Moving to Solution

Embodied cognition theories suggest a link between bodily movements and cognitive functions. Given such a link, it is assumed that movement influences the two main stages of problem solving: creating a problem space and creating solutions. This study explores how specific the link between bodily movements and the problem-solving process is. Seventy-two participants were tested with variations of the two-string problem (Experiment 1) and the water-jar problem (Experiment 2), allowing for two possible solutions. In Experiment 1 participants were primed with arm-swing movements (swing group) and step movements on a chair (step group). In Experiment 2 participants sat in front of three jars with glass marbles and had to sort these marbles from the outer jars to the middle one (plus group) or vice versa (minus group). Results showed more swing-like solutions in the swing group and more step-like solutions in the step group, and more addition solutions in the plus group and more subtraction solutions in the minus group. This specificity of the connection between movement and problem-solving task will allow further experiments to investigate how bodily movements influence the stages of problem solving.

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Cognitive Functionality of Multimedia in Problem Solving

Multimedia Technologies ◽

10.4018/978-1-59904-953-3.ch085 ◽

2008 ◽

pp. 1233-1247

Author(s):

Robert Zheng

Keyword(s):

Information Retrieval ◽

Problem Solving ◽

Cognitive Load ◽

Mental Representation ◽

Cognitive Functions ◽

Teaching And Learning ◽

Interactive Multimedia ◽

Problem Solving Skills ◽

Teaching Problem ◽

Problem Solving Process

Teaching problem solving can be a challenge to teachers. However, the challenge is oftentimes not due to a lack of skills on the part of learners but due to an inappropriate design of media through which the problem is presented. The findings of this study demonstrate that appropriately designed multimedia can improve learners’ problem solving skills because of the cognitive functions such media have in facilitating mental representation and information retrieval and maintenance, as well as reducing cognitive load during the problem solving process. Suggestions were made on how to apply interactive multimedia to teaching and learning.

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Different Types of Collaborative Problem-Solving Processes in an Online Environment: Solution Oriented Versus Problem Oriented

Journal of Educational Computing Research ◽

10.1177/0735633117740395 ◽

2017 ◽

Vol 56 (8) ◽

pp. 1277-1295 ◽

Cited By ~ 2

Author(s):

Kyungbin Kwon ◽

Donggil Song ◽

Annisa R. Sari ◽

Umida Khikmatillaeva

Keyword(s):

Preservice Teachers ◽

Problem Solving ◽

Domain Knowledge ◽

Collaborative Problem Solving ◽

Learning Context ◽

Solution Quality ◽

Online Collaborative Learning ◽

Problem Solving Process ◽

Problem Solving Task

The purpose of this study was to investigate the types of problem-solving behaviors and their effects on solution quality in an online collaborative learning context. A total of 12 preservice teachers enrolled in a computer education course participated in the study. Students in pairs, randomly assigned by the instructor, carried out a problem-solving task and then changed partners for subsequent tasks. The problem-solving processes of 25 pairings of students were analyzed. Data on their problem-solving behaviors, the quality of their solutions, and their domain knowledge were collected. Results revealed that students who demonstrated more solution-oriented behaviors led others to better solutions while collaborating. In contrast, students who had difficulty in understanding problems demonstrated more problem-oriented behaviors. The solution-oriented students also gained better domain knowledge at the end, compared with the problem-oriented ones. The effects of the student’s interactions during the problem-solving process were discussed.

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Journey into the problem-solving process: cognitive functions in a PBL environment

Innovations in Education and Teaching International ◽

10.1080/14703297.2014.961502 ◽

2014 ◽

Vol 53 (2) ◽

pp. 191-202 ◽

Cited By ~ 11

Author(s):

B.L. Chua ◽

O.S. Tan ◽

W.C. Liu

Keyword(s):

Problem Solving ◽

Cognitive Functions ◽

Problem Solving Process

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Interpersonal dysfunction in individuals high in chronic worry: relations with interpersonal problem-solving

Behavioural and Cognitive Psychotherapy ◽

10.1017/s1352465821000436 ◽

2021 ◽

pp. 1-16

Author(s):

Bailee L. Malivoire ◽

Naomi Koerner

Keyword(s):

Problem Solving ◽

Romantic Partner ◽

Generalized Anxiety ◽

Interpersonal Problem ◽

Negative Beliefs ◽

Interpersonal Dysfunction ◽

Interpersonal Problem Solving ◽

Problem Solving Process ◽

The Relationship ◽

Problem Solving Task

Abstract Background: Interpersonal dysfunction has been proposed as an important maintenance factor in chronic worry and generalized anxiety disorder (GAD). Perceptions of problems and the problem-solving process as threatening, and unhelpful (e.g. avoidant, impulsive) problem-solving styles are implicated in worry and have also been suggested to be associated with dysfunctional interpersonal styles. Aims: The present study assessed the relationships between interpersonal dysfunction and problem-solving orientation, approach, and effectiveness in a sample of individuals high in chronic worry and investigated the indirect effect of interpersonal dysfunction on GAD symptom severity through negative problem-solving beliefs and approaches. Method: Fifty-nine community participants completed questionnaires and an interpersonal problem-solving task. Results: Greater interpersonal dysfunction was significantly associated with greater negative problem-solving orientation and greater habitual avoidant and impulsive/careless problem-solving styles. Greater interpersonal dysfunction was associated with poorer effectiveness of solutions when the task problem involved conflict with a romantic partner. Negative problem-solving orientation fully mediated the relationship between interpersonal dysfunction and GAD symptoms. Conclusions: These findings support that problem-solving processes are implicated in interpersonal dysfunction and that negative beliefs about problem-solving account for the relationship between interpersonal dysfunction and GAD symptoms. Theoretical implications are discussed.

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Assessment of the Research on Problem Solving and Insight

Journal of Student Research ◽

10.47611/jsr.v6i1.298 ◽

2017 ◽

Vol 6 (1) ◽

pp. 126-132

Author(s):

Amanda Volkamer ◽

Kathy Sexton-Radek,PhD

Keyword(s):

Problem Solving ◽

Literature Review ◽

Strong Evidence ◽

Probabilistic Reasoning ◽

Unconscious Processes ◽

Unconscious Process ◽

Integral Role ◽

Problem Solving Process ◽

Problem Solving Task

This literature review explores the extent of research on problem solving and insight, as well as the roles of conscious and unconscious processes. This paper looks at the research on the structure of how insight develops and in general the problem solving process. Next, the type of problems are examined as to which type of problem solving task work best using either conscious or unconscious processes. Then, this paper covers research on probabilistic reasoning as this may be an unconscious process and the role of memory and sleep may have in problem solving and insight. To conclude, there are areas that still need further research but there is strong evidence of an integral role of unconsciousness processes in problem solving.

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Cognitive Functionality of Multimedia in Problem Solving

Handbook of Research on Instructional Systems and Technology ◽

10.4018/978-1-59904-865-9.ch017 ◽

2011 ◽

pp. 232-248 ◽

Cited By ~ 10

Author(s):

Robert Zheng

Keyword(s):

Information Retrieval ◽

Problem Solving ◽

Cognitive Load ◽

Mental Representation ◽

Cognitive Functions ◽

Teaching And Learning ◽

Interactive Multimedia ◽

Problem Solving Skills ◽

Teaching Problem ◽

Problem Solving Process

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Scientific Problem Solving in a Virtual Laboratory: A Comparison Between Individuals and Pairs

Swiss Journal of Psychology ◽

10.1024/1421-0185.67.2.71 ◽

2008 ◽

Vol 67 (2) ◽

pp. 71-83 ◽

Cited By ~ 5

Author(s):

Yolanda A. Métrailler ◽

Ester Reijnen ◽

Cornelia Kneser ◽

Klaus Opwis

Keyword(s):

Visual Search ◽

Problem Solving ◽

Process Data ◽

Scientific Problem ◽

Domain Specific ◽

Scientific Problem Solving ◽

Before And After ◽

Verbal Data ◽

Psychological Knowledge ◽

Problem Solving Task

This study compared individuals with pairs in a scientific problem-solving task. Participants interacted with a virtual psychological laboratory called Virtue to reason about a visual search theory. To this end, they created hypotheses, designed experiments, and analyzed and interpreted the results of their experiments in order to discover which of five possible factors affected the visual search process. Before and after their interaction with Virtue, participants took a test measuring theoretical and methodological knowledge. In addition, process data reflecting participants’ experimental activities and verbal data were collected. The results showed a significant but equal increase in knowledge for both groups. We found differences between individuals and pairs in the evaluation of hypotheses in the process data, and in descriptive and explanatory statements in the verbal data. Interacting with Virtue helped all students improve their domain-specific and domain-general psychological knowledge.

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