Relationship of Speech Activity to Subjective Ratings and Performance during a Convergent Creative Problem Solving Task Involving Communication Among Three People

2019 ◽  
Author(s):  
Takashi Numata ◽  
Sae Kondo ◽  
Taichi Miyamae ◽  
Hiroyuki Sekikawa ◽  
Karen Sasagawa ◽  
...  
Keyword(s):  
Problem Solving ◽  
Subjective Ratings ◽  
Creative Problem Solving ◽  
Speech Activity ◽  
Creative Problem ◽  
And Performance ◽  
Relationship Of ◽  
Problem Solving Task

scholarly journals Relationship Between Subjective Ratings of Answers and Behavioral and Autonomic Nervous Activities During Creative Problem-Solving via Online Conversation

2021 ◽  
Vol 15 ◽  
Author(s):  
Takashi Numata ◽  
Kiyoshi Kotani ◽  
Hiroki Sato
Keyword(s):  
Problem Solving ◽  
Task Performance ◽  
Skin Conductance ◽  
Nervous Activity ◽  
Behavioral Activity ◽  
Subjective Ratings ◽  
Creative Problem Solving ◽  
Autonomic Nervous ◽  
Creative Problem ◽  
Online Conversation

Creative problem solving has been important for the advent of new technologies. In this study, we hypothesized that subjective ratings of answers should be useful for evaluating the answer quality in creative problem solving. To test this hypothesis and extract objective indicators of the subjective ratings of answers, we evaluated the relationship between subjective ratings of task performance and behavioral and autonomic nervous activities during a creative problem-solving task performed via online conversation. The task involved an answerer and a supporter, and in the experiment, each pair performed 10 trials. The trials were categorized as highly or lowly rated according to the answerer’s confidence in the answer. The task performance and behavioral and autonomic nervous activities were then compared between these categories of trials. Behavioral activity was evaluated via movements and speech activities, while for autonomic nervous activity, sympathetic nervous activity (SNA) was evaluated via skin conductance. The task performance was significantly better in the highly rated trials, whereas there were no significant differences in the behavioral activities between the highly and lowly rated trials. Moreover, in the highly rated trials, the skin conductance of the answerer was significantly high, whereas that of the supporter was significantly low. The results support the hypothesis and suggest that contrasting differences in SNA between an answerer and a supporter are indicators of the subjective ratings of answers in creative problem solving.

The Relationship between Group Size and Performance on a Microcomputer Problem-Solving Task for Learning Handicapped and Nonhandicapped Students

1987 ◽  
Vol 3 (2) ◽  
pp. 171-187 ◽  
Author(s):  
Joan Lieber ◽  
Melvyn I. Semmel
Keyword(s):  
Problem Solving ◽  
Group Size ◽  
Task Engagement ◽  
Mathematics Problem Solving ◽  
Working Together ◽  
And Performance ◽  
Study Participants ◽  
Relationship Of ◽  
The Relationship ◽  
Problem Solving Task

Microcomputers are a powerful resource. Yet, in order for teachers to use this technology effectively, they need information about how specific variables might affect the performance of mildly handicapped as well as nonhandicapped learners. This study examines the effect of group size on performance measures, the relationship between group size and task engagement, and the relationship of task engagement to performance for both types of learners. Twenty learning handicapped and twenty nonhandicapped boys from upper elementary grades participated for ten minutes, three times per week for a four-week period on a mathematics problem solving task. Each student worked individually, with a handicapped partner, and with a nonhandicapped partner. Results indicated that it was as effective for students to work with a partner at the computer as it was for them to work alone. This finding occurred although dyads had half as much time at the computer as students working alone. Task engagement was also similar for children working in dyads or individually. Following each computer session a paper and pencil task was administered individually to the study participants. There was no difference in number correct related to group size; yet, at the most difficult task level, learning handicapped children solved more problems correctly following a computer session in which they worked with a partner. It appears that given a software program which requires students to apply mathematics skills to a new situation, it is effective to have two children working together at the computer.

Mental Models and Creative Problem Solving: The Relationship of Objective and Subjective Model Attributes

2011 ◽  
Author(s):  
Jamie D. Barrett ◽  
Michael D. Mumford ◽  
Kimberly S. Hester ◽  
Issac C. Robledo ◽  
David R. Peterson ◽  
...  
Keyword(s):  
Problem Solving ◽  
Mental Models ◽  
Creative Problem Solving ◽  
Creative Problem ◽  
Relationship Of ◽  
The Relationship

Experience with Self-Guiding Group Support Systems for Creative Problem Solving Tasks

2011 ◽  
pp. 203-215 ◽  
Author(s):  
Gwendolyn L. Kolfschoten ◽  
Calvin Lee
Keyword(s):  
Problem Solving ◽  
Support Systems ◽  
Group Support Systems ◽  
Group Support ◽  
Creative Problem Solving ◽  
Creative Problem ◽  
Problem Solving Task ◽  
The Way

Many teams and groups use brainstorming to improve their creativity. Brainstorming can be supported with Group Support Systems (GSS). However, GSS are most successful when offered in combination with facilitation or at least training. Unfortunately, facilitation or training will impose a barrier to use such systems. In this chapter the use of a GSS for a multi-step creative problem solving task was evaluated. The groups using this GSS got no training, had no GSS experience and got no support, other than a 1 page log-in instruction. With this limited instruction and no training all participating groups handed in a report with the results of their brainstorm, using the tool. This chapter will report the process, the way it is embedded in the tool, and the results of our exploratory questionnaire among the participants.

Effects of Creative and Noncreative Problem-Solving on Anxiety

1983 ◽  
Vol 56 (3) ◽  
pp. 835-844 ◽  
Author(s):  
H. P. R. Riedel ◽  
I. A. Taylor ◽  
W. T. Melnyk
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Trait Anxiety ◽  
State Anxiety ◽  
Creative Performance ◽  
Creative Problem Solving ◽  
Experimental Conditions ◽  
Before And After ◽  
Creative Problem ◽  
Problem Solving Task

This study has investigated whether the type of problem in creative performance increases anxiety more than the type of problem in noncreative performance. Subjects were 9 male and 48 female undergraduate students in psychology, selected from a voluntary pool and assigned (3 males, 16 females) nonsystematically to either a divergent creative problem-solving condition, a convergent noncreative problem-solving condition, or a control condition involving a neutral problem-solving condition. The Spielberger State-Trait Anxiety Inventory was administered to each group before and after the experimental conditions. It was hypothesized: (a) that divergent creative problem-solving would increase state anxiety significantly more than both the convergent noncreative problem-solving task and the neutral problem-solving task and (b) that trait anxiety would not be significantly affected by any of the conditions. Only the latter hypothesis was confirmed. Divergent creative problem-solving did not significantly increase state anxiety, perhaps because the employed subjects were students and may have felt more comfortable with divergent problems than the average population.

Mental Models and Creative Problem-Solving: The Relationship of Objective and Subjective Model Attributes

2012 ◽  
Vol 24 (4) ◽  
pp. 311-330 ◽  
Author(s):  
Michael D. Mumford ◽  
Kimberly S. Hester ◽  
Issac C. Robledo ◽  
David R. Peterson ◽  
Eric A. Day ◽  
...  
Keyword(s):  
Problem Solving ◽  
Mental Models ◽  
Creative Problem Solving ◽  
Creative Problem ◽  
Relationship Of ◽  
The Relationship
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