The Relative Contribution of Certain Factors to Individual Differences in Arithmetical Problem Solving Ability

1932 ◽  
Vol 1 (1) ◽  
pp. 19-27 ◽  
Author(s):  
Max D. Engelhart
Keyword(s):  
Individual Differences ◽  
Problem Solving ◽  
Relative Contribution ◽  
Arithmetical Problem Solving ◽  
Arithmetical Problem

Arithmetical Problem Solving: A Demonstration with the Mentally Handicapped

1969 ◽  
Vol 36 (2) ◽  
pp. 83-88 ◽  
Author(s):  
John F. Cawley ◽  
John O. Goodman
Keyword(s):  
Problem Solving ◽  
Mentally Handicapped ◽  
Demonstration Program ◽  
Trained Teachers ◽  
Arithmetical Problem Solving ◽  
Arithmetical Problem

In line with the thesis that the ultimate goal of an arithmetic program with the mentally handicapped is to facilitate problem solving, the investigators field tested an 18 week demonstration program. The groups taught by trained teachers showed significant gains in the 2 problem solving areas. Gains among retarded and average controls were not as consistent.

Children’s Counting in Arithmetical Problem Solving

2020 ◽  
pp. 83-97
Author(s):  
Leslie P. Steffe ◽  
Patrick W. Thompson ◽  
John Richards
Keyword(s):  
Problem Solving ◽  
Arithmetical Problem Solving ◽  
Arithmetical Problem

Tangible Self-Consequation and Arithmetical Problem-Solving: An Exploratory Comparison of Four Strategies

1983 ◽  
Vol 57 (2) ◽  
pp. 471-477 ◽  
Author(s):  
Henry J. Jackson ◽  
Geoffrey N. Molloy
Keyword(s):  
Problem Solving ◽  
Postgraduate Students ◽  
Exploratory Investigation ◽  
Arithmetical Problem Solving ◽  
Arithmetical Problem

In an exploratory investigation, 25 volunteer postgraduate students were exposed to a control and four self-consequation conditions of positive and negative reward and positive and negative punishment. The experimental tasks were arithmetic problems matched for difficulty. Generally, the results indicated that, when subjects were operating under the two self-reward conditions whereby they self-reinforced correct responses, they attempted more items and produced more correct responses. Conversely, as predicted, participants in the two self-punishment conditions were more accurate.

Children’s Counting in Arithmetical Problem Solving

2020 ◽  
pp. 83-97
Author(s):  
Leslie P. Steffe ◽  
Patrick W. Thompson ◽  
John Richards
Keyword(s):  
Problem Solving ◽  
Arithmetical Problem Solving ◽  
Arithmetical Problem

Personal Best (PB) goal-setting enhances arithmetical problem-solving

2018 ◽  
Vol 45 (4) ◽  
pp. 533-551 ◽  
Author(s):  
Paul Ginns ◽  
Andrew J. Martin ◽  
Tracy L. Durksen ◽  
Emma C. Burns ◽  
Alun Pope
Keyword(s):  
Problem Solving ◽  
Goal Setting ◽  
Arithmetical Problem Solving ◽  
Arithmetical Problem

The Science of Wisdom in a Polarized World: Knowns and Unknowns

2020 ◽  
Author(s):  
Igor Grossmann ◽  
Nic M. Weststrate ◽  
Monika Ardelt ◽  
Justin Peter Brienza ◽  
Mengxi Dong ◽  
...  
Keyword(s):  
Individual Differences ◽  
Problem Solving ◽  
Best Practices ◽  
Cognitive Sciences ◽  
Methodological Challenges ◽  
The Common ◽  
Empirical Approaches ◽  
And Training ◽  
Contextual Differences

Interest in wisdom in the cognitive sciences, psychology, and education has been paralleled by conceptual confusions about its nature and assessment. To clarify these issues and promote consensus in the field, wisdom researchers met in Toronto in July of 2019, resolving disputes through discussion. Guided by a survey of scientists who study wisdom-related constructs, we established a common wisdom model, observing that empirical approaches to wisdom converge on the morally-grounded application of metacognition to reasoning and problem-solving. After outlining the function of relevant metacognitive and moral processes, we critically evaluate existing empirical approaches to measurement and offer recommendations for best practices. In the subsequent sections, we use the common wisdom model to selectively review evidence about the role of individual differences for development and manifestation of wisdom, approaches to wisdom development and training, as well as cultural, subcultural, and social-contextual differences. We conclude by discussing wisdom’s conceptual overlap with a host of other constructs and outline unresolved conceptual and methodological challenges.

Neural Correlates of Mathematical Problem Solving

2015 ◽  
Vol 25 (02) ◽  
pp. 1550004 ◽  
Author(s):  
Chun-Ling Lin ◽  
Melody Jung ◽  
Ying Choon Wu ◽  
Hsiao-Ching She ◽  
Tzyy-Ping Jung
Keyword(s):  
Problem Solving ◽  
Spectral Power ◽  
Mathematical Problem ◽  
Neural Correlates ◽  
Mathematical Problem Solving ◽  
Single Digit ◽  
Beta Power ◽  
First Time ◽  
Anterior Posterior ◽  
Arithmetical Problem Solving

This study explores electroencephalography (EEG) brain dynamics associated with mathematical problem solving. EEG and solution latencies (SLs) were recorded as 11 neurologically healthy volunteers worked on intellectually challenging math puzzles that involved combining four single-digit numbers through basic arithmetic operators (addition, subtraction, division, multiplication) to create an arithmetic expression equaling 24. Estimates of EEG spectral power were computed in three frequency bands — θ (4–7 Hz), α (8–13 Hz) and β (14–30 Hz) — over a widely distributed montage of scalp electrode sites. The magnitude of power estimates was found to change in a linear fashion with SLs — that is, relative to a base of power spectrum, theta power increased with longer SLs, while alpha and beta power tended to decrease. Further, the topographic distribution of spectral fluctuations was characterized by more pronounced asymmetries along the left–right and anterior–posterior axes for solutions that involved a longer search phase. These findings reveal for the first time the topography and dynamics of EEG spectral activities important for sustained solution search during arithmetical problem solving.

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