Studies in Interactive Communication: I. The Effects of Four Communication Modes on the Behavior of Teams During Cooperative Problem-Solving

1972 ◽  
Vol 14 (6) ◽  
pp. 487-509 ◽  
Author(s):  
Alphonse Chapanis ◽  
Robert B. Ochsman ◽  
Robert N. Parrish ◽  
Gerald D. Weeks
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Behavioral Measures ◽  
Interactive Communication ◽  
Cooperative Problem Solving ◽  
Computer Assistance ◽  
Communication Modes ◽  
Real World Problems

Two-man teams solved credible, “real-world” problems for which computer assistance has been or could be useful. Conversations were carried on in one of four modes of communication: (1) typewriting, (2) handwriting, (3) voice, and (4) natural, unrestricted communication. Two groups of subjects (experienced and inexperienced typists) were tested in the typewriting mode. Performance was assessed on three classes of dependent measures: time to solution, behavioral measures of activity, and linguistic measures. Significant and meaningful differences among the communication modes were found in each of the three classes of dependent variable. This paper is concerned mainly with the results of the activity analyses. Behavior was recorded in 15 different categories. The analyses of variance yielded 34 statistically significant terms of which 27 were judged to be practically significant as well. When the data were transformed to eliminate heterogeneity, the analyses of variance yielded 35 statistically significant terms of which 26 were judged to be practically significant.

Studies in Interactive Communication: II. The Effects of Four Communication Modes on the Linguistic Performance of Teams during Cooperative Problem Solving

1977 ◽  
Vol 19 (2) ◽  
pp. 101-126 ◽  
Author(s):  
Alphonse Chapanis ◽  
Robert N. Parrish ◽  
Robert B. Ochsman ◽  
Gerald D. Weeks
Keyword(s):  
Hard Copy ◽  
Behavioral Measures ◽  
Interactive Communication ◽  
Job Roles ◽  
Linguistic Performance ◽  
Mode Effects ◽  
Communication Modes ◽  
Linguistic Analyses ◽  
Job Role ◽  
Real World Problems

Two-man teams solved credible, “real world” problems for which computer assistance has been or could be useful. Conversations were carried on in one of four modes of communication: (1) typewriting, (2) handwriting, (3) voice, and (4) natural, unrestricted communication. Both experienced and inexperienced typists were tested in the typewriting mode. Performance was assessed on three classes of dependent measures: time to solution, behavioral measures of activity, and linguistic measures. Significant differences among the communication modes were found in each of the three classes of dependent variable. This paper is concerned mainly with the results of the linguistic analyses. Linguistic performance was assessed with 182 measures, most of which turned out to be redundant and some of which were useless or meaningless. Those that remain show that although problems can be solved faster in the oral modes than in the hard-copy modes, the oral modes are characterized by many more messages, sentences, words, and unique words; much higher communication rates; but lower type-token ratios. Although a number of significant problem and job role effects were found, there were relatively few significant interactions of modes with these variables. It appears, therefore, that the mode effects hold for both problems and for both job roles assigned to the subjects.

From Problem-Solving Paradigm to Co-Ontogenic Drift: How Do Learning Narratives Self-Generate?

Leonardo ◽  
2011 ◽  
Vol 44 (2) ◽  
pp. 133-138
Author(s):  
Johann van der Merwe ◽  
Julia Brewis
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Design Education ◽  
Design Theory ◽  
Social Situation ◽  
Theory And Practice ◽  
Use Of Self ◽  
Real World Problems

It is now an accepted maxim in design theory and practice that real-world problems needing the attention of design practitioners are not neat and well-structured, but ill-structured and “wicked”—part of a larger, complex social situation. For design education, then, to take its lead from contemporary social, political and economic structures, it will have to seriously re-think its problem-solving paradigms. The authors investigate the use of self-generating learning narratives in the classroom and contrast the approach they introduce with the still-too-prevalent notion that knowledge can be transferred from teacher to student. Their methodology draws from ideas formulated by Maturana and Varela on autopoiesis, specifically the notion of co-ontogenic drift.

What Is in the Daily News? Problem-Solving Opportunities!

1999 ◽  
Vol 5 (7) ◽  
pp. 390-394
Author(s):  
Robyn Silbey
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Daily News ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
The Everyday ◽  
Everyday World ◽  
Real World Problems

In An Agenda for Action, the NCTM asserted that problem solving must be at the heart of school mathematics (1980). Almost ten years later, the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) stated that the development of each student's ability to solve problems is essential if he or she is to be a productive citizen. The Standards assumed that the mathematics curriculum would emphasize applications of mathematics. If mathematics is to be viewed as a practical, useful subject, students must understand that it can be applied to various real-world problems, since most mathematical ideas arise from the everyday world. Furthermore, the mathematics curriculum should include a broad range of content and an interrelation of that content.

Is Participation in the Volunteer Income Tax Assistance (VITA) Program Associated with Students' Problem-Solving Skills and Professional Commitment?

2015 ◽  
Vol 31 (1) ◽  
pp. 71-90 ◽  
Author(s):  
Anne L. Christensen ◽  
Angela M. Woodland
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Real World ◽  
Income Tax ◽  
Learning By Doing ◽  
Accounting Education ◽  
Accounting Students ◽  
Professional Commitment ◽  
Problem Solving Skills ◽  
Real World Problems

ABSTRACT The Accounting Education Change Commission (AECC 1990, 309) states accounting students “should identify and solve unstructured problems that require the use of multiple information sources. Learning by doing should be emphasized.” The Pathways Commission (2012) also emphasizes the importance of exposing students to complex, real-world problems. Volunteer Income Tax Assistance (VITA) participation is an experiential learning opportunity with real-world problems and real clients in a professional setting. Using survey data obtained from students at seven U.S. universities, we test whether students who participate in VITA programs have greater professionalism as measured by problem-solving skills and professional commitment. Our results generally indicate participation in VITA programs is positively and significantly associated with problem-solving skills, but not with commitment to the profession. We do not find strong evidence that the association between VITA participation and problem solving differs significantly between traditional (age 25 and under) and nontraditional students (over age 25) or that the association differs significantly for students who intend to pursue tax careers and those who do not. Our study contributes to the extant literature on the effectiveness of experiential learning, to our understanding of attributes of professionalism in students, and to the specific benefits of the VITA program.

Swarm Intelligence for Electromagnetic Problem Solving

2017 ◽  
pp. 69-100 ◽  
Author(s):  
Luciano Mescia ◽  
Pietro Bia ◽  
Diego Caratelli ◽  
Johan Gielis
Keyword(s):  
Stochastic Process ◽  
Sensitivity Analysis ◽  
Problem Solving ◽  
Swarm Intelligence ◽  
Real World ◽  
Computational Burden ◽  
Electromagnetic Problems ◽  
Definition Of ◽  
Quantum Pso ◽  
Real World Problems

The chapter will describe the potential of the swarm intelligence and in particular quantum PSO-based algorithm, to solve complicated electromagnetic problems. This task is accomplished through addressing the design and analysis challenges of some key real-world problems. A detailed definition of the conventional PSO and its quantum-inspired version are presented and compared in terms of accuracy and computational burden. Some theoretical discussions concerning the convergence issues and a sensitivity analysis on the parameters influencing the stochastic process are reported.

Problem-Solving Sociology

2021 ◽  
Author(s):  
Monica Prasad
Keyword(s):  
Graduate Students ◽  
Problem Solving ◽  
Real World ◽  
Social Problems ◽  
Sociological Research ◽  
Research Projects ◽  
Contemporary Sociology ◽  
Do So ◽  
Real World Problems

Problem-solving sociology attempts to use the traditions of sociological research to solve real-world problems, and uses the attempt to grapple with real-world problems as a way to reformulate understandings of society and renew or reinvent those traditions. This book provides advice for how to turn an interest in solving major social problems into research projects that begin to do so. The book provides suggested methods and tools, models of successful problem-solving research conducted by established scholars as well as by undergraduate and graduate students, defenses against some common objections, and an exploration of where this kind of work fits in contemporary sociology.

Studies in Interactive Communication: III. Effects of Similar and Dissimilar Communication Channels and Two Interchange Options on Team Problem Solving

1974 ◽  
Vol 38 (2) ◽  
pp. 343-374 ◽  
Author(s):  
Alphonse Chapanis ◽  
Charles M. Overbey
Keyword(s):  
College Students ◽  
Problem Solving ◽  
Team Member ◽  
Communication Channels ◽  
Practice Effects ◽  
Interactive Communication ◽  
Team Members ◽  
Message Length ◽  
Time Required ◽  
Real World Problems

16 teams of 2 college students each solved four credible “real world” problems for which computer systems have been or could be useful. Each of the 4 problems was solved on four successive days. A team member sent messages either by voice or by typewriter, and every team was tested with all 4 combinations of the 2 message channels assigned to individual team members. Half the teams could interrupt their partners at any time; half could not. Dependent measures were time to solution, number of messages exchanged, total number of words used per team, message length, messages communicated per minute of channel time, and words communicated per minute of channel time. The results show that communication by voice is much more rapid and wordy than is communication by typewriter. Giving Ss the freedom to interrupt had no effect on the time required to solve problems, on the number of words used in the solution of problems, or on the rate at which words were communicated. When Ss had the freedom to interrupt, they “packaged” their words differently: they exchanged more messages, messages were shorter, and messages were exchanged with greater frequency per unit time. Practice effects were almost entirely absent. A number of significant differences were attributable to the problems and the jobs assigned to the two communicators.

Sign in / Sign up

Export Citation Format

Share Document