scholarly journals Catch that word: interactivity, serendipity and verbal fluency in a word production task

2020 ◽  
Author(s):  
Wendy Ross ◽  
Frédéric Vallée-Tourangeau
Keyword(s):  
Problem Solving ◽  
Beneficial Effect ◽  
Performance Measures ◽  
Verbal Fluency ◽  
Word Production ◽  
Cognitive Resources ◽  
Production Task ◽  
Full Sample ◽  
Mental Resources ◽  
At Will

AbstractProblem solving outside of the cognitive psychologist’s lab unfolds in an environment rich with bodily gesture and material artefacts. We examine this meshwork of internal mental resources, embodied actions and environmental affordances through the lens of a word production task with letter tiles. Forty participants took part in the study which contrasted performance in a high interactivity condition (where participants were able to move letter tiles at will), a low interactivity condition (where movements were restrained) and a shuffle condition (where participants could not move the tiles but were allowed to randomly rearrange the array). Participants were also video recorded to facilitate coding of behaviour. While aggregate performance measures revealed a marginal impact of interactivity on performance, when the participants’ behaviour was taken into account, interactivity had a consistent and statistically significant beneficial effect. Detailed, exploratory examination of a subsample of participants informed the formulation of additional hypotheses tested across the full sample: the luckiness of the shuffle in that condition significantly predicted the number of words produced and a more efficient strategy was significantly easier to enact in the high interactivity condition. Additionally, two detailed case studies revealed several moments when accidental changes to the letter tile array offered unplanned words reflecting a serendipitous coagency as well as many moments when environmental chance was ignored. These data and observations indicate that interactivity, serendipity, and internal cognitive resources determine problem-solving performance in this task.

scholarly journals The mirroring hypothesis: theory, evidence, and exceptions

2016 ◽  
Vol 25 (5) ◽  
pp. 709-738 ◽  
Author(s):  
Lyra J Colfer ◽  
Carliss Y Baldwin
Keyword(s):  
Problem Solving ◽  
Empirical Studies ◽  
Technical Problem ◽  
Digital Technologies ◽  
Organizational Form ◽  
Cognitive Resources ◽  
Relational Contracts ◽  
Industry Studies ◽  
Hypothesis Theory ◽  
Organizational Ties

Abstract The mirroring hypothesis predicts that organizational ties within a project, firm, or group of firms (e.g., communication, collocation, employment) will correspond to the technical dependencies in the work being performed. This article presents a unified picture of mirroring in terms of theory, evidence, and exceptions. First, we formally define mirroring and argue that it is an approach to technical problem-solving that conserves scarce cognitive resources. We then review 142 empirical studies, divided by organizational form into (i) industry studies, (ii) firm studies, and (iii) studies of open collaborative projects. The industry and firm studies indicate that mirroring is a prevalent pattern but not universal. However, in technologically dynamic industries, partial mirroring, where knowledge boundaries are drawn more broadly than operational boundaries, is likely to be a superior strategy. Firms can also strategically ‘break the mirror’ by implementing modular partitions within their boundaries, or by building relational contracts across their boundaries. Finally, studies of open collaborative projects, most of which focused on software, were not supportive of the hypothesis. We argue that digital technologies make possible new modes of coordination that enable groups to deviate from classical mirroring as seen in firms.

Interactive skills and individual differences in a word production task

AI & Society ◽  
2010 ◽  
Vol 25 (4) ◽  
pp. 433-439 ◽  
Author(s):  
Frédéric Vallée-Tourangeau ◽  
Miles Wrightman
Keyword(s):  
Individual Differences ◽  
Word Production ◽  
Production Task

scholarly journals Overcoming duality: the fused bousfieldian function for modeling word production in verbal fluency tasks

2015 ◽  
Vol 23 (5) ◽  
pp. 1354-1373 ◽  
Author(s):  
Felicitas Ehlen ◽  
Ortwin Fromm ◽  
Isabelle Vonberg ◽  
Fabian Klostermann
Keyword(s):  
Verbal Fluency ◽  
Word Production

scholarly journals Case-baseret undervisning – et overset værktøj for klassiske humanistiske fag

2013 ◽  
Vol 8 (14) ◽  
pp. 41-50
Author(s):  
Caroline Schaffalitzky de Muckadell ◽  
Annika Hvithamar
Keyword(s):  
Problem Solving ◽  
Beneficial Effect ◽  
The Subject ◽  
Case Based

Casebaseret undervisning er blevet udbredt, fordi den er velegnet til at træne analyse af problemer med henblik på at foreslå løsninger. Denne artikel argumenterer for, at klassiske humanistiske fag også bør tage metoden til sig, selvom fagene typisk ikke har problemløsning som afgørende målsætning. Udviklingen skal dog hjælpes på vej.Case-based teaching has gained currency because of its beneficial effect on skills and competences aimed at problem solving. This article argues that traditional subjects within the humanities can benefit from case-based teaching even if the subject is not essentially concerned with problem solving. However, the implementation needs to be supported in several ways.

Solving interpersonal problems when fatigued: The beneficial effect of positive mood

2018 ◽  
Vol 46 (9) ◽  
pp. 1489-1497
Author(s):  
Donna Webster Nelson
Keyword(s):  
Problem Solving ◽  
Positive Emotion ◽  
Interpersonal Problems ◽  
Joint Effect ◽  
Social Contexts ◽  
Social Problem Solving ◽  
Mental Fatigue ◽  
Effective Strategies ◽  
Interpersonal Problem Solving ◽  
Mental Resources

I examined factors that inhibit and augment effective problem solving in social contexts. I tested the joint effect of mental fatigue and mood on interpersonal problem solving. Utilizing scenario-based tests, I found that individuals experiencing high (vs. low) mental fatigue generated less effective solutions to social problems, and identified fewer relevant steps to solve these problems. I also found that the experience of positive emotion served to counteract these fatigue-induced deficits, bolstering mental resources needed for productive social problem solving. My results also have practical relevance, as the extent to which individuals can generate effective strategies to overcome interpersonal problems has far-reaching consequences with respect to personal adjustment and the ability to enact socially skilled behavior.

The Study of Creativity and Intelligence in Theory and Practice

2019 ◽  
Author(s):  
Kenny L. Hicks ◽  
Randall W Engle
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Verbal Fluency ◽  
Divergent Thinking ◽  
Fluid Intelligence ◽  
Higher Order ◽  
Theory And Practice ◽  
Methodological Approaches ◽  
The Relationship

Despite decades of scholarship devoted to its importance, the cognitive drivers of creative behaviors and products remain poorly understood. Although previous research has proposed a relationship between the convergent processes of creativity and higher order cognition, studies investigating the relationship between divergent thinking and fluid intelligence have revealed little to no relationship between the two. In this article, we review the noteworthy scholars and debates in the field of creativity and the various methodological approaches used to define the construct. We propose that previous failures to find a relationship between intelligence and creativity are due, in part, to researchers’ emphasis on the differences between the two constructs instead of focusing on their commonality. In this study, we view the creativity construct through the lens of problem-solving across spatial and verbal domains. Using a simple scoring procedure that rates verbal and spatial creative responses, we show some of the most robust relationships between measures of creativity and intelligence to date. Further, our results demonstrate that creativity, verbal fluency, and fluid intelligence share many of the same cognitive processes.

The effect of dynamic visual noise on brain hemodynamic response during a concrete word production task

2014 ◽  
Vol 94 (2) ◽  
pp. 221-222
Author(s):  
Masahiro Takamura ◽  
Mika Nishimoto ◽  
Shunsuke Hayashi ◽  
Fumie Yamamoto ◽  
Makoto Miyatani
Keyword(s):  
Hemodynamic Response ◽  
Concrete Word ◽  
Word Production ◽  
Visual Noise ◽  
Dynamic Visual Noise ◽  
Production Task

Can Preventing Calculations Help Students Learn Math?

2018 ◽  
Vol 17 (2) ◽  
pp. 178-197
Author(s):  
Alyssa P. Lawson ◽  
Arineh Mirinjian ◽  
Ji Y. Son
Keyword(s):  
Problem Solving ◽  
Beneficial Effect ◽  
Prior Experience ◽  
Struggling Students ◽  
Usual Approach ◽  
Low Achieving Students ◽  
Conceptual Explanation ◽  
Math Students ◽  
Math Problems

Understanding how struggling students approach math is vital to designing effective math lessons. Many low achieving students rely on a weak knowledge of procedures and attempt calculations without adequate consideration of the problem. We investigated how enabling or preventing premature calculations affected learning math. Students were presented with explanations of math problems that either contained numbers, thus allowing for calculations, or contained variables, thus preventing the possibility of calculations. In Experiment 1, we asked students to learn from a conceptual explanation and found that preventing calculations was beneficial, especially for students with less prior experience in math. In Experiment 2, when the lesson was procedures-focused, we found that preventing calculations did not have the same beneficial effect. Students with less prior experience performed poorly compared to those with more experience. Given students' prior math experience and their usual approach to problem-solving, we can facilitate learning by blocking maladaptive approaches.

scholarly journals Phonological Fluency Strategy of Switching Differentiates Relapsing-Remitting and Secondary Progressive Multiple Sclerosis Patients

2013 ◽  
Vol 2013 ◽  
pp. 1-7 ◽  
Author(s):  
L. Messinis ◽  
M. H. Kosmidis ◽  
C. Vlahou ◽  
A. C. Malegiannaki ◽  
G. Gatzounis ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Verbal Fluency ◽  
Progressive Multiple Sclerosis ◽  
Word Production ◽  
Secondary Progressive Multiple Sclerosis ◽  
Healthy Controls ◽  
Secondary Progressive ◽  
Relapsing Remitting ◽  
Multiple Sclerosis Patients ◽  
Fluency Task

The strategies used to perform a verbal fluency task appear to be reflective of cognitive abilities necessary for successful daily functioning. In the present study, we explored potential differences in verbal fluency strategies (switching and clustering) used to maximize word production by patients with relapsing-remitting multiple sclerosis (RRMS) versus patients with secondary progressive multiple sclerosis (SPMS). We further assessed impairment rates and potential differences in the sensitivity and specificity of phonological versus semantic verbal fluency tasks in discriminating between those with a diagnosis of MS and healthy adults. We found that the overall rate of impaired verbal fluency in our MS sample was consistent with that in other studies. However, we found no differences between types of MS (SPMS, RRMS), on semantic or phonological fluency word production, or the strategies used to maximize semantic fluency. In contrast, we found that the number of switches differed significantly in the phonological fluency task between the SPMS and RRMS subtypes. The clinical utility of semantic versus phonological fluency in discriminating MS patients from healthy controls did not indicate any significant differences. Further, the strategies used to maximize performance did not differentiate MS subgroups or MS patients from healthy controls.

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