scholarly journals Grading Hampers Cooperative Information Sharing in Group Problem Solving

2015 ◽  
Vol 46 (3) ◽  
pp. 121-131 ◽  
Author(s):  
Anne-Sophie Hayek ◽  
Claudia Toma ◽  
Dominique Oberlé ◽  
Fabrizio Butera
Keyword(s):  
Problem Solving ◽  
Information Sharing ◽  
Group Work ◽  
Cooperative Work ◽  
Individual Contribution ◽  
Group Problem ◽  
Cooperative Problem Solving ◽  
Group Problem Solving ◽  
Shared Information ◽  
Group Members

We hypothesized that individual grading in group work, a widespread practice, hampers information sharing in cooperative problem solving. Experiment 1 showed that a condition in which members’ individual contribution was expected to be visible and graded, as in most graded work, led to less pooling of relevant, unshared information and more pooling of less-relevant, shared information than two control conditions where individual contribution was not graded, but either visible or not. Experiment 2 conceptually replicated this effect: Group members primed with grades pooled less of their unshared information, but more of their shared information, compared to group members primed with neutral concepts. Thus, grading can hinder cooperative work and impair information sharing in groups.

Conclusions

2011 ◽  
Author(s):  
Patrick R. Laughlin
Keyword(s):  
Problem Solving ◽  
Correct Answer ◽  
Conceptual System ◽  
Group Problem ◽  
Group Problem Solving ◽  
Prospective Group ◽  
Group Response ◽  
Underlying Basis ◽  
Group Members ◽  
Necessary And Sufficient

This concluding chapter proposes generalizations that emerge from theory and research on group problem solving and a brief retrospective and prospective. Group tasks are ordered on a continuum anchored by intellective and judgmental tasks. Intellective tasks have a demonstrably correct solution within a mathematical, logical, scientific, or verbal conceptual system. Judgmental tasks are evaluative, behavioral, or aesthetic judgments for which no generally accepted demonstrably correct answer exists. The underlying basis of the intellective-judgmental continuum is a continuum of demonstrability. The proportion of group members that is necessary and sufficient for a group response is inversely proportional to the demonstrability of the proposed response.

Memory and Group Problem Solving

2011 ◽  
Author(s):  
Patrick R. Laughlin
Keyword(s):  
Problem Solving ◽  
Common Knowledge ◽  
Group Problem ◽  
Group Memory ◽  
Group Problem Solving ◽  
Group Judgment ◽  
Group Members ◽  
The Common ◽  
The Impact ◽  
Average Individual

This chapter explores research on group memory, which is important in itself and is also frequently a necessary preliminary process for further group problem solving. Research on group recognition memory indicates that group memory is better than the memory of the average individual. Assigning different information to be learned by different group members is more effective than having all members learn all information. Meanwhile, research on shared versus unshared information indicates that groups are more likely to make correct decisions when they believe they are solving a problem rather than making a judgment. Lastly, research on the common knowledge effect demonstrates that the more group members who know an item of information before discussion, the greater the impact of that information on both group judgment and group choice. This indicates the importance of supportive group memory on tasks that have correct answers which are difficult to demonstrate.

Effect of Training in Components of Complex Problems on Group Problem-Solving Efficiency under Constrained Communication

1968 ◽  
Vol 23 (2) ◽  
pp. 651-657 ◽  
Author(s):  
Theodore M. Schwartz ◽  
George C. Philippatos
Keyword(s):  
Problem Solving ◽  
Single Trial ◽  
Group Problem ◽  
Group Problem Solving ◽  
Complex Problems ◽  
Group Members

270 Ss participated in a three-member group problem-solving game in which group members attempted to develop a system whereby their combined contributions would equal an announced numerical target in a single trial. Targets were designated Fixed or Moving in two distinct treatments. Communication between group members was constrained. The target numbers were grouped into 4 sets in an ascending order of difficulty. Results indicated that training in the component parts of complex problems failed to increase significantly Ss' ability to develop problem-solving systems.

Effects of Assigned Group Consensus Requirement on Group Problem Solving and Group Members' Learning

1991 ◽  
Vol 54 (1) ◽  
pp. 25 ◽  
Author(s):  
Mark F. Stasson ◽  
Tatsuya Kameda ◽  
Craig D. Parks ◽  
Suzi K. Zimmerman ◽  
James H. Davis
Keyword(s):  
Problem Solving ◽  
Group Consensus ◽  
Group Problem ◽  
Group Problem Solving ◽  
Group Members

scholarly journals Basic Concepts in Group Problem Solving

2011 ◽  
Author(s):  
Patrick R. Laughlin
Keyword(s):  
Problem Solving ◽  
Group Process ◽  
Group Structure ◽  
Conceptual System ◽  
Group Problem ◽  
Group Problem Solving ◽  
Group Response ◽  
Group Members ◽  
Group B ◽  
Group Product

This introductory chapter provides an overview of group problem solving. Group problem solving involves complementary, divisible, optimizing, intellective tasks for which a demonstrably correct answer exists within a conceptual system. Group problem solving may be analyzed in terms of four basic constructs: group task, group structure, group process, and group product. The group task is what the group is attempting to do. Group structure is the organization of the group, including (a) roles, the different positions within the group, (b) norms, the expected beliefs and behaviors for the group members, and (c) member characteristics, the demographic, physical, and psychological attributes of each group member. Group process is how the group members interact with and influence one another. Finally, group product is the collective group response or output. The correspondence of the product to the objective of the group defines success or failure and determines the rewards or punishments for the group members.

Group Problem Solving

1970 ◽  
Vol 15 (8) ◽  
pp. 519-519
Author(s):  
MARVIN E. SHAW
Keyword(s):  
Problem Solving ◽  
Group Problem ◽  
Group Problem Solving

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

Epistemic Free Riding

2018 ◽  
Author(s):  
Jeffrey Dunn
Keyword(s):  
Problem Solving ◽  
Empirical Evidence ◽  
Free Riding ◽  
Group Problem ◽  
Group Problem Solving ◽  
Division Of Cognitive Labor ◽  
Group Member

Free riding occurs in the practical domain when some action is rational for each group member to perform but such that when everyone performs that action, it is worse overall for everyone. Dunn argues that some surprising empirical evidence about group problem-solving reveals that groups will often face cases where it is epistemically best for each individual to believe one thing, even though this is ultimately epistemically worse for the group that each member believes in this way. Dunn’s work is thus an extension of work on the division of cognitive labor and ways that group inquiry might differ from individual inquiry.

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