EXPERIMENTAL STUDIES OF THE ROLE OF VERBAL PROCESSES IN CONCEPT FORMATION AND PROBLEM SOLVING

2006 ◽  
Vol 91 (1) ◽  
pp. 94-107 ◽  
Author(s):  
Charles N. Cofer
Keyword(s):  
Problem Solving ◽  
Concept Formation ◽  
Experimental Studies ◽  
Verbal Processes

scholarly journals The effects of tradition on problem solving by two wild populations of bearded capuchin monkeys in a probing task

2016 ◽  
Vol 12 (11) ◽  
pp. 20160604 ◽  
Author(s):  
Raphael Moura Cardoso ◽  
Eduardo B. Ottoni
Keyword(s):  
Problem Solving ◽  
Experimental Studies ◽  
Field Studies ◽  
Cultural Knowledge ◽  
Capuchin Monkeys ◽  
Wild Populations ◽  
Individual Cognition ◽  
Core Issue ◽  
Learning Sets

The effects of culture on individual cognition have become a core issue among cultural primatologists. Field studies with wild populations provide evidence on the role of social cues in the ontogeny of tool use in non-human primates, and on the transmission of such behaviours over generations through socially biased learning. Recent experimental studies have shown that cultural knowledge may influence problem solving in wild populations of chimpanzees. Here, we present the results from a field experiment comparing the performance of bearded capuchin monkeys ( Sapajus libidinosus ) from two wild savannah populations with distinct toolkits in a probing task. Only the population that already exhibited the customary use of probing tools succeeded in solving the new problem, suggesting that their cultural repertoire shaped their approach to the new task. Moreover, only this population, which uses stone tools in a broader range of contexts, tried to use them to solve the problem. Social interactions can affect the formation of learning sets and they affect the performance of the monkeys in problem solving. We suggest that behavioural traditions affect the ways non-human primates solve novel foraging problems using tools.

scholarly journals Effect of educational agent and its form characteristics on problem solving ability perception of students in online task based learning media

2015 ◽  
Vol 10 (3) ◽  
pp. 265 ◽  
Author(s):  
Halil İbrahim Akyuz ◽  
Hafize Keser
Keyword(s):  
Problem Solving ◽  
Experimental Studies ◽  
Instructional Technologies ◽  
Multimedia Design ◽  
Perceptions Of Students ◽  
Post Test ◽  
Online Measurements ◽  
Ability Perceptions ◽  
Teaching Problem

The aim of this study is to investigate the effect of an educational agent, used in online task based learning media, and its form characteristics on problem solving ability perceptions of students. 2x2 factorial design is used in this study. The first study factor is the role of the educational agent and the second factor is form characteristics of the educational agent. The educational agent plays two different roles (teacher and friend). Form factor is whether the educational agent is supported by speech bubble or not. The dependent variable of this study is problem solving ability perception. The working group of the study consists of 47 students, taking ‘Multimedia Design and Creation’ classes in the spring term of 20102011 academic year in the department of Computer Education and Instructional Technologies of Ankara Universtiy. In terms of two variables, students were assigned to four different experiment groups at random. All of the experimental studies were maintained online. Measurements regarding dependent variables were carried out online. Problem Solving Inventory (PSI) is used to measure problem solving ability perceptions. Pre-test problem solving ability perception points were controlled in order to determine the effect of experimental operations on groups and post-test points were then compared. It is determined that applied method has an important effect on problem solving ability perception of students and that the educational agent in the role of teacher is more effective than the role of friend in the development of problem solving ability perception.Keywords: programming teaching, problem solving ability, educational agent.

scholarly journals The Role of Expertise Judgments in Children's Social Learning

2021 ◽  
Author(s):  
Courtney Baugh;Baugh ◽  
Rebekah Richert
Keyword(s):  
Executive Function ◽  
Problem Solving ◽  
Concept Formation ◽  
Character Theory ◽  
Sources Of Information ◽  
Time Points ◽  
Preschool Classrooms ◽  
Visual Matching ◽  
Over Time

Previous research has examined how children judge sources of information (Corriveau & Harris, 2009; Corriveau, Pickard, & Harris, 2010; Koenig & Harris, 2005), but no studies have attempted to increase or decrease a children’s trust in informants, measure learning from that informant, and analyze how that learning persists over time. The current study examined if children’s trust in informants can be manipulated, and how this trust relates to learning STEM concepts from a video of the character in question. Fifty-seven 3- to 6-year-olds were visited in their preschool classrooms at 3 different time points. Children watched a video of Sid from Sid the Science Kid solving a problem. After the video, children were tasked with solving an analogically-similar problem. Children were tested for verbal reasoning, concept formation, visual matching, executive function, character realism, identification with the character, theory of mind, and character trust (belief in Sid’s expertise in problem-solving). Presenting Sid to the participants as either clever or clumsy did not affect character trust or learning. Children’s belief in Sid’s expertise also did not affect learning; however, levels of learning remained stable over time. Identification with Sid may play a role in how children viewed Sid and learned from him.

Calculation-and-experimental estimation of the role of the frequency ratio in changing the endurance at two-frequency deformation modes

2019 ◽  
Vol 85 (1(I)) ◽  
pp. 64-71 ◽  
Author(s):  
M. M. Gadenin
Keyword(s):  
High Frequency ◽  
Experimental Studies ◽  
Low Frequency ◽  
Reduction Factor ◽  
Single Frequency ◽  
Cyclic Loads ◽  
Small Ratio ◽  
Harmonic Components ◽  
Deformation Modes

The cycle configuration at two-frequency loading regimes depends on the number of parameters including the absolute values of the frequencies and amplitudes of the low-frequency and high-frequency loads added during this mode, the ratio of their frequencies and amplitudes, as well as the phase shift between these harmonic components, the latter having a significant effect only with a small ratio of frequencies. Presence of such two-frequency regimes or service loading conditions for parts of machines and structures schematized by them can significantly reduce their endurance. Using the results of experimental studies of changes in the endurance of a two-frequency loading of specimens of cyclically stable, cyclically softened and cyclically hardened steels under rigid conditions we have shown that decrease in the endurance under the aforementioned conditions depends on the ratio of frequencies and amplitudes of operation low-frequency low-cycle and high-frequency vibration stresses, and, moreover, the higher the level of the ratios of amplitudes and frequencies of those stacked harmonic processes of loading the greater the effect. It is shown that estimation of such a decrease in the endurance compared to a single frequency loading equal in the total stress (strains) amplitudes can be carried out using an exponential expression coupling those endurances through a parameter (reduction factor) containing the ratio of frequencies and amplitudes of operation cyclic loads and characteristic of the material. The reduction is illustrated by a set of calculation-experimental curves on the corresponding diagrams for each of the considered types of materials and compared with the experimental data.

Improving the questions we ask, with Psychology and Cognitive Conflict.

2018 ◽  
Author(s):  
Brett Buttliere
Keyword(s):  
Problem Solving ◽  
Scientific Method ◽  
Meaning Making ◽  
Cognitive Conflict ◽  
Empirical Literature ◽  
Present Evidence ◽  
Scientific Papers ◽  
Science In Society

Over the last decade, there have been many suggestions to improve how scientists answer their questions, but far fewer attempt to improve the questions scientists are asking in the first place. The goal of the paper is then to examine and summarize synthesize the evidence on how to ask the best questions possible. First is a brief review of the philosophical and empirical literature on how the best science is done, which implicitly but not explicitly mentions the role of psychology and especially cognitive conflict. Then we more closely focus on the psychology of the scientist, finding that they are humans, engaged in a meaning making process, and that cognitive conflict is a necessary input for any learning or change in the system. The scientific method is, of course, a specialized meaning making process. We present evidence for this central role of cognitive conflict in science by examining the most discussed scientific papers between 2013 and 2017, which are, in general, controversial and about big problems (e.g., whether vaccines cause autism, how often doctors kill us with their mistakes). Toward the end we discuss the role of science in society, suggesting science itself is an uncertainty reducing and problem solving enterprise. From this basis we encourage scientists to take riskier stances on bigger topics, for the good of themselves and society generally.

Helping when desire is low: The role of Expectancy in helping

2020 ◽  
Author(s):  
Małgorzata Kossowska
Keyword(s):  
Experimental Studies ◽  
Helping Behavior ◽  
Perceived Effectiveness ◽  
Do So

One might assume that the desire to help (here described as Want) is the essential driver of helping declarations and/or behaviors. However, even if desire to help is low, helping behavior may still occur if the expectancy regarding the perceived effectiveness of helping is high. We tested these predictions in a set of three experimental studies. In all three, we measured the desire to help (Want) and the Expectancy that the aid would be impactful for the victim; in addition, we manipulated Expectancy in Study 3. In Studies 1 and 3, we measured the participants’ declaration to help while in Study 2, their helping behavior was examined. In all three studies, we used variations of the same story about a victim. The results supported our hypothesis. Thus, the studies help to tease apart the determinants of helping behavior under conditions of lowered desire to do so, an issue of great importance in public policymaking.

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