An Analysis of Problem Difficulty for a Class of Optimisation Heuristics

Author(s):  
Enda Ridge ◽  
Daniel Kudenko
2003 ◽  
Vol 93 (3) ◽  
pp. 753-754
Author(s):  
Deborah Barlieb ◽  
Brian Wlazelek ◽  
Donald J. Scandell

88 counselor-trainees were given information about a potential client using either a problem-focused or strength-focused pre-intake form Based on the information provided, counselor-trainees rated the client on the perceived severity of client's problem, difficulty of treatment, attractiveness of case, anticipated duration of treatment, and usefulness of the pre-intake information. This pilot project suggested that the type of information provided to trainees influenced their perceptions of the case, in particular, affording a more positive view of the client.


1973 ◽  
Vol 36 (1) ◽  
pp. 123-129 ◽  
Author(s):  
Richard B. May ◽  
Pam Duncan

The relation between changes in problem difficulty and performance was extended from discrimination studies to a speeded skill task. Children were given repeated trials with easy and hard puzzle blocks. An intermediate number of changes in difficulty facilitated performance more than trial-to-trial change or no change. It was suggested that an optimal amount of change may vary with the type of task considered and that further work with various difficulty sequences and tasks seems warranted.


1997 ◽  
Vol 18 (1) ◽  
pp. 46-53 ◽  
Author(s):  
Marjorie Montague

The purpose of this article is to discuss student perception of mathematical problem solving. Findings from five studies measuring attitude toward mathematics, perception of performance, perception of the importance of mathematical problem solving, and perception of problem difficulty are presented and discussed. Additionally, the interaction of affect and cognition and the implications of this interaction for assessing and teaching mathematical problem solving to students with learning disabilities are discussed.


1958 ◽  
Vol 13 (4) ◽  
pp. 414-417 ◽  
Author(s):  
J. Botwinick ◽  
J. F. Brinley ◽  
J. S. Robbin
Keyword(s):  

2013 ◽  
Vol 19 (5) ◽  
pp. 613-620 ◽  
Author(s):  
Emily M. Owens ◽  
Douglas R. Denney ◽  
Sharon G. Lynch

AbstractPrevious studies show that MS patients take longer than healthy controls to plan their solutions to Tower of London (TOL) problems but yield conflicting results regarding the quality of their solutions. The present study evaluated performance under untimed or timed conditions to assess the possibility that differences in planning ability only occur when restrictions in solution times are imposed. MS patients (n = 39) and healthy controls (n = 43) completed a computerized version of the TOL under one of two conditions. In the untimed condition, participants were allowed as much time as needed on each problem. In the timed condition, limits were imposed on solution times and time remaining was displayed with each problem. Patients exhibited longer planning times than controls, and the disparity between groups increased with problem difficulty. Planning performance depended upon condition. In the untimed condition, patients and controls performed equally well. When solution times were restricted, however, patients solved fewer problems than controls. MS patients’ planning ability is intact when permitted sufficient time to formulate the required plan. Deficiencies in planning are only evident when time is restricted, and, therefore, are more accurately considered a relative consequence of disease-related problems in information processing speed. (JINS, 2013, 19, 1–8)


1971 ◽  
Vol 33 (2) ◽  
pp. 495-505 ◽  
Author(s):  
Glynn D. Coates ◽  
Earl A. Alluisi ◽  
Ben B. Morgan

Descriptions of the 12 problem-solving tasks developed since the last review (Ray, 1955) of chis topic indicate that the newer tasks are more sophisticated in design and provide for better experimental control than those used prior to 1953. Validity, reliability, sensitivity, trainability, problem structure, and problem difficulty are discussed as criteria for the selection of tasks to be used in studies of skilled problem-solving performance.


1979 ◽  
Vol 10 (5) ◽  
pp. 323-336
Author(s):  
Janet H. Caldwell ◽  
Gerald A. Goldin

The relative difficulties of abstract factual (AF), abstract hypothetical (AH), concrete factual (CF), and concrete hypothetical (CH) word problems are compared. Data were analyzed for 399 children in grades 4-6, using a multifactorial analysis of variance with repeated measures on two experimental factors. Grade level, sex, order of testing, and performance on a computational skills test were also examined. Concrete problems were significantly easier than abstract (p < .01); hypothetical problems were significantly easier than factual (p < .01), a finding due entirely to the fact that AH problems were significantly easier than AF. Details regarding interactions are reported, and some implications discussed.


1986 ◽  
Vol 17 (3) ◽  
pp. 163-171
Author(s):  
Douglas J. Paul ◽  
William H. Nibbelink ◽  
Hiram D. Hoover

A 15-item story problem test was written at three different readability levels (below Grade 4, Grade 4 to Grade 6, above Grade 6) by two different methods (vocabulary control and sentence control). The six forms of the test were administered to over 1000 children in Grades 3 to 6. There was no effect of readability level on problem difficulty—not even the hint of an effect.


1974 ◽  
Vol 5 (3) ◽  
pp. 155-166
Author(s):  
Fred Eugene Cromer

The purpose of this investigation was to explore the relationship between problem characteristics and problem difficulty in simple, 2-factor multiplication problems and to determine whether an objective, parametric measure of problem difficulty could be found.The difficulty levels of 168 randomly generated multiplication problems were obtained by testing 238 fifth-grade children. Variables concerning the number of operations, digits carried, and magnitude of the digits were defined, and a least-squares procedure was used to construct several structural models. The predictive power was quite good, with these models accounting for 60-78% of the observed variance of problem difficulty.Possibilities for extension of this technique to other types of problems were also discussed.


Sign in / Sign up

Export Citation Format

Share Document