Research on General-Problem-Solving-Oriented Method of Model Representation for DSS

This paper deals with the question of why adults, as a rule, fail to achieve native-speaker competence in a second language, whereas children appear to be generally able to acquire full command of either a first or second language. The Competition Model proposed in this paper accounts for this difference in terms of different cognitive systems or modules operating in child and adult language acquisition. It is argued that the child's learning process is guided by a language-specific module, roughly equivalent to Universal Grammar (cf. Chomsky, 1980), while adults tend to approach the learning task by utilizing a general problem-solving module which enters into competition with the language-specific system. The crucial evidence in support of the Competition Model comes from a) the availability of formal operations in different modules and b) from differences in the types of utterances produced by children and adults.

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Discovering and Implementing Self-Sustaining Networks of Cooperation with General Collective Intelligence

10.31730/osf.io/safxk ◽

2020 ◽

Author(s):

Andy E Williams

Keyword(s):

Problem Solving ◽

General Problem ◽

Iterative Process ◽

Collective Intelligence ◽

Exponential Increase ◽

Growing Networks ◽

First Time

Leveraging General Collective Intelligence or GCI, a platform with the potential to achieve an exponential increase in general problem-solving ability, a methodology is defined for finding potential opportunities for cooperation, as well as for negotiating and launching cooperation. This paper explores the mechanisms by which GCI enables networks of cooperation to be formed in order to increase outcomes of cooperation and in order to make that cooperation self-sustaining. And this paper explores why implementing a GCI for the first time requires designing an iterative process that self-assembles continually growing networks of cooperation.

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How Indonesian Students Use the Polya’s General Problem Solving Steps

Southeast Asian Mathematics Education Journal ◽

10.46517/seamej.v8i1.62 ◽

2018 ◽

Vol 8 (1) ◽

pp. 39-48

Author(s):

Hari Pratikno ◽

Endah Retnowati

Keyword(s):

Problem Solving ◽

Mathematics Achievement ◽

Secondary School ◽

General Problem ◽

High Ability ◽

School Students ◽

Junior Secondary School ◽

Junior Secondary ◽

Mathematical Problems ◽

Low Ability

General problem-solving steps consist of understanding the problem, developing a plan, implementing the plan and checking the result. The purpose of this study is to explore how well Indonesia junior secondary school students apply these four steps in solving mathematical problems, especially on plane geometry topics. Using a qualitative approach, with a sample of nine students, of which three students were from the low mathematics achievement category, three from the medium and three from the high category, were given a test and instructed to write the answers to each question step by step. The results were described and categorized into four groups. The first group consisted of students who used all of the four steps. The second and the third were for students who used the first three steps or the first two steps respectively. The fourth group was for those who could only show the first step. The study indicated that for this sample the level of mathematic ability corresponded to how the students applied their problem-solving steps. It was found that students with high ability were included in the first group, while those with moderate ability were in the second group. Low ability students were categorized into group four. Nevertheless, there was one student with high ability who did not to do the checking step and there was one student with low ability who was able to develop a plan.

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Model Representation and Taxonomic Reasoning in Configuration Problem Solving

GWAI-91 15. Fachtagung für Künstliche Intelligenz - Informatik-Fachberichte ◽

10.1007/978-3-662-02711-0_20 ◽

1991 ◽

pp. 182-194 ◽

Cited By ~ 5

Author(s):

Rüdiger Klein

Keyword(s):

Problem Solving ◽

Model Representation ◽

Configuration Problem ◽

Taxonomic Reasoning

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Mathematical Modeling Thinking: Laying the Foundation for Mathematical Modeling Competency

Theory and Practice: An Interface or A Great Divide? ◽

10.37626/ga9783959871129.0.04 ◽

2019 ◽

pp. 14-19

Author(s):

Cynthia O. Anhalt ◽

Ricardo Cortez

Keyword(s):

Mathematical Modeling ◽

Problem Solving ◽

General Problem ◽

Multiple Representations ◽

Sufficient Time ◽

Building Modeling ◽

Ways Of Thinking ◽

Mathematical Activities

Mathematical modeling competency requires frequent practice and sufficient time to derive experience solving open-ended contextual problems. Specific ways of thinking necessary in modeling are identified by contrasting Pólya’s general problem-solving framework, which may be familiar worldwide. These ways of thinking are developed through mathematical activities that promote dispositions for eventual success in modeling. We posit that mathematical modeling thinking (MMT) is necessary for building modeling competency. This paper describes MMT and illustrates how it can be developed through a well-known problem of universal human cultural greeting exchange. While connecting to world cultures, we examine ways to promote MMT practices such as making useful simplifications, looking for patterns, utilizing multiple representations, mathematizing the situation, and reflecting on the solution. We conclude with practical ways to effect MMT as the foundation for developing mathematical modeling competency.

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Stating Problems as Procedures to a General Problem Solving Program

Theoretical Approaches to Non-Numerical Problem Solving ◽

10.1007/978-3-642-99976-5_13 ◽

1970 ◽

pp. 344-361

Author(s):

Richard E. Fikes

Keyword(s):

Problem Solving ◽

General Problem

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The International  General Game Playing Competition

AI Magazine ◽

10.1609/aimag.v34i2.2475 ◽

2013 ◽

Vol 34 (2) ◽

pp. 107 ◽

Cited By ~ 21

Author(s):

Michael Genesereth ◽

Yngvi Björnsson

Keyword(s):

Artificial Intelligence ◽

Problem Solving ◽

General Problem ◽

Game Playing ◽

Test Bed ◽

General Game Playing ◽

Research Challenges ◽

History Of ◽

World Class ◽

General Game

Games have played a prominent role as a test-bed for advancements in the field of Artificial Intelligence ever since its foundation over half a century ago, resulting in highly specialized world-class game-playing systems being developed for various games. The establishment of the International General Game Playing Competition in 2005, however, resulted in a renewed interest in more general problem solving approaches to game playing. In general game playing (GGP) the goal is to create game-playing systems that autonomously learn how to skillfully play a wide variety of games, given only the descriptions of the game rules. In this paper we review the history of the competition, discuss progress made so far, and list outstanding research challenges.

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Social Competence of Children and Adolescents

Behaviour Change ◽

10.1017/s0813483900006628 ◽

1991 ◽

Vol 8 (4) ◽

pp. 147-147 ◽

Cited By ~ 1

Author(s):

Alan Ralph

Keyword(s):

Social Skills ◽

Problem Solving ◽

Social Competence ◽

Children And Adolescents ◽

General Problem ◽

Practice Research ◽

The Social ◽

Abstract Notion ◽

Goals And Objectives

For those aiming to improve the social competence of others, the choice is usually between shaping specific micro-skills or more general problem-solving. While these are not mutually exclusive in practice, research has tended to investigate them separately. One of the major issues facing those targeting micro-skills is their validity in the setting of concern. For those targeting problemsolving, the issue is predominantly one of triggering problem-solving behaviour in the absence of trainer prompts. Other major issues which still have to be satisfactorily resolved include the identification and assessment of children requiring improved social skills and social competence. In addition, there is a need to remind ourselves that while improved social skills should lead to improved judgments about an individual's social competence, the latter is a somewhat abstract notion which tells us little about an individual's goals and objectives. While improved social competence should be one of our goals, it must be anchored to well defined behavioural objectives. One can be the life and soul of a party and receive high social competence ratings, yet be lonely and isolated once the party ends.

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