An operant analysis of problem solving

1984 ◽  
Vol 7 (4) ◽  
pp. 583-591 ◽  
Author(s):  
B. F. Skinner
Keyword(s):  
Problem Solving ◽  
Natural Environment ◽  
Problem Solver ◽  
Discriminative Stimuli ◽  
Verbal Responses ◽  
Prolonged Contact ◽  
Controlling Variables ◽  
Contingency Shaped Behavior ◽  
Verbal Community ◽  
Rule Governed Behavior

AbstractBehavior that solves a problem is distinguished by the fact that it changes another part of the solver's behavior and is strengthened when it does so. Problem solving typically involves the construction of discriminative stimuli. Verbal responses produce especially useful stimuli, because they affect other people. As a culture formulates maxims, laws, grammar, and science, its members behave more effectively without direct or prolonged contact with the contingencies thus formulated. The culture solves problems for its members, and does so by transmitting the verbal discriminative stimuli called rules. Induction, deduction, and the construction of models are ways of producing rules. Behavior that solves a problem may result from direct shaping by contingencies or from rules constructed either by the problem solver or by others. Because different controlling variables are involved, contingency-shaped behavior is never exactly like rule-governed behavior. The distinction must take account of (1) a system which establishes certain contingencies of reinforcement, such as some part of the natural environment, a piece of equipment, or a verbal community; (2) the behavior shaped and maintained by these contingencies; (3) rules, derived from the contingencies, which specify discriminative stimuli, responses, and consequences, and (4) the behavior occasioned by the rules.

Task Characteristics as Source of Difficulty and Moderators of the Effect of Time-on-Task in Digital Problem-Solving

2020 ◽  
Vol 58 (8) ◽  
pp. 1494-1514
Author(s):  
Zsófia Vörös ◽  
Dániel Kehl ◽  
Jean-François Rouet
Keyword(s):  
Problem Solving ◽  
Large Scale ◽  
Task Complexity ◽  
International Study ◽  
Computer Applications ◽  
Task Characteristics ◽  
Problem Solver ◽  
Time On Task ◽  
Information Problem Solving ◽  
Technology Users

To be able to solve complex information problems in a digital environment is a key 21st century skill. Technology users usually expect to achieve their goals in a fast and accurate way. However, the actual relationship between time-on-task and task outcome is currently not well understood. We analyzed data from a large-scale international study in which representative samples of adults had to solve more or less complex problems using standard computer applications. Our results indicate that different task characteristics influence the relationship between problem-solving performance and time-on-task in specific ways. Spending more time on a task is more likely to compensate an average problem solver when task complexity can be attributed to intrinsic task and technology drivers than when complexity stems from the cognitive/metacognitive activities belonging to information problem-solving processes per se, especially acquiring and evaluating information. Thus, the interpretation of time-on-task should take the source of difficulty into consideration. Implications for personal and professional development are discussed.

Identifying Stimuli in the Natural Environment That Control Verbal Responses

1989 ◽  
Vol 54 (4) ◽  
pp. 500-504 ◽  
Author(s):  
James W. Halle
Keyword(s):  
Stimulus Control ◽  
Natural Environment ◽  
Target Stimulus ◽  
Verbal Responses ◽  
Probability Of Occurrence ◽  
Environmental Stimuli

When a learner is taught a new response, the stimuli that influence its display often are unknown. These stimuli alter the probability of occurrence of the response. That is, when they are present, the response occurs; when they are absent, it does not occur. By identifying the stimuli that influence the probability of newly acquired responses, interventionists may program for their generalization more effectively and efficiently. In the present study, 2 students who were moderately retarded were taught to label a coin. Eight environmental stimuli that were present during training were identified. The effect of each stimulus on the occurrence of the response was assessed prior to and after training by presenting the remaining seven stimuli and altering only the target stimulus. The results demonstrated that by altering one stimulus at a time, responding continued uninterrupted. For 1 of the 2 learners, however, responding was disrupted by altering two stimuli simultaneously. The implications of these findings are discussed in terms of stimulus control and generalization.

scholarly journals EVALUATION OF THE PROBLEM-SOLVING APPROACH IN TERMS OF VARIOUS THEORIES

2021 ◽  
pp. 50-58
Author(s):  
Betül Çolpan Kuru
Keyword(s):  
Social Sciences ◽  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Effective Intervention ◽  
Problem Solver ◽  
Final Approach ◽  
History Of ◽  
Definition Of

The history of the age of problem solving is seen as a cipher that is actively used in social sciences as well as in science. Problems that can leave psychological and / or physical marks on people appear in life. It can vary depending on the importance and size. Individuals use various schemes to be affected by these scars with the least damage and to overcome the problems with fast and effective intervention methods. In this cryptic cipher passwords, it begins to occur during the cryptic period periods. In our schools, dealing with problem solving stages in verbal lessons as well as in numerical lessons enables them to solve the problems they will encounter throughout their lives. In addition, people who have gained the competence to solve similar problems on their own can also be independent. In this review, the definition of the concept of problem and problem -solving is made and the problem solving stages of various theorists are explained. Thinking as a thought (critical thinking) perspective and problem-solving approach as a final approach, including determining, analyzing and evaluating situations, ideas and information to formulate responses and solutions, taking their own importance in the 21st century skills. has been. The aim of the article is to help readers create their own solution diagrams by creating a perspective on problem solving and at the same time contributing to how to be a problem solver as a good thinker.

scholarly journals HUBUNGAN ADVERSITY QUOTIENT DENGAN KEMAMPUAN PEMECAHAN MASALAH SISWA SMP PADA PEMBELAJARAN MATEMATIKA

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Lisa Dwi Afri
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Coefficient Of Determination ◽  
Mathematical Problem Solving ◽  
Problem Solver ◽  
Ability Test ◽  
Problem Solving Skills

Problem solving must be developed and internalized in mathematics<br />learning, so students have problem solving skills that students can<br />transfer to their daily lives when facing problems or difficulties.<br />There is a mental attitude that affects a person's success to become a<br />successful problem solver, namely adversity quotient. This mental<br />attitude affects the mindset and emotions so it is not easy to give up<br />in solving problems. This study aims to measure the relationship<br />between adversity quotient and problem solving abilities of junior<br />high school students in mathematics learning. This research is a<br />correlation study. The population was students of SMPN 1 Padang<br />Panjang 2014/2015 academic year, while 32 samples were selected<br />by purposive sampling. The data was collected using an adversity<br />quotient scale and a mathematical problem solving ability test. Data<br />were analyzed by regression correlation techniques. The results of<br />data analysis showed a correlation coefficient between adversity<br />quotient variables with mathematical problem solving abilities of r =<br />0.756&gt; rtable (0.297), meaning that there was a significant positive<br />relationship between adversity quotient and mathematical problem<br />solving abilities. The coefficient of determination obtained is r2 =<br />0.572 indicating that adversity quotient has an effect of 57.2% on<br />mathematical problem solving abilities of junior high school<br />students, while 42.8% is influenced by other factors

scholarly journals Behavioral Analysis of Law: An Operant Interpretation of Legal Systems

2020 ◽  
Vol 11 (1) ◽  
pp. 092-113
Author(s):  
Jorge M. Oliveira-Castro ◽  
Julio Cesar De Aguiar
Keyword(s):  
Legal Theory ◽  
Great Part ◽  
Main Function ◽  
Behavioral Patterns ◽  
Legal Systems ◽  
Second Person ◽  
Discriminative Stimuli ◽  
Verbal Responses ◽  
Legal Norms ◽  
First Response

   Law is interpreted as a functionally specialized social system, selected by its consequences, whose main function is to control politically defined socially undesirable behavior. Such control derives from legal norms, which are interlocked behavioral patterns, controlled by changes in the probability of application of sanctions, that establish social contingencies of reinforcement to the behavior of group members. These behavioral patterns form a legal behavioral network, in each node of which one response emitted by one person produces discriminative stimuli to the response of a second person, which, in turn, reinforces the occurrence of the first response and generates discriminative stimuli for the behavior of other individuals that take part in subsequent nodes. A great part of behavioral patterns that form legal norms consist of rule uttering responses, occurring in problem-solving contexts, which are verbal responses reinforced by changes in the repertoire of other individuals related to the probability of application of sanctions. Legal rules are composed of three elements: relevant factual assumptions, social goal and legal contingency. This behavior-analytic interpretation of legal systems, which proposes a novel naturalistic legal theory, encourages new areas of empirical research and applications. 

scholarly journals EL DOMINIO AFECTIVO EN LA RESOLUCIÓN DE PROBLEMAS MATEMÁTICOS: UNA JERARQUIZACIÓN DE SUS DESCRIPTORES

2017 ◽  
Vol 7 (1) ◽  
pp. 233 ◽  
Author(s):  
Ana Caballero Carrasco ◽  
Janeth Cárdenas Lizarazo ◽  
Rosa Gómez del Amo
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Affective Domain ◽  
Problem Solver ◽  
Clear Definition ◽  
Persistent Problem ◽  
Mathematics Problem Solving ◽  
And Mathematics ◽  
Definition Of ◽  
Mathematics Problem

Abstract.THE AFFECTIVE DOMAIN IN MATHEMATICS PROBLEM SOLVING: A HIERARCHY OF DESCRIPTORSAt present the relevance of the affective domain in the learning and personal development and, specifically, in mathematics and mathematics problem solving (MPS) is observed. However, as Gómez- Chacón ( 2000) suggests, a persistent problem in the understanding of affect in the teaching and learning of mathematics has been to find a clear definition of what is affection or the affective domain. That is why the aim of this paper is to provide a clear definition of the affective domain in mathematics and MPS as well as identify and rank the descriptors or dimensions that comprise this construct: attitudes (mathematics and toward mathematics) , emotions (emphasis in anxiety as the most influential in the MPS) and beliefs ( about the nature and the teaching and learning of mathematics and MPS, about the social context and about self as problem solver. As a innovative aspect, further elucidate the discussion between consider the anxiety as an emotion or attitude, we include generalized control expectations (contingency, helplessness, belief in luck, self-efficacy and success) in beliefs about oneself as a mathematic learner and mathematics problems solver..Keywords: affective domain; mathematics problema solving; beliefs; attitudes; emotions.Resumen.En la actualidad queda constatada la relevancia que tiene el dominio afectivo en el desarrollo y en el aprendizaje de las personas y, de forma concreta, en las matemáticas y la resolución de problemas matemáticos (RPM). No obstante, tal como indica Gómez-Chacón (2000), un problema persistente en la comprensión del afecto en la enseñanza y aprendizaje de las matemáticas ha sido encontrar una definición clara de qué es el afecto o el dominio afectivo. Es por ello que el objetivo de este trabajo es ofrecer una definición clara del dominio afectivo en las matemáticas y RPM así como también determinar y jerarquizar los descriptores o dimensiones que componen este constructo: actitudes (matemáticas y hacia las matemáticas), emociones (haciendo hincapié en la ansiedad como la más influyente en la RPM) y creencias (sobre la naturaleza y la enseñanza y aprendizaje de las matemáticas y la RPM, sobre el contexto social y sobre uno mismo como resolutor de problemas). Como aspecto innovador, además de dilucidar la discusión entre considerar la ansiedad como actitud o como emoción, incluimos las expectativas generalizadas de control (de contingencia, de indefensión, de creencia en la suerte, de autoeficacia y de éxito) dentro de las creencias sobre uno mismo como aprendiz matemático y resolutor de problemas matemáticos.Palabras claves: dominio afectivo; resolución de problemas matemáticos; creencias; actitudes; emociones.

scholarly journals Enhancing Students’ Creative Thinking through Inquiry-Based Learning Integrating Mathematical Tools

2019 ◽  
Vol 2 (2) ◽  
pp. 91
Author(s):  
Nanda Ayu Indarasati ◽  
Abadi Abadi ◽  
Agung Lukito
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Mathematical Problem ◽  
Problem Solver ◽  
Teaching Mathematics ◽  
Original Solution ◽  
Inquiry Based Learning ◽  
Post Test ◽  
Cognitive Knowledge ◽  
Main Components

Students were demanded to be a creative problem solver in the career world. A mathematical learning following an inquiry-based learning approach and integrating mathematical tools was developed in this study. Students constructed original solutions about trigonometry ratio by using a clinometer and a meter as mathematical tools in allowing creative thinking. The product was designed through ADDIE methodology and applied to two classes in a Senior High School. A pre-test and post-test design measured cognitive knowledge as creative thinking variable. The result showed that this product with using mathematical tools was feasible and successful in enhancing students’ creative thinking. Inquiry-based learning was developed by involving three main components: providing students with a contextual mathematical problem-solving activity; involving student in an open-ended investigation with using a clinometer and a meter as mathematical tools to promote their creative thinking in creating original solutions; motivating students to build their own knowledge. This inquiry-based learning which had been developed significantly influenced students’ pre-knowledge scores. It could be concluded that creative thinking contributed, too. A recommendation for mathematics teachers in teaching mathematics was to involve students in problem-solving activity that facilitated them to conduct open-ended investigation whereas they could construct their own knowledge in building an original solution.

Conducting Effective Behavioural and Solution Analyses

2018 ◽  
pp. 258-282
Author(s):  
Sara J. Landes
Keyword(s):  
Problem Solving ◽  
Functional Assessment ◽  
Assessment Tool ◽  
Third Wave ◽  
Behaviour Therapy ◽  
Learning Problem ◽  
Problem Behaviour ◽  
Behavioural Treatment ◽  
Chain Analysis ◽  
Controlling Variables

This chapter outlines the components of BCA and how to utilize it effectively in DBT. As a third wave behavioural treatment, dialectical behaviour therapy (DBT) has its roots in behaviourism. As such, one of the critical strategies in DBT is functional assessment. Behavioural chain analysis (BCA), or chain analysis, is a functional assessment tool used in DBT. BCA helps the therapist and client collaboratively understand all of the steps that led to a problem behaviour (i.e., prompting events, thoughts, emotions) and the consequences that followed. Understanding these controlling variables allows for identification of solutions and learning problem solving. While this functional assessment is not unique to DBT, other nuances described in this chapter are more specific to DBT, such as the focus on emotion and the use of the therapist as a source of reinforcement.

Pacing, Problem-Solving Instructions, and Hypothesis Testing in Verbal Conditioning

1964 ◽  
Vol 15 (2) ◽  
pp. 351-354
Author(s):  
Joseph B. Sidowski ◽  
Harold Naumoff
Keyword(s):  
Problem Solving ◽  
Hypothesis Testing ◽  
Task Group ◽  
Control Treatment ◽  
Verbal Conditioning ◽  
Random Condition ◽  
Verbal Responses ◽  
And Control

This experiment was designed to investigate the influence of pacing, problem-solving instructions, and hypothesis testing on the conditioning of plural verbal responses. Ss were assigned to a Paced or Nonpaced group. Within each of the above conditions, Ss were assigned to one of four instruction subgroups: Task, Nontask, Random, and Control. Ss in all groups were merely told to say words. E said “good” following plurals emitted by the Task and Nontask groups. The Task group was also instructed to make E say “good” as many times as possible. “Good” was presented randomly for the Random condition, and nothing was said by E during the control treatment. The results indicated a significant increase in the number of plurals emitted by the Task and Nontask groups over trials but no statistically significant pacing effects.

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