An Information-Processing Approach to Personal Problem Solving

1987 ◽  
Vol 15 (3) ◽  
pp. 371-447 ◽  
Author(s):  
P. Paul Heppner ◽  
Charles J. Krauskopf
Keyword(s):  
College Students ◽  
Information Processing ◽  
Individual Differences ◽  
Problem Solving ◽  
Information Process ◽  
Research Directions ◽  
Personal Problems ◽  
Personal Problem ◽  
Definition Of ◽  
Information Processing Approach

An information-processing view of personal problem solving is presented, involving the way people take in information, process that information into plans for solutions to personal problems and carry out those plans. An abbreviated view of how we view the effect of some important individual differences is presented. We present a definition of problem, which we see as allowing research that can use methods analogous to those employed in research informal problem solving and in the study of 'experts.' We hope that such research will allow us to target interventions according to particular client weaknesses. We suggest some research directions that have promise of future pay off. Suggestions for counseling are made that derive from our experience in counseling college students.

Mode of Symbolic Representation and Cognitive Style

1992 ◽  
Vol 11 (3) ◽  
pp. 271-277 ◽  
Author(s):  
Scott G. Isaksen ◽  
K. Brian Dorval ◽  
Geir Kaufmann
Keyword(s):  
College Students ◽  
Individual Differences ◽  
Problem Solving ◽  
Cognitive Style ◽  
Symbolic Representation ◽  
General Level ◽  
Modes Of Representation ◽  
Level Of Use ◽  
Specific Prediction ◽  
The Relationship

The relationship between imagery and creativity was examined using a prediction from the theories of symbolic representation developed by Morris and Hampson [1, 2] and Kaufmann [3–6]. One-hundred and fifty-four college students completed the Kirton Adaption-Innovation Inventory on preferred styles of problem solving and Paivio's Individual Differences Questionnaire on preferred mode of symbolic representation. At a general level, results were in the expected direction for both theories by showing a significant relationship between innovative problem-solving preference and general level of use of conscious modes of symbolic representation. However, results also supported the more specific prediction from Kaufmann's theory that subjects with an innovative preference would have a relatively stronger preference for imaginal over verbal modes of representation.

Personal problem solving: A descriptive study of individual differences.

1982 ◽  
Vol 29 (6) ◽  
pp. 580-590 ◽  
Author(s):  
P. Paul Heppner ◽  
Janet Hibel ◽  
Gary W. Neal ◽  
Charles L. Weinstein ◽  
Fredric E. Rabinowitz
Keyword(s):  
Individual Differences ◽  
Problem Solving ◽  
Descriptive Study ◽  
Personal Problem

Approaches to Reasoning in Occupational Therapy: A Critical Exploration

1996 ◽  
Vol 59 (5) ◽  
pp. 233-236 ◽  
Author(s):  
Anne Elizabeth Roberts
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Occupational Therapy ◽  
Individual Characteristics ◽  
Problem Solver ◽  
Basic Process ◽  
Human Beings ◽  
Critical Exploration ◽  
The Individual ◽  
Information Processing Approach

This article approaches reasoning from a cognitive science paradigm. It is proposed that problem solving follows a basic process common to all human beings faced with a problem. However, there are variations in the process that are caused by the nature of the problem and the expertise of the problem solver. These variations in problem-solving methods should not be confused with the content of the reasoning which may be influenced by the domain in which the problem is framed and the individual characteristics of the problem solver. Clinical reasoning in nursing and medicine has been well researched and provides a benchmark for approaching reasoning in occupational therapy. This article outlines approaches to reasoning, emphasising the information-processing approach and its relevance to occupational therapy. It concludes with a critique of the modes of reasoning proposed by Mattingly and Fleming.

View on Java Teaching from Cognitive Psychology

2011 ◽  
Vol 187 ◽  
pp. 706-710
Author(s):  
Ming Ping Xia
Keyword(s):  
Cognitive Psychology ◽  
Information Processing ◽  
Individual Differences ◽  
Problem Solving ◽  
Learning Theory ◽  
Cognitive Learning ◽  
Entire Process ◽  
Cognitive Learning Theory

Gagné's cognitive learning theory presents the entire process of information processing and problem-solving. Under cognitive psychology’s guidance, teaching should pay attention to the analysis of students’ existing knowledge and experience and teach in accordance with individual differences. The goal of java teaching is to train the application ability of students’ problem-solving.

scholarly journals CREATIVE THINKING: REVIEWED FROM INFORMATION PROCESSING MODEL (IPM) FOR PRIMARY SCHOOL TEACHERS

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Idam Ragil Widianto Atmojo ◽  
Sajidan Sajidan ◽  
Widha Winarno ◽  
Ashadi Ashadi
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Creative Thinking ◽  
Short Term Memory ◽  
Human Memory ◽  
Situational Factors ◽  
Literature Study ◽  
Information Process ◽  
Information Processing Model ◽  
Capture Process

<em><span>Memory is a structured system and causes organisms to be able to record facts and use knowledge to guide their behavior. Memory is also said to be a tool that serves to capture, process and use it when needed. Memory takes place through three processes, namely encoding, storage, and retrieval. The brain works through the information process by processing information through sensory stimulation and storing it into memory and involving thinking activities. Increasing the potential for creative thinking, the incoming stimulus is determined by personal situational factors. The purpose of this literature study is to find out that creative thinking is the result of information processing that occurs in human memory. The results of this literature study show that situational factors that are external or attention getter and prominent characteristics such as visual movements, novelty, clarity (fluency), new and extraordinary stimuli attract attention so that they can influence positive perception that goes into short-term memory. Through thinking activities, one's ideas and concepts developed through the process of relationships between the parts of information stored in him. Thinking is done to understand reality in order to make decisions (decision making), problem-solving (problem-solving) and produce new ones (creativity).</span></em>

Overt vs Covert Problem Solving: 3. Reversing the Direction of a “Swimming Fish”

1987 ◽  
Vol 65 (3) ◽  
pp. 740-742
Author(s):  
Loh Seng Tsai
Keyword(s):  
College Students ◽  
Individual Differences ◽  
Problem Solving ◽  
Paired Comparisons ◽  
Swimming Direction ◽  
Stop Watch

Twenty college students, equally divided into overt- and covert-problem-solving groups were individually asked to reverse the swimming direction of a “fish” formed with 8 match-sticks already on a table by relocating only 3 of those matches. Time was taken with a stop-watch. Results are: (1) Overt solving is significantly more efficient than the covert method in terms of both group mean and median times as well as paired comparisons between individuals holding equivalent ranks in the two groups. (2) There are individual differences in times to solve among subjects within groups; the range is wider in the covert than in the overt solving group. Relative advantages of the two methods are discussed.

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