group of younger typically developing children (n=34; m=8years 3 months) completed two questionnaires: the Behavior Rating Inventory of Executive Function (BRIEF; Gioia, Isquith, Guy, & Kenworthy, 2000) and a novel Problem-Solving Questionnaire. The rated likelihood of reaching a solution in a problem solving situation was lower for both syndromic groups than the typical group, and lower still for the Williams syndrome group than the Down syndrome group. The proportion of group members meeting the criterion for clinical significance on the BRIEF was also highest for the Williams syndrome group. While changing response, avoiding losing focus and maintaining perseverance were important for problem-solving success in all groups, asking for help and avoiding becoming emotional were also important for the Down syndrome and Williams syndrome groups respectively. Keeping possessions in order was a relative strength amongst BRIEF scales for the Down syndrome group. Results suggest that individuals with Down syndrome tend to use compensatory strategies for problem solving (asking for help and potentially, keeping items well ordered), while for individuals with Williams syndrome, emotional reactions disrupt their problem-solving skills. This paper highlights the importance of identifying syndrome-specific problem-solving strengths and difficulties to improve effective functioning in everyday life. Copyright © 2016 Elsevier Ltd. 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.

Problems and solutions for patients with fibromyalgia: Building new helping relationships.

PubMed

Montesó-Curto, Pilar; García-Martinez, Montserrat; Romaguera, Sara; Mateu, María Luisa; Cubí-Guillén, María Teresa; Sarrió-Colas, Lidia; Llàdser, Anna Núria; Bradley, Stephen; Panisello-Chavarria, María Luisa

2018-02-01

The aim of this study was to identify the main biological, psychological and sociological problems and potential solutions for patients diagnosed with fibromyalgia by use of Group Problem-Solving Therapy. Group Problem-Solving Therapy is a technique for identifying and solving problems, increasing assertiveness, self-esteem and eliminating negative thoughts. Qualitative phenomenological interpretive design: Group Problem-Solving Therapy sessions conducted with patients suffering fibromyalgia were studied; participants recruited via the Rheumatology Department at a general hospital and associations in Catalonia, Spain with sessions conducted in nearby university setting. The study included 44 people diagnosed with fibromyalgia (43 female, 1 male) from 6 Group Problem-Solving Therapy sessions. Data collected from March-June 2013. A total of 24 sessions were audio recorded, all with prior informed consent. Data were transcribed and then analysed in accordance with established methods of inductive thematic analysis, via a process of reduction to manage and classify data. Five themes were identified: (1) Current problems are often related to historical trauma; (2) There are no "one size fits all" solutions; (3) Fibromyalgia is life-changing; (4) Fibromyalgia is widely misunderstood; (5) Statistically Significant impacts on physical, psychological and social are described. The majority of patients' problems were associated with their previous history and the onset of fibromyalgia; which may be related to trauma in adolescence, early adulthood or later. The solutions provided during the groups appeared to be accepted by the participants. These findings can improve the self-management of fibromyalgia patients by helping to enhance adaptive behaviours and incorporating the female gender approach. © 2017 John Wiley & Sons Ltd.

Graph cuts via l1 norm minimization.

PubMed

Bhusnurmath, Arvind; Taylor, Camillo J

2008-10-01

Graph cuts have become an increasingly important tool for solving a number of energy minimization problems in computer vision and other fields. In this paper, the graph cut problem is reformulated as an unconstrained l1 norm minimization that can be solved effectively using interior point methods. This reformulation exposes connections between the graph cuts and other related continuous optimization problems. Eventually the problem is reduced to solving a sequence of sparse linear systems involving the Laplacian of the underlying graph. The proposed procedure exploits the structure of these linear systems in a manner that is easily amenable to parallel implementations. Experimental results obtained by applying the procedure to graphs derived from image processing problems are provided.

The Main and Interactive Effects of Maternal Interpersonal Emotion Regulation and Negative Affect on Adolescent Girls' Borderline Personality Disorder Symptoms.

PubMed

Dixon-Gordon, Katherine L; Whalen, Diana J; Scott, Lori N; Cummins, Nicole D; Stepp, Stephanie D

2016-06-01

The transaction of adolescent's expressed negative affect and parental interpersonal emotion regulation are theoretically implicated in the development of borderline personality disorder (BPD). Although problem solving and support/validation are interpersonal strategies that foster emotion regulation, little is known about whether these strategies are associated with less BPD severity among adolescents. Adolescent girls (age 16; N = 74) and their mothers completed a conflict discussion task, and maternal problem solving, support/validation, and girls' negative affect were coded. Girls' BPD symptoms were assessed at four time points. A 3-way interaction of girls' negative affect, problem solving, and support/validation indicated that girls' negative affect was only associated with BPD severity in the context of low maternal support/validation and high maternal problem solving. These variables did not predict changes in BPD symptoms over time. Although high negative affect is a risk for BPD severity in adolescent girls, maternal interpersonal emotion regulation strategies moderate this link. Whereas maternal problem solving coupled with low support/validation is associated with a stronger negative affect-BPD relation, maternal problem solving paired with high support/validation is associated with an attenuated relationship.

The Main and Interactive Effects of Maternal Interpersonal Emotion Regulation and Negative Affect on Adolescent Girls’ Borderline Personality Disorder Symptoms

PubMed Central

Whalen, Diana J.; Scott, Lori N.; Cummins, Nicole D.; Stepp, Stephanie D.

2015-01-01

The transaction of adolescent’s expressed negative affect and parental interpersonal emotion regulation are theoretically implicated in the development of borderline personality disorder (BPD). Although problem solving and support/validation are interpersonal strategies that foster emotion regulation, little is known about whether these strategies are associated with less BPD severity among adolescents. Adolescent girls (age 16; N = 74) and their mothers completed a conflict discussion task, and maternal problem solving, support/validation, and girls’ negative affect were coded. Girls’ BPD symptoms were assessed at four time points. A 3-way interaction of girls’ negative affect, problem solving, and support/validation indicated that girls’ negative affect was only associated with BPD severity in the context of low maternal support/validation and high maternal problem solving. These variables did not predict changes in BPD symptoms over time. Although high negative affect is a risk for BPD severity in adolescent girls, maternal interpersonal emotion regulation strategies moderate this link. Whereas maternal problem solving coupled with low support/validation is associated with a stronger negative affect-BPD relation, maternal problem solving paired with high support/validation is associated with an attenuated relationship. PMID:27185969

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.

Do problem-solving interventions improve psychosocial outcomes in vision impaired adults: a systematic review and meta-analysis.

PubMed

Holloway, Edith E; Xie, Jing; Sturrock, Bonnie A; Lamoureux, Ecosse L; Rees, Gwyneth

2015-05-01

To evaluate the effectiveness of problem-solving interventions on psychosocial outcomes in vision impaired adults. A systematic search of randomised controlled trials (RCTs), published between 1990 and 2013, that investigated the impact of problem-solving interventions on depressive symptoms, emotional distress, quality of life (QoL) and functioning was conducted. Two reviewers independently selected and appraised study quality. Data permitting, intervention effects were statistically pooled and meta-analyses were performed, otherwise summarised descriptively. Eleven studies (reporting on eight trials) met inclusion criteria. Pooled analysis showed problem-solving interventions improved vision-related functioning (standardised mean change [SMC]: 0.15; 95% CI: 0.04-0.27) and emotional distress (SMC: -0.36; 95% CI: -0.54 to -0.19). There was no evidence to support improvements in depressive symptoms (SMC: -0.27, 95% CI: -0.66 to 0.12) and insufficient evidence to determine the effectiveness of problem-solving interventions on QoL. The small number of well-designed studies and narrow inclusion criteria limit the conclusions drawn from this review. However, problem-solving skills may be important for nurturing daily functioning and reducing emotional distress for adults with vision impairment. Given the empirical support for the importance of effective problem-solving skills in managing chronic illness, more well-designed RCTs are needed with diverse vision impaired samples. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

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)

Search Path Mapping: A Versatile Approach for Visualizing Problem-Solving Behavior.

ERIC Educational Resources Information Center

Stevens, Ronald H.

1991-01-01

Computer-based problem-solving examinations in immunology generate graphic representations of students' search paths, allowing evaluation of how organized and focused their knowledge is, how well their organization relates to critical concepts in immunology, where major misconceptions exist, and whether proper knowledge links exist between content…

Undergraduate Performance in Solving Ill-Defined Biochemistry Problems

ERIC Educational Resources Information Center

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

2017-01-01

With growing interest in promoting skills related to the scientific process, we studied performance in solving ill-defined problems demonstrated by graduating biochemistry majors at a public, minority-serving university. As adoption of techniques for facilitating the attainment of higher-order learning objectives broadens, so too does the need to…

A Unified Approach for Solving Nonlinear Regular Perturbation Problems

ERIC Educational Resources Information Center

Khuri, S. A.

2008-01-01

This article describes a simple alternative unified method of solving nonlinear regular perturbation problems. The procedure is based upon the manipulation of Taylor's approximation for the expansion of the nonlinear term in the perturbed equation. An essential feature of this technique is the relative simplicity used and the associated unified…

Improving the Skills of Health Professionals in Engaging Patients in Diabetes-Related Problem Solving.

ERIC Educational Resources Information Center

King, Elaine Boswell; Schlundt, David G.; Pichert, James W.; Kinzer, Charles K.; Backer, Barbara A.

2002-01-01

Nurses, dietitians, physicians, and a pharmacist (n=33) attended a patient teaching and problem-solving course emphasizing assessment, brainstorming, collaboration, and direct instruction skills. Analysis of videotaped patient teaching exercises revealed significant improvement in all four skills. Length of teaching sessions remained the same.…

Relationships among Learner Characteristics and Adolescents' Perceptions about Reading Strategy Use

ERIC Educational Resources Information Center

Cantrell, Susan Chambers; Carter, Janis C.

2009-01-01

This study investigates relationships among adolescent students' perceived use of academic reading strategies and reading achievement, age, and gender. Good readers reported using global and problem-solving strategies to a greater extent than poor readers. Surface-level problem-solving strategies were more strongly related to higher reading…

Introducing Mathematics to Information Problem-Solving Tasks: Surface or Substance?

ERIC Educational Resources Information Center

Erickson, Ander

2017-01-01

This study employs a cross-case analysis in order to explore the demands and opportunities that arise when information problem-solving tasks are introduced into college mathematics classes. Professors at three universities collaborated with me to develop statistics-related activities that required students to engage in research outside the…

Can False Memories Prime Problem Solutions?

ERIC Educational Resources Information Center

Howe, Mark L.; Garner, Sarah R.; Dewhurst, Stephen A.; Ball, Linden J.

2010-01-01

Previous research has suggested that false memories can prime performance on related implicit and explicit memory tasks. The present research examined whether false memories can also be used to prime higher order cognitive processes, namely, insight-based problem solving. Participants were asked to solve a number of compound remote associate task…

Scheduling language and algorithm development study. Volume 1, phase 2: Design considerations for a scheduling and resource allocation system

NASA Technical Reports Server (NTRS)

Morrell, R. A.; Odoherty, R. J.; Ramsey, H. R.; Reynolds, C. C.; Willoughby, J. K.; Working, R. D.

1975-01-01

Data and analyses related to a variety of algorithms for solving typical large-scale scheduling and resource allocation problems are presented. The capabilities and deficiencies of various alternative problem solving strategies are discussed from the viewpoint of computer system design.

Pre-University Tuition in Science and Technology Can Influence Executive Functions

ERIC Educational Resources Information Center

Méndez, Marta; Arias, Natalia; Menéndez, José R.; Villar, José R.; Neira, Ángel; Romano, Pedro V.; Núñez, José Carlos; Arias, Jorge L.

2014-01-01

Introduction: Scientific and technological areas include tuition based on highly visuo-spatial specialization and problem solving. Spatial skills and problem solving are embedded in a curriculum that promotes understanding of Science and technical subjects. These abilities are related to the development of executive functions (EFs). We aim to…

Coping among Nonclinical College-Age Children of Alcoholics.

ERIC Educational Resources Information Center

Wright, Deborah M.; Heppner, P. Paul

1991-01-01

Compared 40 adult children of alcoholics (ACAs) to 40 non-ACAs on problem-solving appraisal, perceived social support, shame, suicidal ideation, and substance use; examined gender differences among ACAs; explored relations between problem-solving appraisal, perceived social support, and shame in predicting suicidal ideation and substance use. ACAs…

Designing WebQuests to Support Creative Problem Solving

ERIC Educational Resources Information Center

Rubin, Jim

2013-01-01

WebQuests have been a popular alternative for collaborative group work that utilizes internet resources, but studies have questioned how effective they are in challenging students to use higher order thinking processes that involve creative problem solving. This article explains how different levels of inquiry relate to categories of learning…

Solving Quantitative Problems: Guidelines for Teaching Derived from Research.

ERIC Educational Resources Information Center

Kramers-Pals, H.; Pilot, A.

1988-01-01

Presents four guidelines for teaching quantitative problem-solving based on research results: analyze difficulties of students, develop a system of heuristics, select and map key relations, and design instruction with proper orientation, exercise, and feedback. Discusses the four guidelines and uses flow charts and diagrams to show how the…

A New International Order: Proposals for Making a Better World.

ERIC Educational Resources Information Center

Suter, Keith D.

The inability of national governments to solve the world's major problems is examined, and various suggestions for solving the problems through an international government and transnational action are discussed. There are four chapters. Chapter 1 discusses changes in international relations which are resulting in a collapse of the "Old…

Teaching Personal Finance Mathematical Problem Solving to Individuals with Moderate Intellectual Disability

ERIC Educational Resources Information Center

Root, Jenny; Saunders, Alicia; Spooner, Fred; Brosh, Chelsi

2017-01-01

The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction…

Using Depth Intuition in Creative Problem Solving and Strategic Innovation.

ERIC Educational Resources Information Center

Markley, O. W.

1988-01-01

The article describes four step-by-step methods to sharpen intuitive capacities for problem-solving and innovation. Visionary and transpersonal knowledge processes are tapped to gain access to relatively deep levels of intuition. The methods are considered useful for overcoming internal blockages or resistance, developing organizational mission…

Cancer Pain Management and the Role of Social Work: Barriers and Interventions.

ERIC Educational Resources Information Center

Glajchen, Myra; And Others

1995-01-01

Discusses the prevalence of cancer-related pain and identifies the barriers that undermine effective pain relief. Develops a model for social work intervention in terms of communication, assessment, problem solving, and psychological support for the patient. Emphasizes skills such as communication, assessment, problem solving, and psychological…

Outcomes-Based Authentic Learning, Portfolio Assessment, and a Systems Approach to "Complex Problem-Solving": Related Pillars for Enhancing the Innovative Role of PBL in Future Higher Education

ERIC Educational Resources Information Center

Richards, Cameron

2015-01-01

The challenge of better reconciling individual and collective aspects of innovative problem-solving can be productively addressed to enhance the role of PBL as a key focus of the creative process in future higher education. This should involve "active learning" approaches supported by related processes of teaching, assessment and…

Technology Implementation and Workarounds in the Nursing Home

PubMed Central

Vogelsmeier, Amy A.; Halbesleben, Jonathon R.B.; Scott-Cawiezell, Jill R.

2008-01-01

Objective This study sought to explore the relationship of workarounds related to the implementation of an electronic medication administration record and medication safety practices in five Midwestern nursing homes. Design As a part of a larger study, this qualitative evaluation was conducted to identify workarounds associated with the implementation of an electronic medication administration record. Data were collected using multimethods including direct observation, process mapping, key informant interviews, and review of field notes from medication safety team meetings. Measurements Open and axial coding techniques were used to identify and categorize types of workarounds in relation to work flow blocks. Results Workarounds presented in two distinct patterns, those related to work flow blocks introduced by technology and those related to organizational processes not reengineered to effectively integrate with the technology. Workarounds such as safety alert overrides and shortcuts to documentation resulted from first-order problem solving of immediate blocks. Nursing home staff as individuals frequently used first-order problem solving instead of the more sophisticated second-order problem solving approach used by the medication safety team. Conclusion This study provides important practical examples of how nursing home staff work around work flow blocks encountered during the implementation of technology. Understanding these workarounds as a means of first-order problem solving is an important consideration to understanding risk to medication safety. PMID:17947626

[Out of hopelessness--problem solving training in suicide prevention].

PubMed

Perczel Forintos, Dóra; Póos, Judit

2008-01-01

Psychological studies have great importance in suicide prevention since psychological factors belong to the modifiable risk factors in suicide. These are the negative cognitive triad and hopelessness which are related to vague, over-generalized autobiographical memory and lead to poor problem solving abilities. In this paper we review the most relevant clinical psychology studies and models such as the cognitive model of suicide as well as the entrapment theory by Williams (2004). In the second part we describe the frequently used method of problem solving training/therapy which can be used in either individual or group format. We hope that the problem solving skill training will soon become a part of suicide prevention in Hungary also, since short,focused and evidence based interventions are much needed in psychiatric care.

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.

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.

The roles of emotional competence and social problem-solving in the relationship between physical abuse and adolescent suicidal ideation in China.

PubMed

Kwok, Sylvia Y C L; Yeung, Jerf W K; Low, Andrew Y T; Lo, Herman H M; Tam, Cherry H L

2015-06-01

The study investigated the relationship among physical abuse, positive psychological factors including emotional competence and social problem-solving, and suicidal ideation among adolescents in China. The possible moderating effects of emotional competence and social problem-solving in the association between physical abuse and adolescent suicidal ideation were also studied. A cross-sectional survey employing convenience sampling was conducted and self-administered questionnaires were collected from 527 adolescents with mean age of 14 years from the schools in Shanghai. Results showed that physical abuse was significantly and positively related to suicidal ideation in both male and female adolescents. Emotional competence was not found to be significantly associated with adolescent suicidal ideation, but rational problem-solving, a sub-scale of social problem-solving, was shown to be significantly and negatively associated with suicidal ideation for males, but not for females. However, emotional competence and rational problem-solving were shown to be a significant and a marginally significant moderator in the relationship between physical abuse and suicidal ideation in females respectively, but not in males. High rational problem-solving buffered the negative impact of physical abuse on suicidal ideation for females. Interestingly, females with higher empathy and who reported being physically abused by their parents have higher suicidal ideation. Findings are discussed and implications are stated. It is suggested to change the attitudes of parents on the concept of physical abuse, guide them on appropriate attitudes, knowledge and skills in parenting, and enhance adolescents' skills in rational problem-solving. Copyright © 2015 Elsevier Ltd. All rights reserved.

Use of artificial bee colonies algorithm as numerical approximation of differential equations solution

NASA Astrophysics Data System (ADS)

Fikri, Fariz Fahmi; Nuraini, Nuning

2018-03-01

The differential equation is one of the branches in mathematics which is closely related to human life problems. Some problems that occur in our life can be modeled into differential equations as well as systems of differential equations such as the Lotka-Volterra model and SIR model. Therefore, solving a problem of differential equations is very important. Some differential equations are difficult to solve, so numerical methods are needed to solve that problems. Some numerical methods for solving differential equations that have been widely used are Euler Method, Heun Method, Runge-Kutta and others. However, some of these methods still have some restrictions that cause the method cannot be used to solve more complex problems such as an evaluation interval that we cannot change freely. New methods are needed to improve that problems. One of the method that can be used is the artificial bees colony algorithm. This algorithm is one of metaheuristic algorithm method, which can come out from local search space and do exploration in solution search space so that will get better solution than other method.

Conventional and Eccentric Uses of Crystallographic Databases in Practical Materials Identification Problems

PubMed Central

Kaduk, James A.

1996-01-01

The crystallographic databases are powerful and cost-effective tools for solving materials identification problems, both individually and in combination. Examples of the conventional and unconventional use of the databases in solving practical problems involving organic, coordination, and inorganic compounds are provided. The creation and use of fully-relational versions of the Powder Diffraction File and NIST Crystal Data are described. PMID:27805165

Use of Common-Sense Knowledge, Language and Reality in Mathematical Word Problem Solving

ERIC Educational Resources Information Center

Sepeng, Percy

2014-01-01

The study reported in this article sought to explore and observe how grade 9 learners solve real-wor(l)d problems (a) without real context and (b) without real meaning. Learners' abilities to make sense of the decontextualised word problems set in the real world were investigated with regard to learners' use of common sense in relation to problem…

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

NASA Astrophysics Data System (ADS)

Thurmond, Brandi

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

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.

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

NASA Astrophysics Data System (ADS)

Dawkins, Paul Christian; Mendoza Epperson, James A.

2014-08-01

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

Finer Distinctions: Variability in Satisfied Older Couples' Problem-Solving Behaviors.

PubMed

Rauer, Amy; Williams, Leah; Jensen, Jakob

2017-06-01

This study utilized observational and self-report data from 64 maritally satisfied and stable older couples to explore if there were meaningful differences in how couples approached marital disagreements. Using a typology approach to classify couples based on their behaviors in a 15-minute problem-solving interaction, findings revealed four types of couples: (1) problem solvers (characterized by both spouses' higher problem-solving skills and warmth), (2) supporters (characterized by both spouses' notable warmth), (3) even couples (characterized by both spouses' moderate problem-solving skills and warmth), and (4) cool couples (characterized by both spouses' greater negativity and lower problem-solving skills and warmth). Despite the differences in these behaviors, all couples had relatively high marital satisfaction and functioning. However, across nearly all indices, spouses in the cool couple cluster reported poorer marital functioning, particularly when compared to the problem solvers and supporters. These findings suggest that even modest doses of negativity (e.g., eye roll) may be problematic for some satisfied couples later in life. The implications of these typologies are discussed as they pertain to practitioners' efforts to tailor their approaches to a wider swath of the population. © 2015 Family Process Institute.

Student’s Critical Thinking in Solving Open-Ended Problems Based on Their Personality Type

NASA Astrophysics Data System (ADS)

Fitriana, L. D.; Fuad, Y.; Ekawati, R.

2018-01-01

Critical thinking plays an important role for students in solving open-ended problems. This research aims at describing student’s critical thinking in solving open-ended problems based on Keirsey’s personality types, namely rational, idealist, guardian, and artisan. Four students, with the higher rank in the mathematics’ test and representing each type of Keirsey personality, were selected as the research subjects. The data were collected from the geometry problem and interviews. The student’s critical thinking is described based on the FRISCO criteria. The result underlines that rational and idealist students fulfilled all FRISCO criteria, and but not for guardian and artisan students. Related to the inference criteria, guardian and artisan students could not make reasonable conclusions and connect the concepts. Related to the reason of criteria, rational student performed critical thinking by providing logical reason that supported his strategy to solve the problem. In contrast, the idealist student provided subjective reason. This results suggest that teachers should frequently train the students’ logical thinkingin every lesson and activity to develop student’s critical thinking and take the student’s personality character into account, especially for guardian and artisan students.

Do Colleges Cultivate Critical Thinking, Problem Solving, Writing and Interpersonal Skills?

ERIC Educational Resources Information Center

Saavedra, Anna Rosefsky; Saavedra, Juan Esteban

2011-01-01

We investigate how much value college enrollment adds to students' critical thinking, problem-solving and communication skills, and the role college inputs play in developing these competencies, using data from a 2009 collegiate assessment pilot study in Colombia. Relative to observationally similar first year students, students in their final…

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…

Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty

ERIC Educational Resources Information Center

Powell, Sarah R.; Fuchs, Lynn S.

2010-01-01

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for the development of higher order mathematics skills, including solving word problems. Research indicates equal-sign instruction…

Geologic Problem Solving in the Field: Analysis of Field Navigation and Mapping by Advanced Undergraduates

ERIC Educational Resources Information Center

Riggs, Eric M.; Lieder, Christopher C.; Ballliet, Russell

2009-01-01

Field instruction is a critical piece of undergraduate geoscience majors' education, and fieldwork remains a major part of the work of professional geologists. Despite the central importance of field education, there exists relatively little educational research exploring how students learn to solve problems in geological fieldwork. This study…

Dispositional Predictors of Problem Solving in the Field of Office Work

ERIC Educational Resources Information Center

Rausch, Andreas

2017-01-01

It was investigated how domain-specific knowledge, fluid intelligence, vocational interest and work-related self-efficacy predicted domain-specific problem-solving performance in the field of office work. The participants included 100 German VET (vocational education and training) students nearing the end of a 3-year apprenticeship program as an…

Problem Solving Learning Environments and Assessment: A Knowledge Space Theory Approach

ERIC Educational Resources Information Center

Reimann, Peter; Kickmeier-Rust, Michael; Albert, Dietrich

2013-01-01

This paper explores the relation between problem solving learning environments (PSLEs) and assessment concepts. The general framework of evidence-centered assessment design is used to describe PSLEs in terms of assessment concepts, and to identify similarities between the process of assessment design and of PSLE design. We use a recently developed…

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

ERIC Educational Resources Information Center

Ciampaglia, Brie I.

2010-01-01

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

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…

Robot computer problem solving system

NASA Technical Reports Server (NTRS)

Becker, J. D.; Merriam, E. W.

1974-01-01

The conceptual, experimental, and practical aspects of the development of a robot computer problem solving system were investigated. The distinctive characteristics were formulated of the approach taken in relation to various studies of cognition and robotics. Vehicle and eye control systems were structured, and the information to be generated by the visual system is defined.

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…

Assessing the Relation between Seventh-Grade Students' Engagement and Proportional Problem Solving Performance

ERIC Educational Resources Information Center

Lein, Amy E.; Jitendra, Asha K.; Starosta, Kristin M.; Dupuis, Danielle N.; Hughes-Reid, Cheyenne L.; Star, John R.

2016-01-01

In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger…

Assessing the Relation between Seventh-Grade Students' Engagement and Mathematical Problem Solving Performance

ERIC Educational Resources Information Center

Lein, Amy E.; Jitendra, Asha K.; Starosta, Kristin M.; Dupuis, Danielle N.; Hughes-Reid, Cheyenne L.; Star, Jon R.

2016-01-01

In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger…

Teaching Problem-Solving and Creativity in College Courses. AAHE-ERIC/Higher Education Research Currents.

ERIC Educational Resources Information Center

Whitman, Neal

Courses designed to teach problem-solving and creativity, which are relatively new additions to college curricula, are discussed, along with their intellectual foundations and research on these two processes. The teaching of these processes involves the following course goals: teaching a specific subject, generally useful skills, and professional…

Problem Solving in All Seasons: Prekindergarten-Grade 2

ERIC Educational Resources Information Center

Markworth, Kim; McCool, Jenni; Kosiak, Jennifer

2015-01-01

Holidays and seasonal activities provide excitement and a change of pace for teachers and students alike. They also offer perfect backdrops for mathematical tasks that can be related to other topics and themes in the classroom. "Problem Solving in All Seasons, Prekindergarten-Grade 2" delivers thirty-two appealing, real-world situations,…

Quantum speedup in solving the maximal-clique problem

NASA Astrophysics Data System (ADS)

Chang, Weng-Long; Yu, Qi; Li, Zhaokai; Chen, Jiahui; Peng, Xinhua; Feng, Mang

2018-03-01

The maximal-clique problem, to find the maximally sized clique in a given graph, is classically an NP-complete computational problem, which has potential applications ranging from electrical engineering, computational chemistry, and bioinformatics to social networks. Here we develop a quantum algorithm to solve the maximal-clique problem for any graph G with n vertices with quadratic speedup over its classical counterparts, where the time and spatial complexities are reduced to, respectively, O (√{2n}) and O (n2) . With respect to oracle-related quantum algorithms for the NP-complete problems, we identify our algorithm as optimal. To justify the feasibility of the proposed quantum algorithm, we successfully solve a typical clique problem for a graph G with two vertices and one edge by carrying out a nuclear magnetic resonance experiment involving four qubits.

A computer program to find the kernel of a polynomial operator

NASA Technical Reports Server (NTRS)

Gejji, R. R.

1976-01-01

This paper presents a FORTRAN program written to solve for the kernel of a matrix of polynomials with real coefficients. It is an implementation of Sain's free modular algorithm for solving the minimal design problem of linear multivariable systems. The structure of the program is discussed, together with some features as they relate to questions of implementing the above method. An example of the use of the program to solve a design problem is included.

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

PubMed

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

2017-01-01

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

Insight in the Brain: The Cognitive and Neural Bases of Eureka Moments

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

Beeman, Mark

Where do new ideas come from? Although all new ideas build on old, this can happen in different ways. Some new ideas, or solutions to old problems, are achieved through methodical, analytical processing. Other new ideas come about in a sudden burst of insight, often based on or generating a restructured view of the problem itself. Behavioral, brain imaging, and eye-tracking results all reveal distinct cortical networks contributing to insight solving, as contrasted with analytic solving. Consistently, the way in which people solve problems appears to relate to the way they engage attention and cognitive control: across time, across moods,more » and across individuals. Insight is favored when people can disengage from strong stimuli and associations - figuratively and literally looking "outside the box" of the problem to suddenly solve with a new idea.« less

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.

The benefits of computer-generated feedback for mathematics problem solving.

PubMed

Fyfe, Emily R; Rittle-Johnson, Bethany

2016-07-01

The goal of the current research was to better understand when and why feedback has positive effects on learning and to identify features of feedback that may improve its efficacy. In a randomized experiment, second-grade children received instruction on a correct problem-solving strategy and then solved a set of relevant problems. Children were assigned to receive no feedback, immediate feedback, or summative feedback from the computer. On a posttest the following day, feedback resulted in higher scores relative to no feedback for children who started with low prior knowledge. Immediate feedback was particularly effective, facilitating mastery of the material for children with both low and high prior knowledge. Results suggest that minimal computer-generated feedback can be a powerful form of guidance during problem solving. Copyright © 2016 Elsevier Inc. All rights reserved.

Gender differences in 16-year trends in assault- and police-related problems due to drinking.

PubMed

Timko, Christine; Moos, Bernice S; Moos, Rudolf H

2009-09-01

This study examined the frequency and predictors of physical assault and having trouble with the police due to drinking over 16 years among women and men who, at baseline, were untreated for their alcohol use disorder. Predictors examined were the personal characteristics of impulsivity, self-efficacy, and problem-solving and emotional-discharge coping, as well as outpatient treatment and Alcoholics Anonymous (AA) participation. Women and men were similar on rates of perpetrating assault due to drinking, but men were more likely to have had trouble with the police due to drinking. Respondents who, at baseline, were more impulsive and relied more on emotional discharge coping, and less on problem-solving coping, assaulted others more frequently during the first year of follow-up. Similarly, less problem-solving coping at baseline was related to having had trouble with the police more often at one and 16 years due to drinking. The association between impulsivity and more frequent assault was stronger for women, whereas associations of self-efficacy and problem-solving coping with less frequent assault and police trouble were stronger for men. Participation in AA was also associated with a lower likelihood of having trouble with the police at one year, especially for men. Interventions aimed at decreasing impulsivity and emotional discharge coping, and bolstering self-efficacy and problem-solving coping, during substance abuse treatment, and encouragement to become involved in AA, may be helpful in reducing assaultive and other illegal behaviors.

After Being Challenged by a Video Game Problem, Sleep Increases the Chance to Solve It

PubMed Central

Beijamini, Felipe; Pereira, Sofia Isabel Ribeiro; Cini, Felipe Augusto; Louzada, Fernando Mazzilli

2014-01-01

In the past years many studies have demonstrated the role of sleep on memory consolidation. It is known that sleeping after learning a declarative or non-declarative task, is better than remaining awake. Furthermore, there are reports of a possible role for dreams in consolidation of declarative memories. Other studies have reported the effect of naps on memory consolidation. With similar protocols, another set of studies indicated that sleep has a role in creativity and problem-solving. Here we hypothesised that sleep can increase the likelihood of solving problems. After struggling to solve a video game problem, subjects who took a nap (n = 14) were almost twice as likely to solve it when compared to the wake control group (n = 15). It is interesting to note that, in the nap group 9 out 14 subjects engaged in slow-wave sleep (SWS) and all solved the problem. Surprisingly, we did not find a significant involvement of Rapid Eye Movement (REM) sleep in this task. Slow-wave sleep is believed to be crucial for the transfer of memory-related information to the neocortex and implement intentions. Sleep can benefit problem-solving through the generalisation of newly encoded information and abstraction of the gist. In conclusion, our results indicate that sleep, even a nap, can potentiate the solution of problems that involve logical reasoning. Thus, sleep's function seems to go beyond memory consolidation to include managing of everyday-life events. PMID:24416219

After being challenged by a video game problem, sleep increases the chance to solve it.

PubMed

Beijamini, Felipe; Pereira, Sofia Isabel Ribeiro; Cini, Felipe Augusto; Louzada, Fernando Mazzilli

2014-01-01

In the past years many studies have demonstrated the role of sleep on memory consolidation. It is known that sleeping after learning a declarative or non-declarative task, is better than remaining awake. Furthermore, there are reports of a possible role for dreams in consolidation of declarative memories. Other studies have reported the effect of naps on memory consolidation. With similar protocols, another set of studies indicated that sleep has a role in creativity and problem-solving. Here we hypothesised that sleep can increase the likelihood of solving problems. After struggling to solve a video game problem, subjects who took a nap (n = 14) were almost twice as likely to solve it when compared to the wake control group (n = 15). It is interesting to note that, in the nap group 9 out 14 subjects engaged in slow-wave sleep (SWS) and all solved the problem. Surprisingly, we did not find a significant involvement of Rapid Eye Movement (REM) sleep in this task. Slow-wave sleep is believed to be crucial for the transfer of memory-related information to the neocortex and implement intentions. Sleep can benefit problem-solving through the generalisation of newly encoded information and abstraction of the gist. In conclusion, our results indicate that sleep, even a nap, can potentiate the solution of problems that involve logical reasoning. Thus, sleep's function seems to go beyond memory consolidation to include managing of everyday-life events.

Generalizing Backtrack-Free Search: A Framework for Search-Free Constraint Satisfaction

NASA Technical Reports Server (NTRS)

Jonsson, Ari K.; Frank, Jeremy

2000-01-01

Tractable classes of constraint satisfaction problems are of great importance in artificial intelligence. Identifying and taking advantage of such classes can significantly speed up constraint problem solving. In addition, tractable classes are utilized in applications where strict worst-case performance guarantees are required, such as constraint-based plan execution. In this work, we present a formal framework for search-free (backtrack-free) constraint satisfaction. The framework is based on general procedures, rather than specific propagation techniques, and thus generalizes existing techniques in this area. We also relate search-free problem solving to the notion of decision sets and use the result to provide a constructive criterion that is sufficient to guarantee search-free problem solving.

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.

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).

[Problem-solving strategies and marital satisfaction].

PubMed

Kriegelewicz, Olga

2006-01-01

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

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).

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.

A taxonomy of inductive problems.

PubMed

Kemp, Charles; Jern, Alan

2014-02-01

Inductive inferences about objects, features, categories, and relations have been studied for many years, but there are few attempts to chart the range of inductive problems that humans are able to solve. We present a taxonomy of inductive problems that helps to clarify the relationships between familiar inductive problems such as generalization, categorization, and identification, and that introduces new inductive problems for psychological investigation. Our taxonomy is founded on the idea that semantic knowledge is organized into systems of objects, features, categories, and relations, and we attempt to characterize all of the inductive problems that can arise when these systems are partially observed. Recent studies have begun to address some of the new problems in our taxonomy, and future work should aim to develop unified theories of inductive reasoning that explain how people solve all of the problems in the taxonomy.

The effects of using diagramming as a representational technique on high school students' achievement in solving math word problems

NASA Astrophysics Data System (ADS)

Banerjee, Banmali

Methods and procedures for successfully solving math word problems have been, and continue to be a mystery to many U.S. high school students. Previous studies suggest that the contextual and mathematical understanding of a word problem, along with the development of schemas and their related external representations, positively contribute to students' accomplishments when solving word problems. Some studies have examined the effects of diagramming on students' abilities to solve word problems that only involved basic arithmetic operations. Other studies have investigated how instructional models that used technology influenced students' problem solving achievements. Still other studies have used schema-based instruction involving students with learning disabilities. No study has evaluated regular high school students' achievements in solving standard math word problems using a diagramming technique without technological aid. This study evaluated students' achievement in solving math word problems using a diagramming technique. Using a quasi-experimental experimental pretest-posttest research design, quantitative data were collected from 172 grade 11 Hispanic English language learners (ELLS) and African American learners whose first language is English (EFLLs) in 18 classes at an inner city high school in Northern New Jersey. There were 88 control and 84 experimental students. The pretest and posttest of each participating student and samples of the experimental students' class assignments provided the qualitative data for the study. The data from this study exhibited that the diagramming method of solving math word problems significantly improved student achievement in the experimental group (p<.01) compared to the control group. The study demonstrated that urban, high school, ELLs benefited from instruction that placed emphasis on the mathematical vocabulary and symbols used in word problems and that both ELLs and EFLLs improved their problem solving success through careful attention to the creation and labeling of diagrams to represent the mathematics involved in standard word problems. Although Learnertype (ELL, EFLL), Classtype (Bilingual and Mixed), and Gender (Female, Male) were not significant indicators of student achievement, there was significant interaction between Treatment and Classtype at the level of the Bilingual students ( p<.01) and between Treatment and Learnertype at the level of the ELLs (p<.01).

Schema building profiles among elementary school students in solving problems related to operations of addition to fractions on the basis of mathematic abilities

NASA Astrophysics Data System (ADS)

Gembong, S.; Suwarsono, S. T.; Prabowo

2018-03-01

Schema in the current study refers to a set of action, process, object and other schemas already possessed to build an individual’s ways of thinking to solve a given problem. The current study aims to investigate the schemas built among elementary school students in solving problems related to operations of addition to fractions. The analyses of the schema building were done qualitatively on the basis of the analytical framework of the APOS theory (Action, Process, Object, and Schema). Findings show that the schemas built on students of high and middle ability indicate the following. In the action stage, students were able to add two fractions by way of drawing a picture or procedural way. In the Stage of process, they could add two and three fractions. In the stage of object, they could explain the steps of adding two fractions and change a fraction into addition of fractions. In the last stage, schema, they could add fractions by relating them to another schema they have possessed i.e. the least common multiple. Those of high and middle mathematic abilities showed that their schema building in solving problems related to operations odd addition to fractions worked in line with the framework of the APOS theory. Those of low mathematic ability, however, showed that their schema on each stage did not work properly.

Neural pathway in the right hemisphere underlies verbal insight problem solving.

PubMed

Zhao, Q; Zhou, Z; Xu, H; Fan, W; Han, L

2014-01-03

Verbal insight problem solving means to break mental sets, to select the novel semantic information and to form novel, task-related associations. Although previous studies have identified the brain regions associated with these key processes, the interaction among these regions during insight is still unclear. In the present study, we explored the functional connectivity between the key regions during solving Chinese 'chengyu' riddles by using event-related functional magnetic resonance imaging. Results showed that both insight and noninsight solutions activated the bilateral inferior frontal gyri, middle temporal gyri and hippocampi, and these regions constituted a frontal to temporal to hippocampal neural pathway. Compared with noninsight solution, insight solution had a stronger functional connectivity between the inferior frontal gyrus and middle temporal gyrus in the right hemisphere. Our study reveals the neural pathway of information processing during verbal insight problem solving, and supports the right-hemisphere advantage theory of insight. Copyright © 2013 IBRO. Published by Elsevier Ltd. All rights reserved.

Ontology-based configuration of problem-solving methods and generation of knowledge-acquisition tools: application of PROTEGE-II to protocol-based decision support.

PubMed

Tu, S W; Eriksson, H; Gennari, J H; Shahar, Y; Musen, M A

1995-06-01

PROTEGE-II is a suite of tools and a methodology for building knowledge-based systems and domain-specific knowledge-acquisition tools. In this paper, we show how PROTEGE-II can be applied to the task of providing protocol-based decision support in the domain of treating HIV-infected patients. To apply PROTEGE-II, (1) we construct a decomposable problem-solving method called episodic skeletal-plan refinement, (2) we build an application ontology that consists of the terms and relations in the domain, and of method-specific distinctions not already captured in the domain terms, and (3) we specify mapping relations that link terms from the application ontology to the domain-independent terms used in the problem-solving method. From the application ontology, we automatically generate a domain-specific knowledge-acquisition tool that is custom-tailored for the application. The knowledge-acquisition tool is used for the creation and maintenance of domain knowledge used by the problem-solving method. The general goal of the PROTEGE-II approach is to produce systems and components that are reusable and easily maintained. This is the rationale for constructing ontologies and problem-solving methods that can be composed from a set of smaller-grained methods and mechanisms. This is also why we tightly couple the knowledge-acquisition tools to the application ontology that specifies the domain terms used in the problem-solving systems. Although our evaluation is still preliminary, for the application task of providing protocol-based decision support, we show that these goals of reusability and easy maintenance can be achieved. We discuss design decisions and the tradeoffs that have to be made in the development of the system.

Amoeba-inspired nanoarchitectonic computing: solving intractable computational problems using nanoscale photoexcitation transfer dynamics.

PubMed

Aono, Masashi; Naruse, Makoto; Kim, Song-Ju; Wakabayashi, Masamitsu; Hori, Hirokazu; Ohtsu, Motoichi; Hara, Masahiko

2013-06-18

Biologically inspired computing devices and architectures are expected to overcome the limitations of conventional technologies in terms of solving computationally demanding problems, adapting to complex environments, reducing energy consumption, and so on. We previously demonstrated that a primitive single-celled amoeba (a plasmodial slime mold), which exhibits complex spatiotemporal oscillatory dynamics and sophisticated computing capabilities, can be used to search for a solution to a very hard combinatorial optimization problem. We successfully extracted the essential spatiotemporal dynamics by which the amoeba solves the problem. This amoeba-inspired computing paradigm can be implemented by various physical systems that exhibit suitable spatiotemporal dynamics resembling the amoeba's problem-solving process. In this Article, we demonstrate that photoexcitation transfer phenomena in certain quantum nanostructures mediated by optical near-field interactions generate the amoebalike spatiotemporal dynamics and can be used to solve the satisfiability problem (SAT), which is the problem of judging whether a given logical proposition (a Boolean formula) is self-consistent. SAT is related to diverse application problems in artificial intelligence, information security, and bioinformatics and is a crucially important nondeterministic polynomial time (NP)-complete problem, which is believed to become intractable for conventional digital computers when the problem size increases. We show that our amoeba-inspired computing paradigm dramatically outperforms a conventional stochastic search method. These results indicate the potential for developing highly versatile nanoarchitectonic computers that realize powerful solution searching with low energy consumption.

In Search of Facilitating Citizens' Problem Solving: Public Libraries' Collaborative Development of Services with Related Organizations

ERIC Educational Resources Information Center

Ikeya, Nozomi; Tamura, Shunsaku; Miwa, Makiko; Koshizuka, Mika; Saito, Seiichi; Kasai, Yumiko

2011-01-01

Introduction: The paper attempts to understand value constellations in organising and using the business information service that was recently developed by various stakeholders with libraries who were in pursuit of supporting people's problem solving in Japanese public libraries. Method: In-depth interviews were conducted not only with users and…

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…

Visualization of Problem Solving Related to the Quantitative Composition of Solutions in the Dynamic "GeoGebra" Environment

ERIC Educational Resources Information Center

Kostic, V. Dj.; Jovanovic, V. P. Stankov; Sekulic, T. M.; Takaci, Dj. B.

2016-01-01

Problem solving in the field of quantitative composition of solutions (QCS), expressed as mass share and molar concentration, is essential for chemistry students. Since successful chemistry education is based on different mathematical contents, it is important to be proficient in both mathematical and chemistry concepts as well as interconnections…

Do Students Trust in Mathematics or Intuition during Physics Problem Solving? An Epistemic Game Perspective

ERIC Educational Resources Information Center

Yavuz, Ahmet

2015-01-01

This study aims to investigate (1) students' trust in mathematics calculation versus intuition in a physics problem solving and (2) whether this trust is related to achievement in physics in the context of epistemic game theoretical framework. To achieve this research objective, paper-pencil and interview sessions were conducted. A paper-pencil…

Problem Solving as a Professional Development Strategy for Teachers: A Case Study with Fractions

ERIC Educational Resources Information Center

Perdomo-Díaz, Josefa; Felmer, Patricio; Randolph, Valeria; González, Guillermo

2017-01-01

In this paper we present a professional development course designed to impact on teachers' mathematical knowledge for teaching fractions. The main features of the course are the use of i) problem solving activities related with mathematical knowledge for teaching fractions ii) peer discussions and iii) monitor's interventions focused on answering…

Differential Relations between Facets of Complex Problem Solving and Students' Immigration Background

ERIC Educational Resources Information Center

Sonnleitner, Philipp; Brunner, Martin; Keller, Ulrich; Martin, Romain

2014-01-01

Whereas the assessment of complex problem solving (CPS) has received increasing attention in the context of international large-scale assessments, its fairness in regard to students' cultural background has gone largely unexplored. On the basis of a student sample of 9th-graders (N = 299), including a representative number of immigrant students (N…

Analysing Student Written Solutions to Investigate if Problem-Solving Processes Are Evident Throughout

ERIC Educational Resources Information Center

Kelly, Regina; McLoughlin, Eilish; Finlayson, Odilla E.

2016-01-01

An interdisciplinary science course has been implemented at a university with the intention of providing students the opportunity to develop a range of key skills in relation to: real-world connections of science, problem-solving, information and communications technology use and team while linking subject knowledge in each of the science…

Teachers' and Students' Preliminary Stages in Physics Problem Solving

ERIC Educational Resources Information Center

Mansyur, Jusman

2015-01-01

This paper describes the preliminary stages in physics problem-solving related to the use of external representation. This empirical study was carried out using a phenomenographic approach to analyze data from individual thinking-aloud and interviews with 8 senior high school students and 7 physics teachers. The result of this study is a set of…

The problem solution on wedge penetration in an initially anisotropic medium within the rigid-plastic scheme

NASA Astrophysics Data System (ADS)

Chanyshev, AI; Abdulin, IM

2018-03-01

Two problems are solved in the paper: on ultimate loads in the initial stage of indentation of an absolutely rigid smooth wedge into a layer of an initially anisotropic plastic medium and in the final stage when the tool penetrates through the layer. The problems are solved with Chanyshev’s constitutive relations of plasticity of the initially anisotropic medium based on use of the eigen elasticity tensors.

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 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.

Problem solving in great apes (Pan paniscus, Pan troglodytes, Gorilla gorilla, and Pongo abelii): the effect of visual feedback.

PubMed

Völter, Christoph J; Call, Josep

2012-09-01

What kind of information animals use when solving problems is a controversial topic. Previous research suggests that, in some situations, great apes prefer to use causally relevant cues over arbitrary ones. To further examine to what extent great apes are able to use information about causal relations, we presented three different puzzle box problems to the four nonhuman great ape species. Of primary interest here was a comparison between one group of apes that received visual access to the functional mechanisms of the puzzle boxes and one group that did not. Apes' performance in the first two, less complex puzzle boxes revealed that they are able to solve such problems by means of trial-and-error learning, requiring no information about the causal structure of the problem. However, visual inspection of the functional mechanisms of the puzzle boxes reduced the amount of time needed to solve the problems. In the case of the most complex problem, which required the use of a crank, visual feedback about what happened when the handle of the crank was turned was necessary for the apes to solve the task. Once the solution was acquired, however, visual feedback was no longer required. We conclude that visual feedback about the consequences of their actions helps great apes to solve complex problems. As the crank task matches the basic requirements of vertical string pulling in birds, the present results are discussed in light of recent findings with corvids.

Probabilistic data integration and computational complexity

NASA Astrophysics Data System (ADS)

Hansen, T. M.; Cordua, K. S.; Mosegaard, K.

2016-12-01

Inverse problems in Earth Sciences typically refer to the problem of inferring information about properties of the Earth from observations of geophysical data (the result of nature's solution to the `forward' problem). This problem can be formulated more generally as a problem of `integration of information'. A probabilistic formulation of data integration is in principle simple: If all information available (from e.g. geology, geophysics, remote sensing, chemistry…) can be quantified probabilistically, then different algorithms exist that allow solving the data integration problem either through an analytical description of the combined probability function, or sampling the probability function. In practice however, probabilistic based data integration may not be easy to apply successfully. This may be related to the use of sampling methods, which are known to be computationally costly. But, another source of computational complexity is related to how the individual types of information are quantified. In one case a data integration problem is demonstrated where the goal is to determine the existence of buried channels in Denmark, based on multiple sources of geo-information. Due to one type of information being too informative (and hence conflicting), this leads to a difficult sampling problems with unrealistic uncertainty. Resolving this conflict prior to data integration, leads to an easy data integration problem, with no biases. In another case it is demonstrated how imperfections in the description of the geophysical forward model (related to solving the wave-equation) can lead to a difficult data integration problem, with severe bias in the results. If the modeling error is accounted for, the data integration problems becomes relatively easy, with no apparent biases. Both examples demonstrate that biased information can have a dramatic effect on the computational efficiency solving a data integration problem and lead to biased results, and under-estimation of uncertainty. However, in both examples, one can also analyze the performance of the sampling methods used to solve the data integration problem to indicate the existence of biased information. This can be used actively to avoid biases in the available information and subsequently in the final uncertainty evaluation.

The influence of open goals on the acquisition of problem-relevant information.

PubMed

Moss, Jarrod; Kotovsky, Kenneth; Cagan, Jonathan

2007-09-01

There have been a number of recent findings indicating that unsolved problems, or open goals more generally, influence cognition even when the current task has no relation to the task in which the goal was originally set. It was hypothesized that open goals would influence what information entered the problem-solving process. Three studies were conducted to establish the effect of open goals on the acquisition of problem-relevant information. It was found that problem-relevant information, or hints, presented implicitly in a 2nd task in between attempts at solving problems aided problem solving. This effect cannot be attributed to strategic behavior after participants caught on to the manipulation, as most participants were not aware of the relationship. The implications of this research are discussed, including potential contributions to our understanding of insight, incubation, transfer, and creativity. 2007 APA

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…

Uniformity and nonuniformity of neural activities correlated to different insight problem solving.

PubMed

Zhao, Q; Li, Y; Shang, X; Zhou, Z; Han, L

2014-06-13

Previous studies on the neural basis of insight reflected weak consistency except for the anterior cingulate cortex. The present work adopted the semantic and homophonic punny riddle to explore the uniformity and nonuniformity of neural activities correlated to different insight problem solving. Results showed that in the early period of insight solving, the semantic and homophonic punny riddles induced a common N350-500 over the central scalp. However, during -400 to 0 ms before the riddles were solved, the semantic punny riddles induced a positive event-related potential (ERP) deflection over the temporal cortex for retrieving the extensive semantic information, while the homophonic punny riddles induced a positive ERP deflection over the temporal cortex and a negative one in the left frontal cortex which might reflect the semantic and phonological information processing respectively. Our study indicated that different insight problem solving should have the same cognitive process of detecting cognitive conflicts, but have different ways to solve the conflicts. Copyright © 2014 IBRO. Published by Elsevier Ltd. All rights reserved.

Experimental Matching of Instances to Heuristics for Constraint Satisfaction Problems.

PubMed

Moreno-Scott, Jorge Humberto; Ortiz-Bayliss, José Carlos; Terashima-Marín, Hugo; Conant-Pablos, Santiago Enrique

2016-01-01

Constraint satisfaction problems are of special interest for the artificial intelligence and operations research community due to their many applications. Although heuristics involved in solving these problems have largely been studied in the past, little is known about the relation between instances and the respective performance of the heuristics used to solve them. This paper focuses on both the exploration of the instance space to identify relations between instances and good performing heuristics and how to use such relations to improve the search. Firstly, the document describes a methodology to explore the instance space of constraint satisfaction problems and evaluate the corresponding performance of six variable ordering heuristics for such instances in order to find regions on the instance space where some heuristics outperform the others. Analyzing such regions favors the understanding of how these heuristics work and contribute to their improvement. Secondly, we use the information gathered from the first stage to predict the most suitable heuristic to use according to the features of the instance currently being solved. This approach proved to be competitive when compared against the heuristics applied in isolation on both randomly generated and structured instances of constraint satisfaction problems.

Experimental Matching of Instances to Heuristics for Constraint Satisfaction Problems

PubMed Central

Moreno-Scott, Jorge Humberto; Ortiz-Bayliss, José Carlos; Terashima-Marín, Hugo; Conant-Pablos, Santiago Enrique

2016-01-01

Constraint satisfaction problems are of special interest for the artificial intelligence and operations research community due to their many applications. Although heuristics involved in solving these problems have largely been studied in the past, little is known about the relation between instances and the respective performance of the heuristics used to solve them. This paper focuses on both the exploration of the instance space to identify relations between instances and good performing heuristics and how to use such relations to improve the search. Firstly, the document describes a methodology to explore the instance space of constraint satisfaction problems and evaluate the corresponding performance of six variable ordering heuristics for such instances in order to find regions on the instance space where some heuristics outperform the others. Analyzing such regions favors the understanding of how these heuristics work and contribute to their improvement. Secondly, we use the information gathered from the first stage to predict the most suitable heuristic to use according to the features of the instance currently being solved. This approach proved to be competitive when compared against the heuristics applied in isolation on both randomly generated and structured instances of constraint satisfaction problems. PMID:26949383

Construct Validation of the Physics Metacognition Inventory

NASA Astrophysics Data System (ADS)

Taasoobshirazi, Gita; Farley, John

2013-02-01

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

Fuzzy spaces topology change as a possible solution to the black hole information loss paradox

NASA Astrophysics Data System (ADS)

Silva, C. A. S.

2009-06-01

The black hole information loss paradox is one of the most intricate problems in modern theoretical physics. A proposal to solve this is one related with topology change. However it has found some obstacles related to unitarity and cluster decomposition (locality). In this Letter we argue that modelling the black hole's event horizon as a noncommutative manifold - the fuzzy sphere - we can solve the problems with topology change, getting a possible solution to the black hole information loss paradox.

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

PubMed

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

2017-12-01

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

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)

Collaborative learning in networks.

PubMed

Mason, Winter; Watts, Duncan J

2012-01-17

Complex problems in science, business, and engineering typically require some tradeoff between exploitation of known solutions and exploration for novel ones, where, in many cases, information about known solutions can also disseminate among individual problem solvers through formal or informal networks. Prior research on complex problem solving by collectives has found the counterintuitive result that inefficient networks, meaning networks that disseminate information relatively slowly, can perform better than efficient networks for problems that require extended exploration. In this paper, we report on a series of 256 Web-based experiments in which groups of 16 individuals collectively solved a complex problem and shared information through different communication networks. As expected, we found that collective exploration improved average success over independent exploration because good solutions could diffuse through the network. In contrast to prior work, however, we found that efficient networks outperformed inefficient networks, even in a problem space with qualitative properties thought to favor inefficient networks. We explain this result in terms of individual-level explore-exploit decisions, which we find were influenced by the network structure as well as by strategic considerations and the relative payoff between maxima. We conclude by discussing implications for real-world problem solving and possible extensions.

Collaborative learning in networks

PubMed Central

Mason, Winter; Watts, Duncan J.

2012-01-01

Complex problems in science, business, and engineering typically require some tradeoff between exploitation of known solutions and exploration for novel ones, where, in many cases, information about known solutions can also disseminate among individual problem solvers through formal or informal networks. Prior research on complex problem solving by collectives has found the counterintuitive result that inefficient networks, meaning networks that disseminate information relatively slowly, can perform better than efficient networks for problems that require extended exploration. In this paper, we report on a series of 256 Web-based experiments in which groups of 16 individuals collectively solved a complex problem and shared information through different communication networks. As expected, we found that collective exploration improved average success over independent exploration because good solutions could diffuse through the network. In contrast to prior work, however, we found that efficient networks outperformed inefficient networks, even in a problem space with qualitative properties thought to favor inefficient networks. We explain this result in terms of individual-level explore-exploit decisions, which we find were influenced by the network structure as well as by strategic considerations and the relative payoff between maxima. We conclude by discussing implications for real-world problem solving and possible extensions. PMID:22184216

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.

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

An Exploratory Study of the Diagnostic Teaching of Heuristic Problem Solving Strategies in Calculus.

ERIC Educational Resources Information Center

Lucas, John Frank

The aims of the study were to explore the effects of teaching heuristics in a calculus course and to generate hypotheses about related changes in heuristic usage and problem solving performance. Thirty college students in two classes participated and a Solomon four-group research design was used. Students from one group in each class were…

The Management of Cognitive Load During Complex Cognitive Skill Acquisition by Means of Computer-Simulated Problem Solving

ERIC Educational Resources Information Center

Kester, Liesbeth; Kirschner, Paul A.; van Merrienboer, Jeroen J.G.

2005-01-01

This study compared the effects of two information presentation formats on learning to solve problems in electrical circuits. In one condition, the split-source format, information relating to procedural aspects of the functioning of an electrical circuit was not integrated in a circuit diagram, while information in the integrated format condition…

Investigating Ongoing Strategic Behaviour of Students with Mild Mental Retardation: Implementation and Relations to Performance in a Problem-Solving Situation

ERIC Educational Resources Information Center

Dermitzaki, Irini; Stavroussi, Panayiota; Bandi, Maria; Nisiotou, Ioulia

2008-01-01

The aim of this study was to investigate to what extent students with mild mental retardation exhibit strategic behaviour during problem solving and to investigate the relationships between the ongoing behaviours examined and the students' respective performance. Eleven students with non-organic mild mental retardation participated in the study.…

Self-Regulatory Speech during Planning and Problem-Solving in Children with SLI and Their Typically Developing Peers

ERIC Educational Resources Information Center

Abdul Aziz, Safiyyah; Fletcher, Janet; Bayliss, Donna M.

2017-01-01

Background: Past research with children with specific language impairment (SLI) has shown them to have poorer planning and problem-solving ability, and delayed self-regulatory speech (SRS) relative to their typically developing (TD) peers. However, the studies are few in number and are restricted in terms of the number and age range of…

A Study of the Reasoning Abilities of Ninth Standard Students with Respect to Their Gender and Type of the Institution

ERIC Educational Resources Information Center

Sarsani, Mahender Reddy

2008-01-01

Reasoning and learning are closely related, both being the methods of solving problems, learning usually results from the process of reasoning. All inventions, discoveries, art, literature and advances in culture and civilization are based on thinking, reasoning and problem solving capacity of human being. A sound reasoning leads to better…

Preschoolers' Problem-Solving in Sexually Abusive and Non-Sexual Situations.

ERIC Educational Resources Information Center

Grober, Jacqueline S.; And Others

This study examined the relation of social situation variables and children's gender to children's social problem solving ability in potentially unsafe situations. A total of 62 preschoolers (mean age 4.4 years) were shown a series of four vignettes. In two vignettes, an adult or a child asked a second child to cross a street. In two other…

Regressive Imagery in Creative Problem-Solving: Comparing Verbal Protocols of Expert and Novice Visual Artists and Computer Programmers

ERIC Educational Resources Information Center

Kozbelt, Aaron; Dexter, Scott; Dolese, Melissa; Meredith, Daniel; Ostrofsky, Justin

2015-01-01

We applied computer-based text analyses of regressive imagery to verbal protocols of individuals engaged in creative problem-solving in two domains: visual art (23 experts, 23 novices) and computer programming (14 experts, 14 novices). Percentages of words involving primary process and secondary process thought, plus emotion-related words, were…

Effectiveness of Mathematical Word Problem Solving Interventions for Students with Learning Disabilities and Mathematics Difficulties: A Meta-Analysis

ERIC Educational Resources Information Center

Lein, Amy E.

2016-01-01

This meta-analysis synthesized the findings from 23 published and five unpublished experimental or quasi-experimental group design studies on word problem-solving instruction for K-12 students with learning disabilities (LD) and mathematics difficulties (MD). A secondary purpose of this meta-analysis was to analyze the relation between treatment…

Designing a supply chain of ready-mix concrete using Voronoi diagrams

NASA Astrophysics Data System (ADS)

Kozniewski, E.; Orlowski, M.; Orlowski, Z.

2017-10-01

Voronoi diagrams are used to solve scientific and practical problems in many fields. In this paper Voronoi diagrams have been applied to logistic problems in construction, more specifically in the design of the ready-mix concrete supply chain. Apart from the Voronoi diagram, the so-called time-distance circle (circle of range), which in metric space terminology is simply a sphere, appears useful. It was introduced to solve the problem of supplying concrete-related goods.

Automation of multi-agent control for complex dynamic systems in heterogeneous computational network

NASA Astrophysics Data System (ADS)

Oparin, Gennady; Feoktistov, Alexander; Bogdanova, Vera; Sidorov, Ivan

2017-01-01

The rapid progress of high-performance computing entails new challenges related to solving large scientific problems for various subject domains in a heterogeneous distributed computing environment (e.g., a network, Grid system, or Cloud infrastructure). The specialists in the field of parallel and distributed computing give the special attention to a scalability of applications for problem solving. An effective management of the scalable application in the heterogeneous distributed computing environment is still a non-trivial issue. Control systems that operate in networks, especially relate to this issue. We propose a new approach to the multi-agent management for the scalable applications in the heterogeneous computational network. The fundamentals of our approach are the integrated use of conceptual programming, simulation modeling, network monitoring, multi-agent management, and service-oriented programming. We developed a special framework for an automation of the problem solving. Advantages of the proposed approach are demonstrated on the parametric synthesis example of the static linear regulator for complex dynamic systems. Benefits of the scalable application for solving this problem include automation of the multi-agent control for the systems in a parallel mode with various degrees of its detailed elaboration.

Problem-based learning on quantitative analytical chemistry course

NASA Astrophysics Data System (ADS)

Fitri, Noor

2017-12-01

This research applies problem-based learning method on chemical quantitative analytical chemistry, so called as "Analytical Chemistry II" course, especially related to essential oil analysis. The learning outcomes of this course include aspects of understanding of lectures, the skills of applying course materials, and the ability to identify, formulate and solve chemical analysis problems. The role of study groups is quite important in improving students' learning ability and in completing independent tasks and group tasks. Thus, students are not only aware of the basic concepts of Analytical Chemistry II, but also able to understand and apply analytical concepts that have been studied to solve given analytical chemistry problems, and have the attitude and ability to work together to solve the problems. Based on the learning outcome, it can be concluded that the problem-based learning method in Analytical Chemistry II course has been proven to improve students' knowledge, skill, ability and attitude. Students are not only skilled at solving problems in analytical chemistry especially in essential oil analysis in accordance with local genius of Chemistry Department, Universitas Islam Indonesia, but also have skilled work with computer program and able to understand material and problem in English.

The Relation between Students' Math and Reading Ability and Their Mathematics, Physics, and Chemistry Examination Grades in Secondary Education

ERIC Educational Resources Information Center

Korpershoek, Hanke; Kuyper, Hans; van der Werf, Greetje

2015-01-01

Word problems are math- or science-related problems presented in the context of a story or real-life scenario. Literature suggests that, to solve these problems, advanced reading skills are required, in addition to content-related skills in, for example, mathematics. In the present study, we investigated the relation between students' reading…

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.

Hamline/3M Project: Liaison for Curricular Change

NASA Astrophysics Data System (ADS)

Rundquist, Andy

2002-03-01

This project was designed to catalyze curricular changes to better prepare students for the workplace. Industrial managers provided a list of 16 characteristics valued in the workplace: most were NOT related to science course content. The project formed 5 teams each including 3M professionals and students. Each team developed curricular changes in one of the 16 areas. Team goals were to improve skills in communication, data analysis, business/economics, team problem solving, and culture competency. Curricular changes realized include communication skill activities embodied in science courses and faculty communication teaching skill seminars, self learning tools in data analysis, statistics and model building, a new course developed with assistance from 3M personnel focussing on topics directly related to technological industries, high performance team problem solving training/coaching for faculty and workshops for students and faculty relative to importance of cultural competencies in the workplace, and a new course focusing on culture, team problem solving and conflict resolution in the technical workplace. Process for developing and content of curricular changes will be reported.

School Dropouts in Perspective.

ERIC Educational Resources Information Center

Sherraden, Michael W.

1986-01-01

Discusses aspects of the school dropout problem: figures and trends, related youth problems (unemployment, crime and vandalism, drug and alcohol abuse, political alienation, teen pregnancy and childbirth, homicide and suicide), and suggestions for solving the problem. (CT)

An Integer Programming Model For Solving Heterogeneous Vehicle Routing Problem With Hard Time Window considering Service Choice

NASA Astrophysics Data System (ADS)

Susilawati, Enny; Mawengkang, Herman; Efendi, Syahril

2018-01-01

Generally a Vehicle Routing Problem with time windows (VRPTW) can be defined as a problem to determine the optimal set of routes used by a fleet of vehicles to serve a given set of customers with service time restrictions; the objective is to minimize the total travel cost (related to the travel times or distances) and operational cost (related to the number of vehicles used). In this paper we address a variant of the VRPTW in which the fleet of vehicle is heterogenic due to the different size of demand from customers. The problem, called Heterogeneous VRP (HVRP) also includes service levels. We use integer programming model to describe the problem. A feasible neighbourhood approach is proposed to solve the model.

Social problem solving and social performance after a group social skills intervention for childhood brain tumor survivors.

PubMed

Schulte, Fiona; Vannatta, Kathryn; Barrera, Maru

2014-02-01

The aim of this study was to explore the ability of a group social skills intervention program for childhood brain tumor survivors to effect two steps of the social information processing model: social problem solving and social performance. Participants were 15 survivors (eight men and seven women) aged 7-15 years. The intervention consisted of eight 2-h weekly sessions focused on social skills including friendship making. Social problem solving, using hypothetical scenarios, was assessed during sessions 1 and 8. Social performance was observed during intervention sessions 1, 4, and 8. Compared with session 1, significant increases were found in social performance: frequency of maintaining eye contact and social conversations with peers over the course of the intervention. No significant changes in social problem solving were noted. This pilot study is the first to report improvements related to group social skills intervention at the level of observed social performance over the course of intervention. The lack of change in social problem solving suggests that survivors may possess the social knowledge required for social situations but have difficulty enacting social behaviors. Copyright © 2013 John Wiley & Sons, Ltd.

Advancing water resource management in agricultural, rural, and urbanizing watersheds: Enhancing University involvement

USDA-ARS?s Scientific Manuscript database

In this research editorial we make four points relative to solving water resource issues: (1) they are complex problems and difficult to solve, (2) some progress has been made on solving these issues, (3) external non-stationary drivers such as land use changes, climate change and variability, and s...

Mothers' problem-solving skill and use of help with infant-related issues: the role of importance and need for action.

PubMed

Pridham, K F; Chang, A S; Hansen, M F

1987-08-01

Examination was made of the relationship of mothers' appraisal of the importance of and need for action around infant-related issues to maternal experience (parity and time since birth), use of help, and perceived problem-solving competence. Sixty-two mothers (38 primiparae and 24 multiparae) kept for 90 days post-birth a daily log of issues, rated for importance and for need for action, and of help used. Mothers also reported perceived problem-solving competence on an 11-item scale. Findings indicated tentativeness in ratings of importance and action. Ratings of importance were associated with action ratings, except for temperament issues. Action ratings for baby care and illness issues decreased significantly with time. Otherwise, maternal experience had no effect on ratings. More of the variance in perceived competence than use of help was explained by action and importance ratings.

Using Invention to Change How Students Tackle Problems

PubMed Central

Smith, Karen M.; van Stolk, Adrian P.; Spiegelman, George B.

2010-01-01

Invention activities challenge students to tackle problems that superficially appear unrelated to the course material but illustrate underlying fundamental concepts that are fundamental to material that will be presented. During our invention activities in a first-year biology class, students were presented with problems that are parallel to those that living cells must solve, in weekly sessions over a 13-wk term. We compared students who participated in the invention activities sessions with students who participated in sessions of structured problem solving and with students who did not participate in either activity. When faced with developing a solution to a challenging and unfamiliar biology problem, invention activity students were much quicker to engage with the problem and routinely provided multiple reasonable hypotheses. In contrast the other students were significantly slower in beginning to work on the problem and routinely produced relatively few ideas. We suggest that the invention activities develop a highly valuable skill that operates at the initial stages of problem solving. PMID:21123697

Guidance for modeling causes and effects in environmental problem solving

USGS Publications Warehouse

Armour, Carl L.; Williamson, Samuel C.

1988-01-01

Environmental problems are difficult to solve because their causes and effects are not easily understood. When attempts are made to analyze causes and effects, the principal challenge is organization of information into a framework that is logical, technically defensible, and easy to understand and communicate. When decisionmakers attempt to solve complex problems before an adequate cause and effect analysis is performed there are serious risks. These risks include: greater reliance on subjective reasoning, lessened chance for scoping an effective problem solving approach, impaired recognition of the need for supplemental information to attain understanding, increased chance for making unsound decisions, and lessened chance for gaining approval and financial support for a program/ Cause and effect relationships can be modeled. This type of modeling has been applied to various environmental problems, including cumulative impact assessment (Dames and Moore 1981; Meehan and Weber 1985; Williamson et al. 1987; Raley et al. 1988) and evaluation of effects of quarrying (Sheate 1986). This guidance for field users was written because of the current interest in documenting cause-effect logic as a part of ecological problem solving. Principal literature sources relating to the modeling approach are: Riggs and Inouye (1975a, b), Erickson (1981), and United States Office of Personnel Management (1986).

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

PubMed

Hoppmann, Christiane A; Blanchard-Fields, Fredda

2011-09-01

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

Acquisition and performance of a problem-solving skill.

NASA Technical Reports Server (NTRS)

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

1971-01-01

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

Surveying Turkish high school and university students' attitudes and approaches to physics problem solving

NASA Astrophysics Data System (ADS)

Balta, Nuri; Mason, Andrew J.; Singh, Chandralekha

2016-06-01

Students' attitudes and approaches to physics problem solving can impact how well they learn physics and how successful they are in solving physics problems. Prior research in the U.S. using a validated Attitude and Approaches to Problem Solving (AAPS) survey suggests that there are major differences between students in introductory physics and astronomy courses and physics experts in terms of their attitudes and approaches to physics problem solving. Here we discuss the validation, administration, and analysis of data for the Turkish version of the AAPS survey for high school and university students in Turkey. After the validation and administration of the Turkish version of the survey, the analysis of the data was conducted by grouping the data by grade level, school type, and gender. While there are no statistically significant differences between the averages of various groups on the survey, overall, the university students in Turkey were more expertlike than vocational high school students. On an item by item basis, there are statistically differences between the averages of the groups on many items. For example, on average, the university students demonstrated less expertlike attitudes about the role of equations and formulas in problem solving, in solving difficult problems, and in knowing when the solution is not correct, whereas they displayed more expertlike attitudes and approaches on items related to metacognition in physics problem solving. A principal component analysis on the data yields item clusters into which the student responses on various survey items can be grouped. A comparison of the responses of the Turkish and American university students enrolled in algebra-based introductory physics courses shows that on more than half of the items, the responses of these two groups were statistically significantly different, with the U.S. students on average responding to the items in a more expertlike manner.

Blackboard system generator (BSG) - An alternative distributed problem-solving paradigm

NASA Technical Reports Server (NTRS)

Silverman, Barry G.; Feggos, Kostas; Chang, Joseph Shih

1989-01-01

A status review is presented for a generic blackboard-based distributed problem-solving environment in which multiple-agent cooperation can be effected. This environment is organized into a shared information panel, a chairman control panel, and a metaplanning panel. Each panel contains a number of embedded AI techniques that facilitate its operation and that provide heuristics for solving the underlying team-agent decision problem. The status of these panels and heuristics is described along with a number of robustness considerations. The techniques for each of the three panels and for four sets of paradigm-related advances are described, along with selected results from classroom teaching experiments and from three applications.

Path planning for mobile robot using the novel repulsive force algorithm

NASA Astrophysics Data System (ADS)

Sun, Siyue; Yin, Guoqiang; Li, Xueping

2018-01-01

A new type of repulsive force algorithm is proposed to solve the problem of local minimum and the target unreachable of the classic Artificial Potential Field (APF) method in this paper. The Gaussian function that is related to the distance between the robot and the target is added to the traditional repulsive force, solving the problem of the goal unreachable with the obstacle nearby; variable coefficient is added to the repulsive force component to resize the repulsive force, which can solve the local minimum problem when the robot, the obstacle and the target point are in the same line. The effectiveness of the algorithm is verified by simulation based on MATLAB and actual mobile robot platform.

Transportation Self-Efficacy and Social Problem-Solving of Persons Who Are Blind or Visually Impaired.

PubMed

Crudden, Adele; O'Mally, Jamie; Antonelli, Karla

2016-01-01

Social problem-solving skills and transportation self-efficacy were assessed for 48 vocational rehabilitation consumers with visual disabilities who required assistance securing work transportation. Social problem solving was at the upper end of the normed average; transportation self-efficacy averaged 101.5 out of 140. Level of vision loss was not associated with score differences; urban residence related to slightly higher self-efficacy than suburban or rural residency. Participants appeared to have the skills necessary to secure employment transportation, but were less confident about transportation-seeking activities that required more initiative of social interaction. Training and information might help consumers gain confidence in these tasks and increase viable transportation options.

Resource Letter RPS-1: Research in problem solving

NASA Astrophysics Data System (ADS)

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

2004-09-01

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

Nonlinear Waves and Inverse Scattering

DTIC Science & Technology

1990-09-18

to be published Proceedings: conference Chaos in Australia (February 1990). 5. On the Kadomtsev Petviashvili Equation and Associated Constraints by...Scattering Transfoni (IST). IST is a method which alows one to’solve nonlinear wave equations by solving certain related direct and inverse scattering...problems. We use these results to find solutions to nonlinear wave equations much like one uses Fourier analysis for linear problems. Moreover the

Problem Solving in the Natural Sciences and Early Adolescent Girls' Gender Roles and Self-Esteem: A Qualitative and Quantitative Analysis from an Ecological Perspective.

ERIC Educational Resources Information Center

Slavkin, Michael

2001-01-01

Investigates the role of gender and self-esteem on early adolescent girls' abilities to solve problems when participating in natural science-related activities. Reports girls' gender role association with levels of verbal expression, expression of positive effect, dominance, and supportive behavior during science experiments as well as dominance…

Perspectives about Living on the Horns of Dilemmas: An Analysis of Gender Factors Related to Superintendent Decision-Making and Problem-Solving

ERIC Educational Resources Information Center

Polka, Walter S.; Litchka, Peter R.; Calzi, Frank F.; Denig, Stephen J.; Mete, Rosina E.

2014-01-01

The major focus of this paper is a gender-based analysis of school superintendent decision-making and problem-solving as well as an investigation of contemporary leadership dilemmas. The findings are based on responses from 258 superintendents of K-12 school districts in Delaware, Maryland, New Jersey, New York, and Pennsylvania collected over a…

Selective Spatial Working Memory Impairment in a Group of Children with Mathematics Learning Disabilities and Poor Problem-Solving Skills

ERIC Educational Resources Information Center

Passolunghi, Maria Chiara; Mammarella, Irene Cristina

2012-01-01

This study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with MLD, relative to TD children,…

A Game Based e-Learning System to Teach Artificial Intelligence in the Computer Sciences Degree

ERIC Educational Resources Information Center

de Castro-Santos, Amable; Fajardo, Waldo; Molina-Solana, Miguel

2017-01-01

Our students taking the Artificial Intelligence and Knowledge Engineering courses often encounter a large number of problems to solve which are not directly related to the subject to be learned. To solve this problem, we have developed a game based e-learning system. The elected game, that has been implemented as an e-learning system, allows to…

Analyzing Quadratic Unconstrained Binary Optimization Problems Via Multicommodity Flows

PubMed Central

Wang, Di; Kleinberg, Robert D.

2009-01-01

Quadratic Unconstrained Binary Optimization (QUBO) problems concern the minimization of quadratic polynomials in n {0, 1}-valued variables. These problems are NP-complete, but prior work has identified a sequence of polynomial-time computable lower bounds on the minimum value, denoted by C2, C3, C4,…. It is known that C2 can be computed by solving a maximum-flow problem, whereas the only previously known algorithms for computing Ck (k > 2) require solving a linear program. In this paper we prove that C3 can be computed by solving a maximum multicommodity flow problem in a graph constructed from the quadratic function. In addition to providing a lower bound on the minimum value of the quadratic function on {0, 1}n, this multicommodity flow problem also provides some information about the coordinates of the point where this minimum is achieved. By looking at the edges that are never saturated in any maximum multicommodity flow, we can identify relational persistencies: pairs of variables that must have the same or different values in any minimizing assignment. We furthermore show that all of these persistencies can be detected by solving single-commodity flow problems in the same network. PMID:20161596

Analyzing Quadratic Unconstrained Binary Optimization Problems Via Multicommodity Flows.

PubMed

Wang, Di; Kleinberg, Robert D

2009-11-28

Quadratic Unconstrained Binary Optimization (QUBO) problems concern the minimization of quadratic polynomials in n {0, 1}-valued variables. These problems are NP-complete, but prior work has identified a sequence of polynomial-time computable lower bounds on the minimum value, denoted by C(2), C(3), C(4),…. It is known that C(2) can be computed by solving a maximum-flow problem, whereas the only previously known algorithms for computing C(k) (k > 2) require solving a linear program. In this paper we prove that C(3) can be computed by solving a maximum multicommodity flow problem in a graph constructed from the quadratic function. In addition to providing a lower bound on the minimum value of the quadratic function on {0, 1}(n), this multicommodity flow problem also provides some information about the coordinates of the point where this minimum is achieved. By looking at the edges that are never saturated in any maximum multicommodity flow, we can identify relational persistencies: pairs of variables that must have the same or different values in any minimizing assignment. We furthermore show that all of these persistencies can be detected by solving single-commodity flow problems in the same network.

Students’ Covariational Reasoning in Solving Integrals’ Problems

NASA Astrophysics Data System (ADS)

Harini, N. V.; Fuad, Y.; Ekawati, R.

2018-01-01

Covariational reasoning plays an important role to indicate quantities vary in learning calculus. This study investigates students’ covariational reasoning during their studies concerning two covarying quantities in integral problem. Six undergraduate students were chosen to solve problems that involved interpreting and representing how quantities change in tandem. Interviews were conducted to reveal the students’ reasoning while solving covariational problems. The result emphasizes that undergraduate students were able to construct the relation of dependent variables that changes in tandem with the independent variable. However, students faced difficulty in forming images of continuously changing rates and could not accurately apply the concept of integrals. These findings suggest that learning calculus should be increased emphasis on coordinating images of two quantities changing in tandem about instantaneously rate of change and to promote conceptual knowledge in integral techniques.

A complexity theory model in science education problem solving: random walks for working memory and mental capacity.

PubMed

Stamovlasis, Dimitrios; Tsaparlis, Georgios

2003-07-01

The present study examines the role of limited human channel capacity from a science education perspective. A model of science problem solving has been previously validated by applying concepts and tools of complexity theory (the working memory, random walk method). The method correlated the subjects' rank-order achievement scores in organic-synthesis chemistry problems with the subjects' working memory capacity. In this work, we apply the same nonlinear approach to a different data set, taken from chemical-equilibrium problem solving. In contrast to the organic-synthesis problems, these problems are algorithmic, require numerical calculations, and have a complex logical structure. As a result, these problems cause deviations from the model, and affect the pattern observed with the nonlinear method. In addition to Baddeley's working memory capacity, the Pascual-Leone's mental (M-) capacity is examined by the same random-walk method. As the complexity of the problem increases, the fractal dimension of the working memory random walk demonstrates a sudden drop, while the fractal dimension of the M-capacity random walk decreases in a linear fashion. A review of the basic features of the two capacities and their relation is included. The method and findings have consequences for problem solving not only in chemistry and science education, but also in other disciplines.

Effects of team-based learning on problem-solving, knowledge and clinical performance of Korean nursing students.

PubMed

Kim, Hae-Ran; Song, Yeoungsuk; Lindquist, Ruth; Kang, Hee-Young

2016-03-01

Team-based learning (TBL) has been used as a learner-centered teaching strategy in efforts to improve students' problem-solving, knowledge and practice performance. Although TBL has been used in nursing education in Korea for a decade, few studies have studied its effects on Korean nursing students' learning outcomes. To examine the effects of TBL on problem-solving ability and learning outcomes (knowledge and clinical performance) of Korean nursing students. Randomized controlled trial. 63 third-year undergraduate nursing students attending a single university were randomly assigned to the TBL group (n=32), or a control group (n=31). The TBL and control groups attended 2h of class weekly for 3weeks. Three scenarios with pulmonary disease content were employed in both groups. However, the control group received lectures and traditional case study teaching/learning strategies instead of TBL. A questionnaire of problem-solving ability was administered at baseline, prior to students' exposure to the teaching strategies. Students' problem-solving ability, knowledge of pulmonary nursing care, and clinical performance were assessed following completion of the three-week pulmonary unit. After the three-week educational interventions, the scores on problem-solving ability in the TBL group were significantly improved relative to that of the control group (t=10.89, p<.001). In addition, there were significant differences in knowledge, and in clinical performance with standardized patients between the two groups (t=2.48, p=.016, t=12.22, p<.001). This study demonstrated that TBL is an effective teaching strategy to enhance problem-solving ability, knowledge and clinical performance. More research on other specific learning outcomes of TBL for nursing students is recommended. Copyright © 2015 Elsevier Ltd. All rights reserved.

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

PubMed

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

2012-04-01

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

Algebraic reasoning and bat-and-ball problem variants: Solving isomorphic algebra first facilitates problem solving later.

PubMed

Hoover, Jerome D; Healy, Alice F

2017-12-01

The classic bat-and-ball problem is used widely to measure biased and correct reasoning in decision-making. University students overwhelmingly tend to provide the biased answer to this problem. To what extent might reasoners be led to modify their judgement, and, more specifically, is it possible to facilitate problem solution by prompting participants to consider the problem from an algebraic perspective? One hundred ninety-seven participants were recruited to investigate the effect of algebraic cueing as a debiasing strategy on variants of the bat-and-ball problem. Participants who were cued to consider the problem algebraically were significantly more likely to answer correctly relative to control participants. Most of this cueing effect was confined to a condition that required participants to solve isomorphic algebra equations corresponding to the structure of bat-and-ball question types. On a subsequent critical question with differing item and dollar amounts presented without a cue, participants were able to generalize the learned information to significantly reduce overall bias. Math anxiety was also found to be significantly related to bat-and-ball problem accuracy. These results suggest that, under specific conditions, algebraic reasoning is an effective debiasing strategy on bat-and-ball problem variants, and provide the first documented evidence for the influence of math anxiety on Cognitive Reflection Test performance.

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

NASA Astrophysics Data System (ADS)

Adams, Wendy Kristine

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

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.

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

PubMed

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

2015-07-01

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

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

PubMed

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

2007-01-01

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

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.

Spontaneous gestures influence strategy choices in problem solving.

PubMed

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

2011-09-01

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

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

PubMed

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

2011-10-01

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

A Flipped Pedagogy for Expert Problem Solving

NASA Astrophysics Data System (ADS)

Pritchard, David

The internet provides free learning opportunities for declarative (Wikipedia, YouTube) and procedural (Kahn Academy, MOOCs) knowledge, challenging colleges to provide learning at a higher cognitive level. Our ``Modeling Applied to Problem Solving'' pedagogy for Newtonian Mechanics imparts strategic knowledge - how to systematically determine which concepts to apply and why. Declarative and procedural knowledge is learned online before class via an e-text, checkpoint questions, and homework on edX.org (see http://relate.mit.edu/physicscourse); it is organized into five Core Models. Instructors then coach students on simple ``touchstone problems'', novel exercises, and multi-concept problems - meanwhile exercising three of the four C's: communication, collaboration, critical thinking and problem solving. Students showed 1.2 standard deviations improvement on the MIT final exam after three weeks instruction, a significant positive shift in 7 of the 9 categories in the CLASS, and their grades improved by 0.5 standard deviation in their following physics course (Electricity and Magnetism).

Learning Relative Motion Concepts in Immersive and Non-immersive Virtual Environments

NASA Astrophysics Data System (ADS)

Kozhevnikov, Michael; Gurlitt, Johannes; Kozhevnikov, Maria

2013-12-01

The focus of the current study is to understand which unique features of an immersive virtual reality environment have the potential to improve learning relative motion concepts. Thirty-seven undergraduate students learned relative motion concepts using computer simulation either in immersive virtual environment (IVE) or non-immersive desktop virtual environment (DVE) conditions. Our results show that after the simulation activities, both IVE and DVE groups exhibited a significant shift toward a scientific understanding in their conceptual models and epistemological beliefs about the nature of relative motion, and also a significant improvement on relative motion problem-solving tests. In addition, we analyzed students' performance on one-dimensional and two-dimensional questions in the relative motion problem-solving test separately and found that after training in the simulation, the IVE group performed significantly better than the DVE group on solving two-dimensional relative motion problems. We suggest that egocentric encoding of the scene in IVE (where the learner constitutes a part of a scene they are immersed in), as compared to allocentric encoding on a computer screen in DVE (where the learner is looking at the scene from "outside"), is more beneficial than DVE for studying more complex (two-dimensional) relative motion problems. Overall, our findings suggest that such aspects of virtual realities as immersivity, first-hand experience, and the possibility of changing different frames of reference can facilitate understanding abstract scientific phenomena and help in displacing intuitive misconceptions with more accurate mental models.

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.

Solution of internal ballistic problem for SRM with grain of complex shape during main firing phase

NASA Astrophysics Data System (ADS)

Kiryushkin, A. E.; Minkov, L. L.

2017-10-01

Solid rocket motor (SRM) internal ballistics problems are related to the problems with moving boundaries. The algorithm able to solve similar problems in axisymmetric formulation on Cartesian mesh with an arbitrary order of accuracy is considered in this paper. The base of this algorithm is the ghost point extrapolation using inverse Lax-Wendroff procedure. Level set method is used as an implicit representation of the domain boundary. As an example, the internal ballistics problem for SRM with umbrella type grain was solved during the main firing phase. In addition, flow parameters distribution in the combustion chamber was obtained for different time moments.

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.

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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

NASA Astrophysics Data System (ADS)

Palacio-Cayetano, Joycelin

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

Parallel satellite orbital situational problems solver for space missions design and control

NASA Astrophysics Data System (ADS)

Atanassov, Atanas Marinov

2016-11-01

Solving different scientific problems for space applications demands implementation of observations, measurements or realization of active experiments during time intervals in which specific geometric and physical conditions are fulfilled. The solving of situational problems for determination of these time intervals when the satellite instruments work optimally is a very important part of all activities on every stage of preparation and realization of space missions. The elaboration of universal, flexible and robust approach for situation analysis, which is easily portable toward new satellite missions, is significant for reduction of missions' preparation times and costs. Every situation problem could be based on one or more situation conditions. Simultaneously solving different kinds of situation problems based on different number and types of situational conditions, each one of them satisfied on different segments of satellite orbit requires irregular calculations. Three formal approaches are presented. First one is related to situation problems description that allows achieving flexibility in situation problem assembling and presentation in computer memory. The second formal approach is connected with developing of situation problem solver organized as processor that executes specific code for every particular situational condition. The third formal approach is related to solver parallelization utilizing threads and dynamic scheduling based on "pool of threads" abstraction and ensures a good load balance. The developed situation problems solver is intended for incorporation in the frames of multi-physics multi-satellite space mission's design and simulation tools.

How Is Health Related to Literacy, Numeracy, and Technological Problem-Solving Skills among U.S. Adults? Evidence from the Program for the International Assessment of Adult Competencies (PIAAC)

ERIC Educational Resources Information Center

Prins, Esther; Monnat, Shannon; Clymer, Carol; Toso, Blaire Wilson

2015-01-01

This paper uses data from the Program for the International Assessment of Adult Competencies (PIAAC) to analyze the relationship between U.S. adults' self-reported health and proficiencies in literacy, numeracy, and technological problem solving. Ordinal logistic regression analyses showed that scores on all three scales were positively and…

HEMP 3D: A finite difference program for calculating elastic-plastic flow, appendix B

NASA Astrophysics Data System (ADS)

Wilkins, Mark L.

1993-05-01

The HEMP 3D program can be used to solve problems in solid mechanics involving dynamic plasticity and time dependent material behavior and problems in gas dynamics. The equations of motion, the conservation equations, and the constitutive relations listed below are solved by finite difference methods following the format of the HEMP computer simulation program formulated in two space dimensions and time.

Effects of the Multiple Solutions and Question Prompts on Generalization and Justification for Non-Routine Mathematical Problem Solving in a Computer Game Context

ERIC Educational Resources Information Center

Lee, Chun-Yi; Chen, Ming-Jang; Chang, Wen-Long

2014-01-01

The aim of this study is to investigate the effects of solution methods and question prompts on generalization and justification of non-routine problem solving for Grade 9 students. The learning activities are based on the context of the frog jumping game. In addition, related computer tools were used to support generalization and justification of…

Students’ Spatial Performance: Cognitive Style and Sex Differences

NASA Astrophysics Data System (ADS)

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

2018-01-01

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

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

NASA Astrophysics Data System (ADS)

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

2017-12-01

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

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

ERIC Educational Resources Information Center

Aljaberi, Nahil M.; Gheith, Eman

2016-01-01

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

Quantum Heterogeneous Computing for Satellite Positioning Optimization

NASA Astrophysics Data System (ADS)

Bass, G.; Kumar, V.; Dulny, J., III

2016-12-01

Hard optimization problems occur in many fields of academic study and practical situations. We present results in which quantum heterogeneous computing is used to solve a real-world optimization problem: satellite positioning. Optimization problems like this can scale very rapidly with problem size, and become unsolvable with traditional brute-force methods. Typically, such problems have been approximately solved with heuristic approaches; however, these methods can take a long time to calculate and are not guaranteed to find optimal solutions. Quantum computing offers the possibility of producing significant speed-up and improved solution quality. There are now commercially available quantum annealing (QA) devices that are designed to solve difficult optimization problems. These devices have 1000+ quantum bits, but they have significant hardware size and connectivity limitations. We present a novel heterogeneous computing stack that combines QA and classical machine learning and allows the use of QA on problems larger than the quantum hardware could solve in isolation. We begin by analyzing the satellite positioning problem with a heuristic solver, the genetic algorithm. The classical computer's comparatively large available memory can explore the full problem space and converge to a solution relatively close to the true optimum. The QA device can then evolve directly to the optimal solution within this more limited space. Preliminary experiments, using the Quantum Monte Carlo (QMC) algorithm to simulate QA hardware, have produced promising results. Working with problem instances with known global minima, we find a solution within 8% in a matter of seconds, and within 5% in a few minutes. Future studies include replacing QMC with commercially available quantum hardware and exploring more problem sets and model parameters. Our results have important implications for how heterogeneous quantum computing can be used to solve difficult optimization problems in any field.

Marital Aggression and Child Peer Competence: A Comparison of Three Conceptual Models

PubMed Central

Finger, Brent; Eiden, Rina D.; Edwards, Ellen P.; Leonard, Kenneth E.; Kachadourian, Lorig

2013-01-01

This study examined longitudinal data linking marital aggression with child peer competence in kindergarten. The study compared three conceptual models for understanding the relation between marital aggression and child peer competence. Model 1 examines the direct effects of marital aggression, parental alcoholism, and parenting on child peer competence, model 2 posits that this relation is mediated by child social problem solving abilities (social information processing theory), while model 3 proposes that the relation is mediated by parental warmth/sensitivity (spillover theory). Structural Equation Modeling was most supportive of models 1 and 3 indicating that parenting behavior, but not social problem solving, partially mediates the relation between marital conflict and child peer competence. PMID:24009468

Can I cut the Gordian tnok? The impact of pronounceability, actual solvability, and length on intuitive problem assessments of anagrams.

PubMed

Topolinski, Sascha; Bakhtiari, Giti; Erle, Thorsten M

2016-01-01

When assessing a problem, many cues can be used to predict solvability and solving effort. Some of these cues, however, can be misleading. The present approach shows that a feature of a problem that is actually related to solving difficulty is used as a cue for solving ease when assessing the problem in the first place. For anagrams, it is an established effect that easy-to-pronounce anagrams (e.g., NOGAL) take more time to being solved than hard-to-pronounce anagrams (e.g., HNWEI). However, when assessing an anagram in the first place, individuals use the feature of pronounceability to predict solving ease, because pronounceability is an instantiation of the general mechanism of processing fluency. Participants (total N=536) received short and long anagrams and nonanagrams and judged solvability and solving ease intuitively without actually solving the items. Easy-to-pronounce letter strings were more frequently judged as being solvable than hard-to-pronounce letters strings (Experiment 1), and were estimated to require less effort (Experiments 2, 4-7) and time to be solved (Experiment 3). This effect was robust for short and long items, anagrams and nonanagrams, and presentation timings from 4 down to 0.5s, and affected novices and experts alike. Spontaneous solutions did not mediate this effect. Participants were sensitive to actual solvability even for long anagrams (6-11 letters long) presented only for 500 ms. Copyright © 2015 Elsevier B.V. All rights reserved.

A problem-solving approach to nutrition education with Filipino mothers.

PubMed

Ticao, C J; Aboud, F E

1998-06-01

The study examined Filipino mothers' problem solving on issues related to child feeding, using a dyadic, peer-help approach. The participants were mothers of children under 6 yr of age from a village in the southern Philippines, where malnutrition among children is prevalent. Mothers were paired with a mutual friend (each nominated the other as a best friend) or a unilateral friend (only one nominated the other as a best friend) to discuss a feeding problem to which they initially gave similar solutions (agreed) and one to which they gave different solutions (disagreed). In the final step, they were asked to give privately the solutions they considered best for the problem. The number and quality of these final-step solutions were analyzed as a function of the friend relation, the level of initial agreement with their friend partner, and the source of the solution. Results indicated that the quantity and quality of solutions increased from before to after the dyadic discussion, especially among mothers paired with a mutual friend with whom they agreed. Most of their final-step solutions came from ones they themselves had generated during the discussion, not ones their friend partner had proposed. There was also evidence that high quality solutions were generated by mothers paired with a disagreeing unilateral friend. Implications for nutrition education concern the benefits of a peer-help, dyadic problem-solving approach, taking into account the role of a friend in facilitating a mother's production of new solutions to child feeding problems. The procedure may be used by health promoters who want to build capacities and self-reliance through collective problem solving.

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

NASA Astrophysics Data System (ADS)

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

2018-01-01

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

Improving Transportation Services for the University of the Thai Chamber of Commerce: A Case Study on Solving the Mixed-Fleet Vehicle Routing Problem with Split Deliveries

NASA Astrophysics Data System (ADS)

Suthikarnnarunai, N.; Olinick, E.

2009-01-01

We present a case study on the application of techniques for solving the Vehicle Routing Problem (VRP) to improve the transportation service provided by the University of The Thai Chamber of Commerce to its staff. The problem is modeled as VRP with time windows, split deliveries, and a mixed fleet. An exact algorithm and a heuristic solution procedure are developed to solve the problem and implemented in the AMPL modeling language and CPLEX Integer Programming solver. Empirical results indicate that the heuristic can find relatively good solutions in a small fraction of the time required by the exact method. We also perform sensitivity analysis and find that a savings in outsourcing cost can be achieved with a small increase in vehicle capacity.

Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability

PubMed Central

Tolar, Tammy D.; Fuchs, Lynn; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L.

2014-01-01

Three cohorts of third-grade students (N = 813) were evaluated on achievement, cognitive abilities, and behavioral attention according to contrasting research traditions in defining math learning disability (LD) status: low achievement versus extremely low achievement and IQ-achievement discrepant versus strictly low-achieving LD. We use methods from these two traditions to form math problem solving LD groups. To evaluate group differences, we used MANOVA-based profile and canonical analyses to control for relations among the outcomes and regression to control for group definition variables. Results suggest that basic arithmetic is the key distinguishing characteristic that separates low-achieving problem solvers (including LD, regardless of definition) from typically achieving students. Word problem solving is the key distinguishing characteristic that separates IQ-achievement-discrepant from strictly low-achieving LD students, favoring the IQ-achievement-discrepant students. PMID:24939971

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

PubMed

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

2017-09-01

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

"Negative of My Money, Positive of Her Money": Secondary Students' Ways of Relating Equations to a Debt Context

ERIC Educational Resources Information Center

Whitacre, Ian; Pierson Bishop, Jessica; Lamb, Lisa L.; Philipp, Randolph A.; Bagley, Spencer; Schappelle, Bonnie P.

2015-01-01

We interviewed 40 students each in grades 7 and 11 to investigate their integer-related reasoning. In one task, the students were asked to write and interpret equations related to a story problem about borrowing money from a friend. All the students solved the story problem correctly. However, they reasoned about the problem in different ways.…

Team safety and innovation by learning from errors in long-term care settings.

PubMed

Buljac-Samardžić, Martina; van Woerkom, Marianne; Paauwe, Jaap

2012-01-01

Team safety and team innovation are underexplored in the context of long-term care. Understanding the issues requires attention to how teams cope with error. Team managers could have an important role in developing a team's error orientation and managing team membership instabilities. The aim of this study was to examine the impact of team member stability, team coaching, and a team's error orientation on team safety and innovation. A cross-sectional survey method was employed within 2 long-term care organizations. Team members and team managers received a survey that measured safety and innovation. Team members assessed member stability, team coaching, and team error orientation (i.e., problem-solving and blaming approach). The final sample included 933 respondents from 152 teams. Stable teams and teams with managers who take on the role of coach are more likely to adopt a problem-solving approach and less likely to adopt a blaming approach toward errors. Both error orientations are related to team member ratings of safety and innovation, but only the blaming approach is (negatively) related to manager ratings of innovation. Differences between members' and managers' ratings of safety are greater in teams with relatively high scores for the blaming approach and relatively low scores for the problem-solving approach. Team coaching was found to be positively related to innovation, especially in unstable teams. Long-term care organizations that wish to enhance team safety and innovation should encourage a problem-solving approach and discourage a blaming approach. Team managers can play a crucial role in this by coaching team members to see errors as sources of learning and improvement and ensuring that individuals will not be blamed for errors.

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

NASA Astrophysics Data System (ADS)

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

2018-04-01

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

The effect of daily challenges in children with autism on parents' couple problem-solving interactions.

PubMed

Hartley, Sigan L; Papp, Lauren M; Blumenstock, Shari M; Floyd, Frank; Goetz, Greta L

2016-09-01

The vulnerability-stress-adaptation model guided this examination of the impact of daily fluctuations in the symptoms and co-occurring behavior problems of children with autism spectrum disorder (ASD) on parents' couple problem-solving interactions in natural settings and as these interactions spontaneously occur. A 14-day daily diary was completed by mothers and fathers in 176 families who had a child with ASD. On each day of the diary, parents separately reported on the child with ASD's daily level of symptoms and co-occurring behavior problems and the topic and level of negative affect in their most meaningful or important daily couple problem-solving interaction. Multilevel modeling was used to account for the within-person, within-couple nested structure of the data. Results indicated that many parents are resilient to experiencing a day with a high level of child ASD symptoms and co-occurring behavior problems and do not report more negative couple problem-solving interactions. However, household income, level of parental broader autism phenotype, and presence of multiple children with special care needs served as vulnerability factors in that they were related to a higher overall rating of negative affect in couple interactions and moderated the impact of reporting a day with a high level of child ASD symptoms and co-occurring behavior problems on next-day ratings of negative couple problem-solving interactions. The magnitude of these effects was small. Understanding mechanisms that support adaptive couple interactions in parents of children with ASD is critical for promoting best outcomes. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The Effect of Daily Challenges in Children with Autism on Parents’ Couple Problem-Solving Interactions

PubMed Central

Hartley, Sigan L.; Papp, Lauren M.; Blumenstock, Shari; Floyd, Frank; Goetz, Greta L.

2016-01-01

The vulnerability-stress-adaptation model guided this examination of the impact of daily fluctuations in the symptoms and co-occurring behavior problems of children with autism spectrum disorder (ASD) on parents’ couple problem-solving interactions in natural settings and as these interactions spontaneously occur. A 14-day daily diary was completed by mothers and fathers in 176 families who had a child with ASD. On each day of the diary, parents separately reported on the child with ASD's daily level of symptoms and co-occurring behavior problems and the topic and level of negative affect in their most meaningful or important daily couple problem-solving interaction. Multilevel modeling was used to account for the within-person, within-couple nested structure of the data. Results indicated that many parents are resilient to experiencing a day with a high level of child ASD symptoms and co-occurring behavior problems and do not report more negative couple problem-solving interactions. However, household income, level of parental broader autism phenotype, and presence of multiple children with special care needs served as vulnerability factors in that they were related to a higher overall rating of negative affect in couple interactions and moderated the impact of reporting a day with a high level of child ASD symptoms and co-occurring behavior problems on next-day ratings of negative couple problem-solving interactions. The magnitude of these effects was small. Understanding mechanisms that support adaptive couple interactions in parents of children with ASD is critical for promoting best outcomes. PMID:27336179

Using a general problem-solving strategy to promote transfer.

PubMed

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

2014-09-01

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

Hamline/3M Corp. Project: Liason for Curricular Change*

NASA Astrophysics Data System (ADS)

Artz, Jerry L.

2002-04-01

This project was designed to catalyze curricular changes to better prepare students for the workplace. Industrial managers provided a list of 16 characteristics valued in the workplace; most were NOT related to science course content. The project formed 5 teams each including 3M professionals and students. Each team developed curricular changes in one of the 16 areas. Team goals were to improve skills in communication, data analysis, business/economics, team problem solving, and cultural competency. Curricular changes realized include communication skill activities embodied in science courses and faculty communication teaching skill seminars; self learning tools in data analysis, statistics and model building; a new course developed with assistance from 3M personnel focusing on topics directly related to technological industries; high performance team problem solving training/coaching for faculty; workshops for students and faculty relative to importance of cultural competencies in the workplace; and a new course focusing on culture, team problem solving and conflict resolution in the technical workplace. Process for developing and content of curricular changes will be reported. *Thanks to: NSF GOALI CHE-99010782

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

NASA Astrophysics Data System (ADS)

Hafner, Robert; Stewart, Jim

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

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

PubMed Central

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

2016-01-01

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

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

PubMed

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

2016-12-01

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

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

NASA Astrophysics Data System (ADS)

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

2017-12-01

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

Rejection Sensitivity and Depression: Indirect Effects Through Problem Solving.

PubMed

Kraines, Morganne A; Wells, Tony T

2017-01-01

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

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

ERIC Educational Resources Information Center

Carlson, Marilyn P.; Bloom, Irene

2005-01-01

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

Teaching Problem Solving Skills to Elementary Age Students with Autism

ERIC Educational Resources Information Center

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

2014-01-01

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

Learning problem-solving skills in a distance education physics course

NASA Astrophysics Data System (ADS)

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

2017-10-01

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

Dyadic Flexibility in Early Parent-Child Interactions: Relations with Maternal Depressive Symptoms and Child Negativity and Behaviour Problems

ERIC Educational Resources Information Center

Lunkenheimer, Erika S.; Albrecht, Erin C.; Kemp, Christine J.

2013-01-01

Lower levels of parent-child affective flexibility indicate risk for children's problem outcomes. This short-term longitudinal study examined whether maternal depressive symptoms were related to lower levels of dyadic affective flexibility and positive affective content in mother-child problem-solving interactions at age 3.5?years…

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.

ISE: An Integrated Search Environment. The manual

NASA Technical Reports Server (NTRS)

Chu, Lon-Chan

1992-01-01

Integrated Search Environment (ISE), a software package that implements hierarchical searches with meta-control, is described in this manual. ISE is a collection of problem-independent routines to support solving searches. Mainly, these routines are core routines for solving a search problem and they handle the control of searches and maintain the statistics related to searches. By separating the problem-dependent and problem-independent components in ISE, new search methods based on a combination of existing methods can be developed by coding a single master control program. Further, new applications solved by searches can be developed by coding the problem-dependent parts and reusing the problem-independent parts already developed. Potential users of ISE are designers of new application solvers and new search algorithms, and users of experimental application solvers and search algorithms. The ISE is designed to be user-friendly and information rich. In this manual, the organization of ISE is described and several experiments carried out on ISE are also described.

Determination of the thermal stress wave propagation in orthotropic hollow cylinder based on classical theory of thermoelasticity

NASA Astrophysics Data System (ADS)

Shahani, Amir Reza; Sharifi Torki, Hamid

2018-01-01

The thermoelasticity problem in a thick-walled orthotropic hollow cylinder is solved analytically using finite Hankel transform and Laplace transform. Time-dependent thermal and mechanical boundary conditions are applied on the inner and the outer surfaces of the cylinder. For solving the energy equation, the temperature itself is considered as boundary condition to be applied on both the inner and the outer surfaces of the orthotropic cylinder. Two different cases are assumed for solving the equation of motion: traction-traction problem (tractions are prescribed on both the inner and the outer surfaces) and traction-displacement (traction is prescribed on the inner surface and displacement is prescribed on the outer surface of the hollow orthotropic cylinder). Due to considering uncoupled theory, after obtaining temperature distribution, the dynamical structural problem is solved and closed-form relations are derived for radial displacement, radial and hoop stress. As a case study, exponentially decaying temperature with respect to time is prescribed on the inner surface of the cylinder and the temperature of the outer surface is considered to be zero. Owing to solving dynamical problem, the stress wave propagation and its reflections were observed after plotting the results in both cases.

Facilitating Problem Framing in Project-Based Learning

ERIC Educational Resources Information Center

Svihla, Vanessa; Reeve, Richard

2016-01-01

While problem solving is a relatively well understood process, problem framing is less well understood, particularly with regard to supporting students to learn as they frame problems. Project-based learning classrooms are an ideal setting to investigate how teachers facilitate this process. Using participant observation, this study investigated…

Role of multiple representations in physics problem solving

NASA Astrophysics Data System (ADS)

Maries, Alexandru

This thesis explores the role of multiple representations in introductory physics students' problem solving performance through several investigations. Representations can help students focus on the conceptual aspects of physics and play a major role in effective problem solving. Diagrammatic representations can play a particularly important role in the initial stages of conceptual analysis and planning of the problem solution. Findings suggest that students who draw productive diagrams are more successful problem solvers even if their approach is primarily mathematical. Furthermore, students provided with a diagram of the physical situation presented in a problem sometimes exhibited deteriorated performance. Think-aloud interviews suggest that this deteriorated performance is in part due to reduced conceptual planning time which caused students to jump to the implementation stage without fully understanding the problem and planning problem solution. Another study investigated two interventions aimed at improving introductory students' representational consistency between mathematical and graphical representations and revealed that excessive scaffolding can have a detrimental effect. The detrimental effect was partly due to increased cognitive load brought on by the additional steps and instructions. Moreover, students who exhibited representational consistency also showed improved problem solving performance. The final investigation is centered on a problem solving task designed to provide information about the pedagogical content knowledge (PCK) of graduate student teaching assistants (TAs). In particular, the TAs identified what they considered to be the most common difficulties of introductory physics students related to graphical representations of kinematics concepts as they occur in the Test of Understanding Graphs in Kinematics (TUG-K). As an extension, the Force Concept Inventory (FCI) was also used to assess this aspect of PCK related to knowledge of student difficulties of both physics instructors and TAs. We find that teaching an independent course and recent teaching experience do not correlate with improved PCK. In addition, the performance of American TAs, Chinese TAs and other foreign TAs in identifying common student difficulties both in the context of the TUG-K and in the context of the FCI is similar. Moreover, there were many common difficulties of introductory physics students that were not identified by many instructors and TAs.

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.

a Novel Discrete Optimal Transport Method for Bayesian Inverse Problems

NASA Astrophysics Data System (ADS)

Bui-Thanh, T.; Myers, A.; Wang, K.; Thiery, A.

2017-12-01

We present the Augmented Ensemble Transform (AET) method for generating approximate samples from a high-dimensional posterior distribution as a solution to Bayesian inverse problems. Solving large-scale inverse problems is critical for some of the most relevant and impactful scientific endeavors of our time. Therefore, constructing novel methods for solving the Bayesian inverse problem in more computationally efficient ways can have a profound impact on the science community. This research derives the novel AET method for exploring a posterior by solving a sequence of linear programming problems, resulting in a series of transport maps which map prior samples to posterior samples, allowing for the computation of moments of the posterior. We show both theoretical and numerical results, indicating this method can offer superior computational efficiency when compared to other SMC methods. Most of this efficiency is derived from matrix scaling methods to solve the linear programming problem and derivative-free optimization for particle movement. We use this method to determine inter-well connectivity in a reservoir and the associated uncertainty related to certain parameters. The attached file shows the difference between the true parameter and the AET parameter in an example 3D reservoir problem. The error is within the Morozov discrepancy allowance with lower computational cost than other particle methods.

Return to Play Guidelines Cannot Solve the Football-Related Concussion Problem

ERIC Educational Resources Information Center

Johnson, L. Syd M.

2012-01-01

Background: High school football players are the single largest cohort of athletes playing tackle football, and account for the majority of sport-related concussions. Return to play guidelines (RTPs) have emerged as the preferred approach for addressing the problem of sport-related concussion in youth athletes. Methods: This article reviews…

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

PubMed

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

2009-07-01

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

Independent Contributions of the Central Executive, Intelligence, and In-Class Attentive Behavior to Developmental Change in the Strategies Used to Solve Addition Problems

ERIC Educational Resources Information Center

Geary, David C.; Hoard, Mary K.; Nugent, Lara

2012-01-01

Children's (N = 275) use of retrieval, decomposition (e.g., 7 = 4+3 and thus 6+7 = 6+4+3), and counting to solve additional problems was longitudinally assessed from first grade to fourth grade, and intelligence, working memory, and in-class attentive behavior was assessed in one or several grades. The goal was to assess the relation between…

A Literature Review on Collaborative Problem Solving for College and Workforce Readiness. ETS GRE® Board Research Report. ETS GRE®-17-03. Research Report. ETS Research Report RR-17-06

ERIC Educational Resources Information Center

Oliveri, Maria Elena; Lawless, Rene; Molloy, Hillary

2017-01-01

The literature and the employee and workforce surveys rank collaborative problem solving (CPS) among the top 5 most critical skills necessary for success in college and the workforce. This paper provides a review of the literature on CPS and related terms, including a discussion of their definitions, importance to higher education and workforce…

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

DTIC Science & Technology

2002-06-01

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

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

ERIC Educational Resources Information Center

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

2011-01-01

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

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

ERIC Educational Resources Information Center

Kamis, Arnold; Khan, Beverly K.

2009-01-01

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

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

ERIC Educational Resources Information Center

Paraschiv, Irina; Olley, J. Gregory

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

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

ERIC Educational Resources Information Center

Chen, Zhe; Siegler, Robert S.

2013-01-01

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

Investigating Problem-Solving Perseverance Using Lesson Study

ERIC Educational Resources Information Center

Bieda, Kristen N.; Huhn, Craig

2017-01-01

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

Solving fatigue-related problems with cardiac arrest survivors living in the community.

PubMed

Kim, Young Joo; Rogers, Joan C; Raina, Ketki D; Callaway, Clifton W; Rittenberger, Jon C; Leibold, Mary Lou; Holm, Margo B

2017-09-01

The aim was to describe fatigue-related problems reported by post-cardiac arrest adults with chronic fatigue and energy conservation strategies generated using an Energy Conservation plus Problem Solving Therapy intervention. Following an introduction to the intervention process outlined in a Participant Workbook, participants engaged in the telephone intervention by identifying one to two fatigue-related problems. They then brainstormed with the interventionist to identify potential strategies to reduce fatigue, tested them, and either modified the strategies or moved to the next problem over three to five sessions. Eighteen cardiac arrest survivors with chronic fatigue identified instrumental activities of daily living and leisure activities as fatigue-related activities more frequently than basic activities of daily living. Energy Conservation strategies used most frequently were: plan ahead, pace yourself, delegate to others, and simplify the task. Post-cardiac arrest adults living in the community with chronic fatigue can return to previous daily activities by using energy conservation strategies such as planning ahead, pacing tasks, delegating tasks, and simplifying tasks. Copyright © 2017 Elsevier B.V. All rights reserved.

Comprehension and computation in Bayesian problem solving

PubMed Central

Johnson, Eric D.; Tubau, Elisabet

2015-01-01

Humans have long been characterized as poor probabilistic reasoners when presented with explicit numerical information. Bayesian word problems provide a well-known example of this, where even highly educated and cognitively skilled individuals fail to adhere to mathematical norms. It is widely agreed that natural frequencies can facilitate Bayesian inferences relative to normalized formats (e.g., probabilities, percentages), both by clarifying logical set-subset relations and by simplifying numerical calculations. Nevertheless, between-study performance on “transparent” Bayesian problems varies widely, and generally remains rather unimpressive. We suggest there has been an over-focus on this representational facilitator (i.e., transparent problem structures) at the expense of the specific logical and numerical processing requirements and the corresponding individual abilities and skills necessary for providing Bayesian-like output given specific verbal and numerical input. We further suggest that understanding this task-individual pair could benefit from considerations from the literature on mathematical cognition, which emphasizes text comprehension and problem solving, along with contributions of online executive working memory, metacognitive regulation, and relevant stored knowledge and skills. We conclude by offering avenues for future research aimed at identifying the stages in problem solving at which correct vs. incorrect reasoners depart, and how individual differences might influence this time point. PMID:26283976

Generating effective project scheduling heuristics by abstraction and reconstitution

NASA Technical Reports Server (NTRS)

Janakiraman, Bhaskar; Prieditis, Armand

1992-01-01

A project scheduling problem consists of a finite set of jobs, each with fixed integer duration, requiring one or more resources such as personnel or equipment, and each subject to a set of precedence relations, which specify allowable job orderings, and a set of mutual exclusion relations, which specify jobs that cannot overlap. No job can be interrupted once started. The objective is to minimize project duration. This objective arises in nearly every large construction project--from software to hardware to buildings. Because such project scheduling problems are NP-hard, they are typically solved by branch-and-bound algorithms. In these algorithms, lower-bound duration estimates (admissible heuristics) are used to improve efficiency. One way to obtain an admissible heuristic is to remove (abstract) all resources and mutual exclusion constraints and then obtain the minimal project duration for the abstracted problem; this minimal duration is the admissible heuristic. Although such abstracted problems can be solved efficiently, they yield inaccurate admissible heuristics precisely because those constraints that are central to solving the original problem are abstracted. This paper describes a method to reconstitute the abstracted constraints back into the solution to the abstracted problem while maintaining efficiency, thereby generating better admissible heuristics. Our results suggest that reconstitution can make good admissible heuristics even better.

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

PubMed

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

2014-01-01

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

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

PubMed

Gonzalez, Vivian M; Neander, Lucía L

2018-03-15

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

FOURTH SEMINAR TO THE MEMORY OF D.N. KLYSHKO: Algebraic solution of the synthesis problem for coded sequences

NASA Astrophysics Data System (ADS)

Leukhin, Anatolii N.

2005-08-01

The algebraic solution of a 'complex' problem of synthesis of phase-coded (PC) sequences with the zero level of side lobes of the cyclic autocorrelation function (ACF) is proposed. It is shown that the solution of the synthesis problem is connected with the existence of difference sets for a given code dimension. The problem of estimating the number of possible code combinations for a given code dimension is solved. It is pointed out that the problem of synthesis of PC sequences is related to the fundamental problems of discrete mathematics and, first of all, to a number of combinatorial problems, which can be solved, as the number factorisation problem, by algebraic methods by using the theory of Galois fields and groups.

The contribution of general cognitive abilities and number abilities to different aspects of mathematics in children.

PubMed

Träff, Ulf

2013-10-01

This study examined the relative contributions of general cognitive abilities and number abilities to word problem solving, calculation, and arithmetic fact retrieval in a sample of 134 children aged 10 to 13 years. The following tasks were administered: listening span, visual matrix span, verbal fluency, color naming, Raven's Progressive Matrices, enumeration, number line estimation, and digit comparison. Hierarchical multiple regressions demonstrated that number abilities provided an independent contribution to fact retrieval and word problem solving. General cognitive abilities contributed to problem solving and calculation. All three number tasks accounted for a similar amount of variance in fact retrieval, whereas only the number line estimation task contributed unique variance in word problem solving. Verbal fluency and Raven's matrices accounted for an equal amount of variance in problem solving and calculation. The current findings demonstrate, in accordance with Fuchs and colleagues' developmental model of mathematical learning (Developmental Psychology, 2010, Vol. 46, pp. 1731-1746), that both number abilities and general cognitive abilities underlie 10- to 13-year-olds' proficiency in problem solving, whereas only number abilities underlie arithmetic fact retrieval. Thus, the amount and type of cognitive contribution to arithmetic proficiency varies between the different aspects of arithmetic. Furthermore, how closely linked a specific aspect of arithmetic is to the whole number representation systems is not the only factor determining the amount and type of cognitive contribution in 10- to 13-year-olds. In addition, the mathematical complexity of the task appears to influence the amount and type of cognitive support. Copyright © 2013 Elsevier Inc. All rights reserved.

New Approach to Analyzing Physics Problems: A Taxonomy of Introductory Physics Problems

ERIC Educational Resources Information Center

Teodorescu, Raluca E.; Bennhold, Cornelius; Feldman, Gerald; Medsker, Larry

2013-01-01

This paper describes research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created in order to design educational objectives, to develop…

Clusters of Behaviors and Beliefs Predicting Adolescent Depression: Implications for Prevention

PubMed Central

Paunesku, David; Ellis, Justin; Fogel, Joshua; Kuwabara, Sachiko A; Gollan, Jackie; Gladstone, Tracy; Reinecke, Mark; Van Voorhees, Benjamin W.

2009-01-01

OBJECTIVE Risk factors for various disorders are known to cluster. However, the factor structure for behaviors and beliefs predicting depressive disorder in adolescents is not known. Knowledge of this structure can facilitate prevention planning. METHODS We used the National Longitudinal Study of Adolescent Health (AddHealth) data set to conduct an exploratory factor analysis to identify clusters of behaviors/experiences predicting the onset of major depressive disorder (MDD) at 1-year follow-up (N=4,791). RESULTS Four factors were identified: family/interpersonal relations, self-emancipation, avoidant problem solving/low self-worth, and religious activity. Strong family/interpersonal relations were the most significantly protective against depression at one year follow-up. Avoidant problem solving/low self-worth was not predictive of MDD on its own, but significantly amplified the risks associated with delinquency. CONCLUSION Depression prevention interventions should consider giving family relationships a more central role in their efforts. Programs teaching problem solving skills may be most appropriate for reducing MDD risk in delinquent youth. PMID:20502621

Improving mathematical problem solving skills through visual media

NASA Astrophysics Data System (ADS)

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

2018-01-01

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

An Enhanced Memetic Algorithm for Single-Objective Bilevel Optimization Problems.

PubMed

Islam, Md Monjurul; Singh, Hemant Kumar; Ray, Tapabrata; Sinha, Ankur

2017-01-01

Bilevel optimization, as the name reflects, deals with optimization at two interconnected hierarchical levels. The aim is to identify the optimum of an upper-level  leader problem, subject to the optimality of a lower-level follower problem. Several problems from the domain of engineering, logistics, economics, and transportation have an inherent nested structure which requires them to be modeled as bilevel optimization problems. Increasing size and complexity of such problems has prompted active theoretical and practical interest in the design of efficient algorithms for bilevel optimization. Given the nested nature of bilevel problems, the computational effort (number of function evaluations) required to solve them is often quite high. In this article, we explore the use of a Memetic Algorithm (MA) to solve bilevel optimization problems. While MAs have been quite successful in solving single-level optimization problems, there have been relatively few studies exploring their potential for solving bilevel optimization problems. MAs essentially attempt to combine advantages of global and local search strategies to identify optimum solutions with low computational cost (function evaluations). The approach introduced in this article is a nested Bilevel Memetic Algorithm (BLMA). At both upper and lower levels, either a global or a local search method is used during different phases of the search. The performance of BLMA is presented on twenty-five standard test problems and two real-life applications. The results are compared with other established algorithms to demonstrate the efficacy of the proposed approach.

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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

ERIC Educational Resources Information Center

Higgins, Karen M.

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

[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.

Using Problem Fields as a Method of Change.

ERIC Educational Resources Information Center

Pehkonen, Erkki

1992-01-01

Discusses the rationale and use of problem fields which are sets of related and/or connected open-ended problem-solving tasks within mathematics instruction. Polygons with matchsticks and the number triangle are two examples of problem fields presented along with variations in conditions that promote other matchstick puzzles. (11 references) (JJK)

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

ERIC Educational Resources Information Center

Scherer, Ronny; Tiemann, Rudiger

2012-01-01

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

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

ERIC Educational Resources Information Center

Yerushalmi, Edit; Magen, Esther

2006-01-01

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

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

PubMed Central

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

2011-01-01

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

Implementing thinking aloud pair and Pólya problem solving strategies in fractions

NASA Astrophysics Data System (ADS)

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

2017-12-01

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

Lame problem for a multilayer viscoelastic hollow ball with regard to inhomogeneous aging

NASA Astrophysics Data System (ADS)

Davtyan, Z. A.; Mirzoyan, S. Y.; Gasparyan, A. V.

2018-04-01

Determination of characteristics of the stress strain state of compound viscoelastic bodies is of both theoretical and practical interest. In the present paper, the Lamé problem is investigated for an uneven-aged multilayer viscoelastic hollow ball in the framework of N. Kh. Arutyunyan’s theory of creep of nonhomogeneously aging bodies [1, 2]. Solving this problem reduces to solving an inhomogeneous finite-difference equation of second order that contains operators with coordinates of time and space. The obtained formulas allow one to determine the required contact stresses and other mechanical characteristics of the problem related to uneven age of contacting balls.

Organization Development: A Case Study in Blockages.

ERIC Educational Resources Information Center

McIntyre, Martin

1981-01-01

Organization Development is a management science that defines and solves organizational problems. Procedures include: (1) diagnosis of problem; (2) gathering of data related to problem; (3) obtaining feedback; (4) developing various change strategies; (5) developing an action plan; and (6) implementing the plan. (CJ)

Understanding Undergraduates’ Problem-Solving Processes †

PubMed Central

Nehm, Ross H.

2010-01-01

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

How-To-Do-It: Multiple Allelic Frequencies in Populations at Equilibrium: Algorithms and Applications.

ERIC Educational Resources Information Center

Nussbaum, Francis, Jr.

1988-01-01

Presents an algorithm for solving problems related to multiple allelic frequencies in populations at equilibrium. Considers sample problems and provides their solution using this tabular algorithm. (CW)

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

Code of Federal Regulations, 2010 CFR

2010-07-01

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

Thinking Process of Naive Problem Solvers to Solve Mathematical Problems

ERIC Educational Resources Information Center

Mairing, Jackson Pasini

2017-01-01

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

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

ERIC Educational Resources Information Center

Pestel, Beverly C.

1993-01-01

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

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

ERIC Educational Resources Information Center

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

2007-01-01

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

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.

Linear solver performance in elastoplastic problem solution on GPU cluster

NASA Astrophysics Data System (ADS)

Khalevitsky, Yu. V.; Konovalov, A. V.; Burmasheva, N. V.; Partin, A. S.

2017-12-01

Applying the finite element method to severe plastic deformation problems involves solving linear equation systems. While the solution procedure is relatively hard to parallelize and computationally intensive by itself, a long series of large scale systems need to be solved for each problem. When dealing with fine computational meshes, such as in the simulations of three-dimensional metal matrix composite microvolume deformation, tens and hundreds of hours may be needed to complete the whole solution procedure, even using modern supercomputers. In general, one of the preconditioned Krylov subspace methods is used in a linear solver for such problems. The method convergence highly depends on the operator spectrum of a problem stiffness matrix. In order to choose the appropriate method, a series of computational experiments is used. Different methods may be preferable for different computational systems for the same problem. In this paper we present experimental data obtained by solving linear equation systems from an elastoplastic problem on a GPU cluster. The data can be used to substantiate the choice of the appropriate method for a linear solver to use in severe plastic deformation simulations.

MO-F-204-00: Preparing for the ABR Diagnostic and Nuclear Medical Physics Exams

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

NONE

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of allmore » aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

MO-F-204-02: Preparing for Part 2 of the ABR Diagnostic Physics Exam

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

Szczykutowicz, T.

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of allmore » aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

MO-F-204-03: Preparing for Part 3 of the ABR Diagnostic Physics Exam

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

Zambelli, J.

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of allmore » aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

MO-F-204-01: Preparing for Part 1 of the ABR Diagnostic Physics Exam

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

McKenney, S.

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of allmore » aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

MO-F-204-04: Preparing for Parts 2 & 3 of the ABR Nuclear Medicine Physics Exam

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

MacDougall, R.

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance of allmore » aspects of clinical medical physics. All parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those unique aspects of the nuclear exam, and how preparing for a second specialty differs from the first. Medical physicists who recently completed each ABR exam portion will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

WE-D-213-04: Preparing for Parts 2 & 3 of the ABR Nuclear Medicine Physics Exam

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

MacDougall, R.

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance ofmore » all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to Prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

WE-D-213-00: Preparing for the ABR Diagnostic and Nuclear Medicine Physics Exams

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

NONE

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance ofmore » all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to Prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

WE-D-213-01: Preparing for Part 1 of the ABR Diagnostic Physics Exam

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

Simiele, S.

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance ofmore » all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to Prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

WE-D-213-03: Preparing for Part 3 of the ABR Diagnostic Physics Exam

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

Bevins, N.

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance ofmore » all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to Prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

WE-D-213-02: Preparing for Part 2 of the ABR Diagnostic Physics Exam

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

Zambelli, J.

Adequate, efficient preparation for the ABR Diagnostic and Nuclear Medical Physics exams is key to successfully obtain ABR professional certification. Each part of the ABR exam presents its own challenges: Part I: Determine the scope of basic medical physics study material, efficiently review this material, and solve related written questions/problems. Part II: Understand imaging principles, modalities, and systems, including image acquisition, processing, and display. Understand the relationship between imaging techniques, image quality, patient dose and safety, and solve related written questions/problems. Part III: Gain crucial, practical, clinical medical physics experience. Effectively communicate and explain the practice, performance, and significance ofmore » all aspects of clinical medical physics. All three parts of the ABR exam require specific skill sets and preparation: mastery of basic physics and imaging principles; written problem solving often involving rapid calculation; responding clearly and succinctly to oral questions about the practice, methods, and significance of clinical medical physics. This symposium focuses on the preparation and skill sets necessary for each part of the ABR exam. Although there is some overlap, the nuclear exam covers a different body of knowledge than the diagnostic exam. A separate speaker will address those aspects that are unique to the nuclear exam. Medical physicists who have recently completed each of part of the ABR exam will share their experiences, insights, and preparation methods to help attendees best prepare for the challenges of each part of the ABR exam. In accordance with ABR exam security policy, no recalls or exam questions will be discussed. Learning Objectives: How to prepare for Part 1 of the ABR exam by determining the scope of basic medical physics study material and related problem solving/calculations How to Prepare for Part 2 of the ABR exam by understanding diagnostic and/or nuclear imaging physics, systems, dosimetry, safety and related problem solving/calculations How to Prepare for Part 3 of the ABR exam by effectively communicating the practice, methods, and significance of clinical diagnostic and/or nuclear medical physics.« less

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…

Personality, problem solving, and adolescent substance use.

PubMed

Jaffee, William B; D'Zurilla, Thomas J

2009-03-01

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

Undergraduate Performance in Solving Ill-Defined Biochemistry Problems

PubMed Central

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

2017-01-01

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