The Effects of Perspective-Taking and Egocentrism on Problem Solving in Heterogeneous and Homogeneous Groups

1977 ◽  
Vol 102 (1) ◽  
pp. 63-72 ◽  
Author(s):  
Dennis R. Falk ◽  
David W. Johnson
Keyword(s):  
Problem Solving ◽  
Perspective Taking ◽  
Homogeneous Groups

Effect of Perspective-Taking Training on Interpersonal Problem Solving

1980 ◽  
Vol 51 (1) ◽  
pp. 140 ◽  
Author(s):  
Diane T. Marsh ◽  
Felicisima C. Serafica ◽  
Carl Barenboim
Keyword(s):  
Problem Solving ◽  
Perspective Taking ◽  
Interpersonal Problem ◽  
Interpersonal Problem Solving

Cognitive and Social Play of Australian Preschoolers

1995 ◽  
Vol 20 (2) ◽  
pp. 42-46 ◽  
Author(s):  
Shirley R. Wyver ◽  
Susan H. Spence
Keyword(s):  
Early Childhood ◽  
Problem Solving ◽  
Perspective Taking ◽  
Impulse Control ◽  
Pretend Play ◽  
Social Play ◽  
Free Play ◽  
Play Skills ◽  
Early Childhood Programs ◽  
Problem Solving Skills

This paper reports on the play behaviours of preschoolers aged 49–64 months. The study was conducted in four Sydney preschools, with children being observed during their outdoor free play. Most participants engaged in a variety of play behaviours, many of which have been linked with cognitive development in previous research (constructive play, sociodramatic play, associative social play). However, thematic pretend play, which has been found to have an important role in many areas of development, including perspective taking, language, impulse control and divergent problem solving, was part of the play repertoire of only 20% of children observed. Likewise, only 24% of children engaged in cooperative social play, which has been found to have a role in the development of divergent problem solving skills. It is argued that staff working within early childhood programs may benefit from training in the use of programs designed to assist young children in the development of play skills.

Newly Created Heterogeneous Groups

2014 ◽  
pp. 224-235 ◽  
Author(s):  
Theodore E. Davis
Keyword(s):  
Problem Solving ◽  
Group Process ◽  
Gender Diversity ◽  
Homogeneous Groups ◽  
Heterogeneous Groups ◽  
Business Course ◽  
Academic Grades ◽  
Upper Level ◽  
And Gender ◽  
Racially Mixed

The primary purpose of this study is to investigate the influence of racial and gender diversity on group process and problem solving in an academic setting. The importance of this dynamic is its value in preparing students for the workplace. The supposition is if heterogeneous groups had enough time to resolve group process conflicts, they could significantly increase their performance on group tasks (Davis, 2012). Moreover, their later performance on tasks should exceed the performance of the homogeneous groups (Davis, 2012). However, how much time, as well as tasks, does it take heterogeneous groups to start to exceed the performance of the homogenous groups? Data for the study was collected from upper-level undergraduate male and female students registered in a sixteen-week business course taught by one instructor at a large university in a metropolitan city in the northeastern United States. There were five racially mixed groups of seven members in the four sections of the course. During this period, group members met frequently for a series of case analyses. Only balanced heterogeneous groups significantly enhanced their groups’ performance on complicated problem-solving tasks over time. They exceeded the performance of all homogeneous groups, except that of the Black American female homogeneous groups. Ultimately, the academic grades of the balanced heterogeneous groups as well as their individual members were in the upper half of all grades issued.

Newly Created Heterogeneous Groups

2016 ◽  
pp. 2213-2222
Author(s):  
Theodore E. Davis Jr.
Keyword(s):  
Problem Solving ◽  
Group Process ◽  
Gender Diversity ◽  
Homogeneous Groups ◽  
Heterogeneous Groups ◽  
Business Course ◽  
Academic Grades ◽  
Upper Level ◽  
And Gender ◽  
Racially Mixed

The primary purpose of this study is to investigate the influence of racial and gender diversity on group process and problem solving in an academic setting. The importance of this dynamic is its value in preparing students for the workplace. The supposition is if heterogeneous groups had enough time to resolve group process conflicts, they could significantly increase their performance on group tasks (Davis, 2012). Moreover, their later performance on tasks should exceed the performance of the homogeneous groups (Davis, 2012). However, how much time, as well as tasks, does it take heterogeneous groups to start to exceed the performance of the homogenous groups? Data for the study was collected from upper-level undergraduate male and female students registered in a sixteen-week business course taught by one instructor at a large university in a metropolitan city in the northeastern United States. There were five racially mixed groups of seven members in the four sections of the course. During this period, group members met frequently for a series of case analyses. Only balanced heterogeneous groups significantly enhanced their groups' performance on complicated problem-solving tasks over time. They exceeded the performance of all homogeneous groups, except that of the Black American female homogeneous groups. Ultimately, the academic grades of the balanced heterogeneous groups as well as their individual members were in the upper half of all grades issued.

scholarly journals Identification of Problem Solving Pattern of Physics Based on Students Personality

Variabel ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 42
Author(s):  
Ragil Meita Alfathy ◽  
Budi Astuti ◽  
Suharto Linuwih
Keyword(s):  
Problem Solving ◽  
Lived Experience ◽  
Personality Type ◽  
Sampling Technique ◽  
Personality Types ◽  
Conceptual Problem ◽  
Homogeneous Groups ◽  
12Th Grade ◽  
The Subject ◽  
Sampling Approach

<em>Studies that reveal the patterns of problem solving have been widely practiced, but there is no studies have revealed a pattern of problem solving based on personality types especially in the field of physics. The aims of this study are to determine the patterns of physics problem solving based on student personality type. The method that used in this research is descriptive qualitative research with Investigation of Lived Experience type. Subjects in this study are 12th-grade science programs students of MAN 1 Banyumas that was determined by a stratified sampling approach. This sampling divides students into homogeneous groups based on Keirsey's four personality types, they are Guardian, Artisan, Rational and Idealist. Each personality type was chosen by nine students as the subject of the study which was determined using a purposive sampling technique. The results showed that the pattern of physics problem solving between Idealist, Artisan, Guardian, and Rational students consecutively are conceptual problem solving, intuitive-analogic problem solving, intuitive problem solving, and analogic problem solving.</em>

scholarly journals Building Perspective-Taking as an Organizational Capability: A Change Intervention in a Health Care Setting

2021 ◽  
pp. 105649262110390
Author(s):  
Thomas Calvard ◽  
Emily Cherlin ◽  
Amanda Brewster ◽  
Leslie Curry
Keyword(s):  
Health Care ◽  
Problem Solving ◽  
Perspective Taking ◽  
Care Setting ◽  
Interview Data ◽  
Organizational Capability ◽  
Time Points ◽  
Staff Members ◽  
Organizational Perspective ◽  
Cooperative Process

Perspective-taking, or engaging with the viewpoints of others, has been linked to a range of positive and negative interpersonal outcomes. However, it has only been researched infrequently in organizations, and questions remain about how it might be developed as a multidimensional cooperative process and problem-solving capability more widely. To better understand this, this article presents findings from a 2-year change intervention with 10 US hospitals. Interview data from three time points (393 interviews, 197 staff members) reveal dimensions and levels of understanding underpinning the development of organizational perspective-taking. Actors’ accounts suggested several major interrelated dimensions of perspective-taking operating at local and system levels, through affective concern, cognitive understanding, and motivational efforts to improve the sharing and interpretation of diverse perspectives. The study has implications for how organizations can better foster perspective-taking by building ecological structures and processes that assemble perspectives supportively, holistically, and frequently.

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