Planning for Collaborative Neighborhood Problem-Solving: A Review of the Literature

1994 ◽  
Vol 9 (1) ◽  
pp. 3-13 ◽  
Author(s):  
David A. Julian
Keyword(s):  
Problem Solving ◽  
Review Of The Literature ◽  
Neighborhood Problem

Interpersonal conflict at work: Age and emotional competence differences in conflict management

2018 ◽  
Vol 8 (4) ◽  
pp. 195-227 ◽  
Author(s):  
Lena A. Beitler ◽  
Sonja Scherer ◽  
Dieter Zapf
Keyword(s):  
Problem Solving ◽  
Conflict Management ◽  
Older Workers ◽  
Interpersonal Conflict ◽  
Emotional Competence ◽  
Review Of The Literature ◽  
Potential Mediator ◽  
Age Related ◽  
Management Behaviors

Previous research has illustrated that older workers have high emotional competence (EC) that could enable them to effectively manage interpersonal conflict. However, it is still unclear whether age, potentially via EC, also influences a variety of conflict management behaviors. To address this question, we present a systematic review of the literature on the direct relationships between age, EC, and conflict management, and on EC as a potential mediator. We classify conflict management behaviors using the dual concern model (e.g., De Dreu, Evers, Beersma, Kluwer, & Nauta, 2001), and identified 15 studies on age-related conflict management, and 14 studies on EC and conflict management. Unfortunately, we found that none of the previous studies examined EC as a mediator between age and conflict behaviors. Overall, our review does reveal a positive age trend for EC, avoiding, compromising, and problem-solving, and a negative age trend for forcing. Additionally, EC seems to be positively related to problem-solving, compromising, and yielding. We discuss potential moderators and the role of EC as a potential mediator.

Interactions Between Formal and Informal Organizational Networks

2009 ◽  
pp. 480-512 ◽  
Author(s):  
Marco Lamieri ◽  
Diana Mangalagiu
Keyword(s):  
Social Network ◽  
Problem Solving ◽  
Hierarchical Structure ◽  
Stable Process ◽  
Hierarchical Structures ◽  
Review Of The Literature ◽  
Market Conditions ◽  
Variable Environment ◽  
The Social ◽  
Definition Of

In this chapter we present a model of organization aimed to understand the effect of formal and informal structures on the organization’s performance. The model considers the interplay between the formal hierarchical structure and the social network connecting informally the agents emerging while the organization performs a task-set. The social network creation and evolution is endogenous, as it doesn’t include any function supposed to optimize performance. After a review of the literature, we propose a definition of performance based on the efficiency in allocating the task of a simulated organization that can be considered as a network-based problem-solving system. We analyze how the emergence of a stable process in decomposing tasks under different market conditions can alleviate the rigidity and the inefficiencies of a hierarchical structure and we compare the performance of different hierarchical structures under variable environment conditions.

Early Development of Executive Function: A Problem-Solving Framework

1997 ◽  
Vol 1 (2) ◽  
pp. 198-226 ◽  
Author(s):  
Philip David Zelazo ◽  
Alice Carter ◽  
J. Steven Reznick ◽  
Douglas Frye
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Executive Function ◽  
Problem Solving ◽  
Theory Of Mind ◽  
Early Development ◽  
Attention Deficit ◽  
Review Of The Literature ◽  
Childhood Onset ◽  
Hyperactivity Disorder

Executive function (EF) accounts have now been offered for several disorders with childhood onset (e.g., attention-deficit/hyperactivity disorder, autism, early-treated phenylketonuria), and EF has been linked to the development of numerous abilities (e.g., attention, rule use, theory of mind). However, efforts to explain behavior in terms of EF have been hampered by an inadequate characterization of EF itself. What is the function that is accomplished by EF? The present analysis attempts to ground the construct of EF in an account of problem solving and thereby to integrate temporally and functionally distinct aspects of EF within a coherent framework. According to this problem-solving framework, EF is a macroconstruct that spans 4 phases of problem solving (representation, planning, execution, and evaluation). When analyzed into subfunctions, macroconstructs such as EF permit the integration of findings from disparate content domains, which are often studied in isolation from the broader context of reasoning and action. A review of the literature on the early development of EF reveals converging evidence for domain-general changes in all aspects of EF.

scholarly journals Engaging Students in Critical Thinking and Problem Solving: A Brief Review of the Literature

2015 ◽  
Vol 5 (4) ◽  
pp. 100 ◽  
Author(s):  
Nancy J. McCormick ◽  
Linda M. Clark ◽  
Joan M. Raines
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Styles ◽  
Everyday Life ◽  
Student Motivation ◽  
Student Involvement ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Review Of The Literature ◽  
Research On Teaching

<p>Problem solving and critical thinking skills are beneficial across all fields of collegiate studies and provide lasting value in the workplace and everyday life.  In problem solving, students employ critical thinking skills in the analyses of problems and the synthesis and applications of previously learned concepts.  For decades, researchers and academics have deliberated on ways to engage students in the classroom to train them in these skills.  The collective research on teaching critical thinking and problem solving reveal overarching themes, which include student involvement, learning styles, student motivation, and instructor perceptions and behaviors.</p>

Mental Images and the Cognitive Development of the Congenitally Blind

1981 ◽  
Vol 75 (7) ◽  
pp. 281-285 ◽  
Author(s):  
Amanda Hall
Keyword(s):  
Cognitive Development ◽  
Problem Solving ◽  
Spatial Reasoning ◽  
Cognitive Tasks ◽  
Review Of The Literature ◽  
Mental Images ◽  
Modes Of Representation ◽  
Congenitally Blind ◽  
Verbal Problem

This review of the literature examines studies of the use of mental images by the blind in such cognitive tasks as verbal problem solving and spatial reasoning. It proposes that because mental images available to them are not adequate for certain cognitive tasks, the congenitally blind may rely on different modes of representation to compensate for their limited perception of and experience with the environment.

A Review of Social Problem-Solving Interventions

2016 ◽  
Vol 87 (1) ◽  
pp. 71-102 ◽  
Author(s):  
Kristen L. Merrill ◽  
Stephen W. Smith ◽  
Michelle M. Cumming ◽  
Ann P. Daunic
Keyword(s):  
Problem Solving ◽  
Problem Behaviors ◽  
Social Problem ◽  
Social Problem Solving ◽  
Maladaptive Behavior ◽  
Review Of The Literature ◽  
School Settings ◽  
School Based ◽  
Current Review ◽  
K 12

Students with significant behavioral and social problems experience some of the poorest outcomes in school and beyond. It is imperative, therefore, that educational researchers and school-based professionals address the needs of students who exhibit maladaptive behavior to alter their poor outcome trajectory. Social problem-solving (SPS) instruction is a promising approach for improving social competence and changing problem behaviors. Despite documented outcomes for SPS instruction in school settings, Coleman, Wheeler, and Webber’s review appears to be the most up-to-date compilation of the SPS literature. Thus, the purpose of this article is to present a more current review of the literature on SPS interventions in school settings. We examine and summarize studies investigating SPS interventions in K–12 settings from 1993 to 2015 and discuss findings and implications for educational research and practice.

Sign in / Sign up

Export Citation Format

Share Document