Personality, problem solving, and the Einstellung effect.

1957 ◽  
Vol 54 (1) ◽  
pp. 70-74 ◽  
Author(s):  
Brendan A. Maher
2020 ◽  
Vol 41 (4) ◽  
pp. 175-189
Author(s):  
Samineh Sanatkar ◽  
Mark Rubin

Abstract. Everyday problem-solving situations can be approached on an independent or interdependent basis. The current article investigated the moderating effects of openness to experience and self-efficacy on the relation between an independent versus interdependent problem-solving style and negative affect (stress, anxiety, depression, and neuroticism). Australian university students ( Ns = 399, 186, 337, and 248) and international academic researchers ( N = 199) took part in research studies examining the relations between personality, problem-solving-style, and mental health. Openness to experience moderated the association between problem-solving style and negative affect in all five studies. When openness was low, independent problem-solvers reported greater negative emotionality compared to interdependent problem-solvers. Further, the moderating effect of openness to experience on trait-based negative affectivity (i.e., neuroticism) was mediated by state-based negative emotional experiences of anxiety and stress. The moderating effect of self-efficacy appraisals was only statistically significant on specific anxiety about solving problems. Openness to experience seems to help alleviate the negative mental consequences of independent problem-solvers. These findings have implications for clinical practice with regard to building a therapeutic relationship and retaining clients.


2009 ◽  
Vol 40 (1) ◽  
pp. 93-101 ◽  
Author(s):  
William B. Jaffee ◽  
Thomas J. D'Zurilla

1993 ◽  
Vol 1 (1) ◽  
pp. 66-82 ◽  
Author(s):  
Judy M. Chartrand ◽  
Melissa L. Rose ◽  
Timothy R. Elliott ◽  
Cheri Marmarosh ◽  
Susan Caldwell

1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.


1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.


1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.


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